The study sought to determine the relationship between career progression and the competence of teachers in public elementary schools particularly in the implementation of the Expanded Career Progression System (ECPS) under DepEd Order No. 024, s. 2025. The study sought to determine the level of career progression, the effectiveness of the procedures for its implementation, and the extent of the teachers’ competence in the key domains based on the Philippine Professional Standards for Teachers (PPST). A mixed-methods sequential explanatory research design was employed, integrating both the quantitative and qualitative approaches. The respondents of the quantitative phase are 279 public elementary school teachers of the Division of Cabuyao for the School Year 2025-2026 selected through stratified random sampling. Data were collected using a validated survey questionnaire based on the ECPS and PPST indicators. Statistical tools such as mean, standard deviation, and Pearson Product-Moment Correlation Coefficient (r) were used in the analysis. The qualitative phase involved semi-structured interviews and focus group discussions with selected participants to give in-depth insights into teachers’ experiences and perceptions. Results showed that teachers generally demonstrated high competence in the PPST domains, particularly in curriculum planning, learning environment and diversity of learners. The implementation procedures of career progression were also rated as highly implemented, especially in terms of clarity of guidelines, fairness and administrative support. Career progression was also significantly positively related to teacher competence, meaning that effective career progression mechanisms lead to professional skills and teaching performance. The qualitative findings also supported this by emphasizing the importance of leadership support, professional development iv opportunities and transparent systems in motivating teachers and developing their competencies. Challenges such as resource limitations, implementation delays, and inadequate orientation were also identified. The research shows that a well-organized mechanism for career progression is an important factor in the impact of teachers’ professional development and competency. The research indicates the need to improve the implementation of policies, strengthen the support system and ensure equitable access to development opportunities to sustain teacher quality and improve education outcomes.