# Human Resource Management for DepEd School Heads

How DepEd school heads handle human resource management: their role in hiring, teacher induction, 70-20-10 staff development, workload, welfare and PRAISE.

This is the Markdown copy of [Human Resource Management for DepEd School Heads](https://nash.com.ph/blog/school-head-human-resource-management), an article on the NASH Reviewer Blog by Mark Anthony Llego, published Oct 26, 2026, updated Nov 4, 2026. Topics: School leadership, Aspiring school heads. NASH Reviewer is an independent practice platform not affiliated with DepEd, BHROD, or NEAP.

In human resource (HR) management, a school head in a Department of Education (DepEd) public school takes part in hiring, placing and inducting teachers, develops staff, protects teaching time, looks after welfare, recognizes good work and keeps personnel records. The main rules are the hiring rules of [DepEd Order (DO) No. 007, s. 2023](https://www.deped.gov.ph/2023/03/23/march-22-2023-do-007-s-2023-guidelines-on-recruitment-selection-and-appointment-in-the-department-of-education/) as amended by [DO 021, s. 2024](https://www.deped.gov.ph/2024/12/23/december-23-2024-do-021-s-2024-amendments-to-deped-order-no-007-s-2023-guidelines-on-recruitment-selection-and-appointment-in-the-department-of-education/), the Teacher Induction Program policy, the 2024 orders on teachers' workload, and the 2026 wellness leave guidelines.

It is written for teachers preparing for the National Assessment for School Heads (NASH, formerly the NQESH) and for new school heads. In the Philippine Professional Standards for School Heads (PPSSH), adopted by [DO 024, s. 2020](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/), this work falls under strand 2.4 in Domain 2 and strands 4.5 to 4.8 in Domain 4. Two parts of people management have their own posts: [rating teachers under the Performance Management and Evaluation System (PMES)](https://nash.com.ph/blog/deped-pmes-teachers) and [observing and coaching teachers](https://nash.com.ph/blog/instructional-supervision-school-heads). This post covers everything else.

## Key points

- **The school head manages the school's people but does not appoint them.** Republic Act (RA) No. 9155 makes the school head responsible for "all personnel" of the school, for recommending its staffing and for staff development. Appointments are made at the division, where DepEd's hiring rules name the Schools Division Superintendent (SDS) as head of office.
- **In hiring, the school head sits on the selection board for vacancies in the school.** Under DO 021, s. 2024, the special selection board for teaching positions includes the "School Head where the vacancy exists". Teacher I applicants are scored out of 100 points, and 60 of them come from a classroom observation and a teacher reflection.
- **Induction lasts three years, and the school head is part of it.** DO 43, s. 2017 covers teachers with 0 to 3 years in the public schools. The school head profiles new teachers, serves as a mentor, makes sure mentoring happens and reports to the division.
- **Most professional learning happens on the job.** The 70-20-10 model says that most development comes from challenging work and from other people, not from courses. DO 009, s. 2026 places in-service training in the End-of-Term Blocks, for at least 32 hours a year.
- **Protecting teaching time is a written duty.** Teachers teach six hours and spend two hours on ancillary tasks each day, and administrative work belongs to school heads and non-teaching staff. Overload may not exceed two hours a day.
- **Welfare and recognition follow written rules.** Teachers may take wellness leave of up to five days a year, and the school head assigns relievers. DepEd's orders on its Program on Awards and Incentives for Service Excellence (PRAISE) ask for non-monetary and on-the-spot recognition, not only yearly awards.

## Why the school head is the school's human resource manager

A school's results depend on its people, and the law gives the school head responsibility for them. Section 7 of [RA 9155, the Governance of Basic Education Act of 2001](https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/), says the school head "shall be both an instructional leader and administrative manager". Three items in its list of the school head's responsibilities concern people:

| Item in RA 9155, Section 7 | What it means in practice |
|---|---|
| "(7) Administering and managing all personnel, physical and fiscal resources of the school;" | Assigning work, keeping records, handling leave and concerns for every teacher and staff member |
| "(8) Recommending the staffing complement of the school based on its needs;" | Telling the division, with data, which teachers and staff the school needs |
| "(9) Encouraging staff development;" | Planning and supporting the growth of each teacher and staff member |

A 2024 DepEd order added to this duty. [DO 002, s. 2024](https://www.deped.gov.ph/2024/01/26/january-26-2024-do-002-s-2024-immediate-removal-of-administrative-tasks-of-public-school-teachers/) removed administrative tasks from teachers and lists "Personnel Administration" first among them. It says that "School Heads and non-teaching personnel shall have the sole responsibility to perform the administrative tasks" on its list. In a small school with no administrative officer, personnel work therefore falls on the school head.

