Challenges and Opportunities in the Expanded Career Progression System for Teachers of Paaralang Elementarya ng Marcal S.Y 2025-2026

Abstract

This study aimed to assess the influence of the Expanded Career Progression System (ECPS) on teachers’ professional growth, motivation, and commitment, as well as the challenges they encounter in its implementation within the Division of Batangas. Specifically, it sought to determine teachers’ perceptions of the opportunities provided by ECPS in terms of training, its impact on their motivation and professional commitment, their ability to balance ECPS tasks with classroom responsibilities, and the challenges faced in workload, requirements, evaluation system, and career mobility.

The study employed a descriptive research design, utilizing a structured questionnaire distributed among 40 teachers of Paaralang Elementarya ng Marcal. Weighted mean and ranking were used to analyze the data. Data were gathered using a researcher-made questionnaire that measured teachers’ perceptions of ECPS in terms of training, promotion, recognition, skills development, and its impact on motivation and commitment, as well as the challenges encountered during implementation. The collected data were analyzed using weighted mean and ranking to determine the overall perception of the respondents.

Findings revealed that teachers strongly perceive ECPS as beneficial in promoting professional growth, particularly in terms of training, promotion, recognition, and skills development. The system was also found to positively influence teachers’ motivation and professional commitment, as it encourages them to enhance their competencies, pursue higher learning, and remain dedicated to their profession. However, despite these positive outcomes, challenges were identified in terms of increased workload, extensive documentary requirements, and the need to balance ECPS-related tasks with classroom responsibilities.

The study concludes that while ECPS is an effective mechanism for enhancing teacher motivation, commitment, and professional growth, its successful implementation requires adequate institutional support. Strengthening administrative assistance, improving communication of guidelines, and providing workload management strategies are recommended to ensure that the system achieves its intended goals without overburdening teachers.