Author

Jesrel A. Bermejo*
Cebu Technological University – Carmen Capus, Carmen, Cebu, Philippines

Abstract

This study explored the teachers’ and school leaders’ perception of the new Expanded Career Progression (ECP) system as a foundation of a proposed professional development program based on their levels of competence, professional growth, and personal growth. The data were gathered using descriptive research design where the survey questionnaires were administered to teachers and school administrators. The results indicated that the ECP system offers opportunities and challenges especially in the achievement of the qualification standards, workload management, maintaining motivation and relevant training access. Although these two groups faced these challenges, both groups showed a very highly perceived level of competence in areas like instructional effectiveness, collaboration, adaptability to reforms and peer networking, indicating high readiness to address ECP needs. Equally, professional growth indicators recognition, career progression and continuous professional development were rated very high, as they are strongly engaged in lifelong learning and career progression. The dimensions of personal growth, such as self-reflection, motivation and resilience were also very prominent which implies that teachers have strong capabilities to adapt, persist and improve their practice. Nonetheless, minor loopholes were observed in the recognition systems, competency alignment and access to development opportunities that can influence consistency in the implementation. In general, the study has determined that despite the effectiveness of the ECP system in terms of promoting both professional and personal development, the success of the ECP system depends on the reinforcement of institutional support, clear evaluation procedures and capacity-building programs.

Keywords: Expanded Career Progression System, professional growth, personal growth, instructional effectiveness, teacher development.

*Corresponding author / Email: jesrel.bermejo@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021069

Recommended citation:
Bermejo, J. A. (2026). Beyond the reality: Exploring teachers’ and school leaders’ perception of the new career progression policies. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 2796-2823. http://doi.org/10.69651/PIJHSS05021069

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