The school head does not appoint staff, however. DO 007, s. 2023 names the SDS as the head of office for the Schools Division Office (SDO), schools and community learning centers, and appointments are made at that level. The Human Resource Management Officer (HRMO) of the SDO processes applications, appointments and leave credits. The school head's power is to recommend, to assess applicants as a board member, to assign work, and to develop and support the people the division sends.

The Civil Service Commission (CSC) groups an agency's HR work into four core systems under its [Program to Institutionalize Meritocracy and Excellence in Human Resource Management (PRIME-HRM)](https://www.csc.gov.ph/106-gov-t-agencies-awarded-for-hr-excellence). They are recruitment, selection and placement; performance management; learning and development; and rewards and recognition. DO 007, s. 2023 builds on DepEd's Merit Selection Plan, which supports that program.

## The HR cycle at school level: who does what

The table shows each human resource process, the school head's part in it and the issuance that governs it. The appointing, payroll and leave-credit work sits in the SDO.

| Process | The school head's role | Governing issuance |
|---|---|---|
| Staffing needs | Records teacher assignments in the electronic School Form 7 (eSF7) and recommends the staff the school needs | RA 9155, Section 7; [DO 005, s. 2024](https://www.deped.gov.ph/2024/04/29/april-29-2024-do-005-s-2024-rationalization-of-teachers-workload-in-public-schools-and-payment-of-teaching-overload/) |
| Hiring Teacher I | Member of the special selection board for vacancies in the school; may observe demonstration teaching as a trained observer | DO 007, s. 2023; DO 021, s. 2024 |
| Promotion and reclassification | Member of the selection board for vacancies in the school; rater of all master teachers | [DO 020, s. 2024](https://www.deped.gov.ph/2024/12/21/december-20-2024-do-020-s-2024-guidelines-on-the-recruitment-selection-and-appointment-to-higher-teaching-positions/); [DO 024, s. 2025](https://www.deped.gov.ph/2025/08/28/august-28-2025-do-024-s-2025-guidelines-on-the-implementation-of-the-expanded-career-progression-system-for-teachers-and-school-heads-in-the-department-of-education/) |
| Placement and assignment | Distributes teaching loads fairly, prepares class programs, designates teaching-related assignments | DO 005, s. 2024; DO 024, s. 2025, Section 36 |
| Induction | Profiles new teachers, mentors them, makes sure mentoring is regular, reports to the SDO | [DO 43, s. 2017](https://www.deped.gov.ph/2017/08/11/do-43-s-2017-teacher-induction-program-policy-2/) |
| Performance management | Rates teachers and coaches them (see the PMES post) | [DepEd Memorandum No. 089, s. 2025](https://www.deped.gov.ph/2025/10/01/october-1-2025-dm-089-s-2025-guidelines-on-the-multi-year-performance-management-and-evaluation-system-for-teachers-from-school-years-2025-2026-to-2027-2028/) |
| Learning and development | Runs learning action cells, organizes in-service training, plans school-based development | [DO 35, s. 2016](https://www.deped.gov.ph/2016/06/07/do-35-s-2016-the-learning-action-cell-as-a-k-to-12-basic-education-program-school-based-continuing-professional-development-strategy-for-the-improvement-of-teaching-and-learning/); [DO 009, s. 2026](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/) |
| Welfare | Recommends wellness leave, assigns relievers, protects wellness breaks | [DO 002, s. 2026](https://www.deped.gov.ph/2026/02/13/february-13-2026-do-002-s-2026-guidelines-on-the-grant-of-wellness-leave-for-the-department-of-education-personnel/); DO 009, s. 2026 |
| Rewards and recognition | Recognizes good work in school; nominates staff under the division's PRAISE rules | [DO 9, s. 2002](https://www.deped.gov.ph/2002/03/05/do-9-s-2002-establishing-the-program-on-awards-and-incentives-for-service-excellence-praise-in-the-department-of-education/); [DO 78, s. 2007](https://www.deped.gov.ph/2007/11/26/do-78-s-2007-strengthening-the-program-on-awards-and-incentives-for-service-excellence-praise-of-the-department-of-education/) |
| Grievances | Hears concerns first as immediate supervisor; sits on the School Grievance Committee | [DO 35, s. 2004](https://www.deped.gov.ph/2004/06/03/do-35-s-2004-revision-of-the-grievance-machineries-of-the-department-of-education/) |
| Records | Keeps assignment, designation, overload and leave records accurate and confidential | DO 005, s. 2024; DO 002, s. 2026; Data Privacy Act of 2012 |

## The DepEd hiring process for teachers and the school head's role

Teacher I hiring is a division process. DO 007, s. 2023, as amended by DO 021, s. 2024, governs it, together with the Merit Selection Plan in DO 019, s. 2022. The school head takes part at three points: before the call, on the selection board and after the appointment.

