This study examined the implementation of the Expanded Career Progression (ECP) system and its relationship to teacher professional growth among school leaders and teachers. Specifically, the study described the respondents’ profile in terms of age, gender, civil status, highest educational attainment, years in service, and highest position or rank. It also assessed the level of implementation of Expanded Career Progression in terms of career progression awareness and orientation, access to PPST-aligned professional development, leadership and mentoring opportunities, and institutional support and recognition mechanisms. Furthermore, the study assessed the level of teacher professional growth in instructional competence, professional collaboration, mentoring and coaching engagement, and instructional leadership practices. A quantitative descriptive-correlational research design was employed using survey questionnaires administered to school leaders and teachers. Data were analyzed using weighted mean, standard deviation, and Pearson product-moment correlation. The findings revealed that the implementation of Expanded Career Progression was evident across all indicators, while teacher professional growth was very high across all domains. Institutional support and recognition mechanisms received the highest rating among the components of career progression, while mentoring and coaching engagement received the lowest rating among the professional growth domains, though it was still interpreted as very high. The results further indicated a significant relationship between the implementation of Expanded Career Progression and teacher professional growth, suggesting that effective career progression initiatives contribute to improvements in instructional competence, collaboration, mentoring engagement, and instructional leadership practices. However, respondents identified challenges, including time constraints, heavy workloads, and complex documentation requirements, that may hinder participation in career advancement activities. The study concludes that strengthening career progression programs and addressing implementation challenges may further enhance teachers’ professional development and support continuous improvement in educational practices.
Doctor of Education, descriptive study, Expanded Career Progression, teacher professional growth, instructional competence, professional collaboration, instructional leadership, mentoring and coaching, Mandaue City.
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