DepEd addressing ‘alarming’ shortage of school principals | ABS-CBN
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DepEd addressing ‘alarming’ shortage of school principals
DepEd addressing ‘alarming’ shortage of school principals
Children accompanied by their parents interact with school principal Larry Rosete after a school recognition day activity at the Sta Ana Elementary School in Manila on July 5, 2023. Jonathan Cellona, ABS-CBN News/File
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MANILA — The Department of Education (DepED) said Wednesday it was filling up principal positions after the Second Congressional Commission on Education (EDCOM II) reported that around half of DepEd schools had no principals.
MANILA — The Department of Education (DepED) said Wednesday it was filling up principal positions after the Second Congressional Commission on Education (EDCOM II) reported that around half of DepEd schools had no principals.
EDCOM II is a “national commission tasked to undertake a comprehensive national assessment and evaluation of the performance of the Philippine education sector, by virtue of Republic Act 11899” or the Second Congressional Commission on Education (EDCOM II) Act.
EDCOM II is a “national commission tasked to undertake a comprehensive national assessment and evaluation of the performance of the Philippine education sector, by virtue of Republic Act 11899” or the Second Congressional Commission on Education (EDCOM II) Act.
According to EDCOM II’s Year Two Report published on January 27, 2025, of the 45,199 DepEd Schools in the country, only 20,381 have principals while 24,916 are without principals.
According to EDCOM II’s Year Two Report published on January 27, 2025, of the 45,199 DepEd Schools in the country, only 20,381 have principals while 24,916 are without principals.
Out of those without principals, 13,332 schools only have head teachers, 8,916 schools had teachers in charge (TIC), 2,337 schools with officers in charge (OIC), and 193 schools classified under “undefined”.
Out of those without principals, 13,332 schools only have head teachers, 8,916 schools had teachers in charge (TIC), 2,337 schools with officers in charge (OIC), and 193 schools classified under “undefined”.
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“Despite its criticality in bringing about school level reforms, little attention is placed in recruiting, appointing, and fully supporting competent school heads and principals,” the report said.
“Despite its criticality in bringing about school level reforms, little attention is placed in recruiting, appointing, and fully supporting competent school heads and principals,” the report said.
DepEd Undersecretary Willie Cabral confirmed the shortage of principals, although his figure of schools without principals is lower at 45 percent. He said the agency was addressing the matter.
DepEd Undersecretary Willie Cabral confirmed the shortage of principals, although his figure of schools without principals is lower at 45 percent. He said the agency was addressing the matter.
“Meron po tayong mga existing mga teacher in charge na kwalipikado na na maging principal. So yun po ay ire-reclassify natin at meron po tayong ugnayan na sa Department of Budget and Management para masigurado na itong mga principal na ready for appointment by reclassification ay mabigyan na ng item,” Cabral told Teleradyo Serbisyo.
“Meron po tayong mga existing mga teacher in charge na kwalipikado na na maging principal. So yun po ay ire-reclassify natin at meron po tayong ugnayan na sa Department of Budget and Management para masigurado na itong mga principal na ready for appointment by reclassification ay mabigyan na ng item,” Cabral told Teleradyo Serbisyo.
“Meron na po tayong available na mga principal eligible of around 7,700. So ito pong mga to ay may posibilidad na maipa-reclassify natin,” he added.
“Meron na po tayong available na mga principal eligible of around 7,700. So ito pong mga to ay may posibilidad na maipa-reclassify natin,” he added.
Cabral admitted the issue was alarming.
Cabral admitted the issue was alarming.
“I would agree that it is alarming and that’s the very reason why as early as later part ng 2023 gumawa po kami ng staffing, school staffing and organizational standard at yun po ang ating sinusumite ngayon,” he said. “Pabor naman po ang ating kasalukuyang secretary na sinabi niya na let us do whatever is doable para ma-address natin ang issue na ito.”
“I would agree that it is alarming and that’s the very reason why as early as later part ng 2023 gumawa po kami ng staffing, school staffing and organizational standard at yun po ang ating sinusumite ngayon,” he said. “Pabor naman po ang ating kasalukuyang secretary na sinabi niya na let us do whatever is doable para ma-address natin ang issue na ito.”
Despite the lack of principals, Cabral allayed fears that the welfare of students were at risk.
Despite the lack of principals, Cabral allayed fears that the welfare of students were at risk.
“Mayroon naman po tayong mga magagaling na head teacher at teacher-in-charge na nagmamaneho ng mga eskwelahan. But I would say mas maganda sana kung tutok yung trabaho nung principal doon sa mga key result area na dapat niyang ginagawa,” he said.
“Mayroon naman po tayong mga magagaling na head teacher at teacher-in-charge na nagmamaneho ng mga eskwelahan. But I would say mas maganda sana kung tutok yung trabaho nung principal doon sa mga key result area na dapat niyang ginagawa,” he said.
Unfortunately for the teacher-in-charge or OIC who performs the function of a principal, they do not receive the same compensation.
Unfortunately for the teacher-in-charge or OIC who performs the function of a principal, they do not receive the same compensation.
EDCOM II noted that “many TICs had held their roles for over a year, with some serving for more than three years.”
EDCOM II noted that “many TICs had held their roles for over a year, with some serving for more than three years.”
“Additionally, despite their contributions, TICs often do not receive compensation commensurate with their responsibilities and lack a structured professional development track to build their administrative skills, aside from occasional training in their respective divisions,” it said.
