CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836,
otherwise known as the Philippine Teachers Professionalization Act of
1994 and paragraph (a), section 6, P.D. No. 223, as amended, the Board
for Professional Teachers hereby adopt the Code of Ethics for Professional
Teachers.

Preamble

Teachers are duly licensed professionals who possesses dignity and

reputation with high moral values as well as technical and professional
competence in the practice of their noble profession, and they strictly
adhere to, observe, and practice this set of ethical and moral principles,
standards, and values.

Article I: Scope and Limitations

Section 1. The Philippine Constitution provides that all educational

institution shall offer quality education for all competent teachers.
Committed to its full realization, the provision of this Code shall apply,
therefore, to all teachers in schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all
educational institutions at the preschool, primary, elementary, and
secondary levels whether academic, vocational, special, technical, or
non-formal. The term “teacher” shall include industrial arts or
vocational teachers and all other persons performing supervisory and /or
administrative functions in all school at the aforesaid levels, whether
on full time or part-time basis.

Article II: The Teacher and the State

Section 1. The schools are the nurseries of the future citizens of the
state; each teacher is a trustee of the cultural and educational heritage
of the nation and is under obligation to transmit to learners such heritage
as well as to elevate national morality, promote national pride, cultivate
love of country, instill allegiance to the constitution and for all duly
constituted authorities, and promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carry out
the declared policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much
as of his own, every teacher shall be physically, mentally and morally
fit.

Section 4. Every teacher shall possess and actualize a full commitment

and devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political,

religious, or other partisan interest, and shall not, directly or
indirectly, solicit, require, collect, or receive any money or service
or other valuable material from any person or entity for such purposes.

Section 6. Every teacher shall vote and shall exercise all other
constitutional rights and responsibility.

Section 7. A teacher shall not use his position or official authority or

influence to coerce any other person to follow any political course of
action.

Section 8. Every teacher shall enjoy academic freedom and shall have
privilege of expounding the product of his researches and investigations;
provided that, if the results are inimical to the declared policies of
the State, they shall be brought to the proper authorities for appropriate
remedial action.

Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development

of the youth; he shall, therefore, render the best service by providing
an environment conducive to such learning and growth.

Section 2. Every teacher shall provide leadership and initiative to

actively participate in community movements for moral, social,
educational, economic and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for

which purpose he shall behave with honor and dignity at all times and
refrain from such activities as gambling, smoking, drunkenness, and other
excesses, much less illicit relations.

Section 4. Every teacher shall live for and with the community and shall,
therefore, study and understand local customs and traditions in order to
have sympathetic attitude, therefore, refrain from disparaging the
community.

Section 5. Every teacher shall help the school keep the people in the
community informed about the school’s work and accomplishments as well
as its needs and problems.

Section 6. Every teacher is intellectual leader in the community,

especially in the barangay, and shall welcome the opportunity to provide
such leadership when needed, to extend counseling services, as
appropriate, and to actively be involved in matters affecting the welfare
of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal

and official relations with other professionals, with government
officials, and with the people, individually or collectively.

Section 8. A teacher posses freedom to attend church and worships as

appropriate, but shall not use his positions and influence to proselyte
others.

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the

noblest profession, and shall manifest genuine enthusiasm and pride in
teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of

quality education, shall make the best preparations for the career of
teaching, and shall be at his best at all times and in the practice of
his profession.

Section 3. Every teacher shall participate in the Continuing Professional

Education (CPE) program of the Professional Regulation Commission, and
shall pursue such other studies as will improve his efficiency, enhance
the prestige of the profession, and strengthen his competence, virtues,
and productivity in order to be nationally and internationally
competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support

from the school, but shall not make improper misrepresentations through
personal advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner
that makes it dignified means for earning a descent living.

Article V: The Teachers and the Profession

Section 1. Teachers shall, at all times, be imbued with the spirit of

professional loyalty, mutual confidence, and faith in one another,
self-sacrifice for the common good, and full cooperation with colleagues.
When the best interest of the learners, the school, or the profession is
at stake in any controversy, teachers shall support one another.

Section 2. A teacher is not entitled to claim credit or work not of his

own, and shall give due credit for the work of others which he may use.

Section 3. Before leaving his position, a teacher shall organize for

whoever assumes the position such records and other data as are necessary
to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information

concerning associates and the school, and shall not divulge to anyone
documents which has not been officially released, or remove records from
files without permission.

Section 5. It shall be the responsibility of every teacher to seek

correctives for what may appear to be an unprofessional and unethical
conduct of any associate. However, this may be done only if there is
incontrovertible evidence for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable

criticism against an associate, preferably in writing, without violating
the right of the individual concerned.

Section 7. A teacher may apply for a vacant position for which he is

qualified; provided that he respects the system of selection on the basis
of merit and competence; provided, further, that all qualified candidates
are given the opportunity to be considered.

Article VI: The Teacher and Higher Authorities in the Profession

Section 1. Every teacher shall make it his duty to make an honest effort
to understand and support the legitimate policies of the school and the
administration regardless of personal feeling or private opinion and
shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges

against superiors, especially under anonymity. However, if there are
valid charges, he should present such under oath to competent authority.

Section 3. A teacher shall transact all official business through channels

except when special conditions warrant a different procedure, such as when
special conditions are advocated but are opposed by immediate superiors,
in which case, the teacher shall appeal directly to the appropriate higher
authority.

Section 4. Every teacher, individually or as part of a group, has a right

to seek redress against injustice to the administration and to extent
possible, shall raise grievances within acceptable democratic possesses.
In doing so, they shall avoid jeopardizing the interest and the welfare
of learners whose right to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that

appointments, promotions, and transfer of teachers are made only on the
basis of merit and needed in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual

obligation to live up to his contract, assuming full knowledge of
employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel

Section 1. All school officials shall at all times show professional

courtesy, helpfulness and sympathy towards teachers and other personnel,
such practices being standards of effective school supervision, dignified
administration, responsible leadership and enlightened directions.

Section 2. School officials, teachers, and other school personnel shall

consider it their cooperative responsibility to formulate policies or
introduce important changes in the system at all levels.

Section 3. School officials shall encourage and attend the professional

growth of all teachers under them such as recommending them for promotion,
giving them due recognition for meritorious performance, and allowing
them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal
a teacher or other subordinates except for cause.

Section 5. School authorities concern shall ensure that public school

teachers are employed in accordance with pertinent civil service rules,
and private school teachers are issued contracts specifying the terms and
conditions of their work; provided that they are given, if qualified,
subsequent permanent tenure, in accordance with existing laws.

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks
and the promotions of learners in the subject or grades he handles,
provided that such determination shall be in accordance with generally
accepted procedures of evaluation and measurement. In case of any
complaint, teachers concerned shall immediately take appropriate actions,
observing due process.

Section 2. A teacher shall recognize that the interest and welfare of

learners are of first and foremost concern, and shall deal justifiably
and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or

discriminate against a learner.

