GRADUATE EDUCATION AND TEACHER PROFESSIONAL DEVELOPMENT: PERCEIVED CONTRIBUTIONS TO CAREER PROGRESSION IN THE PHILIPPINES

Graduate education plays an important role in strengthening teachers’ professional competencies and supporting career progression. However, empirical evidence regarding its perceived contributions and associated challenges remains limited in local educational contexts in the Philippines. This study examined teachers’ motivations for pursuing graduate education, its perceived contributions to professional development and career progression, and the challenges encountered among teachers associated with Saint Theresa College of Tandag, Inc., Surigao del Sur, Philippines, during the Academic Year 2025-2026. Employing a quantitative descriptive research design, data were collected from 180 teacher-respondents using a researcher-developed survey questionnaire and analyzed through descriptive statistics. Findings revealed that career promotion opportunities (M = 3.83) and improved teaching competence (M = 3.64) were the primary motivations for pursuing graduate studies. Respondents reported substantial perceived contributions to subject-matter expertise (M = 3.83), instructional strategies (M = 3.64), career promotion (M = 3.77), and leadership opportunities (M = 3.58). Nevertheless, financial constraints (M = 3.63) and heavy workloads (M = 3.58) emerged as prominent challenges. The findings suggest that graduate education is perceived as a valuable pathway to teacher professional development and career progression, although financial and occupational barriers may constrain its benefits. The study provides context-specific evidence to inform graduate education program enhancement, institutional support, and teacher career development policies in the Philippines.