Teachers’ Experiences, Motivation, Challenges and Opportunities on the Expanded Career Progression System of the Department of Education
DOI:
https://doi.org/10.5281/zenodo.19732543Keywords:
Expanded Career Progression System (ECPS), teacher motivation, Professional growth, Career advancement, Coping strategiesAbstract
This study explores teachers’ lived experiences, motivations, challenges, perceived opportunities, and coping strategies regarding the Expanded Career Progression System (ECPS) of the Department of Education. Existing literature emphasizes that structured career pathways enhance teacher motivation, retention, and professional identity; however, limited qualitative research examines how teachers interpret and navigate such reforms in practice. Guided by Self-Determination Theory, this study investigated how ECPS fulfills or constrains teachers’ needs for autonomy, competence, and relatedness. This study addressed the central question: How do teachers experience and make sense of the ECPS in terms of motivation, challenges, opportunities, and coping? It was hypothesized that ECPS functions both as a professional growth mechanism and a source of systemic strain depending on contextual supports. A qualitative hermeneutic phenomenological design was employed. Participants were purposively selected public elementary school teachers in Northwestern Cagayan with direct ECPS involvement. Data were gathered through semi-structured in-depth interviews and analyzed using hermeneutic phenomenological analysis until data saturation was reached. Findings revealed a dynamic coexistence of stress and professional validation. Teachers reported documentation burden, time constraints, and evaluation anxiety, yet also expressed motivation rooted in recognition, financial stability, leadership aspirations, and competence development. Coping strategies included systematic documentation, time management, collegial collaboration, and growth-oriented reframing. The study concludes that ECPS strengthens professionalization when institutional supports align with reform demands. These findings inform policy refinement and the development of structured teacher support systems to ensure sustainable and equitable career progression implementation.
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