Determinants and Professional Advancement of Teachers Under the Expanded Career Progression of DepEd

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{"abstract":"Career progression plays a crucial role in sustaining teacher motivation and fostering professional growth. In response, the Department of Education implemented the Expanded Career Progression System (ECPS) to provide structured advancement pathways for public school teachers. This study examined the relationship between motivational determinants—specifically intrinsic and extrinsic motivation—and teachers’ application for professional advancement under the ECPS among public junior high school teachers in the southern districts of Eastern Samar. A quantitative descriptive–correlational design was employed, involving 203 teachers selected through stratified random sampling. Data were collected using a validated survey instrument measuring intrinsic motivation, extrinsic motivation, and promotion application behavior. Descriptive statistics and Pearson’s r correlation were utilized to analyze the data. Findings revealed that teachers demonstrated high levels of intrinsic motivation (M = 4.19) and extrinsic motivation (M = 4.06), while their level of application for professional advancement was moderate (M = 3.26). Correlation analysis indicated that intrinsic motivation had a low but statistically significant positive relationship with application behavior (r = .257, p < .001), whereas extrinsic motivation showed a negligible yet significant correlation (r = .158, p = .025). These results suggest that although both forms of motivation are associated with promotion-related behavior, intrinsic motivation exerts a relatively stronger influence. The study highlights that motivation alone does not fully translate into active participation in promotion processes. Institutional barriers such as workload, procedural complexity, and limited administrative support may constrain teachers’ engagement. Therefore, strengthening institutional support mechanisms, clarifying promotion procedures, and providing targeted professional assistance are essential to enhance teachers’ participation in career advancement opportunities under the ECPS.","abstract_source":"original","authors":["Benjie Y. Gullan","Cenby Eppie Gaytos"],"date":"2026-04-06","doi":"10.70838/pemj.540503","id":7521,"issue":5,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"dc9c7ddb3b9e8be0c7fe13e2536d16727bcd6cb0f668891f015c6f82d6c06d04","schema":"scimatic-article/1","title":"Determinants and Professional Advancement of Teachers Under the Expanded Career Progression of DepEd","volume":54}

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