Keywords:
key results areas
teachers
challenges
coping mechanism

  • Abstract

    This explanatory mixed-method study examines the extent of teachers’ performance, the challenges they face, and their strategies for compliance with the Individual Performance Commitment and Review Form (IPCRF). A complete enumeration of fifty-seven regular teachers was conducted to gather their IPCRF scores results, with sixteen purposively selected for focus group discussions, representing different schools in Datu Blah Sinsuat, Maguindanao del Sur, Philippines. The quantitative findings for the IPCRF scores indicate a very satisfactory performance among teachers in IPCRF compliance, reflecting consistent achievement of expectations outlined in key results areas. Meanwhile, the qualitative data were analyzed thematically, revealing five main challenges teachers encountered in IPCRF compliance: struggle in specific components in IPCRF, difficulties in understanding IPCRF requirements, time-related challenges in IPCRF completion, resource-related challenges in IPCRF compliance, and tasking related challenges. To address these challenges, teachers employed three main coping mechanisms: flexibility and adaptability, seeking clarification and support, and time management and evidence gathering. Notably, adaptability involved contextualizing lessons to align with students' varied learning environment, while clarification efforts emphasized collaboration among colleagues and leveraging digital resources. Time management strategies focused on systematic documentation of activities to streamline compliance. This result underscores the need for clearer guidelines, enhanced training, and improved resource allocation to mitigate compliance challenges. Addressing these systemic issues will not only enhance teachers' ability to meet IPCRF standards but also contribute to broader professional development and educational outcomes. The integration of both quantitative and qualitative data in this study provides a comprehensive understanding of the challenges teachers face and the resilience they demonstrate. The findings can inform future policies and targeted interventions, ultimately fostering a more supportive framework for teacher performance evaluation.

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Parcon, B. S., Alum, J. G., Nilong, D. J. B., Maulana, S. S., Manalao, A. M., Miagar, N. A., Arenas, J. C., & Cabotaje, J. P. N. (2025). Teachers’ performance and experiences: an explanatory mixed method design in individual performance commitment and review form compliance. Multidisciplinary Science Journal, 7(8), 2025365. https://doi.org/10.31893/multiscience.2025365
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