PERCEIVED IMPACTS OF THE EXPANDED CAREER PROGRESSION SYSTEM ON TEACHERS’ PROFESSIONAL GROWTH AND DEVELOPMENT

This study aimed to explore the perceived impacts of the Expanded Career Progression System (ECPS), established under Executive Order 174, s. 2022, on teachers' professional growth and development within public elementary and secondary schools in the Lucban District. The ECPS was introduced to address longstanding challenges in the Philippine education system, particularly those related to career advancement and professional opportunities for educators. Using explanatory sequential mixed-method research design, this study integrated quantitative data gathered from completely enumerated sam 337 teaching personnel across 15 public elementary and secondary schools in Lucban District. Additionally, structured survey questionnaires and semi-structured interviews provided qualitative insights into educators' experiences with the ECPS. Key focus areas include teachers’ perceptions of the system’s structure, effectiveness, and challenges encountered during its implementation. The study explored the experiences of educators at different career stages, ranging from Teacher I to Master Teacher II, to understand variations in career progression, professional development opportunities, and overall job satisfaction. Ultimately, this research contributes to a broader understanding of how career progression initiatives enhance teachers' professional growth, thereby influencing educational outcomes in the Philippines. The findings are expected to support policymakers and education leaders in refining the ECPS to foster a more supportive and effective framework for teacher development.