Public Elementary School Teachers’ Perception of the Career Progression Scheme of the Department of Education in the Province of Albay
DOI:
https://doi.org/10.65339/ijsair.V2.I1.130Keywords:
Awareness, Career Progression, Elementary School Teacher, Expanded Career Progression System, Legazpi City, Merit and Competence, Professional Development, Qualification Standards, Teacher PerceptionsAbstract
This study examined the awareness and perceptions of public elementary school teachers regarding the Expanded Career Progression System in the Schools Division of Legazpi City. Anchored in career development and motivation perspectives, particularly Life-Span, Life-Space theory, Social Cognitive Career Theory, and Herzberg’s Two Factor Theory, the study sought to describe teachers’ professional profile, assess their level of awareness of the system, and explore their perceptions, motivations, challenges, and prior preparation for promotion. An explanatory mixed-method design was employed, combining descriptive quantitative and qualitative approaches. The respondents were 97 permanent public elementary school teachers, with 10 participants included in the focus group discussion. Data were gathered through a structured questionnaire checklist, open-ended questions, and focus group discussion, then analyzed using frequency, percentage, weighted mean, Kendall’s Coefficient of Concordance, Mann-Whitney U Test, and thematic analysis. The findings showed that the respondents were generally professionally mature, predominantly female, mostly married, and largely engaged in graduate studies. Both Teacher I–III and Master Teacher I–II groups demonstrated high awareness of professional development, qualification standards, and merit and competence indicators under the Expanded Career Progression System, with no significant difference in awareness between the two groups. However, the qualitative findings revealed that teachers viewed career progression as both an opportunity for professional growth and a source of burden due to documentation demands, financial constraints, family responsibilities, workload, and policy-related concerns. The study concluded that while the system supports teacher development and advancement, its effective implementation depends on stronger institutional support, clearer policy dissemination, and more accessible professional development opportunities. The study aligns mainly with SDG 4 on Quality Education and also connects with SDG 8 and SDG 9 through teacher development, professional sustainability, and institutional strengthening. Its sustainability impact lies in supporting educational, institutional, policy, and socio-economic sustainability by informing more responsive and sustainable teacher promotion practices.
References
Abdala, J., Jafari, J., & Juma, S. (2024). In-service training for improving the quality of English language teaching in Zanzibar’s secondary schools. Quality Assurance in Education, 32. https://doi.org/10.1108/QAE-12-2023-0211
Abuda, J., & Sultan, R. (2024). Inklusibong edukasyon: Kasanayan sa pagsasalita ng mga mag-aaral na may espesyal na pangangailangan. EPRA International Journal of Multidisciplinary Research (IJMR), 204–209. https://doi.org/10.36713/epra16798
Agpuldo, E. (2024). Awareness of public-school teachers on the expanded career progression system (ECPS) [Research, Department of Education]. https://www.ijfmr.com/papers/2025/3/45137.pdf
Agpuldo, E. (2025). Awareness of public school teachers on the expanded career progression system (ECPS). International Journal for Multidisciplinary Research, 7. https://doi.org/10.36948/ijfmr.2025.v07i03.45137
Alejandro L. Giray Jr., & Ballado, R. S. (2025). Gamification techniques in enhancing English for elementary level students. Asian Journal of Advanced Research and Reports, 19(4), 176–184. https://doi.org/10.9734/ajarr/2025/v19i4972
Alimahan, G., & Ubayubay, R. (2025). Classroom management practices and learning environment in select districts, Division of Misamis Oriental. International Journal of Multidisciplinary Research and Analysis, 8. https://doi.org/10.47191/ijmra/v8-i05-38
Ameko, S., Boateng, S., & Ocran, P. (2025). Carol Ann Tomlinson, The differentiated classroom: Responding to the needs of all learners. Research and Education, 13, 5–7. https://doi.org/10.63467/red.13.2025.art1
Aquino, J., Aquino, D., Palad, I., & Simbre, A. (2023). Filipino teachers’ aspiration on their personal and professional development, 1, 101–114.
Astrid Meling Kleppe. (2026). School leaders’ experiences of implementing and organizing full-day schooling as a school development project. Cogent Education, 13(1).
