From Promotion to Fulfillment: A Phenomenological Inquiry into the Morale and Job Satisfaction of Teachers under the Expanded Career Progression (ECP) System in the Division of Northern Samar

Abstract

This study explored the lived experiences of promoted teachers under the Expanded Career Progression (ECP) System in the Schools Division of Northern Samar, with particular emphasis on their morale, job satisfaction, professional fulfillment, continuing challenges, and policy implications. The study was conducted to understand promotion not only as an administrative movement to a higher rank or salary grade, but also as a meaningful professional experience that influenced teachers' motivation, confidence, identity, and welfare. Using a qualitative phenomenological research design, the study gathered data from ten promoted teacher-participants through a participant profile form and semi-structured interviews. The profile data were summarized using frequency and percentage, while the interview responses were transcribed, coded, categorized, and analyzed through thematic analysis. The analysis generated themes that were directly aligned with the research objectives, including experiences before, during, and after promotion; the influence of promotion on morale; its effect on job satisfaction and professional fulfillment; continuing challenges after promotion; and policy implications for strengthening the ECP System. Findings revealed that promotion was experienced as recognition of professional worth, years of service, educational preparation, and commitment to public education. Promotion strengthened morale, renewed motivation, and affirmed teachers' professional identity. However, the results also showed that promotion did not fully remove financial concerns, workload pressure, role adjustment, and concerns regarding limited promotion items. The study concluded that the ECP System is a valuable career progression policy, but its effectiveness depends on transparent implementation, sufficient promotion opportunities, post-promotion support, workload guidance, and stronger teacher welfare mechanisms.