Teachers’ and Administrators’ Perceptions of the 21st Century Career Progression System: A Mixed-Methods Approach
DOI:
https://doi.org/10.5281/Keywords:
Enhanced Career Progression System (ECPS), Teacher Career Advancement, Stakeholders’ Perceptions, Competency-Based Professional Development, Convergent-Parallel Mixed-MethodsAbstract
The Enhanced Career Progression System (ECPS), or the Expanded Career Progression (ECP) System, was first introduced on 2022 through Executive Order No. 174, which established a new career progression framework for public school teachers in the Philippines. The Department of Education adopted this system to promote a competency-based and merit-driven approach to teacher and school leader advancement. This study assessed teachers’ and administrators’ perceptions regarding the objectives, principles, implementation, and opportunities provided by the ECPS. A convergent-parallel mixed-methods design was employed, wherein quantitative and qualitative data were collected. Concurrently, it was analyzed separately, and then merged to provide a comprehensive interpretation of the findings. In the quantitative component, survey data were collected from 145 teachers and administrators using a structured questionnaire. Descriptive statistics, including weighted mean, and inferential analysis through one-way Analysis of Variance (ANOVA) were utilized to analyze respondents’ perceptions and determine significant differences based on selected profile variables such as age and position. Results revealed that both teachers and administrators generally expressed strong agreement with the objectives and guiding principles of the ECPS, highlighting its potential to promote fairness, transparency, and professional growth. However, the findings also showed concerns regarding the complexity of documentation requirements, workload implications, and the need for clearer implementation guidelines. Simultaneously, qualitative data were gathered through semi-structured interviews with 25 purposively selected respondents. Thematic analysis generated key themes emphasizing the value of competency-based advancement, the need for simplified processes, and stronger institutional support. The integration of quantitative and qualitative results demonstrated convergence on the strengths of the ECPS, while also providing nuanced insights into implementation challenges. Based on these findings, a policy brief and implementation framework were proposed to enhance the effective and equitable implementation of the ECPS in public schools.
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