Promotions for teachers within the Department of Education (DepEd) encounter obstacles and issues, as securing promotion opportunities can be competitive since numerous qualified teachers vie for limited positions, particularly in more attractive locations or higher ranks. The scarcity of available positions intensifies the competition among qualified teachers. This study identifies the experiences of junior high school teachers at Koronadal National Comprehensive High School (KNCHS-JHS) in seeking promotion. Using Transcendental Phenomenological Research and interviews, a thematic analysis reveals that continuous career progression through training and additional qualifications is important in the process. Fair and competitive salaries motivate teachers to seek promotions, while fairness, transparency, and equal opportunities in the promotion process are also essential. School administrators and colleagues play crucial roles in providing support and encouragement for promotion. The study recommends the DepEd ensure accountability, transparency, skill enhancement opportunities, supportive work environment, and teachers’ decision-making empowerment for promotion.

Keywords: Junior High School Teachers, Promotion, Job Satisfaction, Experiences, Obstacles and Issues.

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