This study determined the extent of practices and described the challenges in the implementation of the Results-Based Performance Management System in the Diadi District, Diadi, Nueva Vizcaya, school year 2019-2020. This study used a descriptive survey with quantitative and qualitative methods. There were fourteen (14) school head respondents who were purposively sampled, and ninety-one (91) teacher respondents with proportional allocation of the sixteen (16) public elementary schools and three (3) primary schools. The researcher used adapted and modified questionnaires in the four phases of RPMS, while the challenges and exemplars were derived from an open-ended questionnaire supported with an in-depth interview and analysis of documents.

The results revealed that the respondents perceived the school practiced RPMS to a very great extent in four phases. School heads and teachers experienced challenges in the implementation of RPMS. They were topmost challenged by time, its process, in employing rewards and in planning for teachers' development. Despite the challenges they experienced, Diadi District exemplified best practices in the four phases of RPMS. They maintained IPCR planning where ratee and rater met to agree, conducted monthly performance monitoring and coaching, presented PMC plan, conducted mid-year review and evaluation, exercised honesty and fairness between ratee and rater, updated IPRF-DP, recognized and awarded best employees, attended seminars and provided LAC sessions, utilized contextualized checklist in submission plan, implemented individual plan and MOV's, and conducted seminars related to RPMS.

Thesis (Master of Education - Educational Administration)

Includes appendices and bibliographical references.