Rico Erika P.¹, Caballes Dennis G.^2,

Persistent learning gaps among students in basic education remain a top concern in most educational systems, particularly in contexts where learners progress through grade levels despite not fully mastering foundational competencies. This study explored the factors influencing teachers’ promotion decisions when students exhibit observable learning gaps in Philippine basic education. Specifically, it examined how institutional policies, classroom realities, and professional judgment shape teachers’ decisions to promote students who may not yet show full academic readiness. Using a qualitative descriptive research design, the study gathered data from fifteen private school science teachers in Region IV-A (CALABARZON), Philippines, each with at least three years of teaching experience. Data were collected through an online questionnaire with open-ended responses and follow-up semi-structured interviews to obtain deeper insights into teachers’ experiences and perspectives regarding student promotion. Thematic analysis was used to identify recurring patterns and themes in responses. The findings revealed that promotion decisions are influenced by multiple related factors. Teachers reported persistent learning gaps among promoted students, particularly in reading comprehension, conceptual understanding, and basic numeracy and problem-solving skills. Institutional pressures such as promotion policies, grading guidelines, and administrative expectations were identified as major influences on decision-making. Also, parental expectations, financial consideration in private schools, and concerns about students’ emotional well-being were found to shape promotion outcomes. Classroom realities, including limited remediation time, curriculum pacing pressures, and large class sizes, further constrained teachers’ ability to address learning gaps before promotion decisions were made. As a result, many teachers reported frequently compromising academic standards due to institutional and contextual pressures. The study highlights the complex environment in which teachers make promotion decisions and underscores the need for stronger systemic support to address learning gaps. Findings suggest that policies promoting learner progression should be enhanced by continuous remediation programs, clearer promotion guidelines, and institutional support that empowers teachers to balance academic standards with students’ well-being. The study contributes to ongoing discussion about learning gaps, and policy implementation in Philippine basic education

learning gaps, student promotion, learner progression, inclusive education, remediation programs