School leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
The 2001 Governance of Basic Education Act (Republic Act No. 9155) defines the School Head as the person responsible for the administrative and instructional supervision of the school or cluster of schools. According to DepEd Memorandum 180 s.2010, the school head position refers to Head Teach I to VI and Principal I to IV. Schools with more than nine teachers, or a cluster of three schools with at least nine teachers, are allocated a principal. Schools or clusters with more than seven teachers are allocated a Head Teacher. Schools with more than 60 teachers may have a Head Teacher to assist the School Head.
According to the DepEd Order 001 s.2020, school leaders are defined as “Head Teachers, Department Heads, Principals and Assistant Principals, School District Supervisors, Education Program Supervisors and Chief Education Supervisors at the Schools Division and Regional Offices, Schools Division Superintendents, Assistant Schools Division Superintendents, Regional Directors and Assistant Regional Directors. These officials perform managerial and supervisory roles in their respective levels of governance.”
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
DepEd Order 32 s.2010 calls for the National Adoption and Implementation of the National Competency-Based Standards for School Heads. The standards should, in accordance with the order, “define the standards through the domains and strands which can be used as the basis for the school heads’ decision making, actions and performance of their functions.” The Department of Education later published the 2012 National Competency-Based Standards for School Heads Training and Development Needs Assessment (NCBSSH-TDNA) which defines the standards for a quality school head and systematically determines the training and development needed for effective school leaders. The most recent version, under DepEd Order 24 s.2020, called for the National Adoption and Implementation of the Philippine Professional Standards for School Heads (PPSSH). The new professional standards were developed by the Bureau of Human Resource and Organizational Development (BHROD) and the National Educators Academy of the Philippines (NEAP), in collaboration with the Philippine National Research Center for Teacher Quality (RCTQ).
Additionally, the Southeast Asian Competency Framework for School Heads developed by the Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH is available as a framework which school heads may also follow. It is not mandatory.
Roles
According to the Governance of Basic Education Act, each public elementary school and public high school or a cluster thereof must have a school head who may be assisted by an assistant school head. The school head should serve as both an instructional leader and an administrative manager. The 2020 Philippine Professional Standards for School Heads (PPSSH) is made up of five domains, under which are the competency strands. The domains are: leading strategically, managing school operations and resources, focusing on teaching and learning, developing self and others, and building connections.
Setting expectations/objectives: The school head is responsible for “setting the mission, vision, goals and objectives of the school”. They also develop the school education program and school improvement plan. Under the leading strategically domain of the Philippine Professional Standards for School Heads (PPSSH), school heads are expected to set the direction, goals, and objectives of schools and ensure that they are understood and embraced by all stakeholders. The development and implementation of the school plan is ideally conducted with the support and input of community members. School heads must commit to a strategic course of action consistent with institutional goals towards maximizing organizational performance.
Developing teaching and learning: Regarding teaching and learning school heads are responsible for implementing the school curriculum and being accountable for higher learning outcomes; offering educational programs, projects and services which provide equitable opportunities for all learners in the community; introducing new and innovative modes of instruction to achieve higher learning outcomes. According to the Philippine Professional Standards for School Heads (PPSSH), school heads are “expected to provide technical assistance on instruction that relates to curriculum, practice, and performance. They should also create a learner-centred environment that ensures access to inclusive, excellent, relevant, and liberating education.” They design and implement needs-based programs as well as monitoring and evaluation tools.
Promoting collaboration: The instructs school heads to create an environment within the school that is conducive to teaching and learning. School heads are also responsible for ‘establishing school and community networks and encouraging the active participation of teachers' organizations, nonacademic personnel of public schools, and parents-teachers-community associations. They are also asked to create a school environment focused on the needs of the learner, setting high social and academic expectations. In the Philippines Professional Standards for School Heads (PPSSH), the school head empowers the wider school community in promoting and sustaining a learner-friendly, inclusive and healthy learning environment. Domain 5 focuses on “building connections.” School heads must be able to engage stakeholders in initiatives towards the improvement of school communities, and build relationships with individuals and organizations. They execute various collaborative strategies with stakeholders to respond appropriately to the dynamic and rapidly evolving needs of schools. In this case, “community” includes parents, alumni, authorities, industries and other stakeholders
Supporting staff development: School heads administer and manage all personnel. They can recommend staff members who they believe complement the school based on its needs. Encouraging staff development is also one of the main responsibilities. In order to help upgrade teachers' learning facilitators' competencies, improving and expanding school facilities, and provide instructional materials and equipment, school heads are able to accept donations, gifts, bequests and grants on behalf of the school. A quality school head, as described by the Philippine Professional Standards for School Heads (PPSSH), is one who is able to “reflect on their personal and professional development to enhance their practice in leading and developing people as they support their personnel’s professional development and welfare. They should provide others with the means for development such as opportunities to learn, reflect, lead and progress in their profession.” The school head is directly responsible for implementing professional development initiatives to enhance strengths and address performance gaps of the school staff as well as monitoring and evaluating these initiatives.
