Teacher Perspective on the Expanded Career Progression System in Pangasinan: Its Implementation and Challenges

Abstract

This study examined teachers' perspectives on the implementation of the Expanded Career Progression System (ECPS) in Pangasinan II and the challenges encountered by Career Stage 2 teacher-applicants, with the findings serving as the basis for a technical assistance plan. A quantitative descriptive-survey design was employed in Manaoag Districts I and II during School Year 2025-2026. Ninety-three Career Stage 2 teacher-applicants holding Teacher IV, Teacher V, and Teacher VI positions were selected through purposive sampling. Data were gathered using a researcher-made five-point Likert-scale questionnaire validated by five experts and pilot-tested with ten comparable teacher-applicants; semi-structured interviews provided supporting information on implementation experiences. Data were processed using SPSS version 25 and MS Excel and analyzed through mean, frequency, percentage, and ranking. The ECPS was perceived to be implemented to a very high extent across initial evaluation (M=4.77), comparative assessment (M=4.80), comparative results for expanded reclassification (M=4.78), and issuance of appointment papers (M=4.84), yielding a grand mean of 4.80. The most frequently reported challenge was insufficient plantilla items for promotion approval (70.97%), followed by document preparation, delays in processing promotion documents, and difficulty presenting Means of Verification (66.67% each). The findings indicate that the system is generally perceived as fair, transparent, and policy-aligned, but documentary, structural, communication, and consistency concerns require continuing support. A Technical Assistance Plan emphasizing orientation, mentoring, MOV preparation, professional development, monitoring, and digital support was therefore proposed.