Awareness and competency of pre-service teachers on the Philippine Professional Standards for Teachers (PPST): A basis for training program. (2021). JournalNX - A Multidisciplinary Peer Reviewed Journal, 7(11), 83–105. https://doi.org/10.17605/OSF.IO/FY8MC
Baguio, J. H. S. J. J. B. (2025, August 30). Interdisciplinary teaching stratagems and cultural receptiveness of teachers in public elementary school. EPRA Journals. https://eprajournals.com/IJMR/article/17450
Balinbin, I. C. (2025). Integrating the play-based instruction into curriculum: Its level on effectiveness in kindergarten education in 3T’s public schools. PANTAO International Journal of Humanities and Social Sciences, 4(2). https://pantaojournal.com/wp-content/uploads/2025/05/37-Balinbin.pdf
Bautista, P. S. (2020). Republic Act No. 12288. https://lawphil.net/statutes/repacts/ra2025/ra_12288_2025.html
Bockelmann, T. L. (2021). The effects of a shared vision of teacher leadership on classroom teachers’ instruction. The Interactive Journal of Global Leadership and Learning, 1(3). https://doi.org/10.55354/2692-3394.1021
Bongco, R. T., & Abenes, R. D. (2019). Clash of spheres: The paradox of being a female teacher in the Philippines. Beijing International Review of Education, 1(2–3), 443–459. https://doi.org/10.1163/25902539-00102012
Bongco, R. T., & Abenes, R. D. (2023). Clash of spheres: The paradox of being a female teacher in the Philippines. In The future of teaching (Chap. 9). Brill. https://doi.org/10.1163/9789004538351_010
Borja, J. P., & Demalen, J. A. (2025). INSET on teachers’ performance: Basis for faculty development. CMU Journal of Science, 29(1), 76.
Bustamante, S., Simbulan, A., & Hipolito, Y. E. (2024). MatHusaya: Effect of physical gamification strategy on Grade 3 learners’ academic performance in mathematics fraction sense. Southeast Asian Journal of Agriculture and Allied Sciences, 3(1), 30–38. https://doi.org/10.63943/sajaas.vol3iss1art22pp30-38
Cabradilla, M. (2025). Teachers’ competency based on the Philippine Professional Standards for Teachers I–III: Basis for a training program. International Journal of Multidisciplinary Research and Analysis, 8. https://doi.org/10.47191/ijmra/v8-i04-64
Calmorin, L. P., & Calmorin, M. A. (2012). Research methods and thesis writing (2nd ed.). Rex Book Store.
Canedo, D., & Baguio, J. (2024). Career progression and classroom facility adeptness of teachers in public elementary schools. Asian Journal of Education and Social Studies, 50, 184–193. https://doi.org/10.9734/ajess/2024/v50i121685
Caoile, D., & Pere, C. (2024). Utilization of Learning Action Cell (LAC) session contents among science teachers in Vigan, Ilocos Sur. The Asian Journal of Education and Human Development, 5. https://doi.org/10.69566/ajehd.v5i1.99
Capistrano, E. P., & Tamayo, M. A. L. (2025, July 12). Comprehensive literature review of career progression of teachers in the Philippines. https://eric.ed.gov/?id=ED674461
Cardello, L., Parker-Bell, B., & Shao, H. (2024). Bringing theories to life in the classroom: Super’s life span life space theory. Career Convergence. https://www.ncda.org/aws/NCDA/pt/sd/news_article/559383/_PARENT/CC_layout_details/false
Cayabas Jr., J. (2025). From classroom to workplace: Contributions of pursuing graduate studies on personal and professional development. International Journal of Learning, Teaching and Educational Research, 24, 926–950. https://doi.org/10.26803/ijlter.24.12.39
Cebelleros, A. G., & Buenaventura, V. P. (2024). Learning environment and teacher communication behavior as determinants of student engagement. American Journal of Education and Technology, 3(4), 1–13. https://doi.org/10.54536/ajet.v3i4.3543
Chiong, C., Menzies, L., & Parameshwaran, M. (2017). Why do long-serving teachers stay in the teaching profession? Analysing the motivations of teachers with 10 or more years’ experience in England. British Educational Research Journal, 43. https://doi.org/10.1002/berj.3302
Civil Service Commission. (2018). Qualification standards manual for teaching positions.
