WESTERN Visayas faces a shortage of public school principals, with 296 positions left unfilled out of the 1,925 authorized in the region. While the Department of Education (DepEd) Region 6 assures that the absence of full-time school heads does not disrupt school operations, the reality is that having designated principals is essential for effective school management and educational outcomes.
The shortage stems from several factors, primarily the stringent requirement that candidates must pass the National Qualifying Examination for School Heads (NQESH). In some areas, there are simply no available passers, leaving schools to rely on officers-in-charge (OICs) or teachers-in-charge. While these stopgap measures ensure that schools continue to function, they are not a sustainable solution. Without a permanent school head, decision-making, administrative oversight, and long-term school development efforts may be compromised.
This problem is not exclusive to Region 6. Nationally, nearly 25,000 schools lack designated principals, according to a report by the Second Congressional Commission on Education (Edcom 2). The report further highlights that 13,332 schools are being led by head teachers, 8,916 by teachers-in-charge, and 2,337 by OICs. While 20,381 schools do have principals, 1,381 of them are still under the leadership of individuals without official plantilla items.
The implications of this shortage are far-reaching. School principals serve as the backbone of an institution, ensuring that both educators and students receive the necessary support. Their leadership is crucial in implementing curriculum changes, managing resources, and fostering a conducive learning environment. Without them, school administration becomes reactive rather than proactive, affecting teacher morale, student performance, and overall school governance.
DepEd Region 6 must take urgent steps to bridge this leadership gap. It would do well for it to review the NQESH as a requirement for promotion. While maintaining high standards is necessary, alternative pathways such as competency-based assessments, leadership training programs, or mentorship systems should be explored to qualify experienced teachers for principalship.
DepEd could also provide incentives for qualified teachers to take and pass the NQESH. Financial support for review courses, workshops, and scholarships for aspiring school heads can encourage more candidates to pursue the role. The region should also strengthen succession planning by identifying and preparing future school leaders well before vacancies arise.
Of course, collaboration between local government units (LGUs) and the education sector can help address the gap. Municipalities and provinces can assist in leadership training programs and offer support for schools struggling with administrative vacancies.
The presence of a strong school principal is not just a matter of filling a vacant position — it is a fundamental component of ensuring quality education. Western Visayas cannot afford to delay addressing this concern. DepEd must act decisively to ensure that every school has the leadership it needs to provide the best education for its students.
