ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— It examined teachers’ awareness of the Multi-Year Performance Management and Evaluation System, a developmental framework aimed at enhancing accountability, professional growth, and instructional quality in public secondary schools. Using a descriptive-comparativecorrelational design, data from stratified samples of teachers in two districts were gathered through the use of a researcher-developed survey questionnaire that was expert-validated and pilot-tested to determine content validity and high reliability. Participants provided demographic information and rated their awareness of the Performance Management Cycle and the Key Result Areas through the use of a structured Likert-scale instrument. Descriptive statistics, comparative procedures applicable for non-normally distributed data, and analyses of correlation were conducted to determine the level of awareness, differences among profile groups, and relationships within the components of PMES. Findings revealed that teachers have very high awareness in both the Performance Management Cycle and the KRAs, showing significant associations that point out comprehension in PMES processes supports the comprehension of performance domains. Although awareness has been high in the general trend, disparities by age, career stage, educational attainment, and training exposures showed uneven understanding and pointed out areas where greater support is needed. The paper concludes that, while PMES is well known in procedural terms, much deeper and more consistent awareness is called for to realize its full developmental intent, making the case for continuous advocacy effort toward meaningful and homogeneous implementation. Keywords: Performance Management, Teachers’ Awareness, PMES, Key Result Areas, Advocacy Campaign