Creswell, J. W. (1999). Mixed-method research: Introduction and application. In Handbook of educational policy (pp. 455–472). Academic Press.
Cruz, A. (2024). Impact of graduate studies education on career growth of professionals. Psychology and Education: A Multidisciplinary Journal, 18(1), 20–28. https://doi.org/10.5281/zenodo.10836349
Cruz, D. D. (2022). Retention and job satisfaction among Pilipino and offshore teachers: A comparative study. AIDE Interdisciplinary Research Journal, 3(1).
Cruz, P. B., & Agpasa, N. (2024, May 2). Teachers’ lived experiences: Unveiling the factors in career development. Puissant, 5, 2185–2199. //puissant.stepacademic.net/puissant/article/view/404
Cullen, S. (2025, March 29). The educational deficiency of Filipino children. The Manila Times. https://www.manilatimes.net/2025/03/30/opinion/columns/the-educational-deficiency-of-filipino-children/2082655
Custodio, Z. (2021). Teacher’s guide in teaching learners in difficult circumstances.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
David, C., Albert, J. R., & Vismanoz, J. F. (2019). Pressures on public school teachers and implications on quality. Philippine Institute for Development Studies, PN 2019-01. https://doi.org/10.62986/pn2019.01
Day, C., & Gu, Q. (2010). The new lives of teachers. Routledge.
Day, C., & Gu, Q. (2019). Resilient teachers, resilient schools. Routledge.
Dehghanzadeh, H., Farrokhnia, M., Dehghanzadeh, H., Taghipour, K., & Noroozi, O. (2024). Using gamification to support learning in K–12 education: A systematic literature review. British Journal of Educational Technology, 55, 34–70. https://doi.org/10.1111/bjet.13335
Dela Cruz, J. B., & Baguio, J. B. (2024). Exploring the predictors of successful Learning Action Cell practices of special education teachers. Asian Journal of Education and Social Studies, 50(10), 352–361. https://doi.org/10.9734/ajess/2024/v50i101625
Dela Fuente, J. K. (2020). Total number of DepEd teachers by position title and level of education. Teacher PH. https://www.teacherph.com/total-number-deped-teachers/
Department of Budget and Management. (2016). RA No. 6758. Retrieved November 14, 2025, from https://www.dbm.gov.ph/wp-content/uploads/2012/03/Manual-on-PCC-Chapter-3.pdf
Department of Education. (2016, June 7). Department Order. https://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_035.pdf
Department of Education. (2019). Implementation of NEAP transformation. https://www.deped.gov.ph/wp-content/uploads/DO_s2019_011.pdf
Department of Education. (2020). National Educators’ Academy of the Philippines (NEAP). https://www.deped.gov.ph/national-educators-academy-of-the-philippines/
Department of Education. (2024). Guidelines on the recruitment, selection, and appointment to higher teaching positions (DepEd Order No. 20, s. 2024).
Department of Education. (2025). Guidelines on the implementation of the expanded career progression system for teachers and school heads in the Department of Education (DepEd Order No. 24, s. 2025).
Department of Education. (2025, September 26). Expanded career progression: Mas maraming oportunidad, mas maikling panahon ng paghihintay para sa mga guro [Press release]. https://www.deped.gov.ph/2025/09/26/expanded-career-progression-mas-maraming-oportunidad-mas-maikling-panahon-ng-paghihintay-para-sa-mga-guro/
Department of Education. (2025, December 24). Sa expanded career progression, umaangat ang mga guro, umuunlad ang pagkatuto [Press release].
Department of Education Region IX. (2022). Regional Memorandum No. 138, s. 2022: Updated list of authorized learning service providers and professional development programs.
DepEd SDO Legazpi City. (2025, December 15). Division Memorandum 1004, s. 2025. https://surl.li/bdkdnl
Dignos, M. R. (2021). Profile and action research competence of elementary teachers. International Journal of Advanced Multidisciplinary Studies, 1(3), 2782–893X.
