AWARENESS, CHALLENGES, AND COPING MECHANISMS OF PUBLIC SECONDARY SCHOOL TEACHERS ON THE INTERIM GUIDELINES FOR PERFORMANCE MANAGEMENT AND EVALUATION SYSTEM

This study examined the level of awareness, challenges, and coping mechanisms of public secondary school teachers in Gattaran, Cagayan regarding the Interim Performance Management and Evaluation System (I-PMES). Although performance management reforms in the Department of Education aim to improve accountability and learning outcomes, gaps remain between policy and implementation. A descriptive-correlational design was used, involving purposively selected teachers who responded to a validated survey with Likert-scale and open-ended items. Statistical tools such as frequency, percentage, mean, standard deviation, t-test, ANOVA, and Pearson r were applied. Findings showed that teachers had moderate to high awareness of I-PMES guidelines but still faced challenges in documentation, indicator interpretation, and time management. They adopted coping strategies such as time management, peer collaboration, professional development, and resourcefulness. Significant relationships were found among awareness, challenges, and coping mechanisms, suggesting that awareness influences how teachers manage difficulties. The study concludes that targeted support, clearer guidelines, and strengthened orientation programs are needed to improve implementation and teacher well-being.