“Climbing the Ladder: Teachers’ Perspectives and Experiences in Navigating the Expanded Career Progression System in Philippine Schools”

Education

The Expanded Career Progression (ECP) System was introduced to address long-standing limitations in teacher promotion and professional advancement in Philippine public schools. While the reform provides broader opportunities for career mobility and professional recognition, limited studies have examined how educators experience and navigate its implementation. This study explored the perspectives and lived experiences of teachers, master teachers, and school principals regarding the Expanded Career Progression System in the Division of Agusan del Sur. Guided by Herzberg’s Two-Factor Theory, Vroom’s Expectancy Theory, and Bandura’s Social Cognitive Theory, the study employed a qualitative research design utilizing Reflexive Thematic Analysis. Thirty participants who had direct experience with the promotion process under the ECP framework were purposively selected. Findings revealed five major themes: awareness and interpretation of the ECP system, barriers and bottlenecks in career advancement, leadership and institutional support, motivation and professional identity, and aspirations for a more humane career progression system. Results indicated that while participants generally viewed the reform positively, significant challenges remain in terms of qualification requirements, workload demands, access to professional development opportunities, and consistency of implementation. The findings highlight the importance of effective dissemination, mentoring support, and policy responsiveness in ensuring the success of career progression reforms. The study provides insights that may guide educational leaders and policymakers in strengthening the implementation of the ECP system and supporting teachers’ professional growth.

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