Dilay, E., & Ramos, A. (2024). Teachers’ experiences in school-based Learning Action Cell (LAC) sessions in Oriental Mindoro National High School. Journal of Policy and Planning, 1. https://doi.org/10.54536/jpp.v1i1.2941
Dovetail Editorial Team. (2023, February 5). Descriptive research: Design, methods, examples, and FAQs. https://dovetail.com/research/descriptive-research/
Eagly, A. H. (2023). Sex differences in social behavior. Psychology Press. https://doi.org/10.4324/9780203781906
Educator. (2023, October 5). Global teacher shortage easing, but more needs to be done – UNESCO report. The Educator Australia. https://www.theeducatoronline.com/k12/news/global-teacher-shortage-easing-but-more-needs-to-be-done--unesco-report/283385
Erden, A., Erden, H., & Aytaç, T. (2023). Teachers’ well-being levels by gender and marital status: A meta-analysis study. Asian Journal of Instruction, 11(1st International Positive Schools & Well-Being Congress Special Issue), 38–60. https://doi.org/10.47215/aji.1304646
Espra, R., & Valle, A. (2025). Job satisfaction and professional commitment of teachers. International Journal of Multidisciplinary Research and Analysis, 8. https://doi.org/10.47191/ijmra/v8-i05-41
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4.
Executive Order No. 174. (2022). https://www.deped.gov.ph/wp-content/uploads/IRR-of-EO-174-s.-2022.pdf
Florencio P. Karaan Jr., Pinili, L. C., Espina, R. C., Tenerife-Cañete, J. J. L., Capuno, R. G., Mangubat, R. C., Anora, H. C., & Calasang, V. O. (2025). Awareness and preparedness of teachers on the individualized education plans (IEPs) for special education learners within inclusive settings. International Journal of Research and Innovation in Social Science, 9(11). https://doi.org/10.47772/IJRISS.2025.91100514
Francisco, M. J. V. (2024). Professional teachers’ research development needs assessment in the first district of Batangas, Philippines. International Journal of Research and Innovation in Social Science, 8(06), 1722–1729. https://doi.org/10.47772/IJRISS.2024.806129
G. Añosa, R., G. Añosa, R., Dayaganon, J. M. M., & Logroño, C. (2025). School heads and teachers’ level of awareness and implementation of the mediation strategies and mechanisms. International Journal of Advanced Multidisciplinary Studies, 5(7). https://www.ijams-bbp.net/wp-content/uploads/2025/10/7-IJAMS-JULY-2025-1586-1612.pdf
Ghafar, Z., & Mahmood, H. (2023). Nonverbal communication in the classroom and its role in the teaching and learning from educational process. Journal of Social Science, 2, 712–719. https://doi.org/10.57185/joss.v2i6.82
Gonio, Y., & Bauyot, M. (2024). Delving on the experiences of educators on professional development of National Educators Academy of the Philippines: A case study. Asian Journal of Education and Social Studies, 50(6), 627–641. https://doi.org/10.9734/ajess/2024/v50i61437
G. Papa, A. (2020). Public school teachers must be valued in PH society. In Philippine Institute for Development Studies.
Gupta, N., & Shaw, J. D. (2014). Employee compensation: The neglected area of HRM research. Human Resource Management Review, 24(1), 1–4. https://doi.org/10.1016/j.hrmr.2013.08.007
Handy, J., & Ross, K. (2005). Using written accounts in qualitative research. South Pacific Journal of Psychology, 16. https://doi.org/10.1017/S0257543400000067
Honchar, L., Derkachova, O., Shakhrai, V., Saienko, V., Hladoshchuk, O., & Voropayeva, T. (2021). Formation of psychological readiness of the teacher to implement information and communication technologies in professional activities. International Journal of Education and Information Technologies, 15, 364–371. https://doi.org/10.46300/9109.2021.15.38
Hopper, E. (2020). Maslow’s hierarchy of needs explained. ThoughtCo, 24, 1–3.
Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233.
Jaminal, M. (2025). Challenges faced by basic education teachers in achieving professional growth and job promotion: A phenomenological study.
