Authors : Charmaine S. Prosia; Gladys S. Escarlos

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

Google Scholar : https://tinyurl.com/3hs2xbtw

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DOI : https://doi.org/10.38124/ijisrt/26May751

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Abstract : This systematic review examines policy‑driven professional development and the Expanded Career Progression (ECP) system for basic education teachers in the Philippines through the lens of lifelong learning. Anchored on Executive Order No. 174, s. 2022, and DepEd’s implementing issuances, including the IRR, DepEd Order No. 024, s. 2025, and DepEd Order No. 034, s. 2025, the review synthesizes literature and policy documents published from 2017 to 2025 to assess teacher professional development, career progression, lifelong learning, and implementation issues in the DepEd context (Duterte, 2022; DepEd, 2024, 2025a, 2025b). The review finds that professional development is most effective when it is sustained, aligned with curriculum and teacher needs, and supported by school leadership and institutional resources, while lifelong learning strengthens the view of teachers as continuing professionals whose growth should be embedded in policy and practice rather than treated as an isolated event (Prudente et al., 2025; Rivera et al., 2025). However, the literature also points to persistent concerns regarding implementation clarity, uneven access, and the gap between policy design and school‑level practice. The review concludes that DepEd should strengthen policy communication, implementation support, and teacher‑centered learning systems so that ECP functions as a meaningful pathway for both career advancement and lifelong professional growth.

Keywords : Professional Development, Expanded Career Progression, Basic Education Teachers, Lifelong-learning, Implementation DepEd policy

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