Section 4. A teacher shall not accept favors or gifts from learners, their
parents or others in their behalf in exchange for requested concessions,
especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any

remuneration from tutorials other what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work

only in merit and quality of academic performance.

Section 7. In a situation where mutual attraction and subsequent love

develop between teacher and learner, the teacher shall exercise utmost
professional discretion to avoid scandal, gossip and preferential
treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending

learners nor make deductions from their scholastic ratings as a punishment
for acts which are clearly not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the

maximum development of learners are adequate, and shall extend needed
assistance in preventing or solving learner’s problems and
difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations

with parents, and shall conduct himself to merit their confidence and
respect.

Section 2. Every teacher shall inform parents, through proper authorities,

of the progress and deficiencies of learner under him, exercising utmost
candor and tact in pointing out the learner's deficiencies and in seeking
parent’s cooperation for the proper guidance and improvement of the
learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and

understanding, and shall discourage unfair criticism.

Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in

legitimate income generation; provided that it does not relate to or
adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the

financial matters such as in the settlement of his debts and loans in
arranging satisfactorily his private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or

be financially interested in, any commercial venture which furnish
textbooks and other school commodities in the purchase and disposal of
which he can exercise official influence, except only when his assignment
is inherently, related to such purchase and disposal; provided they shall
be in accordance with the existing regulations; provided, further, that
members of duly recognized teachers cooperatives may participate in the
distribution and sale of such commodities.

Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for
which it is the highest obligation to live with dignity at all times
whether in school, in the home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the

primary principle of personal behavior in all relationships with others
and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality

which could serve as a model worthy of emulation by learners, peers and
all others.

Section 4. A teacher shall always recognize the Almighty God as guide of

his own destiny and of the destinies of men and nations.

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient

ground for the imposition against the erring teacher of the disciplinary
action consisting of revocation of his Certification of Registration and
License as a Professional Teacher, suspension from the practice of
teaching profession, or reprimand or cancellation of his
temporary/special permit under causes specified in Sec. 23, Article III
or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and
Regulations Implementing R.A. 7836.

Article XIII: Effectivity

Section 1. This Code shall take effect upon approval by the Professional
Regulation Commission and after sixty (60) days following its publication
in the Official Gazette or any newspaper of general circulation, whichever
is earlier.

DepEd Orders Relevant for Schools Operations and Management

DEPED ORDERS

 Conduct of Schools Division Superintendent Examinations and Needed Qualifications

 DO No. 83, s. 2010- Amendments to DO No. 77, s. 2009 Otherwise Known as Guidelines for
the Conduct of PTA Elections at the School Level and their Federations
 DO No. 77, s. 2009- Guidelines for the Conduct of PTA Elections at the School Level and their
Federations
 DO 55, s. 2013 - Implementing Rules and Regulations (IRR) of Republic Act (RA) No. 10627
Otherwise Known as the Anti-Bullying Act of 2013
 DO No. 54, s. 2009- Revised Guidelines Governing the PTA at the School Level
 DepEd Order No. 40, s. 2012 - DepEd Child Protection Policy
 DepEd Order No. 39, s. 2012 - Policy Guidelines on Addressing Learning Gaps and
Implementing a Reading and Writing Program in Secondary Schools Effective SY 2012-2013
 DO 34, s. 2013- Ortographiyang Pambansa
 DepEd Order No. 33, s. 2012 - Revised Basic Education Information System (BEIS) Data
Gathering Forms for the End of the SY 2011- 2012 and Beginning of SY 2012- 2013
 DepEd Order No. 32, s. 2012 - Implementing Rules and Regulations of Republic Act (RA) No.
10157 Otherwise Known as the "Kindergarten Education Act of 2012"
 DO 32, s. 2013 Reiterating DECS Order No. 53, s. 2001 (Strengthening the Protection of
Religious Rights of Students)
 DepEd Order No. 31, s. 2012 - Policy Guidelines on the Implementation of Grades 1 to 10 of
the K to 12 Basic Education Curriculum (BEC) SY 2012- 2013
 DO 31, s. 2013- Clarifications on the Policy Guidelines on the Implementation of the
Language Learning Areas and Their Time Allotment in Grades 1 and 2 of the K to 12 Basic
Education Program
 DepEd Order No. 30, s. 2012 - Policy Guidelines on the Hiring and Deployment of Madrasah
Teachers
 DO 28, s. 2013 Additional Guidelines to DepEd Order No. 16, s. 2012 (Guidelines on the
Implementation of the Mother Tongue Based-Multilingual Education (MTB-MLE)
 DO 27, s. 2013 - Guidelines and Procedure on the Establishment or DepEd Gender and
Development (GAD) Focal Point System (GFPS) at the Regional, Division and School Levels
 DO 24, s. 2013 - Revision of the Enhanced Basic Education Information System (EBEIS) Data
Gathering Forms for the End of School Year (EOSY) 2012-2013
 DepEd Order No. 23, s. 2012 - Clarification on the Computation of Co-curricular Performance
in the Ranking of Honor Pupils and Students
 DO No. 22, s. 2012 - Adoption of the Unique Learner Reference Number
 DO No. 22, s. 2013 - Revised Guidelines on the Transfer of Teachers from One Station to
Another
 DO No. 21, w. 2012 - Policies and Guidelines on the Implementation of the Universal
Kindergarten Education Program
 DO No. 20, s. 2012 - Procedural Guidelines for the Grant of Additional DepEd Provident Fund
Loan
 DO No. 19, s. 2012 - Amendment to the Implementing Guidelines on the Granting of Loan
from Provident Fund
 DO No. 17, s. 2012 - Guidelines on the Implementation of Regular School Building Program
(RSBP)
 DO No. 16, s. 2012 - Guidelines on the Implementation of Mother-Tongued Based
Multilingual Education (MTB-MLE)
 DO No. 15, s. 2012- DepEd Policy Framework for the Implementation of the Alernative
Dispute Resolution (ADR) System -Mediation
 DO No. 15, s. 2015- Amendment to DO No. 88, s, 2012 (Conduct of the Schools
Superintendent Examinations)
 DO 14, s. 2013 Strengthening the K to 12 Basic Education Program Delivery System for
Elementary Education
 DO No. 14, s. 2012- Policy Guidelines on the Proper Distribution, Care, Recording, Retrieval
and Disposal of Textbooks with the Teacher's Manuals and Others
 DO 13, s. 2013 - Reiterating the Observance of the Fire Prevention Month Through the
Continuing Fire Safety and Awareness Program (FSAP)
 DO 12, s. 2015 - Guidelines on the Early Language, Literacy, and Numeracy Program:
Professional Development Component
 DO No. 8, s. 2007- Revised Implementing Guidelines on the Operation and Management of
School Canteens in Public Elementary and Secondary Schools
 DO 8, s. 2015 - Policy Guidelines on Classroom Assessment for the K to 12 Basic Education
Program
 DO No. 7, s. 2015- Hiring Guidelines for Teacher I Positions Effective SY 2015- 2016
 DO 5, s. 2013 - Policy Guidelines on the Implementation of the School Readiness Year-End
Assessment (SReYA) for Kindergarten
 DO 3, s. 2013 - Amended Implementing Rules and Regulations (IRR) of Republic Act No. 8190
(An Act Granting Priority to Residents of the Barangay, Municipality or City Where the School
is Located, in the Appointment or Assignment of Classroom Public School
 DO 2, s. 2013 - Revised Implementing Rules and Regulations of Republic Act (RA) No. 8525
Otherwise Known as the Adopt-A-School Program Act
Habitual Tardiness, Undertime and Absenteeism Considered
Administrative Offenses

