Title: A Phenomenological Study of Teachers' Experiences Under the Expanded Career Progression System
Authors: John Mark C. Dela Pe?a
Volume: 10
Issue: 4
Pages: 92-95
Publication Date: 2026/04/28
Abstract:
Teacher career advancement is central to professional development, motivation, and instructional leadership. The Department of Education's Expanded Career Progression (ECP) system provides structured opportunities for teacher promotion; however, limited research has examined teachers' lived experiences following reclassification. This study explored the experiences of teachers reclassified under the ECP in the Schools Division of Malaybalay. A qualitative phenomenological design was employed to capture the essence of participants' lived experiences and the meanings they attribute to career progression. Ten reclassified teachers (2023-2025) participated in semi-structured interviews, and data were analyzed using thematic analysis. Four themes emerged: recognition of professional competence, increased responsibilities and expectations, challenges in role adjustment, and motivation for continued professional development. Findings indicate that while promotion enhances professional identity and leadership engagement, it also introduces role strain and adjustment demands. Practically, the results highlight the need for structured post-promotion orientation, formal mentoring systems, workload management support, and targeted leadership training to facilitate smoother role transition and sustain teacher effectiveness. These insights inform policymakers and school leaders in strengthening career progression frameworks and support mechanisms for newly promoted teachers.