Karathanos-Aguilar, K., & Ervin-Kassab, L. (2022). Co-teaching as an opportunity for mentor teacher professional growth. International Journal of Mentoring and Coaching in Education, 11(3), 245–261. https://doi.org/10.1108/IJMCE-06-2021-0070
Kelchtermans, G., & Deketelaere, A. (2016). The emotional dimension in becoming a teacher. https://doi.org/10.1007/978-981-10-0369-1_13
Kendall, M. G. (1948). Rank correlation methods. Griffin.
Kotrlik, J. W., & Higgins, C. C. (2001). Organizational research: Determining appropriate sample size in survey research. Information Technology, Learning, and Performance Journal, 19(1), 43.
Kratochwill, T., Albers, C., & Shernoff, E. (2004). School-based interventions. Child and Adolescent Psychiatric Clinics of North America, 13, 885–903. https://doi.org/10.1016/j.chc.2004.05.003
Lalanan, P., & Oco, R. (2025). ALS learning environment and learners’ engagement. International Journal of Multidisciplinary Research and Analysis, 8. https://doi.org/10.47191/ijmra/v8-i04-58
Learn Statistics Easily. (2024, September 28). What is: Frequency count - Understanding data analysis. Learn Statistics Easily. https://statisticseasily.com/glossario/what-is-frequency-count-data-analysis/#google_vignette
Lent, R. W., Brown, S. D., & Hackett, G. (2002). Social cognitive career theory. In Career choice and development (4th ed., pp. 255–311).
Linda, N., & Mukhaiyar, M. (2020). Teacher’s behaviors: Verbal and non-verbal behavior during the English classroom interaction. International Journal of Educational Dynamics, 2(1), 113–123. https://doi.org/10.24036/ijeds.v2i1.239
Lloyd Vincent P. Gondao, & Paglinawan, J. L. (2025). Teachers’ perspectives and practices in implementing interdisciplinary approach in teaching science. International Journal of Research and Innovation in Social Science, 9(05), 960–969. https://doi.org/10.47772/IJRISS.2025.90500080
Magtalas, S. A., & Eduvala, J. C. (2024). Teacher’s workload in relation to burnout and work performance. International Journal of Multidisciplinary: Applied Business and Education Research, 5(10), 4111–4123. https://doi.org/10.11594/ijmaber.05.10.24
Mangalindan, J. J. M., Sablad, R. T., & Rosa, J. P. D. (2025). Career progression and professional development of public school teachers in Tarangnan District. International Journal of Recent Advances in Multidisciplinary Topics, 6(9), 45–57. https://journals.ijramt.com/index.php/ijramt/article/view/3123
Manila, Philippines, & Vega, M. G. (2020). Investigating the Learning Action Cell (LAC) experiences of science teachers in secondary schools: A multiple case study. International Multidisciplinary Research Journal, 2, 20–27. https://doi.org/10.54476/iimrj377
Maravilla, J. (2025). Teachers’ participation in in-service training. GEO Academic Journal, 6. https://doi.org/10.56738/issn29603986.geo2025.6.102
Marcelo, E. (2025). The Philippine Professional Standards for Teachers (PPST): Empowering educators for national transformation. EPRA International Journal of Environmental Economics, Commerce and Educational Management, 72–75. https://doi.org/10.36713/epra24521
Martinez, J. S. (2022). Teachers’ educational attainment: Does it contribute to elementary learners’ metacognitive reading development? NeuroQuantology, 20(15), 8041–8048. https://doi.org/10.48047/NQ.2022.20.15.NQ88797
Maxwell, J. A. (2008). Designing a qualitative study. In The SAGE handbook of applied social research methods (2nd ed.).