Acting in accordance with the ethical principles of the profession: School leaders are expected to be models of professionalism and ethical and moral leadership. All teachers, including school leaders, are expected to follow the Code of Ethics for Professional Teachers. The code details ethical relationships between the teacher and the community, the teacher and their profession, the teacher and the learner, the teacher and parents, the teacher and businesses, and the teacher as a person.
Others: School heads, with the support of the wider school community, create and implement mechanisms to sustain efficient and effective management of finances while adhering consistently to policies, guidelines and issuances in allocation, procurement, disbursement and liquidation aligned with the school plan.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The DepEd Memorandum 180 s.2010 and DepEd Order 97 s.2011 set the qualifications for Head Teacher I to Head Teacher VI as well as Principal I up to Principal VI. According to the DepEd Order, the Head Teacher may function as a School Head, for schools with six teachers or more. A Head Teacher I requires at least six MA units in Management & Leadership, three years of teaching experience, 24 hours of relevant training, and consistent high-performance ratings. At the highest level, Head Teacher VI, requirements include completing a Master's degree in the fields of administration, supervision, or Management & Leadership; having two years of experience as a Head Teacher V (a total of 12 years of experience); consistent high-performance ratings; and 40 new hours of relevant training since the previous promotion.
For the position of Principal I, according to DepEd Memorandum 180 s.2010 and DepEd Order 97 s.2011, the applicant must have had two years of experience as a Head Teacher VI (total of 15 years of teaching experience) or two years as a Head Teach III for an elementary school principal position. They must have obtained a Masters degree in the fields of administration, supervision, or Management & Leadership; received 48 hours of relevant training since the previous promotion; and have consistent high performance ratings. Principals can be promoted with more experience, doctoral credits, and additional professional development training up to Principal IV. In addition, applicants must be certified by the National Educators' Academy of the Philippines (NEAP) and pass a written examination, a psychosocial attribute and personality assessment, and the required accreditation program, the Basic Training Course for School Heads. Once these requirements are met, the NEAP will issue a Certificate of Eligibility for School Head.
As determined by DepEd Order 283 s.2010 and DepEd Order 257 s.2010, passing the National Qualifying Examination for School Heads (NQESH) or the Qualifying Examination for School Principals (QSP) is one of the requirements for the appointment and reclassification of all Principal and Assistant Principal positions in all public elementary and secondary schools. The National Qualifying Examination for School Heads is aligned with the Philippine Professional Standards for School Heads (PPSSH). Presently, Teachers-in-Charge (TIC) and Officers-in-Charge (OIC) can be appointed as principals, provided they have passed the National Qualifying Examination for School Heads (NQESH). In previous years and even up to this time, Head Teachers (HTs) who were unable to pass the NQESH could be promoted to principals through reclassification, provided they held a Master's degree.
Appointment decision
According to the Governance of Basic Education Act, a promotions board, which was created by the secretary of education, is responsible for the development and implementation of a system of promotion for schools' decision supervisors, schools district supervisors, and school heads. Promotion of school heads is based on “educational qualification, merit and performance rather than on the number of teachers/learning facilitators and learners in the school.” DepEd Memorandum 180 s.2010 states that the Division Human Resource Management Office (HRMO), the School District Superintendent (SDS), and the Division Personnel Selection Board (PSB) work together to appoint principals and assign them to schools.
DepEd Order No. 7, s. 2023 on the Guidelines on Recruitment, Selection, and Appointment in the Department of Education in enclosure 3 provides the Criteria and Point System for Hiring and Promotion to School Administration (SA) Positions. Candidates are assigned based on a point system which considers the applicants' education, training, previous performance ratings, accomplishments, application of education, application of learning and development, and potential. The personnel selection board tallies the points and hires the most qualified school head.
Employment equity measures
Information was not found.
Working conditions
Where a principal is assigned is based on the school district. They may move schools several times. According to DepEd Order 7 series of 1999, school heads must be moved to another school after five years to “ensure a fresh air of leadership in schools and at the same time, expand the leadership horizon of school leaders.” The salary of school principals depends on their qualification levels. A school principal I, with a salary grade 19, earns ₱51,357, while school head IV, with a salary grade 22 earns ₱71,511. Teachers are considered civil servants.
2.3. Leadership preparation and training
Pre-service training
The promotion of teachers to the role of principal is determined through by DepEd Order 283 s.2010 and DepEd Order 257 s.2010. Prior to appointment as a principal, applicants must take a training course for School Heads developed and implemented by the National Educators' Academy of the Philippines (NEAP). Further information about the Basic Training Course for School Heads, such as a course outline, could not be found.
Induction and in-service training
The Department of Education provides in-service training to teachers, school leaders, and supervisors. Training can also be provided by authorized learning service providers which are determined through the Department of Education issued Guidelines for NEAP Recognition of Professional Development Programs and Courses for Teachers and School Leaders attached to the DepEd Order 001 s.2020. Professional development programs for school heads must be in alignment with the NEAP Professional Development Framework and the Philippines Professional Standards for School Heads. After undergoing training, school heads can then obtain professional development credits which they can then use to apply for a promotion of their position. In-service training is funded through the Human Resource Development fund as described in DepEd Order 30 s.2021 and distributed through the Schools District Office.
