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RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
(RPMS) FOR TEACHERS
The passage of the K to 12 Law (R.A. 10533) in May 2013 as a response to the changes and
challenges of the modern world has changed the landscape of teacher quality requirements in
the Philippines. The current reform calls for teachers to critically reflect on their roles and the
expectations of them in the context of K to 12 Education.
This tool is designed for you to reflect on the different objectives related to your professional
work. It consists of 19 items that you will analyze and rate according to your level ofcapability
and level of priority for development. The items meet teacher quality requirements congruent
with the Philippine K to 12 Reform and reflective of international teacher standards.
You should accomplish this tool prior to the beginning of the school year and use to reflect on
your performance throughout the RPMS cycle. The result of your self-assessment will guide you
on which RPMS objectives to improve and on what areas you need coaching and mentoring.
Other school personnel, including the School Head, are not allowed to see the results of this
tool. However, you can discuss with them your IPCRF-Development Plan (IPCRF-DP) based on
your self-assessment.
PLEASE READ THE INSTRUCTIONS
This tool has three parts: Part I: Demographic Profile; Part II: Objectives; and Part III: Core
Behavioral Competencies.
For Part I: Demographic Profile, please shade the circle of the demographic information
applicable to you.
For Part II: Objectives, please shade the circle that corresponds to how you rate the objectives
based on: (1) level of capability and (2) level of priority for development. At the bottom of each
page, there is the opportunity to write about any aspects that you feel are relevant to the
objectives on that page.
For Part III: Core Behavioral Competencies, please shade the circle of the behavioral indicators
that you demonstrated during the performance cycle.
SELF-ASSESSMENT TOOL FOR TEACHER I-III
(Proficient Teachers) for SY 2021-2022
in the time of COVID-19

SAT-RPMS S.Y. 2021-2022 | Proficient Teachers
2
PART I: DEMOGRAPHIC PROFILE
Please shade the circle that is applicable to you.
1. Age
O Under 25 O 41-45
O 25-30 O 46-50
O 31-35 O 51-55
O 36-40 O Over 55
2. Sex
O Male O Female
3. Employment Status
O Regular Permanent O Substitute
O Provisional O Contractual
4. Position
O Teacher I O SPED Teacher I
O Teacher II O SPED Teacher II
O Teacher III O SPED Teacher III
O Special Science O SPED Teacher IV
Teacher I
5. Total Number of Years in Teaching
(Private and Public)
O 0-3 years
O 4-10 years
O More than 10 years
6. Highest Degree Obtained
O Bachelor’s Degree
O Master’s Degree
O Doctorate Degree
7. Area of Specialization
O English O Values Education
O Filipino O SPED
O Mathematics O Music
O General Science O Arts
O Biology O Physical Health
O Chemistry O Health
O Physics O TLE/ TVL
O Social Sciences O Others (Specify)
O Early Childhood
Education
8. Subject(s) Taught
O Mother Tongue O MAPEH
O Filipino O Technology
O English and Livelihood
O Mathematics O Edukasyong
O Science Pantahanan at
O Araling Panlipunan Pangkabuhayan
O Edukasyon sa O Others (Specify)
Pagpapakatao
9. Grade Level Taught
O Kindergarten
O Elementary
O Junior High School
O Senior High School
O Others (Specify)
10. Curricular Classification of the School
O Kindergarten
O Kinder, Grade 1-6
O Kinder, Grade 1-6, Grade 7-10
O Kinder, Grade 1-6, Grade 7-10,
Grade 11-12
attached to Tertiary
O Kinder, Grade 1-6, Grade 7-10,
Grade 11-12 attached to Tertiary
O Kinder, Grade 7-10
O Kinder, Grade 11-12
O Grade 1-6
O Grade 1-6 and Grade 7-10
O Grade 1-6, Grade 7-10 and Grade 11-12
O Grade 7-10
O Grade 11-12
O Community-based Learning Center
11.Region
Luzon
O National Capital Region
O Cordillera Administrative Region
O I - Ilocos
O II - Cagayan Valley
O III - Central Luzon
O IV-A - CALABARZON
O IV-B - MIMAROPA
O V - Bicol
Visayas
O VI - Western Visayas
O VII - Central Visayas
O VIII - Eastern Visayas
Mindanao
O IX - Zamboanga Peninsula
O X - Northern Mindanao
O XI - Davao Region
O XII - SOCCSKSARGEN
O XIII - Caraga
O Bangsamoro Autonomous Region in Muslim
Mindanao