By: Florabelle R. Porras

Records Officer- Designate
DepEd Malaybalay Bukidnon
Originally posted at depedmalaybalay.net

Officers and employees in the public service except those covered by

special laws are mandated under the law to render at least eight (8) hours
of work daily for five (5) days in a week or a total of forty (40) hours
a week, exclusive of time for lunch. As a general rule, such hours shall
be from eight o’clock in the morning to twelve o’clock noon and from
one o’clock to five o’clock in the afternoon daily except Saturdays,
Sundays and Holidays. Flexible working hours may be allowed subject to
the discretion of the head of office provided that the required working
hours shall not be reduced. The head of agency has the duty to require
all officers and employees under him to strictly observe the prescribed
office hours.

In an office, it’s quite evident that there are employees who report for
work late in the morning or past 1 o’clock in the afternoon. At times,
others leave from work earlier than the prescribed eight-hour work
schedule in a given working day. They have all the reasons in the world
when asked why they were late or why they had to take undertime. There
is a need to limit the number of times an employee is allowed to be tardy,
absent or go on undertime because of its inimical effect to public service.
Hence, let us revisit the policies on Undertime, Tardiness and Half Day
Absence and identify the corresponding sanctions/penalties for each
offense which will surely prompt employees to render work within the
prescribed period of time.

The CSC issued Memorandum Circular No. 16, s. 2010 promulgating the
guidelines on Undertime which mentions that Undertime is not classified
as tardiness. It states that any officer or employee who incurs undertime,
regardless of the number of minutes/ hours, ten (10) times a month or at
least two months in a semester or at least two (2) consecutive months
during the year shall be liable for a Simple Misconduct and/ or Conduct
Prejudicial to the Best Interest of the Service, as the case maybe.

Under CSC MC 23, s. 1998, Tardiness refers to the failure of an employee

to report for work or resume for work on time. Any official or employee
shall be considered habitually tardy if he/ she incurs tardiness
regardless of minutes per day, ten times a month for Two (2) consecutive
months or Two (2) months in a semester during the year. He is subject to
disciplinary action: 1st offense is reprimand, 2nd offense is suspension
for 1 day to 30 days and 3rd offense is DISMISSAL.

CSC MC No. 17, s. 2010 provides guidelines on HalfDayAbsence with

conditions that any officer oremployee who is absent in the morning is
considered to be tardy and is subject to the provision on Habitual
Tardiness and any officer or employee who is absent in the afternoon is
considered to have incurred undertime, subject to the provision on
Undertime.

An employee who has incurred UNAUTHORIZED ABSENCES, exceeding the

allowable 2.5 days monthly leave credit under the Leave Law for at least
three (3) months in a semester or at least three (3) consecutive months
during the year shall be considered habitually absent. Those who incur
habitual absence is subject six (6) months and one (1) day to one (1) year
suspension on the first offense and Dismissal on the second offense.

There shall be no off-setting of tardiness or absences by working for an

equivalent number of minutes or hours by which an officer or employee has
been tardy or absent, beyond the regular working hours of the employees
concerned.
Independence and True Freedom: 7 Things to Avoid to Have Freedom
From Self-Centerdness and Selfishness

By: Gilbert M. Forbes

DepEd Quezon, CALABARZON
Many of us are constantly searching from some sort of freedom. It is a type of freedom
from enslavement of self which is considered as the true essence of freedom.

This is usually attained true self actualization which according to Maslow is the
topmost in the pyramid of needs. Basically, most of us are gifted with this ability
because of being an spiritual creature. However, this is overshadowed by our own
weaknesses usually as a result of un-contained pride and prejudice to others. We tend to
believe that we know ourselves but the truth is, we are not.

This happens when we don’t recognize apart from knowing our weaknesses, how other
people look at us and perceive our personalities. This is the so called dark side or
shadowed part of our self. Psychology experts commonly call it the gray area. These
are the things that we know but people around us don’t know or things they know but
we ourselves don’t know.

In knowing ourselves, the most difficult or challenging task is to accept how other
people perceive our character. Commonly this could be considered as the greatest
blunder towards changes for the better. These types of people may listen but later reject
what they are advised to do because they couldn’t simply accept the difference in
personality or character they know and what others perceive.

Having some or even a few of this kind of personality in the workplace or team could be
a great blunder particularly when urgent reforms are needed. It’s because, people who
couldn’t recognize or accept their gray areas find it difficult to do the following:

 Get out of their comfort zones. They are good at defending their turf in the guise of the
common good. They are good to seek and have the support of others in their immediate circles
so their leaders who don’t want friction have to resort to win-win solution jeopardizing the fast
speed of reforms that need to be achieved. At the outset, sectors of the organization who are
expecting for immediate changes are either disillusioned or have to wait and be patient. The
worst, if they succeeded in their bullying strategy and as a result just choose a let it be stand.
  Adjust to the increasing demands of work. They tend to do the same thing over and over again
even when the same result comes out. Innovations are difficult to implement even learn a new
tool such as the use of current available technologies.
 They possess natural gift on the art of demolition. Peers or leaders who are considered threats
are either to be tamed or silence. Those who can’t be because of their principles and idealism
are the targets of demolition jobs in the nature of false accusations, assumptions, etc., usually
aimed at tarnishing their untarnished names. They are good at pretending. To an unsuspecting
individual, they thought that they are being treated well but once turn their backs, they are the
ones spreading lies.
 Generosity and selflessness. They are easy to complain on the kind of losses that may arise on
something but find it difficult to give more in the name of service. They used to ask more but
give less. Once they have done a favor or ask to do some over time work, they are expecting for
something in return or they themselves will find ways to recover what they have given in
different ways either obvious or not.
 Trust,, responsibility and accountability. They find it easy to circulate gossips undermining the
integrity of their fellow workers and most importantly their leaders. They commonly distrust
fellow workers who are trying their best to do the right thing always. They usually distrust their
immediate authority even in the presence of transparency. They forget the fact that they are
responsible and accountable to all the things they do. They might be unaware about possible
consequences of their actions but the truth is once leadership of any institution is weaken, its
credibility challenge, if the institution falls, they themselves fall. Hence they would not trust
others, they themselves aren't trustworthy. To test this fact, one may check the accuracy of
your company or institutions log books.
 Adjust to the lifestyle their incomes can support. Most of the time, our gray areas falls on our
inability to adjust the life style that our respective pay checks can afford. Ordinarily, these are
the people who before experienced some forms of let’s say bounty. So to support and continue
this life style, they learn to engage in other income generating activities- which the worst form
would be to become corrupt. Others who don’t have the position may do some extra income
activities banking on their positions. It is no surprising at all to know personnel who are selling
this and that either in offices or in academic institutions. There would be no wrong at it at first
glance but once conflicting interest exists, apart from considering guidelines relative to it,
delicadeza should apply. On the other hand, others resort to borrowing finding out later that
they are already indebted to the neck.
 Punctuality. This couldn't be considered a gray area of our personality but once it is done
habitually, it becomes part of our character. As it becomes part of our character, we tend to
defend and elaborately reason out though there's no amount of excuse that could make it
acceptable.

