Navigating New Pathways: Head Teachers’ Perceptions Of The Expanded Career Progression System In Philippine Public Schools

Jessie M. Diampa

doi:10.36948/ijfmr.2026.v08i03.80675

Navigating New Pathways: Head Teachers’ Perceptions Of The Expanded Career Progression System In Philippine Public Schools

Author(s)	Jessie M. Diampa
Country	Philippines
Abstract	This study explored the perceptions, experiences, concerns, and support needs of head teachers regarding the implementation of the Expanded Career Progression System (ECPS) under Executive Order No. 174, s. 2022, in the Schools Division of Davao Oriental. The inquiry employed Braun and Clarke’s reflexive thematic analysis to examine how head teachers construct meaning from the implications of ECPS on their professional identity, career direction, and leadership roles. The study was theoretically anchored in Career Construction Theory (Savickas, 2005) and Role Identity Theory (Stryker & Burke, 2000) to interpret how head teachers negotiate professional meaning and identity during institutional restructuring in schools. Fifteen (15) head teachers participated in the study, comprising ten (10) in-depth interview participants and five (5) focus group discussion participants. Purposive sampling was employed; however, variations in years of service, school context, geographic assignment, and educational background were purposively considered to enhance the diversity of perspectives. The analysis generated six major themes: identity conflict, title reclassification, and professional recognition; transition anxiety and fear of career insecurity; bureaucratic friction and implementation challenges; conditional optimism toward merit-based and expanded opportunities; career decision-making anchored in stability and family responsibility; and demand for practical iii and human-centered support systems. Participants associated the “Head Teacher” title with institutional authority, leadership legitimacy, and professional recognition, making the proposed reclassification emotionally disruptive. They expressed anxiety over the three-year transition period and the possibility of being classified as co-terminus to the incumbent (CTI), while also identifying excessive paperwork, inconsistent implementation, unclear guidelines, and technical complexity as major barriers to the ECPS implementation. Despite these concerns, participants recognized the system’s potential to create broader and more merit-based opportunities for professional advancement. Within the context of this study, the ECPS offered promising pathways for professional growth; however, its implementation requires clear communication, equitable support mechanisms, and responsive change management strategies to reduce professional uncertainty, emotional distress, and resistance among head teachers.
Keywords	career construction theory, expanded career progression system, head teachers, professional identity, reflexive thematic analysis, role reclassification
Field	Sociology > Education
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-06-08
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.80675

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Navigating New Pathways: Head Teachers’ Perceptions Of The Expanded Career Progression System In Philippine Public Schools

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