This study examined the mediating role of work engagement and job satisfaction in the relationship between transformational leadership and career progression outcomes among public school teachers in the Division of Laguna, Philippines. Anchored on transformational leadership theory and supported by the Job Demands–Resources model, Self-Determination Theory, and Social Exchange Theory, the research aimed to provide a comprehensive understanding of how leadership practices influence teachers’ professional growth within the context of the Department of Education’s Expanded Career Progression (ECP) System.

A descriptive-correlational research design was employed, utilizing a structured questionnaire to gather data from 160 public elementary and secondary school teachers from the Nagcarlan and Rizal sub-offices. The study measured the level of transformational leadership exhibited by school heads in terms of intellectual stimulation, idealized influence, individualized consideration, and inspirational motivation; the extent of teachers’ work engagement in terms of vigor, dedication, and absorption; and job satisfaction in terms of personal fulfillment, professional growth, self-efficacy, and salary and compensation. Career progression outcomes were assessed based on occupational rewards, promotion, supportive development, increased retention, and greater responsibility.

Findings revealed that transformational leadership practices were generally manifested at a high level, indicating that school heads effectively inspire, support, and motivate teachers. Teachers also demonstrated high levels of work engagement and job satisfaction, suggesting positive psychological and professional experiences within their work environment. Statistical analysis showed significant relationships between transformational leadership, work engagement, job satisfaction, and career progression outcomes. Furthermore, mediation analysis confirmed that both work engagement and job satisfaction significantly mediate the relationship between transformational leadership and career progression outcomes, indicating that leadership influences career advancement both directly and indirectly through these psychological factors.

The results highlight the critical role of transformational leadership in fostering a supportive and motivating school environment that enhances teachers’ engagement, satisfaction, and ultimately their career progression. The study concludes that strengthening transformational leadership practices, alongside promoting teacher engagement and job satisfaction, is essential for maximizing the effectiveness of career advancement reforms such as the ECP System. These findings provide valuable insights for school leaders, policymakers, and educational institutions in designing leadership development programs and organizational strategies that support sustainable teacher growth and retention.