Expanded Career Progression Pathways for DepEd Teachers in South District Toledo: Perceptions and Implementation Challenges

This study examined the Expanded Career Progression Pathways for Department of Education (DepEd) teachers in Toledo City for SY 2026–2027, focusing on their perceptions and implementation challenges within the current promotional system. Using a descriptive-correlational research design, data were gathered from teacher-respondents through a researcher-made questionnaire. Findings revealed a predominantly experienced teaching workforce, with most respondents having more than 10 years of service and holding the position of Teacher III. Most respondents sought higher teaching positions, indicating strong interest in career advancement through the teaching track. Overall, teachers demonstrated a highly positive perception of the Expanded Career Progression (ECP), particularly regarding the adequacy of professional standards and requirements. Implementation challenges were primarily observed in the availability of promotion opportunities, administrative processes and delays, and documentary and qualification requirements, while institutional support and policy implementation were not perceived as significant challenges. Statistical tests showed no significant associations between teachers’ perceptions and age and sex, while significant associations were found with length of service, current position, and position applied for. Pearson’s correlation analysis revealed a significant weak negative relationship between teachers’ perceptions and implementation challenges (r = -0.298, p = 0.010), indicating that more favorable perceptions were associated with fewer perceived implementation challenges. Based on the findings, PROJECT ADVANCE (Accelerating Document Verification, Administrative Nurturance, and Career Expansion) was proposed to streamline documentary requirements, strengthen technical assistance, reduce administrative delays, and promote expanded career opportunities for DepEd teachers.