“Additionally, despite their contributions, TICs often do not receive compensation commensurate with their responsibilities and lack a structured professional development track to build their administrative skills, aside from occasional training in their respective divisions,” it said.
ORGANIZATIONAL, DEPLOYMENT ISSUES
Cabral said some schools, particularly small schools, lacked principals because they do not meet the organizational staffing requirement.
Cabral said some schools, particularly small schools, lacked principals because they do not meet the organizational staffing requirement.
Under DepEd Department Order 77 issued in 2010, a principal will be designated to a school if the school has at least nine teachers. One principal will also be designated for a cluster of at least three schools which has a combined number of nine teachers.
Under DepEd Department Order 77 issued in 2010, a principal will be designated to a school if the school has at least nine teachers. One principal will also be designated for a cluster of at least three schools which has a combined number of nine teachers.
Meanwhile, school heads, according to EDCOM II, are assigned to schools with at least six teachers and to a cluster of three schools with also at least six teachers.
Meanwhile, school heads, according to EDCOM II, are assigned to schools with at least six teachers and to a cluster of three schools with also at least six teachers.
EDCOM II pointed out, however, that DepEd has “significant strategic deployment issues”.
EDCOM II pointed out, however, that DepEd has “significant strategic deployment issues”.
“Approximately 1,381 schools with principal plantilla positions were instead led by head teachers, teachers-in-charge (TICs), or officers-in-charge (OICs), underscoring challenges in adhering to policy guidelines,” the report read.
“Approximately 1,381 schools with principal plantilla positions were instead led by head teachers, teachers-in-charge (TICs), or officers-in-charge (OICs), underscoring challenges in adhering to policy guidelines,” the report read.
"There were also widespread inconsistencies in the allocation of school heads, with about 12,057 schools with incorrect school head items. This issue was especially prevalent among elementary schools," it added.
"There were also widespread inconsistencies in the allocation of school heads, with about 12,057 schools with incorrect school head items. This issue was especially prevalent among elementary schools," it added.
Cabral said the lack of qualifications was to blame.
Cabral said the lack of qualifications was to blame.
“Pag pumunta ka sa mga division, merong mga instance na yung isang division na nangangailangan ng principal ay walang kwalipikado o pumasa doon sa examination na pinapa-administer namin,” Cabral said.
“Pag pumunta ka sa mga division, merong mga instance na yung isang division na nangangailangan ng principal ay walang kwalipikado o pumasa doon sa examination na pinapa-administer namin,” Cabral said.
PRINCIPALS’ TEST
But EDCOM II pointed out possible flaws in the National Qualifying Examination for School Heads (NQESH), which has had low passing rates over the years.
But EDCOM II pointed out possible flaws in the National Qualifying Examination for School Heads (NQESH), which has had low passing rates over the years.
The NQESH passing rate in 2023 was only 26 percent, which was lower than the 2021 passing rate of 36 percent. In 2018, the passing rate was a mere 0.68 percent, which was way lower than the 24.75 percent passing rate in 2017. In 2016, only 2.22 percent of the examinees passed. No exam was administered in 2019, 2020 and 2022.
The NQESH passing rate in 2023 was only 26 percent, which was lower than the 2021 passing rate of 36 percent. In 2018, the passing rate was a mere 0.68 percent, which was way lower than the 24.75 percent passing rate in 2017. In 2016, only 2.22 percent of the examinees passed. No exam was administered in 2019, 2020 and 2022.
“These low passing rates suggest that the exam may be excessively challenging, potentially deterring capable candidates from advancing in their careers,” the report said.
“These low passing rates suggest that the exam may be excessively challenging, potentially deterring capable candidates from advancing in their careers,” the report said.
It added that “DepEd lacks a structured succession plan to ensure a consistent pipeline of qualified principals ready to assume leadership roles as they become available. This gap in school leadership continuity is problematic, as there is no established system to identify and prepare future leaders in advance, complicating the process of addressing immediate leadership needs in schools.”
It added that “DepEd lacks a structured succession plan to ensure a consistent pipeline of qualified principals ready to assume leadership roles as they become available. This gap in school leadership continuity is problematic, as there is no established system to identify and prepare future leaders in advance, complicating the process of addressing immediate leadership needs in schools.”
EDCOM II also highlighted the supposed absence of a coaching and mentoring culture within DepEd.
EDCOM II also highlighted the supposed absence of a coaching and mentoring culture within DepEd.
To address the problem with principals Cabral said, “Isa sa mga istratehiya is magkakaroon ng assessment at tinitignan namin na bigyan ng karampatang pagsasanay kung sino man po yung mga nakaupo na at meron nang potensiyal na maging school head in the light of career progression.”
To address the problem with principals Cabral said, “Isa sa mga istratehiya is magkakaroon ng assessment at tinitignan namin na bigyan ng karampatang pagsasanay kung sino man po yung mga nakaupo na at meron nang potensiyal na maging school head in the light of career progression.”
Some of EDCOM II’s recommendations include allocating a principal plantilla position in every school, supporting the growth and providing enough compensation for TICs and OICs, and creating a school head tool kit that will guide schools in assessing and redesigning their practices.
Some of EDCOM II’s recommendations include allocating a principal plantilla position in every school, supporting the growth and providing enough compensation for TICs and OICs, and creating a school head tool kit that will guide schools in assessing and redesigning their practices.
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