### Who does what in Teacher I hiring

1. **Call for applications (SDO).** The SDS signs a memorandum calling for applications, which may come before the vacancy exists. For newly created positions, DO 021, s. 2024 allows the call as early as October of the previous year.
2. **What the call must state (SDO, from the school's needs).** DO 021 requires the call to name the key stage or grade level and the subject specialization. It must also name any special program, such as Special Needs Education or Indigenous Peoples Education, the language proficiency needed, and special skills such as Filipino Sign Language. These come from the schools' teacher needs.
3. **Receiving and checking applications (HRMO).** The HRMO checks each application against the CSC-approved qualification standards. The SDS may designate sub-committees in schools to help receive and check documents.
4. **Comparative assessment (selection board).** The Human Resource Merit Promotion and Selection Board (HRMPSB) scores qualified applicants. The special HRMPSB for teaching positions has the Assistant Schools Division Superintendent as chair. Its members are the Curriculum Implementation Division chief, the "School Head where the vacancy exists", two administrative officers (one of them the HRMO) and a teachers' association representative.
5. **Ranking (selection board).** Scores are disclosed in an open ranking. The Comparative Assessment Result-Registry of Qualified Applicants (CAR-RQA) is then posted with application codes instead of names, to protect personal data. DO 021 refers to a 50-point cut-off score.
6. **Appointment (appointing officer at the SDO).** The appointing officer chooses from the top candidates in the registry. The choice is guided by learning-area specialization, eligibility, and the Localization Law (RA 8190), which gives priority to qualified local residents.
7. **After appointment (HRMO and school).** Once the appointment is signed, the HRMO sends it to the appointee within three working days, with the list of pre-employment documents to submit. An appointment may be cancelled if the appointee does not report within 30 calendar days of the written notice.

### How Teacher I applicants are scored

Enclosure 2 of DO 007, s. 2023 sets the points. Most of the score comes from what the applicant can do in a classroom, not from paper credentials.

| Criterion | Maximum points |
|---|---|
| Education beyond the minimum qualification standards | 10 |
| Training beyond the minimum | 10 |
| Experience beyond the minimum | 10 |
| Licensure Examination for Teachers (LET) or equivalent rating | 10 |
| Classroom observable indicators of the Philippine Professional Standards for Teachers (PPST), through classroom observation or demonstration teaching | 35 |
| Non-classroom observable PPST indicators, through the Teacher Reflection Form | 25 |
| Total | 100 |

DO 007 says the observers must be trained in the classroom observation tool. It names school heads among them, with master teachers, head teachers, district supervisors and education program specialists. A school head who sits on the board or observes demonstration teaching must therefore know the tool and score only what the evidence shows.

### What the school head contributes

The school head's most useful input comes before the call. A short, written teacher needs analysis tells the division which key stage, specialization, language and program the vacancy needs, with enrollment and class-program data behind it. That information helps the division match applicants to the school, for example a Grade 1 teacher who speaks the learners' home language.

On the board, the school head's duty is to score fairly. If an applicant is a relative, a former student teacher or a close colleague, the school head should disclose it to the chair before the assessment. The school head should not recommend a particular person outside the process; the ranking and the appointing officer's choice decide the appointment.

When a teacher goes on a long leave of absence, DO 021 also covers substitutes. The SDO takes substitute teachers from the remaining applicants in the CAR-RQA and deploys them to the school of the teacher on leave. A substitute assumes the position of Teacher I at Salary Grade 11, whatever the rank of the teacher on leave.

### What changed from the older hiring orders

Older study materials cite hiring orders from 2007 to 2016. [DO 020, s. 2024](https://www.deped.gov.ph/2024/12/21/december-20-2024-do-020-s-2024-guidelines-on-the-recruitment-selection-and-appointment-to-higher-teaching-positions/) now governs higher teaching positions and repealed, among others, DO 66, s. 2007 and the 2016 hiring guidelines for senior high school teachers. DO 007, s. 2023 governs Teacher I, school administration, related-teaching and non-teaching positions. DO 021 also restates that a first appointment as School Principal requires passing the DepEd school head assessment, which is now the NASH under [DepEd Memorandum No. 069, s. 2025](https://www.deped.gov.ph/2025/08/11/august-11-2025-dm-069-s-2025-administration-of-the-national-assessment-for-school-heads-for-fiscal-year-2025/). The app's [principal reclassification guide](https://nash.com.ph/principal-reclassification) explains that route.