3
OBJECTIVES
Level of Priority Areas
Capability to be Addressed
PART II: OBJECTIVES
There are two columns for every objective. Please shade one circle in each column corresponding to
how you rate your (1) level of capability and (2) priority for development for each objective.
OBJECTIVES
Level of
Capability
Priority Areas
to be Addressed
Low
Moderate
High
Very
High
Low
Moderate
High
Very
High
1 2 3 4 1 2 3 4
1. Content Knowledge and Pedagogy (PPST Domain 1)
1.1 Applied knowledge of content within and across
curriculum teaching areas. (PPST Indicator 1.1.2)
1.2 Used research-based knowledge and principles of
teaching and learning to enhance professional practice.
(PPST Indicator 1.2.2)
1.3 Displayed proficient use of Mother Tongue, Filipino and
English to facilitate teaching and learning. (PPST Indicator
1.6.2)
1.4 Used effective verbal and non-verbal classroom
communication strategies to support learner understanding,
participation, engagement and achievement. (PPST Indicator
1.7.2)
2. Learning Environment (PPST Domain 2)
2.1 Established safe and secure learning environments to
enhance learning through the consistent implementation of
policies, guidelines and procedures. (PPST Indicator 2.1.2)
2.2 Maintained learning environments that promote
fairness, respect and care to encourage learning. (PPST
Indicator 2.2.2)
Optional: In the space provided, you may want to
practice and the objectives on this page.
make some personal comments about your

4
OBJECTIVES
Level of
Capability
Priority Areas
to be Addressed
Low
Moderate
High
Very
High
Low
Moderate
High
Very
High
1 2 3 4 1 2 3 4
2. Learning Environment (PPST Domain 2) - continuation
2.3 Maintained supportive learning environments that
nurture and inspire learners to participate, cooperate and
collaborate in continued learning. (PPST Indicator 2.4.2)
2.4 Applied a range of successful strategies that maintain
learning environments that motivate learners to work
productively by assuming responsibility for their own
learning. (PPST Indicator 2.5.2)
3. Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
(PPST Domains 3, 4, and 5)
3.1 Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness
and talents. (PPST Indicator 3.3.2)
3.2. Adapted and used culturally appropriate teaching
strategies to address the needs of learners from indigenous
groups. (PPST Indicator 3.5.2)
3.3 Adapted and implemented learning programs that ensure
relevance and responsiveness to the needs of all learners.
(PPST Indicator 4.3.2)
3.4 Utilized assessment data to inform the modification of
teaching and learning practices and programs. (PPST
Indicator 5.5.2)
Optional: In the space provided, you may want to make some personal comments about your

5
OBJECTIVES
Level of
Capability
Priority Areas
to be Addressed
Low
Moderate
High
Very
High
Low
Moderate
High
Very
High
1 2 3 4 1 2 3 4
4. Community Linkages and Professional Engagement & Personal Growth and
Professional Development (PPST Domains 6 & 7)
4.1 Maintained learning environments that are responsive to
community contexts. (PPST Indicator 6.1.2)
4.2 Reviewed regularly personal teaching practice using
existing laws and regulations that apply to the teaching
profession and the responsibilities specified in the Code of
Ethics for Professional Teachers. (PPST Indicator 6.3.2)
4.3 Complied with and implemented school policies and
procedures consistently to foster harmonious relationships
with learners, parents, and other stakeholders. (PPST
Indicator 6.4.2)
4.4 Apply a personal philosophy of teaching that is learner-
centered. (PPST Indicator 7.1.2)
4.5 Adopt practices that uphold the dignity of teaching as a
profession by exhibiting qualities such as caring attitude,
respect and integrity. (PPST Indicator 7.2.2)
4.6 Set professional development goals based on the
Philippine Professional Standards for Teachers. (PPST
Indicator 7.5.2)
5. Plus Factor
Performed various related works/activities that contribute to
the teaching-learning process.
Optional: In the space provided, you may want to make some personal comments about your