Is there something to hope for with this type of people or personalities? We people are
naturally ambivalent. So, it is an inherent trait that we are usually unaware of our
respective gray areas. But what is important is after we become aware of it, we could
easily adjust- for the better. Not only for the good of the organization where we belong,
but most importantly for our self growth towards self actualization. This ability is
what separates us from ordinary living creature.

What about you, how are you separated and different from ordinary creature?

(Mr. Gilbert M. Forbes had his Bachelors Degree and MA in Educational Management
(CAR) from the Philippine Normal University. A campus paper adviser and trainer for
13 years. Currently, he is a school principal in one of the central schools in the
Division of Quezon.)
Balancing Act: School Leadership’s Theory and Practice

By: Gilbert M. Forbes

DepEd, Quezon

For sometime now, I have already written quite a number of articles on

school leadership on this portal. There are just thousands of our
readers and visitors who have had a glimpse on these articles. In
addition this site also provided syndicated articles on leadership from
well known and trusted leadership gurus like Francis J. Kong and John
Maxwell and other public servants and educators.

Images courtesy of www.linkedin.com

I have also read books on leadership particularly that of Stephen Covey
and a lot more. This has shaped my thoughts, beliefs and ideas on what
leaders should be. These ideas are carefully seen on my articles. Not
to include the knowledge and skills I acquired from experience and from
both my graduate and undergraduate studies.

These knowledge and skills have helped me along the way. However, I have
to rely most of the time on my instinct and personal judgment as I go along
the way in my personal desire and preference towards educational reform
and quest for quality learning outcomes and excellence.

I have to admit, but leadership theories and principles are easier said
or written than done particularly if one works in the
government. Government service is different and far from the standards
of the corporate world. It is of course changing particularly now under
the new regime but in comparison with the fast pace of changes in the
private sector, government service is simply lagging.

Sad to say and admit but it seems to be the realities in the government
service. The Department of Education is not exempt from these realities.
For sometime, even the current education secretary, Bro. Armin Luistro
who himself came from the private sector felt dismayed over the slow pace
of how things are getting done, and the reforms that have to get its way.

I feel the same thing as the DepEd Secretary. One time out of sadness
and may be of dismay, I kiddingly said a couple of times in some
tit-for-a-tat with fellow school leaders and trusted teaching colleagues
that there should be a way of firing erring and incompetent personnel in
the department of education like in the private schools and companies and
so in the rest of the government agencies.

I also exclaimed the same in one of the exchanges of ideas in one of our
post graduate classes at the Philippine Normal University having touched
some important issues in education. Our professor who happens to be a
fellow family at DepEd just smiled at me. The challenge actually is how
we could address not only the productivity of our personnel particularly
both the teaching and non-teaching which is aptly describe in the so called
‘law of diminishing return.’ If this applies in the private sector,
it is aptly more serious in the government.

Once a teacher or an employee got his permanent appointment, instead of

an increased and improve quality of service, it diminishes over time. It
is a fact that nobody could deny. At least with the implementation of
the Competency-Based Assessment for Teachers (CB-PAST) it could be
checked. However, the lapses being made in its use, will not solve the
problem, not unless corrected, it is there to continue. (See Teachers
and School Heads Tendency in Accomplishing the CB-PAST) I am afraid that
it could even worsen due to the type of young and new teachers who are
entering the service which on the most part could be influenced negatively
if they are not grounded on the significance of their profession and
mission.

CB-PAST provides for the termination of the so called liabilities if used

well. The draw back however, is that it could serve as flat-form for
abuses by corrupt leaders or the least, none at all.
On both sides, the Department does possess both corrupt and honest
leaders. It is just puzzling that the corrupt ones passes unnoticed by
their respective stakeholders or may be because, they happen to be lucky
to be assigned in places with highly apathetic stakeholders or they are
too smart that they can control them in their favor. The worst thing
is that some or many of them are relatives of influential people in their
respective localities or they themselves are influential or powerful
enough to keep opposition at bay.

This blog alone has received a dozen of reports of corrupted MOOE’s by

scrupulous school heads. According to sources, they are able to
liquidate these cash advances though nothing has been delivered to their
schools. In most cases, their teachers don’t know that their school
heads are receiving cash advances for their schools. The said thing
about these reports is that, all are anonymous and so it could be regarded
as a mere intrigue though on one way or another it could be regarded as
indeed a fact in the field.

On the opposite spectrum, the straight forward ones however have to

comfort themselves, with the slow pace of changes. Many have to deal
first with the institutional cultures and values that exist in their
respective domains which vary from one place to another. Call it the
result of diversity which is both a boon and a bane.

This for the most part is bringing performing school leaders to the
test. Many have to choose between becoming populists so as not downplay
many of their priority programs and create friction which could upset them
emotionally. We may call it win-win solution. Others on the other
hand have all the strength to choose the opposite of being stern and strict
even when it would mean rejection or friction in the work place.

In this environment, their colleagues have no choice but to follow the

wish of their leaders and so all the things he wants for the
institution. I find these leaders admirable for changes could be
abruptly achieved and programs implemented at all cost in this type of
environment. Whoever will succeed him or her will no longer have a hard
time paving the way for the way has already been laden. However, it could
still be considered a great gamble if continuity of good programs is to
be considered once he is replaced or transferred to another station.
On the other hand, populists have to settle with the slow pace of
accomplishing things. Experts say that in this case, honey moon period
usually lasts for two years. Meaning, it needs two long years for a
reformist leader to fully establish and position himself to his
advantage. This is the sad reason why change is quiet slow particularly
in the field of education. Even if the output is a sure success, in a
rat race globalized society, we’ll simply not survive the competition
and the demands that a corporate environment requires. Like the
private sector, it should and is expected to be the way of the government
service, doesn’t it?

Certainly, school leaders and quality education and reform advocates

should work hard to establish what they think is the ideal in their
respective places. Concerned citizens and stakeholders must lend their
helping hands to support their leaders if they desire quality education
for their children. They must and should be wise enough to identify the
gems in a heap of sand or straw.