## Career lines and school staffing under the Expanded Career Progression

[Executive Order (EO) No. 174, s. 2022](https://www.officialgazette.gov.ph/2022/06/23/executive-order-no-174-s-2022/) created two career lines for public school teachers. Teacher I to Teacher VII form the base. A teacher who meets the qualifications for Master Teacher I may then choose a line. The Classroom Teaching line runs up to Master Teacher V, and the School Administration line runs from School Principal I to IV. [Republic Act No. 12288](https://www.officialgazette.gov.ph/2025/09/12/republic-act-no-12288/), approved September 12, 2025, puts the system into law and changes it: Teacher I to Master Teacher I form the base, and Master Teacher VI and School Principal V are added. DepEd has not yet issued an order implementing the law, so reclassification still runs up to Master Teacher V and School Principal IV. DO 024, s. 2025 sets DepEd's guidelines, and [DO 034, s. 2025](https://www.deped.gov.ph/2025/10/14/october-14-2025-do-034-s-2025-amendments-and-clarifications-to-deped-order-no-024-s-2025-guidelines-on-the-implementation-of-the-expanded-career-progression-system-for-teachers-and-s/) amends and clarifies them. [The School Head's Role in ECP Reclassification](https://nash.com.ph/blog/school-head-role-ecp-reclassification) sets out what the school head does at each step.

Section 36 of DO 024, s. 2025 changes how a school uses its senior teachers:

- **Master teachers.** They serve as subject experts, supervise instruction, coach, mentor and give technical assistance. DO 024, s. 2025 sets their teaching load at "at most six (6) hours per day" (Encl. No. 1, Sec. 36.b.iii), while the DBM-DepEd Joint Circular No. 01, s. 2025 says Master Teachers "shall render six (6) hours of actual classroom teaching and two (2) hours of teacher ancillary services" (Sec. 9.2.4); either way, the school head must design the class program so that they have time to coach and mentor ([Department Head, Assistant School Head and MT Duties](https://nash.com.ph/blog/department-head-assistant-school-head-designates)). All master teachers are under the school head, who rates them whatever their rank.
- **Department Head Designate.** Department heads are assigned in Grades 4 to 6, junior high school and senior high school; in Kindergarten to Grade 3 they serve as grade level heads. They normally come from the master teachers of the learning area. The SDS issues the designation order, the designation rotates every year, and the department head teaches three hours. DO 034, s. 2025 lets secondary head teachers who were retitled keep serving as department heads until they leave the position.
- **Assistant School Head Designate.** Schools with more than 1,000 learners get one, chosen from Teacher VI, Teacher VII or Master Teacher I. DO 024 calls this part of the professional development of aspiring principals.

These designations are a staffing tool and a development tool at once. They let the school head spread instructional supervision and give promising teachers real leadership work, which is what PPSSH strand 4.6 asks for.

For who leads a school without a principal, and how teachers-in-charge and officers-in-charge are designated, see [Principal, Head Teacher or Teacher-in-Charge in DepEd](https://nash.com.ph/blog/principal-head-teacher-teacher-in-charge).

## Placement and teacher workload: protecting teaching time

Placement affects whether a teacher succeeds. It covers which grade and subject a teacher handles, which class they advise and which extra assignments they carry. Three orders now set the rules, and each names duties for the school head. The [guide to DepEd teacher workload policies](https://nash.com.ph/blog/deped-teacher-workload-policies-guide) covers them and the later issuances in full.

### The workload rules in DO 005, s. 2024

- A teacher works eight hours a day: six hours of actual classroom teaching and two hours of ancillary tasks, which may be done in or out of school. No teacher may be required to submit documentary evidence or accomplishment reports on how the two hours are spent outside the school. [DepEd Memorandum No. 053, s. 2024](https://www.deped.gov.ph/2024/09/27/september-27-2024-dm-053-s-2024-implementation-guidelines-for-deped-order-no-005-s-2024-rationalization-of-teachers-workload-in-public-schools-and-payment-of-teaching-overlo/) still asks for a logbook entry or locator slip when a teacher leaves during a vacant period, or a certificate of undertaking when the tasks are done before or after all classes, attached to the daily time record (DTR).
- Class advising counts as one hour of teaching load a day, or five hours a week, including Homeroom Guidance.
- Teaching overload is classroom teaching beyond six hours a day. It may not exceed two hours a day or ten hours a week. DM 053, s. 2024 pays each overload hour at the Prime Hourly Teaching Rate: the annual salary divided by 1,600 hours, times 1.25, or 125% of the hourly rate. As a general rule, only teachers in schools with a teacher shortage are eligible. Classes taught beyond normal hours to relieve other teachers also count as overload.
- Only listed teaching-related assignments may be given, for programs included in the School Improvement Plan (SIP). They are school coordinator roles (such as reading and numeracy, research or guidance), trainer or adviser roles, and grade-level or learning-area chair.
- Each teaching-related assignment needs a designation order from the school head that the teacher concurs with. The school sends the list to the SDS for approval and records the assignments in eSF7.

