Abstract
This study examined the challenges, perceptions, and experiences of teachers in their pursuit of Master Teacher promotion and advancement, with a focus on personal motivations, support systems, job satisfaction, and recognition. It also examined the relationship between the challenges encountered during application and the respondents’ Individual Performance Commitment and Review Form (IPCRF) ratings. Utilizing a descriptive-correlational research design, the study involved 120 teacher-respondents from the South II District of Iligan City. Data were collected through a validated questionnaire and analyzed using frequency counts, percentages, and thematic analysis. Findings revealed that stringent qualification requirements, limited access to training opportunities, unclear promotion guidelines, and inadequate mentoring emerged as major barriers to career progression. These challenges were found to be significantly linked to demographic factors, individual motivation, and overall job satisfaction. Furthermore, a statistically significant relationship was established between the challenges faced during the application process and the respondents’ performance ratings, underscoring the tangible impact of these obstacles on professional evaluation.
