Performance-Based Bonus on the Efficacy of Public High School Teachers in the Philippines

In any educational system, performance-based reward is always present. Though it bears so much controversies, the government is still designing different types of rewards, bonuses or incentives to help motivate employees. The study used survey research design to evaluate the effectiveness of the Performance-Based Bonus (PBB) in improving the efficacy of public high school teachers in the Philippines. Purposively selected teachers and school heads were included in the study. The teachers' efficacy before and after the implementation of PBB was determined based on the results of the Results-based Performance Management System (RPMS) and their self-evaluation. This self-evaluation was validated by the school heads using a structured questionnaire. The results showed that teachers' self-efficacy rating was the same even after the implementation of PBB, whereas the assessment of the school heads showed a decrease in the efficacy rating of the teachers from 'Highly Proficient' to 'Proficient'. This difference was due to the problems encountered during the implementation of the PBB. However, the study proves how public high school teachers remain true to their calling as their levels of teaching efficacy remain the same regardless of the presence or absence of monetary rewards. Thus, this calls for an active involvement of all the stakeholders to help address the underlying issues connected to the PBB implementation while remaining committed to the teaching profession by improving oneself and one's overall efficacy.