Cheesy

 

                                              (image: youtube.com)

An principal kibali mag lesson plan sab, sija day sab mag tsek ija plano?

The Manila Bulletin reported on January 14, 2025: During a hearing on Jan. 7 of this year, [it is] noted that according to Escudero, while the teacher-to-student ratio in the Department of Education (DepEd) “appears favorable on paper, it falls short in practice, as many teaching positions, including those held by principals, no longer involve direct classroom instruction.”

In a conversation with a Department of Budget and Management (DBM) official, Escudero noted that “all principals hold teaching positions, but about 90 percent of principals don’t actually teach anymore.”

The three principal organizations, the Philippine Elementary Principals Association (PESPA), the National Association of Public Secondary School Heads, Inc. (NAPSSHI), and the National Association of Public Secondary Schools of the Philippines (NAPSSPHIL), urged Escudero to “take a closer look” at the job descriptions, functions, and Key Result Areas (KRAs) of principals.

Could the senator be misinformed about the designation of principals as non-teaching personnel within DepEd? Or is he specifically referring to school heads who serve as Teachers-in-Charge (TICs), a role that combines administrative responsibilities with teaching duties?

Social media erupted with criticism and ridicule directed at the senator's statement, with many principals expressing their frustration and disbelief. Some even challenged the senator to immerse himself in the role of a school principal for one week and then compose a position paper on whether it remains feasible for these educational leaders to juggle both teaching and administrative responsibilities effectively.

Elected officials have a critical responsibility to communicate accurately and base their statements on verified facts, as their words influence public opinion and policy-making. Effective communication grounded in factual information enhances trust and ensures that decisions align with the public's best interests (Kavanagh & Rich, 2018).

When officials disseminate misinformation, it can lead to confusion, erode public confidence, and hinder effective governance (Lewandowsky et al., 2017). For instance, debates surrounding the designation of school principals as non-teaching personnel underscore the importance of accurate terminology and context in addressing systemic educational issues.

DepEd Order No. 19, s. 1998 outlines the criteria for school leadership roles, allowing a Head Teacher to serve as a school head in institutions with at least six teaching personnel, overseeing both administrative and instructional functions. In smaller schools with fewer than six teachers, leadership responsibilities may be handled by either a Head Teacher or a designated Teacher-in-Charge (TIC), depending on staffing and administrative requirements.

If this is what the senator is referring to, he must clarify his statement, as it could create confusion among full-fledged principals regarding their roles, particularly in providing technical assistance to teachers. The ambiguity may undermine their ability to effectively carry out instructional supervision and ensure its thorough implementation.

Clear communication is essential to avoid misinterpretations that could hinder the quality of educational leadership and support for teaching staff.

Otherwise, if principals are compelled to take on teaching duties, rather than focusing on reviewing teachers' lesson plans to enhance the teaching and learning process, they might find themselves diverted to tasks such as designing visual aids.