NASH and PPSSH: Standards and assessment for school heads
Analysis of the National Assessment for School Heads (NASH) and the Philippine Professional Standards for School Heads (PPSSH) based on official DepEd orders.
The Department of Education (DepEd) remains steadfast in ensuring that every school is led by a competent and qualified principal. This commitment is reflected in the transition from the National Qualifying Examination for School Heads to the National Assessment for School Heads, as stipulated in DepEd Memorandum No. 069, s. 2025. This refocused assessment serves as a developmental tool to evaluate readiness and identify areas for improvement among aspiring school leaders. It is intended to support professional growth within the career progression framework, specifically anchoring itself on the standards set by the Philippine Professional Standards for School Heads adopted through DepEd Order No. 024, s. 2020.
Evolutionary transition of leadership standards
The issuance of DepEd Order No. 024, s. 2020, institutionalized the PPSSH as a public statement of professional accountability. This policy rescinded DepEd Order No. 32, s. 2010, which previously governed the National Competency-Based Standards for School Heads. The shift was necessitated by global and national changes, including the K to 12 Basic Education Program, ASEAN integration, and globalization. These frameworks required a rethinking of school leadership to meet the demands of 21st-century learners. The PPSSH provides a continuum of professional practice that supports school heads in pursuing career progression, ensuring that leadership quality is consistent with the Philippine Professional Standards for Teachers and the Philippine Professional Standards for Supervisors.
As stewards of schools, school heads are expected to create an enabling and supportive environment for effective teaching and learning. The Department recognizes that quality student learning is contingent upon quality teachers who are supported by quality school leaders. The PPSSH makes explicit what school heads should know, be able to do, and value to achieve improved learning outcomes. It is founded on principles of learner-centeredness, lifelong learning, and inclusivity, serving as a basis for recruitment, selection, performance appraisal, and talent management.
The five domains of professional practice
The PPSSH framework consists of five domains that collectively comprise 34 strands. These domains represent the breadth of leadership practices required to be effective in the current educational environment. Each domain focuses on a specific sphere of responsibility that school heads must master as they progress through their careers.
Leading strategically
This domain highlights the role of school heads in setting the direction, goals, and objectives of the school. It encompasses seven strands: vision, mission, and core values; school planning and implementation; policy implementation and review; research and innovation; program design and implementation; learner voice; and monitoring and evaluation processes and tools. School heads are expected to identify and comprehend relevant sources of information, such as laws and research, to establish connections and alignment within their school operations. They must ensure that the DepEd vision and mission are understood and embraced by all stakeholders to maximize organizational performance.
Managing school operations and resources
The second domain centers on the management of systems and processes. It covers six strands: records management, financial management, school facilities and equipment, management of staff, school safety for disaster preparedness, and emerging opportunities and challenges. School heads are committed to ensuring efficiency, effectiveness, and fairness in discharging their functions. They must understand and implement laws and guidelines related to the management of human, financial, and material resources, establishing a culture of transparency and accountability in the delivery of basic education services.
Focusing on teaching and learning
This domain concentrates on the work of school heads in promoting quality instruction. Its eight strands include school-based review and contextualization of learning standards, teaching standards and pedagogies, teacher performance feedback, learner achievement indicators, learning assessment, learning environment, career awareness, and learner discipline. School heads provide technical assistance on instruction and create a learner-centered environment that ensures access to inclusive and liberating education. This domain emphasizes the commitment to improving teacher competence and learner outcomes.
Developing self and others
The fourth domain recognizes the role of school heads in nurturing themselves and their personnel. It consists of eight strands: personal and professional development, professional reflection and learning, professional networks, performance management, professional development of school personnel, leadership development in individuals and teams, general welfare of human resources, and rewards and recognition mechanisms. School heads are expected to reflect on their own practice and provide others with the means for development, such as opportunities to learn and progress in their profession.
Building connections
The final domain underscores the competence of school heads in engaging stakeholders. It covers five strands: management of diverse relationships, management of school organizations, inclusive practice, communication, and community engagement. School heads are responsible for inculcating a deeper understanding of the school's vision and mission among relevant entities. They must possess skills in forging relationships anchored on mutual trust and honesty, advocating that education is a responsibility shared by everyone.
Career stages and professional progression
The PPSSH defines four career stages that describe the increasing levels of knowledge and practice expected of school heads. These stages provide a clear path for professional development from beginning to exemplary practice.