3. Teachers, parents and students
3.1. School management committees and boards
Local Government Code of 1991 (Republic Act No. 7160) calls for the creation of local school boards for each province, city, and municipality. The law then details the members who will comprise the school board. In a provincial school board, the governor and the division superintendent serve as co-chairmen. Other members include the chairman of the education committee of the provincial council, the provincial treasurer, the representative of the “pederasyon ng mga sangguniang kabataan” (federation of youth councils), the president of the provincial federation of parents-teachers associations, the duly elected representative of the teachers’ organizations in the province, and the duly elected representative of the non-academic personnel of public schools in the province. The city school boards and municipal school boards are represented with their respective local groups and members. A core of non-teaching staff handles the school's administrative, fiscal and auxiliary services within individual schools. According to the Act, local council boards do have equity measures. Members must consist of one woman representative and one from the workers and one who is from any of the following sectors: “the urban poor, indigenous cultural communities, disabled persons, or any other sector” determined by the council.
3.2. Middle leaders
The 1987 Constitution of the Philippines enshrines the right of teachers to professional advancement. There are different types of teaching positions: teacher, master teacher, and head teacher. However, the classification of the different types of teachers is more so due to the different qualifications of the individual teacher, rather than the responsibilities. Possession of higher degrees, teaching experience, and participation in professional development programmes leads to higher positions and higher wages in accordance with the Teachers’ Preparation Pay Schedule (TPPS). Master Teachers, on top of having a regular teaching load, are expected to provide guidance to other teachers in improving competencies. They also are leaders in the preparation of instructional materials. They serve as demonstration teachers who can show other teachers or visitors their classrooms as examples. Other positions include Grade Level Chairman (for elementary schools) and Department Head (for high schools).
3.3. Parents
DepEd Order 13 s.2022 issued the Omnibus Guidelines on the regulation of Operations of Parent-Teacher Associations (PTAs). The PTA is established as a dynamic school-based association concerned with partnerships and programs for the best interest of the learners. They facilitate parent-teacher partnerships, participate in the discussion for learners’ welfare, and engage in the development and implementation of school programmes. PTA members are comprised of parents or guardians of current students. PTAs are allowed to conduct the following activities: purchase or donate supplies, organize activities or events, and support school improvement and community development. The school head monitors the PTA and ensures that their activities align with the school improvement plan.
There are several levels of School PTAs, starting with the Homeroom PTA (HPTA), the Grade Level PTA (GrPTA), and the School PTA (SPTA). Each level has different lead members (officers or council); however, all parent/guardians and teacher-members of the school are free to join all levels. Community members may be a part of the School PTA. Furthermore, there are Federated PTAs at the municipal, city, and provincial levels.
3.4. Students
Youth councils in the Philippines are referred to as “sangguniang kabataan” while youth associations are “katipunan ng kabataan.” Every barangay should have a youth association comprised of citizens in that barangay between the ages of 15-30 in accordance with Republic Act 10742. The youth association then elects the youth council members, who are between the ages of 15-24. Youth councils have responsibilities such as planning and executing policies, projects, and programs for the youth in their communities.
4. Governance
4.1. Autonomy of school leaders
School Heads have the authority to introduce new and innovative modes of instruction to achieve higher learning outcomes. While they cannot change the curriculum, school heads are responsible for its implementation. According to the Philippine Professional Standards for School Heads (PPSSH), a high-performing school head is able to create and implement a checking mechanism to sustain efficient and effective management of finances while adhering consistently to policies, guidelines and issuances in allocation, procurement, disbursement and liquidation aligned with the school plan.
4.2. Assessment and accountability of school leaders
School heads are asked to self-evaluate themselves with the NCBSSH-TDNA. The assessment then determines the school heads’ training strengths and needs resulting in the development of an Individual Plan for Professional Development (IPPD). Consolidation and analysis of the NCBSSH-TDNA results may then lead to priority training programs for the division/district level. School heads are assigned and overseen by the school district office and the school district superintendent. According to DepEd Order No. 49, s. 2006, “the disciplining authorities in the Department of Education shall be the Secretary and the Regional Directors in their respective regions.” Principals work within their schools to align with national, regional, or division policies.
4.3. Teacher assessment by school leaders
According to the Philippine Professional Standards for School Heads (PPSSH), school heads are responsible for providing technical assistance to teachers so they develop exemplary practices. They also work with the personnel involved in evaluating teachers’ use of learning assessment tools, strategies and results. The school head is responsible for implementing the performance management system to ensure career advancement for individual school personnel and improve office performance. They are to institute effective monitoring and evaluation processes and tools to promote learner achievement. It is unclear if they are responsible for observation and providing feedback to teachers.
This profile was reviewed by national expert Danilo S. Vargas and Janice Ria Grande-Taruc, school principal.