6
PART III: CORE BEHAVIORAL COMPETENCIES
Please shade the circle of the competency indicators that you demonstrated during the performance
cycle.
CORE BEHAVIORAL COMPETENCIES Total
1. Self-Management
1. Sets personal goals and directions, needs and development.
3
2. Undertakes personal actions and behavior that are clear and
purposive and takes into account personal goals and values
congruent to that of the organization.
3. Displays emotional maturity and enthusiasm for and is challenged
by higher goals.
4. Prioritizes work tasks and schedules (through Gantt charts,
checklists, etc.) to achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.
2. Professionalism and Ethics
1. Demonstrates the values and behavior enshrined in the Norms
and Conduct and Ethical Standards for public officials and employees
(RA 6713).
4
2. Practices ethical and professional behavior and conduct taking into
account the impact of his/her actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of
attendance and punctuality, good grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs.
5. Act with a sense of urgency and responsibility to meet the
organization’s needs, improve system and help others improve their
effectiveness.
3. Results Focus
1. Achieves results with optimal use of time and resources most of
the time.
3
2. Avoids rework, mistakes and wastage through effective work
methods by placing organizational needs before personal needs.
3. Delivers error-free outputs most of the time by conforming to
standard operating procedures correctly and consistently. Able to
produce very satisfactory quality work in terms of
usefulness/acceptability and completeness with no supervision
required.
4. Expresses a desire to do better and may express frustration at
waste or inefficiency. May focus on new or more precise ways of
meeting goals set.
5. Makes specific changes in the system or in own work methods to
improve performance. Examples may include doing something
better, faster, at a lower cost, more efficiently, or improving quality,
customer satisfaction, morale, without setting any specific goal.

7
CORE BEHAVIORAL COMPETENCIES Total
4. Teamwork
1. Willingly does his/her share of responsibility.
4
2. Promotes collaboration and removes barrier to teamwork and goal
accomplishment across the organization.
3. Applies negotiation principles in arriving at win-win agreements.
4. Drives consensus and team ownership of decisions.
5. Works constructively and collaboratively with others and across
organizations to accomplish organization goals and objectives.
5. Service Orientation
1. Can explain and articulate organizational directions, issues and
problems.
4
2. Takes personal responsibility for dealing with and/or correcting
customer service issues and concerns.
3. Initiates activities that promote advocacy for men and women
empowerment.
4. Participates in updating office vision, mission, mandates and
strategies based on DEPED strategies and directions.
5. Develops and adopts service improvement program through
simplified procedures that will further enhance service delivery.
6. Innovation
1. Examines the root cause of problems and suggests effective
solutions. Foster new ideas, processes and suggests better ways to
do things (cost and/ or operational efficiency).
4
2. Demonstrates an ability to think “beyond the box”. Continuously
focuses on improving personal productivity to create higher value
and results.
3. Promotes a creative climate and inspires co-workers to develop
original ideas or solutions.
4. Translates creative thinking into tangible changes and solutions
that improve the work unit and organization.
5. Uses ingenious methods to accomplish responsibilities.
Demonstrates resourcefulness and the ability to succeed with
minimal resources.
5 (Role model) - If all behavioral indicators had been demonstrated
4 (Consistently demonstrates) - If four behavioral indicators had been demonstrated
3 (Most of the time demonstrates) - If three behavioral indicators had been demonstrated
2 (Sometimes demonstrates) - If two behavioral indicators had been demonstrated
1 (Rarely demonstrates) - If only one behavioral indicator had been demonstrated
This tool was developed through the
Philippine National Research Center for
Teacher Quality (RCTQ) with support
from the Australian Government.

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Appendix-5A-SAT-RPMS_PILI.docx

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