The operationalization of the Philippine Professional Standards for Teachers (PPST), aligned with Republic Act (RA) 11713, s. 2022, which provides a clear competency framework that fosters teachers’ professional growth and accountability, while enabling school leaders to effectively support, assess, and recognize teachers in the pursuit of quality education. Affirmation of career stages refers to the certification of accredited assessors recognizing an educator’s current career stage based on professional standards. This study aims to explore the affirmation of the career stages process for teachers and school leaders in the Philippines, following the implementation of RA No. 12288, or the Career Progression System for Public School Teachers and School Leaders Act and other relevant Department of Education (DepEd) policies. Using a mixed-methods approach, the study will examine how competency-based affirmation of career stages systems impacts the professional development, career mobility, and motivation of public-school teachers and leaders. Key themes include promotion, professional development, evidence-based assessments, and the institutionalization of the Expanded Career Progression System (ECPS). This research will provide insights into how affirmation of career stages processes can be optimized for teacher retention, motivation, and leadership development in public education. Preliminary findings suggest that while the system provides a structured path for career advancement, limited plantilla positions constrain actual promotions, and a rigorous documentary requirement which influences many educators to shift toward administrative roles or remain in their existing positions. Implications emphasize institutional support for career progression independent of administrative transitions and suggest recommendations for continuous professional development aligned with the PPST.
Bihasa et al. (2026) studied this question.