The order states the school head's duty plainly: "The School Heads shall ensure that teaching load is equitably and fairly distributed among teachers". The school head must also consider specialization when assigning overload. Teachers with less than six hours of teaching get teaching-related assignments first, and class programs must leave time for preparing lessons and checking work.

### Administrative tasks and school forms

DO 002, s. 2024 moved personnel administration, property custodianship, general administrative support, financial management and records management to school heads and non-teaching staff. Program management, such as feeding and school disaster risk reduction and management (DRRM), moved with them. [DO 006, s. 2025](https://www.deped.gov.ph/2025/03/20/march-20-2025-do-006-s-2025-guidelines-on-the-streamlining-of-school-forms-and-reports-accomplished-by-teachers/) limits the forms teachers prepare to those tied to their ancillary tasks and teaching-related assignments. Where teachers sit on teams such as the School Planning Team, other members should carry the forms when practicable. It adds that "the school heads must ensure that under no circumstances shall teachers' workload be adversely affected in the performance of duties in these groups". [Teacher Workload and Accountability](https://nash.com.ph/blog/teacher-workload-accountability-edcom-ii) covers what EDCOM II found about teachers' hours and administrative work, and what has changed since 2024.

### Placement choices that help

- Give a new teacher a class within their specialization, and avoid giving them the hardest section plus several coordinator roles in the first year.
- Use eSF7 as the real record of who does what. DO 005 says it is the basis for later decisions on workload and on requests for more staff.
- Review assignments at the start of each term, when the three-term calendar of DO 009, s. 2026 gives a natural point to rebalance.

## Teacher induction: the DepEd Teacher Induction Program

Induction is how a newly hired teacher becomes an effective member of the school. DepEd's current policy is DO 43, s. 2017, the Teacher Induction Program (TIP) Policy. The order says it stays in force until repealed, and as of October 2026 no later order has replaced it. The National Educators Academy of the Philippines (NEAP) now runs the program as the [Induction Program for Beginning Teachers (IPBT)](https://www.deped.gov.ph/2024/10/04/induction-program-for-beginning-teachers-ipbt/).

DO 43 covers teachers who are newly hired and have 0 to 3 years of experience in the public school system. It gives the school head four duties:

1. Prepare and submit the profile of newly hired teachers before the induction sessions.
2. Serve as a mentor in the school.
3. Make sure that mentoring is done regularly.
4. Prepare and submit the required induction reports to the SDO.

The assigned mentor, usually a department head, master teacher or key teacher, mentors the new teacher, assesses progress and reports. The new teacher attends the sessions, applies what they learn and keeps a portfolio. School-based induction activities are charged to the school's Maintenance and Other Operating Expenses (MOOE), which [NEAP's DM-OUHROD-2023-1372](https://www.deped.gov.ph/2023/11/20/september-20-2023-neap-dm-ouhrod-1372-s-2023-conduct-of-activities-related-to-the-induction-program-for-beginning-teachers-ipbt/) repeats.

That 2023 memorandum sets out Year 1 of the program. It includes six PPST-based coursebooks, coaching and mentoring, differentiated supervision and one formal classroom observation every quarter. It also includes learning action cell (LAC) sessions and job-embedded learning. Coaching, mentoring and observations continue in Years 2 and 3.

The memorandum was written for the four-quarter calendar, so check your division's schedule under the three-term calendar. DO 024, s. 2025 also asks the Bureau of Human Resource and Organizational Development and NEAP to write an onboarding and induction policy. That policy is for teachers and school heads who move into new positions, so related rules may change.