After all, as an African proverb says, “It takes a village to educate

a child.” Problems and evil exists just because not a few dare to act.

(The author himself is a practitioner in the field of school management

for almost a decade now. He holds both the Bachelors degree and MA (CARMA)
from the Philippine Normal University, Quezon and Manila Campuses. This
represents the views of the author and not of DepEd Quezon.)
What School Principals Should Be

(An Excerpt from Renee Paz De Leon or Calm Renee’s letter to her tutor
SEAMEO I-EXCELS Scholars, March 11, 2008)

A rapidly changing world and new technology has created a society craving
for speed and action. As leaders of the new generation, principals face
incredible pressures to deliver immediate results, to do more with less,
and to manage an ever-increasing personal workload. The pace and urgency
of daily demands can make it difficult to see more than a step ahead into
the future. But in a world of changing conditions and priorities, leaders
and individual contributors alike must be able to look beyond the “now”
and take a more strategic leadership approach to their work.

Image courtesy of zazzle.com

Many principals do struggle with meeting the demands of a globalized
society and local constraints. In a sense the world is becoming one place.
Today, the stability of all institutions including Department of
Education is challenged by the rapid speed of change driven by
globalization, shifting populations and integration of advanced
information and communication technologies which diminishes the impact
of time, space and distance.

The values of education have invariably been associated with access to

a successful life and employment, scholarly activities, political
activities, freedom of choice, intellectual pursuits, and most recently
diversity. The academic landscape of most higher education institutions
is one in which momentous changes and challenges are occurring. Portugal
(2004) asserts that as student populations continue to expand nation-wide,
colleges and universities will continue to offer employment opportunities
for those individuals who rise to the level of quality and scholarly
practice necessary for employment. This is a challenge for all us in
the academe. All of us envision that our graduates in the elementary and
secondary schools shall belong to the groups that shall enter tertiary
level and shall soon graduate and eventually gets employed or established
his own business to support himself and his family. We leaders in the
academe should have the ability to enable and develop performance of our
faculty and students. Leading with vision in a constantly evolving society
is paramount to the success of department of Education and the overall
success of his or her own school.

Educational leaders being transformational assert certain leadership

qualities, as described by Schermerthon (1996), as having ideas and a
clear sense of direction, communicating them to others and developing
excitement about working hard to accomplish shared “dream”; charisma:
arousing others” enthusiasm, faith, loyalty, pride, and symbolism:
empowerment: helping others to develop and perform, removing performance
obstacles, sharing responsibilities and delegating truly challenging
work; intellectual stimulation: gaining the involvement of others by
creating awareness of problems and stirring their imagination to create
huge-quality solutions; and integrity: being honest and credible, acting
consistently out of personal conviction.

Leaders of today and principals of the new generation are faced with
developing a new leadership framework. Principals as educational leaders
should understand their strategic context and remain confident, competent
and flexible in order to adapt in their continuously changing environment.

LEADERSHIP IS ALL ABOUT CREATIVITY, INNOVATION, AND PLANNING to help you

reach your visions. Remember that strategic people think and act before
they have to, before they are forced to take up a defensive or reactive
position. True leadership entails ability to make sound, reasoned
decisions- specifically consequential decisions with grave implications.

Real happiness is ...

 giving up personal attachments, recognizing that nothing and no one truly belongs to us,
since all is GOD's...
 is a humble heart, free from pretensions, aware that nothing man can do is of
everlasting importance...
 . . . is kindness, seeing others as extensions of one's own self...
 . . . is doing joyfully and willingfully whatever needs to be done...
 . . . is the desire to learn, rather than to teach... .
 . . . IS THE ABILITY TO CONGRATULATE ONESELF HAPPILY ON ONE'S OWN UNIMPORTANCE
WHILE OTHERS VIE TOGETHER FOR SUPREMACY...
 . . . is understanding that man's highest duty is to love...
 . . . is a heart reaching out to embrace all mankind as brothers and sisters...
 . . . is seeking one's work as service...
Getting back to the future by effectively taking care of today

(From the original article entitled, A LEADER'S WAY: To get back to the
future, take care of today by John C. Maxwell Philippine Daily Inquirer 8:19 pm | Saturday,
August 6th, 2011)

In the science-fiction classic, Back to the Future, Marty McFly (Michael

J. Fox) journeys 30 years back in time – from 1985 to 1955. While in the
past, he saves his father (then only a teenager) from being hit by an
oncoming car. In doing so, Marty unintentionally breaks the chain of
events that led his father and mother to fall in love. Realizing he has
jeopardized his future existence (by accidentally keeping his mom and dad
apart), Marty spends the bulk of the movie attempting to repair the
consequences of his actions. Before he can travel back to the future, he
has to set the past aright by getting his parents back together.

Unfortunately, many of us spend our days like Marty McFly, trying to clean
up the messes we’ve made. We would rather be pushing ahead into the future,
but we’re stuck dealing with the adverse consequences of past actions.
Before we can move forward, we have to restore broken family relationships,
pay off debt, regain our health, or rebuild the trust of a boss. On account
of poor decisions that we made yesterday, we’re forced to be reactive
rather than proactive.
Preparing
Let’s you focus on today
Increases efficiency
Increases confidence
Saves money
Pays now for tomorrow
Takes you to a higher level

Repairing
Makes you focus on yesterday
Increases confidence
Consumes time
Increases costs
Pays now for yesterday
Becomes an obstacle of growth

Today matters

If I could shadow you for 24-hours on a typical day and observe your routine,
I could tell you, with over 90 percent certainty, whether you’ll be
repairing the past or enjoying your future 10 years from now. At first
blush, that claim may sound overconfident or entirely too premature.
However, I’ve found that the secret of our success is determined by our
daily agendas. We cannot escape the weight of our habits and patterns of
behavior. The only hope for changing our lives is to change something we
do daily.

In life, we can either play now and pay later, or pay now and play later.
Either way, we have to pay. However, if we choose the easy route now, and
delay making good decisions and developing sound habits until later, then
the price of the payment rises. On the other hand, good decisions are like
good investments; they compound over time. The earlier in life we make
them, the better off we’ll be.
Today may seem like an ordinary day, but where we end up in life largely
depends on how we spend our ordinary days. Our behavior today can either
prepare us for an amazing future or shatter our world so that tomorrow
is spent putting the pieces back together and making repairs. What changes
do you need to make today so that, instead of continually patching up the
past, you can get back to the future?
Trends and Issues: Roles of School Heads as Instructional Leader,
Administrator and Manager

By: Gilbert M. Forbes

DepEd Quezon, CALABARZON

As the Philippine Public Educational System draws near 2015 which is the
deadline of meeting Education for All goals (EFA), it is also marching
towards the most demanding ages of the 21st century- ‘behooving all
educational leaders to reflect, analyze, plan and take action in order
to cope with multifaceted changes in the border-less marketplace’
(Delagoza 1996). This is regardless of the challenges, threats and
internal problems and issues that the educational system is experiencing,
and the common orientation that school managers’ position currently
implies.

