Abstract:
This undergraduate thesis explores how secondary public school teachers in Quezon City
capitalize on social networks to access career promotion opportunities. Using a qualitative
narrative inquiry, the study examines the lived experiences of ten (10) teachers, at least one
representing each congressional district of Quezon City, and how both institutional and private
networks influence their promotional trajectories. The study addresses the limited literature on
how social networks shape institutional dynamics through the lens of social capital theory,
particularly in the Philippine public education system. It reveals that social networks— ranging
from professional connections such as co-teachers and higher-ranking educators, to personal ties
with peers and colleagues from private and external institutions— facilitate access to
information, mentorship, and support. These networks, mostly exceeding professional ties, help
teachers navigate the promotion process and, in some cases, contribute to the creation of
promotion opportunities. However, perceptions of promotion vary, with some teachers
expressing disinterest due to workload or limited incentives. The study recommends improving
transparency, reducing non-teaching loads, and enhancing feedback mechanisms to foster a fairer
and more motivating career advancement environment for public school teachers.