### A first-90-days onboarding checklist (ours)

The policy sets the program; the checklist below turns it into the school head's first three months with a new teacher. It is our own guide, not a DepEd form.

| When | What the school head does | Record or output |
|---|---|---|
| Before day 1 | Confirm the class program and teaching load; prepare the room, curriculum guides, class list and learning materials; choose the mentor; tell the faculty who is coming | Class program; mentor assignment |
| Day 1 | Meet the teacher in person; tour the school; introduce the mentor and grade-level team; explain the school's priorities, routines and who to ask for what | Welcome meeting notes |
| Week 1 | Explain the workload rules, the forms the teacher must and need not prepare, and the rules on child protection and learner data; set a weekly check-in with the mentor | Check-in schedule |
| Weeks 2 to 4 | Submit the teacher's profile to the SDO; get access to the IPBT coursebooks; do a short, non-rated walkthrough and agree on one goal | Profile; walkthrough notes |
| Month 2 | Keep mentoring and differentiated supervision regular; include the teacher in LAC sessions; explain the PMES cycle and the Individual Development Plan (IDP) | Mentoring log; LAC attendance |
| Month 3 | Hold a 90-day conversation: what works, what is hard, what support is next; adjust the load if needed; recognize progress | Agreed plan for the rest of Year 1 |

Two points matter more than any list. Induction is a process over three years, not a one-day orientation. And the school head's own behavior teaches new teachers how the school works, so being present, fair and specific in feedback matters from the first day.

## Learning and development: from needs analysis to a school plan

Learning and development (L&D) is the planned growth of teachers and staff, and RA 9155 asks the school head to encourage it. DO 009, s. 2026 sets the calendar for in-service training (INSET). Schools organize professional development "for two (2) days during the End-of-Term Blocks, for a minimum of thirty-two (32) hours annually", following NEAP standards. LAC sessions continue within the Instructional Block; the [learning action cell guide](https://nash.com.ph/blog/deped-learning-action-cell) covers them.

### Steps from learning needs analysis to a school L&D plan

1. **Collect evidence of needs.** Use teachers' IDPs and performance results, walkthrough notes and learner results such as reading profiles. Add LAC reflections, new policies that need new skills, and the requests of teachers and non-teaching staff.
2. **Sort the needs.** Separate needs that one teacher has from needs that a whole grade level or learning area shares. Group new teachers separately from experienced ones.
3. **Set priorities.** Rank the shared needs by their link to the SIP and by their effect on learners. Choose two or three for the year.
4. **Choose methods.** For each priority, mix on-the-job assignments, coaching and peer learning, and formal courses, using the 70-20-10 model below.
5. **Schedule and fund.** Put coaching time into class programs, LAC sessions into the Instructional Block and in-service training into the End-of-Term Blocks. Include costs in the SIP and its Annual Implementation Plan (AIP).
6. **Evaluate.** Check whether teaching and learning changed, not only whether people attended (see the evaluation table below).

A simple plan can fit in one table. The rows below are examples.

| Priority need | Staff involved | On the job (70) | With others (20) | Courses (10) | Evidence of change |
|---|---|---|---|---|---|
| Teaching reading in Grades 1 to 3 | Six Grade 1 to 3 teachers | Each teacher runs a small-group reading session daily | Weekly LAC on reading errors; coaching after walkthroughs | One INSET day on reading assessment | Fewer learners at the lowest reading level at end of term |
| Classroom routines for new teachers | Two Teacher I hires | Teacher plans and tests one routine a week | Mentor co-plans and observes | IPBT coursebook | Less class time lost at transitions in walkthroughs |
| Personnel records and data privacy | Administrative staff and teacher-in-charge of forms | Staff reorganize personnel files with a checklist | Division HR staff review the files | Short course on data privacy | Files complete and kept locked; no personal data in group chats |

### The 70-20-10 model with school examples

The 70-20-10 model describes where people learn to do their jobs well. It comes from research at the Center for Creative Leadership (CCL) on how managers develop. Morgan McCall, Michael Lombardo and Ann Morrison reported that research in *The Lessons of Experience* (1988). Lombardo and Robert Eichinger later coined the 70-20-10 phrase. The CCL describes the split as challenging assignments (70%), developmental relationships (20%), and coursework and training (10%). It also says the framework is not a rigid rule for designing programs.

| Share | Source of learning | School examples |
|---|---|---|
| 70 | Challenging experiences and assignments | Leading a remediation group; planning a unit with the grade-level team; serving as grade-level chair or Department Head Designate; managing a school project |
| 20 | Developmental relationships | Mentoring during induction; coaching after walkthroughs; LAC sessions; observing a colleague's class; feedback from the department head |
| 10 | Coursework and training | INSET days; NEAP and division programs; graduate study |

The lesson for a school head is not to cut training. It is to stop treating a seminar as the whole plan. A three-day seminar works when teachers then try the strategy in class, get coached on it and discuss it in a LAC.

