Abstract
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.
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Published in
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Advances in Sciences and Humanities (Volume 12, Issue 1)
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DOI
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10.11648/j.ash.20261201.15
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Page(s)
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47-51 |
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Creative Commons
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This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
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Copyright
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Copyright © The Author(s), 2026. Published by Science Publishing Group
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Keywords
Affirmation, Career Stages, Teachers, School Leaders, Philippine Professional Standards, Competency-based Certification,
Career Progression, Expanded Career Progression System
1. Introduction
Teacher quality remains the most influential school-based factor affecting student learning outcomes
| [4] | Darling-Hammond, L. (2021). Teacher education and the future of schooling. Teachers College Press. |
| [11] | OECD. (2020). TALIS 2018 results (Vol. II): Teachers and school leaders as valued professionals. OECD Publishing.
https://doi.org/10.1787/19cf08df-en |
| [17] | UNESCO. (2017). Accountability in education: Meeting our commitments. UNESCO. |
[4, 11, 17]
. Consequently, education systems worldwide are transitioning from tenure-based advancement toward competency-based career frameworks anchored on professional standards
| [1] | Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. AITSL. https://www.aitsl.edu.au/teach/standards |
| [8] | Ingvarson, L. (2014). Standards-based professional learning and certification. In L. E. Martin et al. (Eds.), Handbook of professional development in education (pp. 493–509). Guilford Press. |
| [10] | OECD. (2019). Education policy outlook 2019. OECD Publishing. https://doi.org/10.1787/2b8ad56e-en |
[1, 8, 10]
. These frameworks emphasize observable practice, professional growth, and evidence-based recognition of competence across progressive career stages.
In the Philippines, this global shift is reflected in the institutionalization of the Philippine Professional Standards for Teachers (PPST), which aligns teacher competencies with career stages and professional learning pathways
| [7] | Department of Education. (2017). DepEd Order No. 42, s. 2017: National adoption and implementation of the Philippine Professional Standards for Teachers. DepEd. |
| [15] | SEAMEO INNOTECH. (2020). Southeast Asian teacher competency frameworks. SEAMEO. |
[7, 15]
. The enactment of Republic Act No. 11713 (Excellence in Teacher Education Act) and the issuance of Executive Order No. 174 (Expanded Career Progression System) solidify the national framework for aligning teacher standards, career recognition, and professional development
| [12] | Republic of the Philippines. (2022). Republic Act No. 11713: Excellence in Teacher Education Act. Official Gazette. |
| [13] | Republic of the Philippines. (2023). Executive Order No. 174: Establishing the Expanded Career Progression System. Official Gazette. |
[12, 13]
.
Within this context, Career Stage Affirmation emerges as a formal process that validates an educator’s demonstrated competencies irrespective of position availability. Affirmation acknowledges professional achievement and readiness for higher levels of practice based on standards-aligned evidence. This paper examines the conceptual and policy mechanisms supporting career stage affirmation, analyzes its early implementation, and considers its implications for professional development, motivation, and career mobility among teachers and school leaders in the public basic education system.
2. Policy and Conceptual Foundations
Career stage affirmation is grounded in standards-based reform, which emphasizes coherence among teacher preparation, professional development, performance assessment, and career progression
| [5] | Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311 |
| [8] | Ingvarson, L. (2014). Standards-based professional learning and certification. In L. E. Martin et al. (Eds.), Handbook of professional development in education (pp. 493–509). Guilford Press. |
| [11] | OECD. (2020). TALIS 2018 results (Vol. II): Teachers and school leaders as valued professionals. OECD Publishing.
https://doi.org/10.1787/19cf08df-en |
[5, 8, 11]
. (see
Table 1).
Table 1. List of Policies and its key provisions related to affirmation of career stages.
Policy Instrument | Key Provisions Relevant to Affirmation |
DepEd Order No. 42, s. 2017 | Establishes the PPST and professional career stages |
RA No. 11713 (2022) | Empowers the Teacher Education Council (TEC) to align teacher education and standards-based systems |
EO No. 174 (2023) | Institutionalizes the Expanded Career Progression System (ECPS) for teachers and school leaders |
DepEd Orders on HR and Professional Development | Integrate standards in appraisal, learning design, and teacher advancement systems |
The enactment of RA 11713 reinforces international recommendations that teacher education councils play a central role in ensuring quality assurance across the teacher development continuum
| [16] | UNESCO. (2015). Teacher policy development guide. UNESCO. |
| [18] | World Bank. (2018). World development report 2018: Learning to realize education’s promise. World Bank. |
[16, 18]
.
Together, these provide the legal and administrative foundation for recognizing competency-based practice within the teaching profession, reinforcing coherence across preparation, practice, and progression.