Career Stage 1 includes aspiring school heads who have acquired the prerequisite qualifications for the position. They demonstrate basic knowledge and understanding of the authority and responsibility expected of school heads. These individuals are equipped with exceptional teaching or leadership skills as described in the standards for teachers or other relevant experiences.
Career Stage 2 school heads are professionally independent in performing their functions as instructional leaders and administrative managers. They apply the required knowledge and maintain school effectiveness by leading strategically and managing resources. They reflect on their practices for improvement and involve school personnel in professional learning.
Career Stage 3 school heads consistently display in-depth knowledge and advanced skills. They establish shared governance with the wider school community and effectively implement policies and programs towards the attainment of institutional goals. They take active steps to address their own developmental needs and those of their learners and staff.
Career Stage 4 school heads exhibit mastery in their application of leadership standards. They model the highest standards of practice and empower the wider school community in the implementation of programs. These leaders commit to inspiring others to pursue excellence and create a lifelong impact in their schools.
Administration of the 2025 National Assessment for School Heads
DepEd Memorandum No. 069, s. 2025, details the administration of the NASH for the 2025 fiscal year. The assessment consists of conceptual and situational critical thinking questions aligned with the PPSSH and uses the Structure of the Observed Learning Outcome (SOLO) taxonomy as its underpinning framework. This shift ensures that the assessment moves beyond simple recall and evaluates the higher-order thinking skills required for school administration.
For the 2025 cycle, the NASH is conducted in two batches. Batch 1 was conducted in September 2025, specifically targeting Head Teachers, Assistant School Principals, and Teachers-in-Charge who meet the amended qualification standards for Principal I. The detailed analysis of Batch 1 results shows that of the 11,308 takers who completed the assessment, only 25.6% met standards in all four domains while 61% were categorized as having developmental areas. Batch 2 is scheduled for November and December 2025, including personnel who meet the qualification standards and those who were categorized as B or C in the 2021 and 2023 NQESH. This prioritization ensures a systematic approach to achieving a 1:1 principal-to-school ratio nationwide.
Qualification standards for Principal I positions
The amended qualification standards for the School Principal I position are rigorous, ensuring that only those with the necessary academic and professional background ascend to leadership. Candidates must possess a Master's degree in Education, Educational Management, or Educational Leadership, or a Master's degree in a relevant learning area with at least nine units in management. Experience requirements include five years of teaching and one year of relevant experience in coordination, subject area supervision, or school management. Furthermore, candidates must have completed 32 hours of training in curriculum, pedagogy, school management, or instructional leadership within the last five years. Eligibility requires being a registered teacher under Republic Act No. 1080.
These standards are complemented by the Expanded Career Progression system. Under Section 17(c) of the Implementing Rules and Regulations of Executive Order No. 174, s. 2022, Master Teachers who aspire for a career in school administration may be promoted or reclassified within the School Administration Career Line, provided they pass the DepEd-administered school head assessment.
Ethics and integrity in the assessment process
DepEd upholds the credibility and integrity of the NASH by prohibiting affiliation with any individual or institution offering paid review classes or claiming access to examination content. Aspiring school heads are warned against engaging with persons who misrepresent such affiliations. Any attempt to bribe officials or gain unauthorized access to test content is subject to investigation and administrative action under DepEd Order No. 49, s. 2006.
In line with this commitment, DepEd personnel engaged in the conduct of review sessions or preparatory classes outside of their official work hours are directed to submit their approved permits to the Bureau of Human Resource and Organizational Development. This requirement is anchored on CSC Memorandum Circular No. 15, s. 1999, and Republic Act No. 6713, which prohibit government employees from engaging in private practice without a permit or when such practice conflicts with official functions.
Strategic preparation through mentoring
Given that the NASH is a developmental tool, aspiring school heads are strongly encouraged to participate in coaching and mentoring sessions with experienced and proficient school principals. This approach allows candidates to observe how the competencies outlined in the PPSSH are demonstrated in actual practice. These sessions provide insights into strategic planning, resource management, and instructional leadership that cannot be gained through theoretical study alone. By engaging with mentors, candidates can reflect on their own readiness and better prepare for the situational questions featured in the assessment.
The administration of the NASH represents a movement toward a more professionalized and standard-based leadership selection process. Aspiring leaders must focus their preparation on the five domains of the PPSSH, ensuring that their practice reflects the indicators of Career Stage 1 and beyond. The shift to a SOLO-based assessment implies that candidates must be able to demonstrate not only what they know but how they can apply that knowledge to solve complex school-level problems. Success in the NASH is not merely about passing a test but about proving readiness to take on the responsibility of leading a school community toward better learner achievement.