The Capitalization of Social Networks to Attain Career Promotion of Secondary Public School Teachers in Quezon City

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.