3. Conceptual Framework
Competency-based progression frameworks emphasize developmental assessment rather than compliance-driven evaluation, positioning career advancement as a function of demonstrated professional practice
| [6] | Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.
https://doi.org/10.1080/10888691.2018.1537791 |
| [2] | Australian Institute for Teaching and School Leadership. (2024). Certification of highly accomplished and lead teachers. AITSL. |
| [10] | OECD. (2019). Education policy outlook 2019. OECD Publishing. https://doi.org/10.1787/2b8ad56e-en |
[6, 2, 10]
.
The study employs a competency-based progression framework that positions affirmation as the link between professional standards and career outcomes. It assumes four interrelated dynamics:
1) Professional standards define the expected competencies across career stages.
2) Evidence-based assessments validate an educator’s demonstrated proficiency.
3) Affirmation outcomes guide individual professional development and career planning.
4) Institutional supports and policy coherence moderate system effectiveness and sustainability.
This framework aligns with international models that promote developmental, rather than compliance-driven, assessment of professional practice
| [2] | Australian Institute for Teaching and School Leadership. (2024). Certification of highly accomplished and lead teachers. AITSL. |
| [6] | Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.
https://doi.org/10.1080/10888691.2018.1537791 |
[2, 6]
. Evidence-based affirmation systems have been shown to enhance teacher motivation, professional identity, and instructional quality when supported by institutional capacity and clear standards
| [8] | Ingvarson, L. (2014). Standards-based professional learning and certification. In L. E. Martin et al. (Eds.), Handbook of professional development in education (pp. 493–509). Guilford Press. |
| [14] | Santiago, P., Benavides, F., Danielson, C., Nusche, D., & Shewbridge, C. (2016). Teacher evaluation in Chile. OECD Publishing. |
[8, 14]
.
4. Methodology
4.1. Research Design
This study utilized a mixed-methods approach that combined qualitative analysis of policy and implementation documents with quantitative survey data to examine stakeholder experiences and perceptions of affirmation.
Mixed-methods approaches are widely recommended in education policy research to capture both implementation fidelity and practitioner experiences in standards-based reforms
| [3] | Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE. |
| [10] | OECD. (2019). Education policy outlook 2019. OECD Publishing. https://doi.org/10.1787/2b8ad56e-en |
[3, 10]
.
4.2. Data Sources
The study drew from:
1) National policy documents (RA 11713, EO 174, DepEd Orders on PPST and NEAP transformation);
2) Survey responses from teachers and school leaders involved in early implementation phases;
3) Key informant interviews with policy implementers and assessors in selected regions.
4.3. Data Analysis
Policy data underwent thematic analysis to identify alignment patterns between standards, assessment, and progression.
Survey responses were analyzed descriptively, focusing on perceptions of clarity, fairness, workload, and developmental value associated with career stage affirmation.
5. Results
The findings align with international evidence indicating that standards-based recognition systems enhance professional motivation and instructional improvement when they are perceived as fair, transparent, and development-oriented
.
5.1. Career Clarity and Professional Recognition
Respondents reported that the affirmation process enhanced clarity about expectations at each career stage. Teachers found the PPST career stage descriptors helpful in guiding professional growth and self-assessment. Affirmation also boosted professional identity, as it provided formal recognition of demonstrated practice even when promotion positions were limited.
“Affirmation makes us feel seen—not because of tenure but because of what we actually do in the classroom,” noted one Master Teacher respondent.
5.2. Alignment to Professional Development
Survey data showed that most teachers viewed the affirmation process as valuable for identifying professional learning priorities. The evidence-based portfolio and assessor feedback offered direction for designing individualized professional development plans consistent with PPST domains. Many respondents highlighted greater alignment between learning opportunities and developmental needs, especially when affirmation results informed NEAP training pathways.
5.3. Evidence-based Assessment and Documentation Challenges
While affirmation encourages reflective practice through portfolio curation and classroom observation, teachers cited administrative workload as a major concern. Preparing documentation was especially challenging in large classes and high-load assignments, where teachers had limited time to compile, digitize, and annotate evidence of practice. Some assessors reported variability in evaluation quality due to differences in assessor training and access to digital tools.
5.4. Structural and Systemic Constraints
A recurring theme among school leaders was the disconnect between affirmation and promotion. Although affirmation validates competence, limited plantilla positions prevent affirmed teachers from moving up the salary or designation ladder, leading to frustration and perceived inequity. Moreover, rural schools with limited technology access faced greater difficulties in fulfilling digital documentation requirements, accentuating implementation disparities.
