PROFESSIONAL DEVELOPMENT ASSESSMENT: PERCEPTIONS OF TEACHERS ON EXPANDED CAREER PROGRESSION

The recruitment of qualified teachers lacks corresponding policy in order to retain the qualified teachers in public schools. This mix-method approach research was conducted to determine the perceptions on implementing expanded career progression among 146 public elementary school teachers in Monkayo East District, Davao de Oro. Results showed that most of the respondents were 36-40 years old, female, Teacher 1, married, 6-10 years in service, have research related task and non-master’s degree. Further, the perception of the expanded career progression among teachers was described as high Moreover, the career advancement undertakings were all described as very high. More so, there is a significant relationship between the extent of perception in the expanded career progression and the extent of career advancement undertakings. Also, there is no significant difference on the extent of respondents’ perception in the expanded career progression. Consequently, there is no significant difference on the extent of career advancement undertakings of the respondents. Subsequently, the respondents ensure that their qualification and skills are appropriate to the desired career path through the themes: professional growth and expertise and academic writing and knowledge creation. Finally, the respondents view the achievability of every stage of the chosen career path with the themes: personal and professional growth in teaching and adapting to change and seek support from peers. Lastly, the respondents view the achievability of every stage of the chosen career path with the theme: personal and professional growth in teaching and adapting to change and seek support from peers. Keywords: Education, expanded career progression, career advancement, teaching and learning, Davao de Oro SDG’s: 4 Quality education, 8 decent work and economic growth