### Evaluating training

Donald Kirkpatrick's four levels of training evaluation give a simple test of whether L&D worked. Each level asks a harder question than the one before.

| Level | Question | School evidence |
|---|---|---|
| 1. Reaction | Did teachers find it useful? | Short feedback form after the session |
| 2. Learning | Did they gain the knowledge or skill? | A task or quiz; a lesson plan using the strategy |
| 3. Behavior | Do they use it in class? | Walkthrough notes over the following weeks |
| 4. Results | Did learners benefit? | Learner work, assessment results, attendance |

Attendance sheets and photos show only that a session took place. A school head who plans Level 3 checks from the start, through walkthroughs and LAC follow-up, can show whether the time was well spent.

## Teacher welfare: what school heads must know and do

Welfare covers the rights, privileges and benefits of school personnel. PPSSH indicator 4.7.1 asks aspiring school heads to know the issuances on them. The table lists current ones that require action at school level.

| Benefit or right | What the issuance says | The school head's part |
|---|---|---|
| Wellness leave (DO 002, s. 2026) | Up to five days a year for mental health care, physical wellness or a general break; at most three consecutive days; filed at least five days ahead except in emergencies; not cumulative or convertible to cash | Recommends approval to the Assistant Schools Division Superintendent (ASDS) and assigns relievers, who are eligible for overload pay |
| Leave on class days ([memorandum of August 10, 2026](https://www.deped.gov.ph/2026/08/10/august-10-2026-memorandum-clarifications-on-the-availment-of-wellness-leave-by-teachers-during-class-days/)) | "The scheduling of classes on a particular day shall not, by itself, prevent a teacher from availing of approved WL" (wellness leave) | Designates qualified relievers, considering their loads and welfare, and documents relieving duties |
| Teachers' wellness break (DO 009, s. 2026) | A two-day break within the End-of-Term Block, after end-of-term work is done | Does not assign instructional, administrative or extracurricular duties during the break, except in an emergency |
| Medical allowance ([DO 016, s. 2025](https://www.deped.gov.ph/2025/06/10/june-9-2025-do-016-s-2025-guidelines-on-the-grant-of-medical-allowance-to-the-department-of-education-personnel/)) | Up to PHP 7,000 in fiscal year 2025 for health maintenance organization (HMO) benefits; later years follow the General Appropriations Act; new hires qualify after six months of service in the year | Informs staff; the SDO Administrative Unit handles availment unless the SDO lets an implementing-unit school do it |
| Mental health support ([RA 12080](https://lawphil.net/statutes/repacts/ra2024/ra_12080_2024.html); [DO 019, s. 2026](https://www.deped.gov.ph/2026/07/22/july-22-2026-do-019-s-2026-qualification-standards-for-positions-created-under-republic-act-no-12080-or-the-basic-education-mental-health-and-well-being-promotion-act/)) | RA 12080 provides for a Care Center in every public school, open to learners and to teaching and non-teaching personnel. Until counselor items are filled, DepEd may assign trained teachers to deliver the services, with honoraria. DO 019 sets qualification standards for School Counselor and School Counselor Associate positions | Supports the school's Care Center and refers staff who need help to it |
| Workload protection (DO 002 and DO 005, s. 2024) | Six hours of teaching, two of ancillary tasks; no administrative tasks for teachers | Distributes loads fairly and keeps eSF7 accurate |
| Grievance machinery (DO 35, s. 2004) | Concerns go first to the immediate supervisor, then to the next higher supervisor and the grievance committees | Hears concerns promptly and privately; sits on the School Grievance Committee |

Two provisions of DO 002, s. 2026 define the school head's position on wellness leave. The first reads: "For teaching personnel, the school head shall specifically assign relievers to fill in for the classes of those on wellness leave". The second makes any information about an applicant's mental health condition confidential under the Data Privacy Act of 2012. The 2026 memorandum adds that the need for relievers may not be used to deny or delay approved leave.

Under DO 35, s. 2004, the School Grievance Committee has three members. They are the principal or head teacher, the president of the faculty club, and a teacher whom both parties accept and the principal or head teacher appoints. Workload complaints under DO 005, s. 2024 go through this machinery. A school head who listens early and acts on small concerns can often settle them before they reach a committee.

Grievances are not disciplinary cases: a grievance committee "is not allowed to hear and decide" charges (DO 49, s. 2006, Sec. 2). For Supreme Court cases in which teachers charged their principal, see [Oppression Cases: How Principals Must Treat Teachers](https://nash.com.ph/blog/principal-oppression-teachers-cases); for who hears charges against a school head, see [Can the Ombudsman Discipline a Principal?](https://nash.com.ph/blog/ombudsman-deped-jurisdiction-principals). The grievance steps, time limits and committee rules are in [DepEd Grievance Machinery: Steps and Time Limits](https://nash.com.ph/blog/deped-grievance-machinery-do-35); when a concern is really a charge, see [Grievance or Administrative Case? Where to File](https://nash.com.ph/blog/grievance-or-administrative-case-deped).

