School head duties and responsibilities in the Philippines
Learn the official duties and responsibilities of school heads based on RA 9155, PPSSH standards, and the Expanded Career Progression system for 2025.
The school serves as the heart of the formal education system in the Philippines, and at its center is the school head. Under Republic Act 9155, also known as the Governance of Basic Education Act of 2001, school heads carry the weight of administrative and instructional supervision. They are not merely managers but are leaders responsible for the total development of learners and the professional growth of teachers. This responsibility is now structured through the Philippine Professional Standards for School Heads (PPSSH), which defines leadership quality across five distinct domains and thirty-four strands. These standards represent a public statement of professional accountability, requiring school heads to reflect on their practices as they manage the complexities of modern basic education.
The legal foundation of school leadership
Republic Act 9155 establishes the authority, accountability, and responsibility of school heads. The law mandates that a school head must be both an instructional leader and an administrative manager. This dual role requires setting the mission, vision, goals, and objectives of the school while creating an environment that is conducive to teaching and learning. Accountability extends directly to higher learning outcomes, meaning the school head is responsible for how well the students absorb the curriculum.
Administrative duties under the law include managing all personnel, physical resources, and fiscal assets of the school. School heads are tasked with recommending the staffing complement based on school needs and encouraging staff development. Beyond the school gates, they must establish school and community networks, encouraging the active participation of teacher organizations, non-academic personnel, and parents-teachers-community associations. They are also authorized to accept donations, gifts, bequests, and grants for the purpose of upgrading teachers' competencies and improving school facilities, provided these are reported to district and division offices.
The five domains of professional standards
DepEd Order No. 024, s. 2020, institutionalizes the PPSSH to ensure that school leadership is aligned with the K to 12 Basic Education Program. These standards are grouped into five domains that provide a common language for high-impact leadership.
Leading strategically
This domain focuses on the school head's ability to set a clear direction for the institution. It involves communicating the DepEd vision, mission, and core values to the wider community to ensure shared understanding. Strategic leadership requires the development and implementation of school plans that are aligned with institutional goals. School heads must also manage policy implementation and review, ensuring that school operations remain consistent with national and local laws. A key part of this domain is the use of research and innovation to improve school performance. School heads must identify relevant research findings and use them to support evidence-based decisions. They are also responsible for program design and implementation, ensuring that learners receive the necessary support to grow.
Managing school operations and resources
Efficiency and fairness are the goals of this domain. School heads must manage school data and information using technology to ensure smooth operations. They handle financial management, which includes the allocation, procurement, disbursement, and liquidation of funds according to the school plan. This extends to the management of school facilities and equipment, where they must establish shared accountability for the maintenance and storage of assets. Human resource management is also included here, specifically the management of staff. This involves deciding teaching load distributions and grade level assignments based on the specific needs of the school. Furthermore, they are responsible for school safety, disaster preparedness, and building resiliency to ensure that instruction continues even during calamities.
Focusing on teaching and learning
Instructional leadership is perhaps the most critical duty of a school head. This domain requires providing technical assistance to teachers to improve their teaching practices. School heads oversee the school-based review and contextualization of learning standards to make the curriculum relevant to their specific learners. They must provide regular teacher performance feedback based on validated information from learners and parents. Monitoring learner achievement and other performance indicators is essential for developing data-based interventions. The school head also manages the learning environment, ensuring it remains learner-friendly, inclusive, and healthy. They must also manage learner discipline and support career awareness for students.
Developing self and others
This domain centers on people effectiveness. School heads must conduct self-assessments to identify their own professional development needs and set personal goals. They are expected to seek out professional networks to upgrade their knowledge and skills. Managing the performance of school personnel is a core duty, ensuring that every staff member has a path for career advancement. This includes providing professional development opportunities for teachers and school leaders. School heads must also advocate for the general welfare of human resources and implement a school rewards and recognition mechanism to motivate learners and staff for exemplary performance.
Building connections
Leadership does not happen in isolation. School heads must manage diverse relationships and school organizations like faculty clubs and parent-teacher associations. They must practice inclusive leadership, showing sensitivity to gender, physical and mental health, and cultural diversity. Effective communication is required, using various platforms to share information and build collaboration. Finally, community engagement is essential. School heads must initiate partnerships with parents, alumni, and local industries to gain support for school improvement and learner development.