Miller, E. K., Franco-Jenkins, X., Duncan, J. T., Reynolds Reddi, A., & Ward, C. (2025). Strengthening education through equitable and inclusive evidence-based teaching practices: A scoping review. Education Sciences, 15(3), 266. https://doi.org/10.3390/educsci15030266
Nachar, N. (2008). The Mann-Whitney U: A test for assessing whether two independent samples come from the same distribution. Tutorials in Quantitative Methods for Psychology, 4. https://doi.org/10.20982/tqmp.04.1.p013
Nalundasan, D. (2025). Assessing the impacts of values-based education on students’ behavior, emotional development, and challenges. Divine Word International Journal of Management and Humanities, 4, 2429–2443. https://doi.org/10.62025/dwijmh.v4i4.211
Narido, S., & Quinito, D. (2026). Professional development practices of teachers and its implications to literacy leadership and instructional management competence. International Journal of Research and Innovation in Social Science, 9, 335–352. https://doi.org/10.47772/IJRISS.2026.10100031
Odanga, S., Aloka, P., & Raburu, P. (2015). Influence of marital status on teachers’ self-efficacy in secondary schools of Kisumu County, Kenya. Academic Journal of Interdisciplinary Studies, 4. https://doi.org/10.5901/ajis.2015.v4n3p115
Olabiyi, W., Samad, S., & Selim, H. (2025). Challenges faced by Philippine elementary schools in teaching literacy in remote areas.
Oplas, S. B. (2024). Socio-demographic characteristics and behavioral competence of public elementary school teachers in relation to school performance. International Journal of Research and Innovation in Social Science, 8(08), 3213–3227. https://doi.org/10.47772/IJRISS.2024.8080236
Organisation for Economic Co-operation and Development. (2021a). Teachers and school leaders are valued professionals.
Organisation for Economic Co-operation and Development. (2021b). Teachers and school leaders as valued professionals. OECD Publishing.
Organisation for Economic Co-operation and Development. (2021). Teachers and school leaders as valued professionals. OECD Publishing.
Orenstein, G., & Lewis, L. (2022). Erikson’s stages of psychosocial development. National Library of Medicine. https://www.ncbi.nlm.nih.gov/books/NBK556096/
Osman, A., & Adanza, L. (2024). Examining teachers’ perspectives on the new changes to the promotion system of the Department of Education: Basis for career path orientation program. JPAIR Multidisciplinary Research, 57. https://doi.org/10.7719/jpair.v57i1.896
Oshagbemi, T. (2000). Is length of service related to the level of job satisfaction? International Journal of Social Economics, 27(3), 213–226.
Padmadewi, N. N. (2020). Teachers’ readiness in promoting 21st century skills in teaching students at a bilingual primary school [Research, Universitas Pendidikan Ganesha]. https://www.researchgate.net/publication/353407618_Teachers'_Readiness_in_Promoting_21st_Century_Skills_in_Teaching_Students_at_a_Bilingual_Primary_School/fulltext/60fabc9c2bf3553b290717f5/Teachers-Readiness-in-Promoting-21st-Century-Skills-in-Teaching-Students-at-a-Bilingual-Primary-School.pdf
Patrociño C. de Vera II. (2024). Teachers’ level of compliance on classroom observation: Meeting the indicators. Educational Administration: Theory and Practice, 30(7), 17–24. https://doi.org/10.53555/kuey.v30i7.6423
Peramatzis, G., & Galanakis, M. (2022). Herzberg’s motivation theory in workplace. Psychology, 12(12), 971–978.
Piccio, K. (2025). Job satisfaction, organizational commitment and career aspiration of public secondary school teachers. International Journal of Research and Innovation in Social Science, 9, 8879–8891. https://doi.org/10.47772/IJRISS.2025.903SEDU0672
Pinheiro, A., & Palma-Moreira, A. (2025). Job satisfaction, perceived performance and work regime: What is the relationship between these variables? Administrative Sciences, 15(5), 175. https://doi.org/10.3390/admsci15050175
Porcalla, B. C. D. (2025, May 20). DepEd: Shortage of teachers nationwide still at 30,000. Philstar.com. https://www.philstar.com/headlines/2025/05/21/2444622/deped-shortage-teachers-nationwide-still-30000
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93, 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Professional Regulation Commission. (n.d.). PRC accredits the Department of Education through the National Educators’ Academy of the Philippines as CPD provider. https://prc.gov.ph/article/prc-accredits-department-education-through-national-educators-academy-philippines-cpd
Quan, T., Thi, M., Dao, H., Mai, P., & Tan, C. (2023). Factors affecting teaching career development opportunities at University of Economics in Ho Chi Minh City.
Rachmad, Y. E. (2022). Educational engagement theory.
