ABSTRACT
The descriptive - qualitative analyses of the teachers experiences in career progression program as bases for policy recommendation in Schools District of Alimodian I and II in the school year 2025-2026. The research method utilized in this study was qualitative method using in-depth interview and the research design was phenomenology.
The participants of the study were 10 purposely selected teachers. The data were acquired using semi-structured interviews. Findings revealed based on the result of the in-depth interview with the participants that the experiences of teachers on career progression program were challenging and rewarding experience, short notice and tiring, and opportunity for professional growth. It was found out that the challenges encountered by the teachers in career progression program were completion of documents needed, unclear promotion criteria, and short time frames. It was also found out that teachers’ ways to cope with the challenges encountered in career progression program were done through properly managed documentation, time management, continues professional development, and collaboration and teamwork.
Keywords: Teachers, Experiences, Career Progression Program, Policy Recommendation
INTRODUCTION
One of the most important decisions that shape the life of an individual is the decision related to career choice. Yet, during this process, the developmental phases and changes in career progress tasks of the individual should be examined and expert assistance should be provided.
Republic Act (RA) No. 4670 or the “Magna Carta for Public School Teachers” recognizes that the advancement in education depends on the qualification and ability of the teaching staff and declares it, as State policy to promote and improve the social economic status of public-school teachers. Attract and retain in the teaching position more people with the proper qualifications. As stated in the DepEd Order No. 024, s. 2025, individuals might be more active in the creation of their careers, in the direction of their active lives, and in choosing the type of role that they have in their society (Fusco et al., 2021).
Joint Circular No. 2025-1 (DBM-DEPED: An Act Enhancing the Philippine Basic Education System by Strengthening its Curriculum and Increasing the Number of Years for Basic Education. “Appropriating Funds Therefor and for Other Purposes” dated July 23,2012. “An Act Institutionalizing the Philippine Qualifications Framework (PQF), Establishing the PQF-National Coordinating Council. With the adoption of the PPST and PPSSH in DepEd schools nationwide and the recent efforts to rationalize the workload of teachers in public schools. Thereby, promoting their welfare, work motivation, and professional growth. The implementation of the expanded system of career progression for public school teacher pursuant to EO No. 174 and the consequential review of the school staffing parameters for Master Teacher and School Principal positions further ensure that the organization and its work force particularly in the schools to respond to challenges and opportunities of the 21st
Century with focus on the delivery of quality, accessible, relevant, and liberating basic education. The DBM and DepEd hereby promulgate these guidelines to modify the position classification and compensation scheme and the system of career progression of school heads and teachers stipulated in DBM Circular Letter No. 2007-6 and DO No. 97, s. 2011; and revisit the staffing parameters for Master Teacher and School Principal positions enclosed in 1997 Organization and Staffing Standards for DECS Schools Division, Elementary and Secondary Schools. Specifically, this Joint Circular aims to: Update and revise the policies and guidelines on the position classification and compensation scheme for teaching and school principal positions in all levels from Kindergarten to SHS, based on the expanded career progression system provided for under EO No. 174.
According to National Educator Academy (NEAP 2025), Career Progression Programs are development program for teachers and school leaders to improve their professional practice and support their promotion.
Added by the International Journal for Multidisciplinary Research (IJFMR 2025), here in the Philippines, the Expanded Career Progression System (ECPS) was established under Executive Order No. 174 (2022) to provide defined career lines for public school teachers. Navalta (2021) found out that teachers understanding of opportunities directly affects participation.
In addition, Department of Education pursuant to the Executive Order (EO) No. 174, s. 2022 on Establishing the Expanded Career Progression System for Public School Teachers and its Implementing Rules and Regulations aims of promoting the professional development and career advancement of teachers and school heads.
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