Authors : Desiree Paras- Llanera; Danilo E. Despi

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/3ck267e7

Scribd : https://tinyurl.com/2s2j4e2n

DOI : https://doi.org/10.38124/ijisrt/26May213

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated the implementation and impact of the Department of Education’s (DepEd) Expanded Career Progression System (ECPS) among public school teachers. Utilizing a descriptive exploratory-qualitative research design, the study gathered insights through Focus Group Discussions (FGDs) from teachers with at least two years of service at Sta. Cruz Elementary School and Del Carmen Memorial High School. Data were analyzed through thematic analysis using NVivo 15 software to identify emerging patterns in teacher perceptions, experiences, and challenges. The findings reveal a dualistic perception of the ECPS: while teachers support the system’s conceptual focus on fairness and professional growth, they are significantly hindered by a complicated procedure. Participants reported mixed emotions, ranging from hope for advancement to apprehension regarding unclear requirements. Key challenges identified include an overwhelming documentation burden, inconsistent interpretations of guidelines, and systemic delays that lead to stress, burnout, and a perceived conflict between administrative compliance and actual teaching duties. Despite these hurdles, teachers remain resilient, driven by a blend of intrinsic dedication to the profession and extrinsic motivations such as salary and prestige. The study concludes that while the ECPS has the potential to professionalize the ranks, its current execution is flawed by administrative weight. To bridge the gap between policy intent and classroom reality, the study recommends that DepEd prioritize teaching impact over paperwork, simplify documentation requirements, and provide localized workshops and alternative pathways for progression. An action plan addressed to the District Office is proposed to foster a more inclusive and equitable career advancement framework.

Keywords : Expanded Career Progression System (ECPS), Public School Teachers, Thematic Analysis, NVivo 15, Professional Growth Focus Group Discussions (FGDs), Teacher Motivation.

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