6. Discussion
The findings corroborate international evidence that competency-based recognition systems enhance professional motivation and instructional quality when properly supported
| [6] | Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.
https://doi.org/10.1080/10888691.2018.1537791 |
| [8] | Ingvarson, L. (2014). Standards-based professional learning and certification. In L. E. Martin et al. (Eds.), Handbook of professional development in education (pp. 493–509). Guilford Press. |
[6, 8]
.
However, documentation-heavy accountability mechanisms risk being perceived as bureaucratic when not sufficiently supported by time, digital infrastructure, and assessor calibration
| [14] | Santiago, P., Benavides, F., Danielson, C., Nusche, D., & Shewbridge, C. (2016). Teacher evaluation in Chile. OECD Publishing. |
| [18] | World Bank. (2018). World development report 2018: Learning to realize education’s promise. World Bank. |
[14, 18]
.
In the Philippine context, career stage affirmation performs dual functions: it validates teaching quality and supports professional learning.
1) Affirmation as Quality Assurance and Professional Growth
Affirmation mechanisms reinforce the integrity of the PPST by ensuring that practice at every stage is benchmarked against nationally recognized standards. This aligns with the quality assurance role envisioned under RA 11713 and the TEC’s mandate to standardize teacher quality systems. When implemented equitably, affirmation strengthens public trust in the teaching profession by certifying competence based on evidence, not merely tenure.
2) Tensions Between Development and Compliance
Although affirmation was designed as a growth-oriented process, teachers often perceive it as bureaucratic due to documentation intensity and differentiation in assessor interpretation. The challenge lies in balancing accountability and professional trust—ensuring that affirmation remains a formative learning process rather than a procedural hurdle.
3) Institutional Constraints and Equity
Sustainability of affirmation depends on systemic support—adequate training for assessors, digital infrastructure for portfolio management, and integration with existing human resource systems. Without these, the process may reinforce workload inequities and regional disparities in teacher recognition. Alignment with TEC and DepEd frameworks remains vital to harmonizing teacher education, deployment, and recognition systems under a coherent standards-based architecture.
7. Conclusion
Career stage affirmation marks an important milestone in reforming teacher career systems in the Philippines. By institutionalizing standards-based recognition of professional practice, it moves the system toward meritocratic and developmental principles consistent with global best practices.
The study concludes that affirmation:
1) Enhances clarity of role expectations and reinforces teacher professionalism;
2) Encourages reflective and standards-aligned teaching practice; and
3) Faces implementation challenges stemming from structural and administrative constraints.
Affirmation should therefore be pursued as an independent professional certification mechanism, distinct from promotion but integrated into career progression, professional development, and quality assurance systems.
International experience suggests that career stage certification systems are most effective when recognition of competence is decoupled from limited promotion slots and embedded within broader professional learning and quality assurance systems
| [9] | Ingvarson, L., & Chadbourne, R. (2019). Teacher career structures as a means of enhancing teacher quality. European Journal of Education, 54(1), 87–99.
https://doi.org/10.1111/ejed.12317 |
| [10] | OECD. (2019). Education policy outlook 2019. OECD Publishing. https://doi.org/10.1787/2b8ad56e-en |
| [16] | UNESCO. (2015). Teacher policy development guide. UNESCO. |
[9, 10, 16]
.
8. Recommendations
Drawing from the results and conclusions of the study, the following recommendations are offered:
1) Institutionalize affirmation as a professional recognition system independent of promotion or salary grade. Recognition of competence should carry intrinsic professional value beyond appointment benefits.
2) Strengthen assessor training and calibration through TEC-led capacity-building programs to ensure fairness, reliability, and uniform application of PPST-based criteria.
3) Streamline documentation requirements using digital portfolio platforms and simplified templates to reduce administrative burden.
4) Integrate affirmation outcomes into National Educators Academy of the Philippines (NEAP) professional development planning, mentoring, and appraisal systems.
5) Expand access and equity measures, including ICT support for rural schools, to ensure fair participation in affirmation processes.
6) Monitor implementation through a national quality assurance framework led by TEC and DepEd, combining periodic audits with stakeholder feedback.
Abbreviations
DepEd | Department of Education |
ECPS | Expanded Career Progression System |
EO | Executive Order |
HR | Human Resource |
NEAP | National Educators’ Academy of the Philippines |
PPST | Philippine Professional Standards for Teachers |
RA | Republic Act |
TEC | Teacher Education Council |
Author Contributions
Donnabel Bongalon Bihasa: Conceptualization, Investigation, Project administration, Supervision, Writing – original draft
Mary Carousel Refuerzo Aquino: Data curation, Formal Analysis, Investigation, Resources, Writing – review & editing
Earl John Pelaez Pascual: Formal Analysis, Investigation, Methodology, Software, Validation, Visualization, Writing – review & editing
Conflicts of Interest
The authors declare no conflicts of interest.
