Without Principals, Without Hope: The Dire Shortage of Principals in Philippine Public Schools

By Louis ‘Barok‘ C. Biraogo — January 31, 2925

HALF of the Philippines’ public schools are missing something crucial: a leader. With no principal to guide them, thousands of schools run on autopilot, forcing overworked teachers to take on duties far beyond their role. In a classroom of 50 students, a single teacher must manage not just education, but discipline, administration, and crisis control. When Pasig City Representative Roman Romulo asked, “Are you not panicking?” the reality was clear—this is an emergency. Yet, the government’s response remains painfully slow, leaving the education of millions of children in limbo.

The numbers are staggering. According to the Second Congressional Commission on Education (EDCOM 2), 55% of the Philippines’ 45,199 public schools—24,916 institutions—are without principals. Even among schools that do have principals, only 18,744 have the required administrative positions filled, exposing systemic inefficiencies and a glaring disregard for policy guidelines. The National Qualifying Examination for School Heads (NQESH), designed to identify qualified leaders, has alarmingly low passing rates—0.64% in 2018 and 36.93% in 2021—further exacerbating the shortage.

This crisis is not merely a bureaucratic failure; it is a profound betrayal of the Filipino people. Education is the cornerstone of national development, yet the Philippine public school system is crumbling under the weight of neglect. The absence of principals disrupts education quality, exacerbates teacher burnout, and limits access to resources. It undermines accountability, stifles school improvement, and deprives students of the leadership necessary for their development. The consequences are far-reaching, affecting not only individual students but also the nation’s future.

Systemic Failures and Societal Implications

The shortage of principals is a symptom of deeper systemic failures within the Department of Education (DepEd) and the broader education sector. First, the lack of a formalized succession plan and mentorship culture has left a leadership vacuum. Aspiring principals are thrust into roles without adequate preparation or support, leading to high turnover rates and ineffective leadership. Second, the NQESH, intended to ensure quality, has become a bottleneck due to its low passing rates and inconsistent administration. Third, the DepEd’s failure to allocate plantilla positions properly has created widespread inconsistencies, leaving many schools without the leadership they desperately need.

These failures reflect a broader societal attitude toward education leadership. Principals are often undervalued, underpaid, and overburdened, making the role unattractive to qualified candidates. The lack of investment in professional development and leadership training further discourages potential leaders. This neglect is not just a failure of policy but a failure of imagination—a failure to recognize the transformative power of strong school leadership.

When Schools Lose Leaders, Students Lose Futures

Behind the statistics are real people—students, teachers, and communities—bearing the brunt of this crisis. Imagine a high school in Mindanao where teachers, already stretched thin, must take on administrative duties, leaving less time for instruction. Picture a primary school in Luzon where students miss out on extracurricular activities because there is no one to organize them. Envision a community in Visayas where parents lose faith in the public school system, opting to send their children to private schools they can barely afford.

The human cost is immeasurable. Students in schools without principals are more likely to experience disrupted learning, reduced access to resources, and a lack of accountability. Teachers, already grappling with large class sizes and limited resources, face burnout and declining morale. Communities lose trust in the public education system, perpetuating cycles of poverty and inequality.

Building Bridges: Solutions to Heal a Broken System

Addressing this crisis requires a multifaceted approach that combines immediate action with long-term systemic reform. Here are actionable recommendations for policymakers, educators, and stakeholders:

Invest in Leadership Development:

Establish robust mentorship and coaching programs to prepare aspiring principals for leadership roles.
Expand professional development opportunities, focusing on leadership skills, curriculum development, and school management.

Reform the NQESH:

Revise the examination to ensure it accurately assesses the skills and knowledge needed for effective school leadership.
Provide preparatory programs and resources to help candidates succeed.

Create a Formalized Succession Plan:

Develop a clear pipeline for identifying and training future school leaders.
Implement incentives, such as scholarships or loan forgiveness, to attract qualified candidates.

Improve Working Conditions and Compensation:

Offer competitive salaries and benefits to make the principal position more attractive.
Reduce administrative burdens by hiring more non-teaching personnel and leveraging technology to streamline tasks.

Promote Shared Leadership Models:

Explore alternative leadership structures, such as shared principalships, to address the shortage.
Encourage collaboration among schools to pool resources and expertise.

Learn from Successful Initiatives:

Scale up programs like Project CELLS in Northern Mindanao, which strengthen school leadership through comprehensive training and support.

The Worldview

The Philippines is not alone in facing a shortage of school leaders. Countries like the United States and India have grappled with similar challenges, offering valuable lessons. In the U.S., initiatives like the Principal Pipeline Initiative have demonstrated the importance of investing in leadership development and creating clear pathways for advancement. In India, shared leadership models and community engagement have helped address leadership gaps in rural schools. These examples underscore the need for innovative, context-specific solutions.

Mobilizing for Change

The crisis of principal shortages in Philippine public schools is a call to action for all of us. It is a reminder that education is not just a government responsibility but a societal imperative. We must demand accountability from policymakers, advocate for systemic reform, and support initiatives that strengthen school leadership.

This crisis is not just about vacancies—it is about the future of millions of Filipino children. Without strong leadership in schools, we are failing them before they even begin. We cannot afford to wait. We cannot afford to let another generation slip through the cracks. The future of the Philippines depends on what we do today. It’s time to step up, to fight for our children’s right to a quality education, and to ensure that no child is left behind—not one, not ever.