The expanded career progression system
The introduction of the Expanded Career Progression (ECP) system through DepEd Order No. 024, s. 2025, and DO 034, s. 2025, changes how school heads are promoted and how their duties evolve. The system creates two distinct career lines: the Classroom Teaching (CT) career line and the School Administration (SA) career line. Teachers can choose to enter the SA track once they reach the position of Master Teacher I.
The SA track includes positions from School Principal I to School Principal IV. Promotion in this track is no longer automatic or based solely on credentials. Instead, it is based on the demonstration of leadership competencies as defined in the PPSSH. Aspiring school heads must pass the National Assessment for School Heads (NASH), which evaluates conceptual understanding and situational critical thinking. The 2025 NASH Batch 1 results revealed significant competency gaps, with only 38.9% of takers meeting the standards for prospective principal candidates.
Specific leadership designations and their duties
To address the shortage of school heads, DepEd has defined specific roles for those serving as designates. As of late 2024, there were 24,480 schools without principals, often managed by Teachers-in-Charge (TICs) or designates.
Department head designate
A Department Head Designate is responsible for specific subject or learning areas. Their duties include:
- Overseeing the alignment and implementation of the curriculum within their department.
- Providing technical support to Master Teachers on teaching standards and pedagogical practices.
- Monitoring the use of learner profiles and performance data to design evidence-based interventions.
- Leading the planning and evaluation of programs and projects within their learning area.
- Carrying a three-hour teaching load.
Assistant school head designate
This role supports the school principal in the daily operations of the school. Their responsibilities include:
- Providing administrative and functional supervision over learner formation and support services.
- Managing the technical and financial aspects of school management.
- Facilitating the professional development of non-teaching personnel.
- Acting as a liaison between the school and external partners, including the Local Government Unit (LGU).
- Reporting directly to the School Principal.
Challenges in school leadership implementation
Findings from EDCOM 2 highlight significant structural burdens that affect the ability of school heads to focus on their primary duties. One major issue is the "coordination spread thin." DepEd currently participates in 261 inter-agency bodies, which overwhelms school heads with administrative and reporting tasks. This diversion of time away from instructional leadership impacts the quality of learning outcomes.
There is also a severe shortage of qualified school leaders. Data shows that out of more than 45,198 schools, only 20,718 have filled principal positions. Even if all current National Qualifying Examination for School Heads (NQESH) passers were promoted, 18,576 schools would still lack principals. This has led to a push for new staffing standards that move away from the 1997 policy, which only allowed principals in schools with at least nine teachers for elementary or six for secondary. The new goal is to ensure that every school, regardless of size, has a designated principal to act as the "conductor" of the educational orchestra.
Professional development and accountability
Under the ECP system, school heads are subject to a more rigorous evaluation process. The NASH assessment serves as a developmental tool to identify areas where aspiring leaders need improvement. For instance, those who meet PPSSH standards in only three domains must participate in a targeted development program within three months of their appointment.
Accountability is also being strengthened through localized policies. For example, school heads are now mandated to lead anti-bullying initiatives. The revised Implementing Rules and Regulations for the Anti-Bullying Act of 2013 require school heads to oversee the Child Protection Committee and ensure that every school has a localized anti-bullying policy. Failure to comply with these policies can lead to administrative proceedings, emphasizing that the safety and well-being of learners is a non-negotiable responsibility of school leadership.
Final insights on leadership impact
The data gathered by EDCOM 2 and PIDS suggests that effective school leadership is the primary driver of school success. In areas like Gapan City, schools with limited funding still achieved higher-than-average National Achievement Test scores due to strong leadership and community partnerships. Conversely, the 39% national dropout rate in higher education and the stunting of 1 in 4 children under five indicate that school heads must look beyond the classroom and address foundational gaps in nutrition and early literacy. The successful implementation of the MATATAG curriculum and the recovery of the 18 million Filipinos who are functionally illiterate depend on school heads who can effectively transition from being mere "gatekeepers" to active "gardeners" of learner potential.