Perceptions of Public Elementary School Teachers in Alangalang District III Towards the Expanded Career Progression System: Implications to Faculty Development Program

Abstract

This study determined the perceptions of public school teachers in Alangalang District III toward the Expanded Career Progression (ECP) system during School Year 2025–2026. Specifically, it described the respondents’ profile in terms of age, sex, highest educational attainment, years of teaching experience, position or rank, and relevant seminars attended; assessed their level of awareness of ECP guidelines and policies; examined their attitudes toward its implementation in terms of acceptance and openness, confidence in its effectiveness, and willingness to comply; and determined their perceived benefits and challenges of ECP. The study also tested significant differences in awareness, attitudes, perceived benefits, and perceived challenges when respondents were grouped according to profile variables, and examined the relationships between awareness and attitudes, perceived benefits, and perceived challenges. A quantitative descriptive–correlational research design was employed. Data were collected from 95 public school teachers using a structured survey questionnaire. Descriptive statistics such as frequency, percentage, and mean were used to summarize the data, while inferential statistics including t-test, one-way analysis of variance (ANOVA), and Spearman rank-order correlation were used to test differences and relationships among variables. Results revealed that teachers were generally highly aware of ECP guidelines and demonstrated positive attitudes toward its implementation. They also perceived the system to provide meaningful career advancement opportunities and professional growth. However, respondents reported very high levels of perceived challenges, particularly related to documentation requirements, workload, fairness and transparency concerns, and administrative support. Significant differences were observed in awareness and perceived challenges across selected profile variables, while awareness showed a positive relationship with attitudes and perceived benefits. The findings served as basis for recommending faculty development initiatives to support effective ECP implementation.