Ramos, C., Villaflor, M., Milano, M. L., Hallarte, D., Batucan, G., Gonzales, R., & Gonzales, G. (2025). Aspirations of becoming a mathematics or a science teacher: A CB-SEM analysis of preservice teachers’ self-ascribed identities. Social Sciences & Humanities Open, 12, 101898. https://doi.org/10.1016/j.ssaho.2025.101898
Raquim, A., Fulla, J., Tillo, R., & Salvacion, B. (2025). Expanded career progression system: Its challenges, pitfalls and benefits. International Journal of Engineering Technology Research & Management, 9(10). https://ijetrm.com/issues/files/Oct-2025-21-1761052619-OCT36.pdf
Remo, R. M., & Marcia, A. V. (2025). Teachers’ demographic profile and learning resource management skills. Psychology and Education: A Multidisciplinary Journal. https://www.scribd.com/document/859307485
Republic Act No. 7836 - An act to strengthen the regulation and supervision of the practice of teaching in the Philippines and prescribing a licensure examination for teachers and for other purposes. (n.d.). Supreme Court E-Library. https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/2/2676
Republic of the Philippines. (2012). Republic Act No. 10173: Data Privacy Act of 2012. Official Gazette of the Republic of the Philippines. https://www.officialgazette.gov.ph/2012/08/15/republic-act-no-10173/
Reyes, D. (2025, January 29). Edcom flags ‘glacial’ pace of teacher promotions. INQUIRER.net. https://newsinfo.inquirer.net/2029078/edcom-flags-glacial-pace-of-teacher-promotions
Reyes, V., Jr. (2010). The Philippine Department of Education: Challenges of policy implementation amidst corruption. Asia Pacific Journal of Education, 30, 381–400. https://doi.org/10.1080/02188791.2010.519696
Rivera, K. C., Olubia, L. T., Lugtu, N. M., & Quintos, R. T. (2025). Integrated schools teachers’ knowledge and skills on classroom-based action research: Basis for community extension program. Indonesian Journal of Education Research (IJoER), 6(4), 473–483. https://doi.org/10.37251/ijoer.v6i4.2130
Rodriquez, N. R., & Ortiz, L. N. (2025). Effectiveness of instructional strategies on academic performance and learning engagement of students in public elementary schools. Academia. https://doi.org/10.6084/M9.FIGSHARE.30902297
Roque, J., Mangansakan, D., & Sandigan, S. (2025). Impact of pedagogical strategies on engagement and academic performance in the Filipino subject. Journal of Interdisciplinary Perspectives, 3. https://doi.org/10.69569/jip.2025.331
Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Santidad, J., Manaig, E., & Fernando, I. F. (2025). PRIMA: A proposed teacher development program focused on expanded career progression system (ECPS). International Journal on Integrated Education, 8, 465–497. https://doi.org/10.31149/ijie.v8i4.5472
Scheirlinckx, J., Teixeira, K., Alves, G., Primi, R., De Clercq, B., De Fruyt, F., & John, O. P. (2025). More than just experience? Effects of years of teaching, age, and gender on teachers’ social-emotional and instructional characteristics. Teaching and Teacher Education, 167, 105203. https://doi.org/10.1016/j.tate.2025.105203
Schools Division Office of Legazpi City. (2025). Division Memorandum No. 659, s. 2025: Conduct viewing of the national online orientation on the expanded career progression. https://sl1nk.com/z6l30
Sebastian, M., Banate, R., & Saquin, M. (2022). Gender roles among public elementary teachers: Basis for gender-responsive intervention activities. International Online Journal of Primary Education, 11(2), 401–411. https://doi.org/10.55020/iojpe
Serrano, D. M., & Fallado, J. (2025). Assessing the extent of PPST implementation and teacher challenges in elementary schools. International Journal of Scientific Research and Management (IJSRM), 13(5), 2321–3418. https://doi.org/10.18535/ijsrm/v13i05.el06
Sevim, Ö., & Akın, U. (2021). The role of graduate education in professional development of teachers: Is graduation enough? TED Eğitim ve Bilim, 46. https://doi.org/10.15390/EB.2021.9593
Shaoan, M. M. R., Namanyane, T., Feng, M., & Arif, M. (2025). A systematic literature review on the importance of teacher recruitment and retention in global educational reform. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1447752
Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist, 34(1), 8–12. https://doi.org/10.1097/NUR.0000000000000493
Simbre, A., Aquino, J. M., & Palad, I. (2023). A survey on the role of principals in teacher promotion in the Philippines. Thai Journal of East Asian Studies, 27(2), 21–45. https://so02.tci-thaijo.org/index.php/easttu/article/view/260317
Skaalvik, E. M., & Skaalvik, S. (2020). Teacher burnout: Relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. Teachers and Teaching, 26, 602–616. https://doi.org/10.1080/13540602.2021.1913404
Soreta, J. C. (2021). Empowering competence through performance awareness of teachers and stakeholders (E-C PATHS): A development program. Journal of Innovations in Teaching and Learning, 1(2), 97–106. https://doi.org/10.12691/jitl-1-2-6
Soriano, R., & Alcala, S. (2024). Implementation of inclusive education among secondary schools in Lingayen, Pangasinan, Philippines.