For this matter, effective school managers are expected to be

academically goal oriented and supervise instructional and co-curricular
practices accordingly. They motivate and support the teachers, encourage
the community and other school stakeholders to be involved in the
educational program, and encourage participatory decision making. They
are also faced with the complex task of creating a school wide vision,
being an instructional leader- planning for effective professional
development, guiding teachers, handling discipline, attending important
events and needs, and all the other minute details that come with
supervising and managing a school (Richard 2000). The job of a school
principal if not more demanding and difficult than an ordinary teacher,
is expected to be equal, hence “the quality of school principals as school
managers is a factor in improving the quality of education” (EDCOM 1992).

Various studies support the idea that ‘it is the leadership of

the school that makes a difference between mediocrity and excellence
(Hugghes 1991). One can always point to the principal’s leadership as
the key to success of a school that is vibrant and has a reputation of
excellence in teaching. Indeed, the school manager is the keystone in
the building of effective schools. (Licuanan 1994) found that the nine
positive outliner schools or outstandingly effective schools in the
country do have similarly effective principals. There is a positively
significant correlation between effective principals and effective
schools.

(Clemente 1996) emphasized the need to identify and develop

education managers fit to pilot schools into the 21st Century. In this
light he gives the characteristics that school managers should possess.
The first characteristic is the capacity to contribute to the academic
performance, second the capacity to promote culture in a given academic
year, third, the capacity to promote sports, fourth, the capacity to
manage limited resources and the last, the capacity for innovation in
academics, culture, sports and resource management.

Leaders as Learners

Even when schools are not actively in reform projects, principals

and district administrators find themselves confronting issues for which
they have not been trained. This may include demographic shifts, more
rigorous academic standards, various teacher’s behaviors, integration
of special-needs students into regular classrooms, gang and fraternal
trouble, and even sexual harassment and molestation of students.

But no area better illustrates the challenges of unfamiliar ground

than technology. They find themselves being called to decide complex
human and technical issues (Andrew Trotter 1997). For this matter, they
are increasingly defining themselves as learners, not just doers,
constantly scanning the environment for new ideas, tools, and
solutions. To do so, they must overcome numerous barriers: lack of time,
insufficient rewards, fear that visibly engaging in learning is an
admission of imperfection, and negative attitudes from previously poorly
conceived professional development activities (Roland Barth
1977). School systems can help overcome these obstacles by creating
learning opportunities that are reflective, collegial, unconventional,
and principal centered.

At the same time, the complexities of change require learning that

is more than a solo activity aimed at individual mastery. Instead,
leaders must work to create “learning communities” in which the entire
school works together to solve the problems confronting it (Shirley Hord
1997). Leaders create and sustain learning by sharing decisions,
nurturing a common vision, and providing support for staff
learning. They operate colegially, “leading from the center,”
placing themselves physically and psychologically among the teachers,
stimulating discussion of teaching and learning at every opportunity.

Manager as a Moral Leader

Leaders require followers, and some observers see signs that

school leadership is slowly losing its following. Administrators seem
to get less respect than before. Due possibly to certain factors as
political intervention, leadership styles and practice, level of
intelligence and communication abilities, and the rumors on how and where
he is able to finish his graduate degree. In this way, lesser respect
and at the outset no more respect plus political attacks are becoming more
common. Moreover, some thoughtful critics argue that traditional
public support is eroding, and that the public is “halfway out the
schoolhouse door” (David Mathews 1996). Whereas school leaders of long
ago inherited moral authority, today they have to earn it.

In part, moral authority comes from adherence to basic ethical

principles such as honesty, fairness, hard- work and compassion. For
example, periodic reports or rumors of “irregularities” in conducting
district and division assessment tests or even national tests such as NEAT
and NSAT, corruption and even elicit affairs have raised questions about
administrative ethics (Bess Keller 1998); even when unproved, the
allegations undermine public faith in education. While there is no
evidence that school leaders are less ethical than other professionals,
there is also no reason for complacency. In a survey of superintendents
in the U.S., William Fenstermaker (1996) found that when given an ethical
dilemma with a number of proposed solutions, over half chose a response
that would be considered unethical by their code of
ethics. Fenstermaker concluded that many administrators were either
unaware of the ethical issues involved or did not care. The same could
also be true in the Philipppine setting although there’s no available
data or research yet that may disclose this possibility.

However, moral authority requires more than individual ethical

excellence. Leaders must create a consensus on purpose and practice
that serves as the moral standard for everyone in the school (Thomas
Sergiovanni 1996) aside from the code of ethics being implemented to
all. By continually raising questions and purpose, institutionalizing
shared values, and motivating others by example, school leader establish
a “moral voice” that infuses the school community. Sergiovanni argues
that principals go astray when they treat their schools as formal
organizations rather than as living communities. Research by Susan
Moore Johnson (1998) similarly suggests that educational leadership be
built on virtues such as honesty and respect. She found that new
superintendents established their credibility by initially listening and
learning before making judgments or imposing solutions.

Responding to Challenges and other Issues

So far, school leaders in the first world and in the newly

industrialized countries seem to be responding to the new challenges by
simply working harder. Principals in these countries become enslaved
to the job’s daily demands, responding to each crisis as it occurs, kept
off balance by “the constant bombardment of new tasks and the continual
interruptions” (Michael Fullan 1998). As a result, there was a big turn-
over. A study of elementary and middle school principals conducted by
the National Association of School Principals in the U.S. in 1998 found
that 42 percent turnover that has existed during the last ten years is
likely to continue into the next decade (Doud and Keller 1998). They
point to many factors that make the principalship highly stressful: long
hours of work- for most, a 60 to 80- hour work a week, workload and
complexity of job, supervision of evening activities “unending,”
minimal pay difference between the top teacher and administrator, feeling
overwhelmed with very high expectations, state and district mandates that
require “mountains” of paperwork, and increasingly complex society and
social problems. The increasing demands of the position can cause many
principals to feel the stress is not worth it.

The situation in the Philippines is quite different. While it

is expected that majority of the school principals at present are about
to leave their positions, it isn’t because of the stress as a result of
increasing demands in their positions as instructional leader and manager
but because they are retiring. At present being a school administrator
is still seen as the easiest way out for teachers especially the master
teachers to escape the demands and stress of being a classroom teacher
even when it will mean a decrease on their monthly pay. Not to include
here is the honor and prestige that goes with being a school leader as
well as the unstressful nature of the job as they might think it to be.
This is thereby seen as the motivating factor of the relatively higher
number of graduate students taking up graduate education in school
management and administration. The 1994- 95 data on graduate enrollment
shows that 43.8% of the total enrollment was in teacher education. The
doctoral level is far higher having a share of 62.6% (Garcia 1996). Thus,
it is predicted to increase further encouraging the proliferation of
‘diploma mill’ type of institutions and unqualified graduates. From
this vantage, it appears that their ability to respond to new challenges
is questionable; hence, “it is preposterous to think of a bureaucracy
manned by full-fledged MA’s and Ph.D’s who know little about their
disciplines”(Angel Alcala 1996). Given the fact that the kind of
school management being employed by our school managers is far beyond
compare with those in progressive countries, it is not surprising that
there is still much to be desired when it comes to quality.

