Strengthening The Implementation Of The Career Progression System Towards Teachers’ Performance In Public Elementary Schools

Remedios B. Torrejas; Mailyn A. Cutamora; Medelyn M. Cosme; Frederic P. Pino; Jasmine I. Booc

doi:10.63363/aijfr.2026.v07i02.5274

Strengthening The Implementation Of The Career Progression System Towards Teachers’ Performance In Public Elementary Schools

Author(s)	Ms. Remedios B. Torrejas, Ms. Mailyn A. Cutamora, Ms. Medelyn M. Cosme, Mr. Frederic P. Pino, Ms. Jasmine I. Booc
Country	Philippines
Abstract	This study determined the degree of utilization and extent of implementation of Career Progression System (CPS) based on teachers’ performance in selected public elementary schools in the Division of Bohol. The study used a descriptive research design covering five public elementary schools with 135 respondents consisting of 5 school heads and 130 teachers who were the total enumeration. A structured questionnaire was adapted to measure CPS implementation in policy awareness, administrative support, fairness and transparency as well as its feedback and performance monitoring; teachers’ instructional competence, classroom management and professional growth were also the other performance criteria evaluated. Data were analysed to determine the frequency, percentage and weighted mean. The results of the study showed that CPS was mostly well practised among the schools surveyed. Performance of teachers was generally high across all domains showing good congruence with curriculum standards, successful classroom management techniques and involvement in professional development programs that were consistent with the Philippine Professional Standards for Teachers (PPST). Theme analysis revealed implementation drivers that supported CPS, including quality mentoring, structured documentation systems, collegial professional development, evidence-informed monitoring and celebrating teacher success. Nevertheless, inconsistencies in implementation between the schools indicated that a more consistent approach to supervision was justified. From these findings, a CPS Enhancement Plan was created to improve implementation and support ongoing professional development. Effective CPS implementation not only appears to be supportive of educator performance, but [it] also seems to help foster the professional learning community in public elementary schools.
Keywords	Career Progression System, Teachers’ Performance, Public Elementary Schools
Field	Sociology > Education
Published In	Volume 7, Issue 2, March-April 2026
Published On	2026-04-29
DOI	https://doi.org/10.63363/aijfr.2026.v07i02.5274

View / Download PDF File

E-ISSN 3048-7641

doi

CrossRef DOI is assigned to each research paper published in our journal.

AIJFR DOI prefix is
10.63363/aijfr

Downloads

Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 7 Isu 2 Cover Page Vol 7 Isu 1 Cover Page Vol 6 Isu 6

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA

About AIJFR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9898-79-39-59	editor@aijfr.com

Advanced International Journal for Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Strengthening The Implementation Of The Career Progression System Towards Teachers’ Performance In Public Elementary Schools

Share this