The Principal Shortage Crisis

By Herman M. Lagon

In our country, where education drives social progress, public schools should have strong leaders guiding the next generation. Unfortunately, recent data from the Second Congressional Commission on Education (Edcom 2) shows otherwise. More than half of public schools lack principals, a central administrative issue that hinders education.

Let us put it in perspective. About 24,916 of the 45,199 public schools lack principals. This means over half of our public schools are virtually captainless. Those who think, “Oh, maybe there’s a temporary solution in place,” are partially right. Many of these schools are managed by “teachers-in-charge” who are capable but lack a principal’s formal training, leadership support, and financial remuneration.

The shortage of principals is not just a number—it is a real issue affecting the foundation of a child’s education. Without a full-time principal, staff often struggle to set a clear vision, meet academic goals, or guide teachers effectively. As a former principal, I can attest to strong leadership’s vital role in a school’s success.

The situation raises difficult questions: How can a school create a solid vision without a strong leader? How can teaching thrive without consistent oversight and no one to set the tone for collaboration and innovation?

This systemic problem affects classroom quality. The low passing rate of the National Qualifying Examination for School Heads (NQESH) for aspiring principals contributes to this shortage. Only 36% of 2021 exam takers passed, a dismal number for thousands of schools needing leaders. Remember that 2018’s passing rate was 0.64%. Teachers and parents must be frustrated when the path to becoming a school principal is full of obstacles.

The outdated hiring policy that limits the number of schools eligible for principals is another issue besides the passing rate. DepEd staffing standards limit schools with fewer than nine teachers to “teachers-in-charge” rather than principals. This 1997 policy no longer fits modern education. Many of our smaller public schools, especially in remote areas, must now operate with temporary leaders who may not have the formal leadership training they need.

This issue also involves the lack of a succession plan for school leaders. No clear path exists for developing and promoting future principals, leaving the education system in limbo. In addition to a shortage, we are failing the next generation of educators by not preparing their leaders. Structured mentorship programs are needed to prepare aspiring school heads for these critical roles.

Imagine a local school without a leader to guide it through modern education. How can students succeed without someone with authority and vision to hold teachers and students accountable? It is like sailing a boat without a captain, hoping the wind will take you there. It does not work that way, especially when trying to help kids succeed.

Note that this issue goes beyond academic performance. The lack of a qualified school leader has serious consequences. Effective principals affect teacher retention and satisfaction. According to research, strong leadership helps schools retain top teachers, improving student learning. Leadership shapes the learning environment, from teacher morale to student behavior. According to the Wallace Foundation, effective school leaders improve student achievement, teacher retention, and school climate. All these factors are at risk without qualified principals.

The lack of a consistent leadership model has also contributed to a nationwide rise in bullying. Bullying has many causes, but research shows that strong school leadership can significantly reduce it. Principals set school culture and ensure student safety and support. Lack of leadership makes it harder to solve the problem in a school.

Principals are crucial. A good principal manages the school’s daily operations, creates a safe and productive learning environment, advocates for resources, and makes tough decisions. In many ways, they bind the school. When qualified principals are scarce, the glue is missing, and system cracks appear.

There is a clear urgency for this issue. Pasig City Representative Roman Romulo of EDCOM 2 asked, “Are you not panicking?” The call to action is more than a warning—it demands immediate school leadership reform. School leadership policies and principal preparation must be overhauled.

Thanks to the new DepEd management, the shortage is now being addressed. To implement EDCOM 2’s recommendation of a principal for every school, DepEd is revising its policies. These changes require significant investment and careful planning. We must train, support, and equip principals to lead, not just increase their numbers.

The situation is critical now. However, we must hold our government accountable for ensuring every school has a qualified principal. This is about giving our children the leaders they need to succeed in a complex world, not just filling a position.

Our students deserve better than a directionless system. How can we give our children a better future when half of our schools have no leader? We can help the next generation succeed by investing in our school leaders today and giving them the support and resources they need.

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Doc H fondly describes himself as a ‘student of and for life’ who, like many others, aspires to a life-giving and why-driven world grounded in social justice and the pursuit of happiness. His views do not necessarily reflect those of the institutions he is employed or connected with.