A group of teachers has expressed concerns about the shortage of qualified principals in the country’s public schools and called for the immediate appointment of capable school leaders.
“This leadership gap places an added burden on school heads who are sometimes required to oversee two schools, or on schools left under the care of teachers-in-charge or officers-in-charge assigned by the Division Office,” said Teachers’ Dignity Coalition (TDC) National President Benjo Basas.
TDC pushed for the immediate appointment of principals after the Second Congressional Commission on Education (EDCOM II) noted that over half of the country’s 45,918 public schools currently lack a qualified principal.
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According to official data, TDC reported that only 20,718 schools have principals who meet the Department of Education's (DepEd) standards for school leadership.
“This situation affects the quality of education services that students receive,” Basas said. “Strong, capable school leaders are needed for a learning environment that supports both student growth and teacher development,” he added.
Waiting for appointments
Citing DepEd reports, TDC pointed out that nearly 6,000 candidates who passed the National Qualifying Examination for School Heads (NQESH) in 2021 and 2023 are still awaiting formal appointments.
Basas noted that these candidates for the Principal I position — including those in Category B of the 2021 exam — have already proven they are ready to lead. “Yet they remain in limbo due to limitations and delays in the appointment process,” he added.
DepEd urged to address the issue
TDC urged DepEd to expedite the hiring and appointment of principals, prioritizing candidates who have been qualified for years but are still awaiting assignment to address the issue.
“Those who passed the NQESH before 2021, for example, should be prioritized since they have already met prior standards,” Basas said.
Basas also urged DepEd to re-evaluate specific restrictive policies within the NQESH framework.
He proposed a modification to allow teachers with the rank of Teacher I to Teacher III, who have five to ten years of experience, to take the exam.
“These teachers bring a wealth of classroom experience and understanding of school operations,” Basas said. “Expanding the eligibility pool could help DepEd identify capable leaders who are eager to step up,” he added.
Basas proposed that DepEd establish a targeted training program for candidates in this expanded pool who pass the NQESH. The program should include courses in school management, hands-on training, and mentorship.
“This can be supplemented by an objective assessment after one year of exposure and training, or by meeting additional requirements if necessary,” Basas said, noting that the training would ensure new principals are well-prepared to manage schools effectively.
Other recommendations
Basas also emphasized that these policy adjustments could help recognize and empower deserving educators who demonstrate teaching excellence and leadership potential.
“By providing them with a pathway to leadership, DepEd can tap into a larger talent pool and address the persistent shortage of qualified principals in public schools,” Basas said.
TDC highlighted that the scheme would also support the ongoing efforts of DepEd and the legislature to establish a career progression system for public school teachers.