In so doing, DepEd has implemented the merit system for those who
will be moving to the administrative and leadership ladder. However,
still quiet a big weight is given to graduate educational
qualifications. But at least, it has equalized the opportunity
particularly for those performing school managers viz their not so much
performing counterparts who have already completed their graduate studies.

Along the way there are many efficient leaders who seem to be
searching for the right balance between managing and leading. Cascadden
found that, these principals recognized and accepted both functions as
essential but reported that the reform movement was squeezing them between
contradictory demands. On the one hand, restructuring has pushed more
management decisions to the school site; on the other hand, the current
management theories emphasized the importance of empowering
leadership. This creates an obvious time crunch, as well as the
challenge of being both efficient and collaborative- in a system that
retains a top-down orientation. In the country however, the situations
mentioned already support the reason why top-down orientation still
remains and quite slow to transform itself on the new principles of
leadership and management through empowerment. But then, it is also
good to review and reform the management functions of the present and
future breed of school managers to make them more productive, dynamic and
efficient like their counterparts in various part of the world. They
should be made ready to meet the challenges of this constantly changing
world particularly now in the face of the effective implementation of
School Based Management (SBM).

(Mr. Gilbert M. Forbes had his Bachelors Degree and MA in Educational

Management (CAR) from the Philippine Normal University. A campus paper
adviser and trainer for 13 years. Currently, he is a school principal
in one of the central schools in the Division of Quezon.)

Resources:

Barsaga, Eligio B., “Assessment of the Multigrade Program in the

Philippine Education (MPPE), The Philippine Journal of Education, Vol.
LXXIVIII, No., 1998

Clemente, Alejandro W., “Philippine Education into the 21st Century,”

Joer Printing Services, Quezon City 1996

Delagoza, Rolando S., “Educational Leadership in Times of Change and

Transition,” The Philippine Journal of Education, Vol. LXXIVIII

Forbes, Gilbert M., “The School Management/Administration,” An

Unpublished Reaction Paper for the Course Educational Environment at the
Graduate College, Philippine Normal University, Manila 1999

Garcia, Ester A., “General Directions for Graduate Education: The CHED
Viewpoint,” Sangguni Vol.IX No. 1, Philippine Normal University, Manila
1997

Hertling Elisabeth, “Retaining Principals,” College of Education,

University of Oregon U.S.A., Eric Digest 2001

“Modernizing Philippine Education,” Master Plan for Basic Education

(1996-2005), Department of Education Culture and Sports, Manila,
Philippines

“Trends and Issues: Role of the School Leader,” Clearinghouse on

Educational Management, College of Education, University of Oregon,
ERIC/CEM 2001

Principal's Should Be Effective Managers- Luistro

Department of Education Secretary Armin Luistro has callеd on all
principals to bе morе proactivе in managing schools bеcausе studеnt
performance is a reflection of how wеll thе principals perform thеir
job. (this article is lifted from www.depedteacher.blogspot.com)

Spеaking during thе Principals’ Forum of thе National Capital Region

– Philippine Еlеmеntary School Principals’ Association (NCR-PЕSPA),
Luistro likеnеd thе principals to his trustеd captains manning thе
frontlinеs: “If wе wеrе in a battlefield, you arе in thе trеnchеs,
in thе thick of battlе еgging your soldiеrs to fight on. You arе thе
first linе of dеfеnsе who havе thе fееl of thе tеrrain, thе
full grasp of thе situation and who know thе capability of your еvеry
soldiеr.” Thе forum aimеd to enhance thе qualitiеs of principals
as school managers who arе rеsponsiblе for thе learning outcomе of
studеnts.

Luistro strеssеd that hе and othеr DеpЕd officials cannot not takе
crеdit for what truly bеlongs to thе principals’ - thе direct
management of schools. “Wе can only sеt thе dirеction and providе
thе vision, support еndеavors and drеams. But it is thе principals
who arе truly responsible whеn it comеs to school outcomеs and who
dictate thе tempo of progress in thеir rеspеctivе placе of
assignments.” PЕSPA is a national association of Elementary school
hеads which supports Deped’s programs and activities.

To datе, thе secretary has alrеady visitеd 25 schools unannouncеd.

Hе would sit at thе back row and obsеrvе how thе teachers conduct
classеs and if thе students connеct. This is part of his unorthodox
way of monitoring thе statе of public schools and how thеy arе bеing
run by thе school hеads. His school visits also allow him to sее know
how first hand thе resource gaps that nееd to bе urgеntly
addrеssеd.

“In еight of my tеn visits, I must admit that I am inspirеd by what

I saw and еxpеriеncеd whilе obsеrving from thе back row. But
thеrе wеrе also sad storiеs that makе my hеart sink,” Luistro
sharеd.

Luistro said that principals should not bе confinеd in thеir officеs

but out in thе schools whеrе thе action is. “Principals, who just
stay in thеir officеs and do not pеrsonally monitor thе situation in
thеir rеspеctivе schools, do not transform Philippine education.

 Thе principals should bе doing thе rounds,

 inquiring on thе nееds of thе tеachеrs,
 fееling thеir inadеquaciеs,
 sharing thеir joy and
 sympathizing in thеir griеf

bеcausе principals should bе on top of everything that happеns in

thе school,” hе addеd.

Luistro еxplainеd that principals should possess thе capability to

translatе thе vision of thе dеpartmеnt into rеality, of translating
plans into action.

An eternal optimist, Luistro said that, “I always want to sее and draw
out thе bеst in еvеryonе. To maximizе thе potеntial of thе young
students, wе should also maximize thе potеntial of thе teachers and
thе principals.”

Thе department is pushing for thе adoption of thе national

competency-based standards for school hеads;

 thе administration of thе national qualifying examination for principals;

 thе development and implementation of programs to еnhancе thе managerial and
leadership competencies of principals;
 thе downloading of thе maintеnancе and othеr operating еxpеnsеs; and
 thе allocation of rеsourcеs basеd on nееds.

Deped sееs that education reforms can only happеn if thе principals
arе handson. Thеy should also ablе to inspirе thеir constituеnts,
to еnеrgizе thе pеoplе bеlow us and еarn thе rеspеct of thosе
abovе thеm. “Principals should bе ablе to corrеct, to еncouragе,
to sеt thе standard and to livе by еxamplе,” Luistro еxplainеd.

