National Assessment for School Heads and PPSSH guide
Analyze the transition from NQESH to NASH and the Philippine Professional Standards for School Heads. Learn practical implications for principal exam preparation.
The transformation of school leadership in the Philippines is now anchored on a developmental model that moves away from mere qualification and toward continuous professional mastery. The Department of Education (DepEd) has shifted from the National Qualifying Examination for School Heads (NQESH) to the National Assessment for School Heads (NASH), a change that aligns with the Philippine Professional Standards for School Heads (PPSSH) institutionalized through DepEd Order No. 024, s. 2020. This assessment is not just a hurdle for promotion; it serves as a diagnostic tool to identify the specific areas where school leaders require support to address the prevailing learning crisis, where one in three Filipino children remains stunted and millions of graduates face functional illiteracy.
Understanding the National Assessment for School Heads
As defined in DepEd Memorandum No. 069, s. 2025, the NASH is the primary mechanism for assessing the competency and readiness of aspiring school leaders. Unlike previous iterations of the Principal's Test, the NASH focuses on conceptual understanding and situational critical thinking. It utilizes the Structure of the Observed Learning Outcome (SOLO) taxonomy to ensure that examiners can measure the depth of a candidate's leadership logic rather than just rote memorization of policies.
The objectives of the NASH are four-fold. First, it aims to increase the pool of candidates to fill the estimated 25,000 vacant principal positions nationwide. Recent pronouncements by the executive branch have committed to allocating 15,000 new plantilla positions to ensure that every school has a principal regardless of size. Second, it provides opportunities for Head Teachers (HTs) and Assistant School Principals (ASPs) to move through the Expanded Career Progression System. Third, it gathers baseline information to inform the design of professional development programs by the National Educators Academy of the Philippines (NEAP). Finally, it identifies the specific learning needs of potential school heads to ensure they can perform their functions effectively upon appointment.
For Fiscal Year 2025, the administration of NASH was divided into batches. Batch 1, conducted on September 7, 2025, targeted personnel who met the amended Civil Service Commission (CSC) qualification standards, including HTs, ASPs, and Teachers-in-Charge. The qualification standards for School Principal I now require a Master’s degree in Education or a related field, five years of teaching experience plus one year of relevant administrative or supervisory experience, and 32 hours of relevant training acquired within the last five years.
The framework of professional standards
The PPSSH provides the theoretical and practical foundation for the NASH. It defines leadership quality through five domains and 34 specific strands. These standards are intended to be a public statement of professional accountability. For educators preparing for the assessment, understanding these domains is the most important step in demonstrating readiness for Career Stage 1 and beyond.
Domain 1: Leading strategically
This domain emphasizes the role of school heads in setting the direction and objectives of the school. It requires leaders to ensure that the DepEd vision, mission, and core values are understood and embraced by all. School heads must be proficient in school planning and implementation, using research and innovation to drive school performance. A vital aspect of this domain is Strand 1.6, which focuses on the learner voice. Leaders are expected to utilize student feedback and opinions to inform policy development and decision-making. Furthermore, Strand 1.7 requires mastery of monitoring and evaluation processes and tools to promote learner achievement.
Domain 2: Managing school operations and resources
School leadership is not limited to instruction; it involves the efficient management of systems and processes. This domain covers records management, financial management, and the upkeep of school facilities and equipment. Principals must understand the legalities of procurement, disbursement, and liquidation. This is especially relevant given that recent studies show 30% to 70% of school maintenance and other operating expenses (MOOE) are consumed by utility bills, leaving limited funds for improvement projects. Leaders must also manage staffing, including the distribution of teaching loads and subject assignments, while ensuring school safety and disaster resiliency.
Domain 3: Focusing on teaching and learning
This domain is the core of instructional leadership. It concentrates on promoting quality teaching and learning by providing technical assistance to teachers. School heads must oversee the implementation of learning standards and the contextualization of the curriculum. The standards require leaders to provide constructive teacher performance feedback and utilize learner achievement data to develop interventions. With the implementation of the MATATAG curriculum and the Academic Recovery and Accessible Learning (ARAL) Program, school heads are now expected to lead targeted literacy and numeracy remediation, particularly for Grades 1 to 3.
Domain 4: Developing self and others
Professional growth is a career-long commitment. This domain requires school heads to conduct regular self-assessments of their development needs and participate in professional networks. It also places the responsibility of personnel development on the principal. Leaders must implement professional development initiatives that address the performance gaps of their teachers. This includes managing the results-based performance management system and advocating for the general welfare of human resources. Effective leaders create a rewards and recognition mechanism to motivate both learners and school personnel for exemplary performance.
Domain 5: Building connections
Schools do not exist in isolation. This domain underscores the competence of school heads in engaging stakeholders, including parents, alumni, local government units (LGUs), and industries. Principals are responsible for inclusive practices, ensuring that the school environment respects diversity in gender, health, and culture. Communication platforms must be used effectively to facilitate information sharing and support. Under the newly signed ECCD System Act (RA 12199), school heads will need to work even more closely with LGUs, as the law mandates the establishment of Child Development Centers in every barangay and integrates these indicators into the Seal of Good Local Governance.