References
| [1] |
Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. AITSL.
https://www.aitsl.edu.au/teach/standards
|
| [2] |
Australian Institute for Teaching and School Leadership. (2024). Certification of highly accomplished and lead teachers. AITSL.
|
| [3] |
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
|
| [4] |
Darling-Hammond, L. (2021). Teacher education and the future of schooling. Teachers College Press.
|
| [5] |
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
https://doi.org/10.54300/122.311
|
| [6] |
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.
https://doi.org/10.1080/10888691.2018.1537791
|
| [7] |
Department of Education. (2017). DepEd Order No. 42, s. 2017: National adoption and implementation of the Philippine Professional Standards for Teachers. DepEd.
|
| [8] |
Ingvarson, L. (2014). Standards-based professional learning and certification. In L. E. Martin et al. (Eds.), Handbook of professional development in education (pp. 493–509). Guilford Press.
|
| [9] |
Ingvarson, L., & Chadbourne, R. (2019). Teacher career structures as a means of enhancing teacher quality. European Journal of Education, 54(1), 87–99.
https://doi.org/10.1111/ejed.12317
|
| [10] |
OECD. (2019). Education policy outlook 2019. OECD Publishing.
https://doi.org/10.1787/2b8ad56e-en
|
| [11] |
OECD. (2020). TALIS 2018 results (Vol. II): Teachers and school leaders as valued professionals. OECD Publishing.
https://doi.org/10.1787/19cf08df-en
|
| [12] |
Republic of the Philippines. (2022). Republic Act No. 11713: Excellence in Teacher Education Act. Official Gazette.
|
| [13] |
Republic of the Philippines. (2023). Executive Order No. 174: Establishing the Expanded Career Progression System. Official Gazette.
|
| [14] |
Santiago, P., Benavides, F., Danielson, C., Nusche, D., & Shewbridge, C. (2016). Teacher evaluation in Chile. OECD Publishing.
|
| [15] |
SEAMEO INNOTECH. (2020). Southeast Asian teacher competency frameworks. SEAMEO.
|
| [16] |
UNESCO. (2015). Teacher policy development guide. UNESCO.
|
| [17] |
UNESCO. (2017). Accountability in education: Meeting our commitments. UNESCO.
|
| [18] |
World Bank. (2018). World development report 2018: Learning to realize education’s promise. World Bank.
|
Cite This Article
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APA Style
Bihasa, D. B., Aquino, M. C. R., Pascual, E. J. P. (2026). Affirming Career Stages of Teachers and School Leaders:
A Competency-based Path to Growth and Recognition. Advances in Sciences and Humanities, 12(1), 47-51. https://doi.org/10.11648/j.ash.20261201.15
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Bihasa, D. B.; Aquino, M. C. R.; Pascual, E. J. P. Affirming Career Stages of Teachers and School Leaders:
A Competency-based Path to Growth and Recognition. Adv. Sci. Humanit. 2026, 12(1), 47-51. doi: 10.11648/j.ash.20261201.15
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AMA Style
Bihasa DB, Aquino MCR, Pascual EJP. Affirming Career Stages of Teachers and School Leaders:
A Competency-based Path to Growth and Recognition. Adv Sci Humanit. 2026;12(1):47-51. doi: 10.11648/j.ash.20261201.15
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@article{10.11648/j.ash.20261201.15,
author = {Donnabel Bongalon Bihasa and Mary Carousel Refuerzo Aquino and Earl John Pelaez Pascual},
title = {Affirming Career Stages of Teachers and School Leaders:
A Competency-based Path to Growth and Recognition},
journal = {Advances in Sciences and Humanities},
volume = {12},
number = {1},
pages = {47-51},
doi = {10.11648/j.ash.20261201.15},
url = {https://doi.org/10.11648/j.ash.20261201.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ash.20261201.15},
abstract = {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.},
year = {2026}
}
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TY - JOUR
T1 - Affirming Career Stages of Teachers and School Leaders:
A Competency-based Path to Growth and Recognition
AU - Donnabel Bongalon Bihasa
AU - Mary Carousel Refuerzo Aquino
AU - Earl John Pelaez Pascual
Y1 - 2026/03/16
PY - 2026
N1 - https://doi.org/10.11648/j.ash.20261201.15
DO - 10.11648/j.ash.20261201.15
T2 - Advances in Sciences and Humanities
JF - Advances in Sciences and Humanities
JO - Advances in Sciences and Humanities
SP - 47
EP - 51
PB - Science Publishing Group
SN - 2472-0984
UR - https://doi.org/10.11648/j.ash.20261201.15
AB - 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.
VL - 12
IS - 1
ER -
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