DepEd Principals Required to Teach: A Bold Step Towards Accountability and Understanding
In a significant move to address long-standing concerns in the Philippine education system, the Department of Education (DepEd) may soon require school principals to take on teaching responsibilities. This proposal, highlighted during a budget hearing, has sparked nationwide discussions about the roles and responsibilities of school leaders.
Senator Francis Joseph “Chiz” Guevara Escudero, in his pointed remarks to the DepEd Undersecretary during the budget hearing, underscored the need for principals to engage directly in teaching. “The ratio looks good on paper, but reality tells a different story,” Escudero noted. He emphasized the gap between the administrative tasks of principals and the actual challenges faced by teachers in the classroom.
The Current Situation
Many principals in the Philippines, particularly those nearing retirement, are perceived to delegate their responsibilities excessively. Teachers often find themselves burdened with tasks originally intended for the school heads. This practice, while unofficial, has become an open secret in the education sector. Reports and administrative work, which should be overseen by the principals, are often passed down to the teaching staff, further straining their already heavy workloads.
Adding to this issue is the perception that principals, having moved away from teaching roles, lose touch with the realities of the classroom. “How can they lead effectively if they don’t experience the struggles of a teacher?” Escudero asked. His proposal aims to bridge this disconnect and ensure that school heads remain grounded in the challenges and dynamics of teaching.
Principals as Educators: A New Paradigm
The idea of requiring principals to teach is not entirely new but has gained traction in light of recent debates. Proponents argue that this approach will:
Foster Empathy and Understanding: Principals who teach can better appreciate the hurdles teachers face, from large class sizes to limited resources.
Enhance Leadership Effectiveness: Direct involvement in teaching can improve principals’ decision-making, making their policies more practical and teacher-friendly.
Improve Teacher Morale: Sharing the workload with teachers can create a sense of solidarity, reducing the feeling of inequity in schools.
Challenges and Concerns
However, implementing this policy is not without its challenges. Critics point out that principals already juggle numerous administrative responsibilities. Adding teaching duties might stretch them too thin, potentially compromising both their teaching and administrative effectiveness.
There are also questions about how this policy will impact promotions. Traditionally, career progression for principals is tied to their performance as administrators, not as educators. “If principals are to teach, will their teaching performance also be evaluated? And how will this affect their chances for promotion?” asked one concerned educator.
A Call for Policy Reforms
To address these concerns, stakeholders suggest a comprehensive review of the roles and responsibilities of principals. One proposal is to revise job descriptions to include teaching as a core duty. Another is to provide additional training for principals to prepare them for this dual role.
Escudero’s remarks also touched on the issue of promotions, suggesting that tasks traditionally reserved for principals be delegated to master teachers. This would not only ease the workload of principals but also provide master teachers with opportunities to grow professionally.
Reactions from the Education Community
The proposal has received mixed reactions from the education community. While many teachers welcome the idea, hoping it will alleviate their workload, some principals have expressed reservations. “It’s not about refusing to teach; it’s about managing time and resources effectively,” one principal commented.
Parents and students, on the other hand, have shown support for the initiative. “If our principals understand what happens in the classroom, they can make better decisions for our children,” said a parent from Quezon City.
The proposal to require DepEd principals to teach represents a bold shift in the education system’s dynamics. While it addresses the need for accountability and empathy, its success will depend on careful planning and consultation with all stakeholders. As the DepEd deliberates on this proposal, one thing is clear: bridging the gap between school leadership and classroom realities is a step in the right direction for Philippine education.