This study examined the relationship between career promotion practices, work satisfaction, and work engagement among public elementary school teachers in the Sariaya East District. Specifically, it aimed to determine teachers’ awareness of career promotion practices; their work satisfaction regarding compensation and benefits, professional growth and development, and recognition and promotion; and their work engagement in terms of job demands and job resources. It also investigated the significant relationship between teachers’ professional profiles, career promotion practices, work satisfaction, and work engagement. A quantitative descriptive-correlational research design was employed, utilizing a researcher-made survey questionnaire as the primary data-gathering instrument. The respondents were public elementary school teachers selected through random sampling. The instrument underwent a rigorous validation process and reliability testing. Data were collected through Google Forms and analyzed using appropriate statistical tools. Findings revealed that the majority of respondents were female, aged 31–40, with 6–10 years of teaching experience, holding Teacher I–III positions, and with very satisfactory performance ratings. Teachers demonstrated a generally high level of awareness of career promotion practices, particularly in qualification standards and criteria, while other components showed moderate awareness. Work satisfaction was found to be moderate, with the highest satisfaction in recognition and promotion, and the lowest in compensation and benefits. Meanwhile, teachers exhibited a high level of work engagement, especially in career mobility and policy compliance. Furthermore, the results showed no significant relationship between teachers’ professional profiles and their levels of work satisfaction and work engagement. However, a significant relationship was found between career promotion practices and both work satisfaction and work engagement. The study concludes that career promotion practices play a vital role in influencing teachers’ satisfaction and engagement. It is therefore recommended that educational leaders may strengthen communication, transparency, and implementation of promotion systems to further enhance teachers’ professional experiences and performance.