The success and effectiveness of a performance evaluation system is dependent not only on its design, but also largely, on the implementation process, that is, a well-designed evaluation system which is not well implemented will surely fail in its mandate. The purpose of this study was to explore the implementation process of Results Based Management (RBM) system and establish the relationship between the process and its effectiveness in one district of Zimbabwe. The study was situated in the pragmatic worldview, and the convergent mixed method design was used. A total of 310 teachers were randomly selected to participate in the survey, while 12 key informants were purposefully selected for the interviews. The study established that the teachers do not have adequate knowledge and understanding of the performance evaluation system, teacher performance is hardly monitored throughout the appraisal cycle and that there is a statistically significant relationship between the implementation process and effectiveness of RBM. In view of these findings, this study concluded that RBM was introduced prematurely, the evaluation process was merely a compliance and perfunctory exercise and that the implementation process has negatively impacted the effectiveness of RBM in this district. We, therefore, recommend that institutional preparedness and readiness should be ascertained before introducing a new system, there should be ongoing training for both evaluators and evluatees, and the number of external evaluators who should actively monitor the process and certify the final score should be increased.

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