Career Progression and Professional Development of Public School Teachers in Tarangnan District

Abstract

This study investigates the career progression and professional development of public school teachers in Tarangnan District, Samar Province highlighting the complex interplay of factors influencing their growth and advancement. Employing a mixed-methods approach, utilizing an explanatory sequential research design, the research combines quantitative and qualitative data collection and analysis to identify existing career pathways, assess the availability and effectiveness of professional development opportunities, and explore the various factors impacting teachers' career advancement within the district. The findings reveal that teachers in Tarangnan District face numerous challenges in their career progression, including inadequate training opportunities, limited resources, and insufficient policy support. Despite these obstacles, the study underscores the importance of continuous professional development, mentorship, and supportive school leadership in enhancing teachers' skills and expertise. Additionally, contextual factors such as school culture, community engagement, and local government unit (LGU) involvement significantly shape teachers' career progression and professional growth. Personal factors, including motivation, self-efficacy, and resilience, also play a crucial role in career advancement. This research contributes to the existing literature on teacher professional development and career progression, providing valuable insights for policymakers, school administrators, and educators. The findings have implications for the development of targeted interventions and strategies that promote the professional growth and career advancement of public school teachers in the Tarangnan District, ultimately enhancing the quality of education in the region.