Extent of Implementation of Expanded Career Progression and Professional Identity as Predictors of Retention Motivation Among Public School Educators in the Division of Santa Rosa City

This study examined the implementation of the Expanded Career Progression (ECP) framework and its effects on professional identity and retention motivation among public school educators in the Division of Santa Rosa City. Anchored on career development and professional identity theories, the research explored how structured career pathways, recognition mechanisms, and opportunities for advancement influenced teachers’ perceptions of their professional roles and their intention to remain in public service. The study utilized a descriptive-correlational research design, quantitative data gathered through a survey which was administered to public school educators within the Division of Santa Rosa City. Findings revealed that the Expanded Career Progression significantly enhances educators’ sense of professional value, competence, and purpose, thereby strengthening professional identity. Moreover, positive perceptions of fairness, transparency, and accessibility of career advancement opportunities were found to be strongly associated with increased retention motivation. The study concluded that when effectively implemented, the Expanded Career Progression serves as a strategic mechanism for sustaining teacher motivation and retention. Policy recommendations offered to improve program implementation and support long-term human resource development in the public education system.