Hе addеd that asidе from school administrators, thеy should also bе

thе “dirеct link to thе community who will opеn thе door for morе
stakеholdеrs to invеst in public еducation. Thеy should bе ablе
to еngagе thе local dеcision-makеrs, thе private sеctor, thе
non-government organizations so that thеy can bе our partnеrs in
achieving our school improvement plans.”

All of thеsе arе thе essence of School Basеd Management. “Thеsе

arе part of DеpЕd’s vision to makе principals not just educators,
but еffеctivе managеrs as wеll,” hе said.

Luistro also noticеd thе fast turnovеr of principals, which to him is

not thе idеal situation. Hе wants to push that bеginning nеxt yеar,
thе tеrm of thе principal should not bе lеss than thrее yеars but
not morе than fivе yеars.

“Wе havе to givе our principals еnough timе to еnablе thеm to

fully implеmеnt what thеy havе sеt out to do and maybе еnjoy thе
fruits of what thеy havе sown. Lеt us givе our principals thеir
momеnt to еnjoy thе dividеnds from all thеir physical,
intеllеctual and еmotional invеstmеnts,” furthеrеd Luistro.

“Malaki ang tiwala ko sa aking principals. (I havе grеat trust to my

principals.) I еntrust you thе teachers and thе studеnts. Parents
entrust you thеir childrеn. Thе nation еntrusts you thе futurе.
Tiwala ako na hindi nyo ako bibiguin, (I am confidеnt that you will not
fail mе.) bеcausе you arе thе department,” said thе Deped chiеf.
Aiming High and Hitting the Mark as a Concept of Educational
Management

By Gilbert M. Forbes

According to Ralph Waldo Emerson “ we aim above to hit the mark”.

The new management under the context of the academe is that those who lead
are attuned to the changing natures of teachers, students and its environs.
Hence, The leadership styles of academic institutions must blend with the
demands of the times. Our concern, in general is creating a new culture,
more specifically, designing a high performance environment with in your
school, community and related avenues.The job of every school is
education…quality education. Faculty, staff and administrators must be
educated to keep their skills current, increase their responsibilities,
and cooperate in achieving common goals. Education is not by lecture but
by policies and practices that reinforce planning, self evaluation and
self development.

Transformational educational leaders can provide extra ordinary effort

among faculty and staff in a certain educational set up. Leaders who have
personal approach to people and can instill in them a sense of larger
mission create a higher performance atmosphere one in which the school
manager becomes the coach, cheerleader, facilitator, and consultant.
Transformational leaders got visions and expectations that encourage them
to work for hours, produce outstanding results and express total
commitment. This type of leaders gives followers a sense of autonomy and
fosters their self development. Further, this type of leadership provides
a model of integrity, fairness, and high standards while being capable
of formality and firmness and of reprimanding or correcting inappropriate.

When people clearly understand what is expected of them and are held
accountable for fulfilling these expectations, performance improves and
productivity increases. Clarifying roles and relationships among faculty
and staff is a continuing responsibility of leadership.

Academic administrators often despair of managing their school to their

own satisfaction, knowing the impossibility of managing the institution
satisfactorily from everyone else’s point of view. The approach to
academic management can provide principals greater self-satisfaction
while increasing acceptance of academic management by others. It
emphasizes creativity rather than constraint, continuity rather than
conformity, achievement rather than protocol.

Roles and Functions of School Heads

1. 1. Pursuant to Section 54 of Muslim Mindanao Autonomy Act 279, otherwise known as

“ARMM Basic Education Act of 2010,” the following Rules and Regulations for the
implementation of the Act are hereby promulgated: Pursuant to Section 54 of Muslim
Mindanao Autonomy Act 279, otherwise known as “ARMM Basic Education Act of 2010,” the
following Rules and Regulations for the implementation of the Act are hereby promulgated:
2. 2. Sec. 16.1 The School Head – There shall be a school head for all public elementary schools
and public high schools or a cluster thereof. The school head, who may be assisted by an
assistant school head, shall be both and instructional leader and administrative manager. Sec.
16.1 The School Head – There shall be a school head for all public elementary schools and
 public high schools or a cluster thereof. The school head, who may be assisted by an
assistant school head, shall be both and instructional leader and administrative manager.
3. 3. The school head shall form a team with the school teachers/learning facilitators for
delivery of quality educational programs, projects and services. A core of non-teaching staff
shall handle the school’s administrative, fiscal and auxiliary services. The school head shall
form a team with the school teachers/learning facilitators for delivery of quality educational
programs, projects and services. A core of non-teaching staff shall handle the school’s
administrative, fiscal and auxiliary services.
4. 4. Sec. 16.2 Authority, Accountability and Responsibility of the School Head – Consistent with
the law, national educational policies, plans and standards, the school heads shall have
authority, accountability and responsibility for the following: Sec. 16.2 Authority,
Accountability and Responsibility of the School Head – Consistent with the law, national
educational policies, plans and standards, the school heads shall have authority,
accountability and responsibility for the following:
5. 5. 1. Setting mission, vision, goals and objectives of the school; 2. Creating an environment
within the school that is conducive to teaching and learning; 3. Implementing the school
curriculum and be accountable for higher learning outcomes; 4. Developing the school
education program and school improvement plan; 1. Setting mission, vision, goals and
objectives of the school; 2. Creating an environment within the school that is conducive to
teaching and learning; 3. Implementing the school curriculum and be accountable for higher
learning outcomes; 4. Developing the school education program and school improvement
plan;
6. 6. 5) Offering educational programs, projects and services that provide equitable
opportunities for all learners in the community; 6) Introducing new and effective modes of
instruction to achieve higher learning outcomes; 7) Administering and managing all
personnel, physical and fiscal resources of the school; 5) Offering educational programs,
projects and services that provide equitable opportunities for all learners in the community;
6) Introducing new and effective modes of instruction to achieve higher learning outcomes; 7)
Administering and managing all personnel, physical and fiscal resources of the school;
7. 7. 7) Recommending the staffing complement of the school based on its needs; 8)
Encouraging and institutionalizing staff development; 9) Establishing school and community
networks and encouraging the active participation of teacher’s organizations, non-academic
personnel of public schools, and parents-teachers-community associations; 7)
Recommending the staffing complement of the school based on its needs; 8) Encouraging
and institutionalizing staff development; 9) Establishing school and community networks and
encouraging the active participation of teacher’s organizations, non-academic personnel of
public schools, and parents-teachers-community associations;
8. 8. 10)Accepting donations, gifts, bequests and grants for the purpose of upgrading teacher’s
and learning facilitator’s competencies, improving and expanding school facilities and
providing instructional materials and equipment. Such donations or grants must be reported
to the appropriate district supervisors and division superintendents; and 11)Performing such
other functions as may be assigned by proper authorities. 10)Accepting donations, gifts,
bequests and grants for the purpose of upgrading teacher’s and learning facilitator’s
competencies, improving and expanding school facilities and providing instructional
materials and equipment. Such donations or grants must be reported to the appropriate
district supervisors and division superintendents; and 11)Performing such other functions as
may be assigned by proper authorities.