Spillane, J., Reiser, B., & Reimer, T. (2022). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72, 387–431. https://doi.org/10.3102/00346543072003387
Standard Insights. (n.d.). Cochran and Slovin [Image]. https://standard-insights.com/tools/sample-size-calculator/
Tapadia, S. (2024). Teacher professional development and teaching quality. Journal of Educational Research and Policies, 6, 56–58. https://doi.org/10.53469/jerp.2024.06(11).12
Tarraya, H. (2023). Teachers’ workload policy: Its impact on Philippine public school teachers. International Journal of Computing Sciences Research, 4.
Tarraya, H. O. (2023). Teachers’ workload policy: Its impact on Philippine public school teachers (Public policy analysis and review). Online Submission.
Tenny, S., Brannan, J. M., & Brannan, G. D. (2017). Qualitative study.
The Lawphil Project. (2025). Republic Act No. 12288 [Press release]. https://lawphil.net/statutes/repacts/ra2025/ra_12288_2025.html
Tolentino, A., Cruz, E., & Ablaza, M. (2023). Self-efficacy, interest, and effort indicators in the teaching motivation of public senior high school teachers in the Philippines. Journal of Advances in Education and Philosophy, 7, 376–383. https://doi.org/10.36348/jaep.2023.v07i10.001
Tzotzou, M., Poulou, M., Karalis, T., & Ifanti, A. (2024). Reflection as an INSET tool for teachers’ professional development in the 21st century: A quantitative study. European Journal of Education Studies, 11, 165–183. https://doi.org/10.46827/ejes.v11i8.5452
Vatansever Bayraktar, H., & Cihangir, D. (2017). Investigation of primary school teachers’ perception of discipline types they use for classroom management. Higher Education Studies, 7, 30–30. https://doi.org/10.5539/hes.v7n1p30
Villanueva, J., & Cruz, R. (2021). The praxis of school-based management on curriculum and learning in the Philippines.
Vural, Ö. F., & Basaran, M. (n.d.). The reasons for teachers’ preference for master’s degree. https://eric.ed.gov/?id=EJ1285806
World Bank. (2023). Teacher career paths and system bottlenecks in the Philippines.
World Bank. (2025). Philippines: Female teachers in primary education (% of total primary teachers). World Development Indicators.
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Review of Educational Research, 74(3), 255–316.
Zerna, C. (2025). Teachers’ point of views on the implementation of DO No. 5, s. 2024: Basis for policy review (Rationalization of teachers’ workload in public schools and payment of teaching overload). Psychology and Education: A Multidisciplinary Journal, 41, 713–722. https://doi.org/10.70838/pemj.410604
Zhou, X., Shu, L., Xu, Z., & Padron, Y. (2023). The effect of professional development on in-service STEM teachers’ self-efficacy: A meta-analysis of experimental studies. International Journal of STEM Education, 10. https://doi.org/10.1186/s40594-023-00422-x
Zhou, Y., Liu, S., Zhong, W., Zhang, L., Lai, Y., & Du, B. (2025). A study on the current situation of rural primary school students' perception of teacher support: An analysis based on professional knowledge, affection and reliability. International Educational Research, 8, p49. https://doi.org/10.30560/ier.v8n1p49
