This study examined the implementation practices of the Results-Based Performance Management System (RPMS) as determinants of teacher motivation and professional commitment among beginning teachers in Diffun Districts I and II, Schools Division of Quirino, during the School Year 2025–2026. Specifically, the study assessed RPMS implementation in terms of clarity, objectivity, and timeliness, and examined their relationship with intrinsic and extrinsic motivation and professional commitment. A quantitative correlational research design was employed. The respondents consisted of 48 beginning public elementary school teachers selected through purposive sampling. Data were collected using a structured survey questionnaire and analyzed using descriptive statistics, Pearson correlation, and stepwise regression analysis. Findings revealed that RPMS implementation was highly implemented in terms of clarity (M = 3.47), objectivity (M = 3.50), and timeliness (M = 3.54). Beginning teachers also demonstrated high levels of intrinsic motivation (M = 3.54), extrinsic motivation (M = 3.50), and professional commitment (M = 3.59). Pearson correlation results showed strong and significant positive relationships between RPMS implementation and teacher motivation (p < .001), with timeliness showing the strongest association. Stepwise regression analysis indicated that clarity significantly predicted professional commitment (R² = 0.625), and when combined with timeliness, the predictive power increased (R² = 0.688). The study concludes that effective RPMS implementation, particularly in terms of clarity and timeliness, enhances teacher motivation and strengthens professional commitment among beginning teachers. The findings highlight the importance of transparent evaluation processes, fair performance standards, and timely feedback to support teacher development and improve educational quality.