Barriers Facing Teachers in Department of Education Reclassification Under Expanded Career Progression: A Case Study

Behind every promotion opportunity lies a challenging journey, shaped by the barriers teachers face in meeting the reclassification requirements. This study explored the barriers teachers encountered in meeting the reclassification requirements under the Expanded Career Progression (ECP) System in one of the divisions of the Department of Education (DepEd) during the SY 2025-2026. Using a qualitative case study design conducted in selected schools in the Misamis Occidental Division, Philippines, the study involved 10 teachers, 5 school heads, and 5 co-teachers, with data gathered through semi-structured interviews. It was analyzed using Yin’s (2018) five-phase case study approach, ensuring ethical compliance and data integrity throughout. The findings generated three major themes: (1) Navigating Overwhelming Demands and Institutional Challenges, (2) Struggling Through Career Advancement Barriers While Developing Professional Resilience, and (3) Persistent Systemic and Implementation Gaps in the Reclassification Process. These themes highlighted the procedural, emotional, professional, and institutional dimensions of teachers’ experiences in complying with reclassification requirements under the ECP system. While the ECP system aims to promote professional advancement, its demanding, compliance-driven processes create significant burdens for teachers. Despite these challenges, teachers remained resilient and committed to professional growth. Department of Education regional and division offices streamline and digitize teacher reclassification requirements while strengthening policy dissemination, mentorship, and professional development support to ensure a more consistent, accessible implementation process across schools.