Teacher career progression in DepEd is supposed to help teachers grow. But for many public school teachers, it’s a broken promise. The system is meant to reward hard work, passion, and teaching excellence. Instead, it rewards paperwork, connections, and luck.

Many teachers have spent over a decade in the same rank, despite all their efforts. They feel stuck and forgotten. The truth is, the current system fails the very people it was built to support.

In this article, I’ll explain what’s going wrong, how it hurts our teachers and schools, and what we can do to make things better.

What Career Progression in DepEd Was Supposed to Be

The Department of Education (DepEd) created the Expanded Career Progression System (ECPS) to give teachers a clear path:

• Start as Teacher I
• Grow into Master Teacher I–IV
• Or move into roles like Head Teacher or Principal

The system follows the Philippine Professional Standards for Teachers (PPST) — which measures how good teachers are in teaching, knowledge, and community work.

The goal was to build a strong, respected, and motivated teaching force. On paper, the plan looked great.

But in real life, it’s a different story.

What’s Really Happening: Stuck and Forgotten

1. Paperwork Over Real Teaching

To get promoted, teachers must show thick portfolios filled with:

• Lesson plans
• Research papers
• Community projects
• Awards
• Trainings

Instead of focusing on how well they teach or how much students learn, the system asks for proof on paper. Many teachers say they spend more time filling out forms than helping students.

One teacher told me, “I’m not growing as a teacher. I’m just growing my folders.”

2. Unfair Advantages for Some

In theory, all teachers have the same chances. In reality, it depends on where you teach.

If you’re in a city school with Wi-Fi, workshops, and university access — you can do more. If you’re in a rural mountain school with no internet and few resources — it’s almost impossible.

Teachers in poor or remote areas are often left behind, not because they’re less skilled, but because they have fewer tools.

Some even came from Teacher Education Institutions (TEIs) that don’t meet CHED’s standards. This means they start their careers already at a disadvantage.

3. Research Becomes a Gatekeeper

Doing research is great. But in DepEd, it’s often used as a requirement — even when teachers:

• Have no time
• Don’t have proper training
• Don’t have internet access

Teachers who can afford postgraduate studies or have research help move up faster. But what about excellent classroom teachers who are too busy teaching six classes a day?

Many feel judged for not publishing, even though they’re changing lives daily in the classroom.

4. Promotions Blocked by Quotas

Even when teachers meet all requirements, they still might not get promoted. Why?

Because Master Teacher positions are plantilla-based — there are only a few slots per division. Once the slots are full, everyone else waits. Sometimes, for years.

Imagine working so hard, qualifying, and still being told, “Sorry, no item available.”

This isn’t fair. And it leads to hopelessness.

5. Favoritism and Connections

Many teachers believe that who you know matters more than what you’ve done.

Some say promotions go to those with connections, not the most deserving. Whether true or not, this destroys trust in the system.

Teachers shouldn’t have to play politics just to grow in their career.

6. Heavy Workload, No Support

Teachers juggle:

• Large classes (sometimes 50+ students)
• Daily lessons
• Admin tasks
• School reports
• Home visits
• Community work

Now add a thick portfolio and a research study on top. That’s too much.

The current system expects teachers to be superhuman — without giving enough time, support, or mentoring.

No wonder many burn out.

The Real Cost of a Broken System

When teachers feel stuck and forgotten, everyone loses.

• Good teachers quit. Some leave the public school system, others go abroad.
• Students suffer. A tired, frustrated teacher can’t give their best in class.
• Quality drops. The system fails to reward the best performers.
• Schools become stagnant. Without motivated teachers, progress stops.

This isn’t just about promotions — it’s about the future of Philippine education.

What Needs to Change — Now

If we want to fix teacher career progression in DepEd, we must stop ignoring the cracks and start building real solutions.

1. Reward Real Classroom Impact

Let’s value:

• How well teachers teach
• How much students grow
• How teachers solve real classroom problems

Not just who has the best folder or fanciest diploma.

2. Make the System Fair for All

Give rural and remote teachers access to:

• Online graduate programs
• Free training
• Internet tools
• Mentors

Let’s level the playing field.

3. End Quota-Based Promotions

Promotions should be based on competence, not plantilla slots.

Open more Master Teacher positions where needed. Teachers shouldn’t wait 10 years for a chance they already earned.

4. Support, Don’t Overload

Give teachers:

• Time off to do research
• Lower teaching loads during promotion periods
• Real coaching and feedback

Stop making them work 12 hours just to get promoted.

5. Clean Up the System

• Make promotions transparent
• Use external evaluators
• Share results publicly
• Stop favoritism

Let every teacher know: hard work will be seen and rewarded fairly.

A Story to Remember

Let me share the story of Sir Ramon.

He’s been teaching for 18 years in a rural high school in Mindoro. His students pass national exams. He runs school feeding programs. He even started a reading club with zero budget.

But he’s still a Teacher II. Why?

No Master Teacher slot. No graduate degree. No published research.

“Sometimes I think I should just stop trying,” he said. “But then I look at my students. They still need me.”

We cannot keep asking people like Sir Ramon to carry our schools — and then ignore them when it’s time for promotions.

Conclusion: Teachers Deserve Better

Teachers are the heart of our education system. But right now, many feel stuck and forgotten by a career system that was supposed to help them grow.

If we want better education for students, we must first fix how we treat teachers.

Let’s stop rewarding paperwork over passion.

Let’s stop ignoring those in far-flung schools.

Let’s stop blocking growth with outdated rules and empty slots.

Let’s give teachers what they deserve: a career path they can actually climb, not just stare at for decades.

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