Lived Experiences Of Secondary Mathematics Teachers On Expanded Career Progression System (ECPS)

AUTHOR(S)

PAULA BIANCA P. CRUZ MYLA V. LALICON, EdD

ABSTRACT

——The study explores the lived experiences of secondary mathematics teachers regarding the policy implementation of the Expanded Career Progression System (ECPS) in the Schools Division Office of Urdaneta City. Guided by the Theories on Career Development, Human Capital, and Expectancy, the study addressed the gap in existing literature concerning the limited understanding of how teachers experience and interpret competency-based career progression policies in actual professional practice. Using a qualitative phenomenological design, the study employed saturation sampling in the selection of the research participants, and data saturation was achieved after interviewing sixteen participants. Data were collected through validated semi-structured interviews and analyzed using Colaizzi’s phenomenological method. Findings revealed that teachers generally perceived ECPS as a structured and merit-based system that promotes professional growth and career advancement. However, participants also experienced challenges related to time constraints, financial limitations, unequal access to PD opportunities, excessive compliance-driven documentation, and concerns regarding fairness and consistency in evaluation processes. Teachers recognized PD as essential for competency enhancement and promotion eligibility, yet many perceived its implementation as uneven and heavily dependent on institutional support. Moreover, the study highlighted the dual nature of ECPS as both empowering and overwhelming. Keywords: expanded career progression system, career advancement, professional development, competency enhancement, policy implementation