Analysis of the 2025 NASH results
The results of the FY 2025 NASH Batch 1 provide a clear picture of the current leadership capacity within the Department. Out of the 11,385 takers, 11,308 (99.32%) were able to complete the assessment. The data reveals significant gaps in competency that must be addressed through the professional development track.
Only 25.6% of takers met the PPSSH standards in all four tested domains. These individuals are considered prospective candidates for entry-level school principal positions, subject to the evaluation of their qualification standards. For a comprehensive breakdown of regional top performers and statistical analysis, see the full 2025 NASH Batch 1 results analysis. Another 13.3% met the standards in three domains. These candidates are still eligible for appointment but must participate in a targeted development program addressing their identified area for improvement within three months of their appointment.
The most concerning statistic is that 61.0% of the takers fell into the category of having "Developmental Areas." These individuals received scores above 65 in fewer than three domains or had an overall score below 65. For these educators, the path to leadership requires substantial intervention. They must undertake Professional Development Interventions (PDI) facilitated by NEAP or an authorized external provider. They are required to complete the PDI and a relevant Work Application Plan, which must be certified by the Schools Division Superintendent (SDS), before they can be reconsidered as prospective candidates for a School Principal I position.
Practical implications for exam preparation
Aspiring school heads must recognize that the NASH is a situational assessment. The use of the SOLO taxonomy means that questions will likely progress from unistructural (identifying a single relevant aspect) to extended abstract (integrating information and applying it to new, complex situations). Preparation should focus on the 34 strands of the PPSSH rather than general management theories.
Educators should study the 261 interagency bodies in which DepEd currently participates. This structural burden often overwhelms teachers and school heads with administrative tasks. Successful NASH candidates must demonstrate how they can streamline these requirements to protect instructional time. In SY 2023-2024, estimates showed that 53 teaching days were lost due to non-teaching tasks and calamities. A successful principal must show competency in managing these disruptions while maintaining the 180 required days of contact time.
Candidates should also focus on data-driven decision-making. The assessment results highlight a need for leaders who can analyze the results of the Comprehensive Rapid Literacy Assessment (CRLA) to group learners by ability. In regions like BARMM, where nearly 50% of Key Stage 1 learners are classified as "low emerging" readers, school heads must be able to design and implement targeted remediation plans like the ARAL Program. Preparation should include a thorough review of the 2024 Functional Literacy, Education and Mass Media Survey (FLEMMS) data, which indicates that 24.8 million Filipinos are functionally illiterate.
Furthermore, the transition to the new Technical Professional (TechPro) track in Senior High School requires principals to understand the alignment between DepEd's curriculum and TESDA’s Training Regulations. In the past, only 7% of SHS-TVL students took TESDA certification exams, often due to financial constraints or curriculum misalignment. A prospective principal must be prepared to manage these certification processes to improve the employability of their graduates.
The evolving role of the school head
The policy shift reflected in the NASH and the PPSSH indicates that the school head is no longer just a gatekeeper of rules but a "gardener" of excellence. This involves shifting focus from pure regulation to proactive development. The Higher Education Development and Innovation Act of 2025 and similar proposed reforms for the DepEd charter aim to decentralize authority, giving more autonomy to school divisions and individual schools. This will empower school heads to make localized decisions regarding the curriculum and resource allocation.
The lack of principals remains a significant hurdle to school effectiveness. In November 2024, data showed that out of 45,198 schools, only 20,718 had filled principal positions. The remaining 24,480 schools relied on Teachers-In-Charge who often lack standardized training. This gap is being addressed by the deployment of over 15,000 principals, including the 7,916 NQESH passers from previous years. For current teachers, the institutionalization of the Teacher Career Progression System ensures that those who choose to remain in the classroom can reach salary grades equivalent to administrative roles, with new positions such as Master Teacher VI and School Principal V being established.
For school heads and aspiring leaders, the message from the Commission and the Department is that leadership quality is the most significant factor in reversing the education crisis. The 2026 DepEd budget, finalized at ₱961.3 billion following bicameral deliberations, includes ₱57.3 billion for approximately 34,000 new classrooms, ₱25.6 billion for an expanded 180-day School-Based Feeding Program, and ₱19.5 billion for textbooks and instructional materials. The effective utilization of these resources depends on the competency of the school principal. Success in the NASH requires an educator to embody the standards of the PPSSH, demonstrating not just the knowledge of policy, but the situational critical thinking required to manage a 21st-century school.
Addressing the foundational gaps in nutrition and literacy is an economic imperative for the nation. With stunting prevalence rising to 42% for the poorest children by 25 months of age, the role of the school head extends into the early years and the community. By ensuring that school days translate into actual learning days and by eliminating the 57% of unnecessary paperwork for teachers, school heads can refocus their efforts on the primary years of Kindergarten to Grade 3, which serve as the bedrock for all future learning.