Expanded Career Progression Systems in the Department of Education: Attitude and Perceived Opportunities

AUTHOR(S)

Faustino N. Toradio

ABSTRACT

—— This study explored the relationship between public school teachers’ and school heads’ perceived levels of attitude toward the Expanded Career Progression System (ECPS) and their perceived levels of opportunities within the system. Anchored on Super’s Career Development Theory (2021) and Orbeta’s Theory of Planned Behavior (2020), the study aimed to determine how perceptions of career goals, navigation, satisfaction, and organizational support impact the effectiveness and accessibility of ECPS. Utilizing a descriptive-correlational design, data were collected from 180 public school teachers and 37 school heads through standardized survey instruments. Statistical tools such as Pearson r correlation were employed to analyze the relationships between the variables. Findings revealed that both teachers and school heads generally demonstrated a positive attitude toward ECPS. Significant correlations were identified between attitudes and perceived opportunities, particularly in areas such as faculty development programs, recognition and incentives, leadership role accessibility, and training opportunities. Teachers’ perceptions of career navigation and satisfaction were strongly linked to their belief in available ECPS opportunities, suggesting that motivation and support systems play a crucial role in encouraging career advancement. School heads, on the other hand, emphasized organizational support and structured faculty rewards as key enablers in implementing ECPS effectively. The study concludes that attitudes toward career progression are significantly influenced by the availability of clear pathways, institutional support, and professional development opportunities. For ECPS to be fully effective, it is recommended that policy-makers and educational leaders enhance capability-building initiatives, streamline processes, and promote a culture of continuous growth. These efforts will not only uplift the teaching profession but also contribute to improved learning outcomes through empowered educators. Keywords: Expanded Career Progression System, Teacher Attitude, Career Development, Professional Opportunities & Organizational Support