AWARENESS, PREPAREDNESS AND CHALLENGES OF PUBLIC SCHOOL TEACHERS ON THE EXPANDED CAREER PROGRESSION SYSTEM: BASIS FOR A CAPACITATION PLAN

Abstract

This study assesses the awareness, preparedness, challenges, and coping strategies of public school teachers in the Lal-lo South District regarding the Expanded Career Progression System (ECPS) mandated by Executive Order No. 174 for the 2023-2024 school year. Results show that while teachers, mainly mid-career professionals with diverse educational backgrounds, have a strong grasp of ECPS career lines and promotion processes, they face challenges in understanding school administration roles and linking promotions to compensation. Despite active professional development efforts, teachers need more support with competency standards, workload management, and career transitions. The study recommends a capacitation plan that includes targeted training, mentorship, workload management strategies, and continuous feedback to improve readiness for the ECPS.

Keywords: Expanded Career Progression System (ECPS), Public School Teachers, Professional Development, Teacher Preparedness, Capacitation Plan