## Rewards and recognition: a fair system and where PRAISE fits

Recognition tells staff which work the school values. Fair recognition motivates staff, while careless recognition makes them suspect favoritism. PPSSH indicator 4.8.1 asks the school head to "reward and recognize learners, school personnel and other stakeholders for exemplary performance and/or support". Learner awards follow [DO 015, s. 2026](https://nash.com.ph/blog/deped-classroom-assessment-do-015-s-2026); this section covers staff and stakeholders.

### PRAISE in DepEd

DepEd's PRAISE was established by DO 9, s. 2002 under CSC rules and strengthened by DO 78, s. 2007. As of October 2026, they are DepEd's latest national PRAISE orders. PRAISE committees sit at the central, regional and division offices; neither order creates a school committee. Division committees set their own internal rules, including how nominees are evaluated, so a school head follows the division's guidelines when nominating staff.

DO 78, s. 2007 lists the awards that regional and division committees may give.

| Award | Given to |
|---|---|
| Best Employee Award | Individuals who excelled among peers in a functional group, position or profession |
| Gantimpala Agad Award | Employees commended by clients for courtesy, promptness, efficiency and dedication, given outright |
| Exemplary Behavior Award | Employees who show the eight norms of conduct in RA 6713, the Code of Conduct and Ethical Standards |
| Best Organizational Unit Award | The unit that best meets performance targets and other set criteria |
| Cost Economy Measure Award | Employees or teams whose ideas or work save time or money |
| Service Award | Retirees, under optional or compulsory retirement |
| Other awards | Whatever else the committee decides to give |

DO 9, s. 2002 sets two principles that apply directly to a school. It states that "the spirit of on-the-spot grant of recognition shall be institutionalized", beyond yearly ceremonies. And it says that "the System shall encourage the grant of non-monetary awards". Its list of forms includes personal growth opportunities, such as conferences, professional memberships and learning materials, as well as plaques and certificates.

### Kinds of recognition with school examples

| Kind | Examples in a school |
|---|---|
| Formal, monetary | Cash awards under the division's PRAISE rules, where they apply |
| Formal, non-monetary | Certificates at an end-of-term recognition program; nomination to division, regional or national searches |
| Informal, non-monetary | A specific thank-you in the faculty meeting; a note to the teacher; a chance to present a strategy at a LAC; a lead role in a school project |

### Criteria for a fair school recognition program

1. Publish the categories, criteria and process at the start of the school year.
2. Base each award on evidence linked to the SIP, to learners or to service, not on popularity.
3. Let a small committee decide, with a teacher representative. Members with a conflict of interest step aside.
4. Recognize teams as well as individuals, and include non-teaching staff and community partners.
5. Keep a simple log of informal recognition, so that it reaches everyone who earns it and not only the most visible staff.

The surest sign of favoritism is recognition that follows closeness to the school head. Never use recognition to reward loyalty, and never withhold earned recognition to punish disagreement.

## Personnel records and confidentiality

Personnel records protect both the staff and the school head. Several current orders require specific school-level records.

| Record | What it holds | Issuance |
|---|---|---|
| eSF7 | The school personnel assignment list: each teacher's teaching load and teaching-related assignments | DO 002 and DO 005, s. 2024 |
| Designation orders | Teaching-related assignments, each concurred by the teacher, and the school's list approved by the SDS | DO 005, s. 2024 |
| Overload, overtime and service-credit records | The school head's weekly record of teachers who taught beyond six hours; approved authorities to work beyond regular hours; accomplishment reports for vacation service credits or overtime pay; the monthly report on authorized overtime to the SDO | DO 005, s. 2024; [DO 026, s. 2025](https://www.deped.gov.ph/2025/09/06/september-6-2025-do-026-s-2025-guidelines-on-the-payment-of-overtime-services-of-teachers/) |
| Leave documents | Wellness leave applications and the documentation of relieving duties | DO 002, s. 2026; memorandum of August 10, 2026 |
| Induction records | New teachers' profiles, mentoring records and reports to the SDO | DO 43, s. 2017 |

The [Data Privacy Act of 2012 (RA 10173)](https://www.officialgazette.gov.ph/2012/08/15/republic-act-no-10173/) governs how personal information is collected, used and kept. DepEd's own orders apply it to HR work: hiring results are posted with application codes, and mental health information in leave applications is confidential. In practice, keep personnel files locked and open only to those who need them. Never post staff personal data, health details or performance concerns in group chats.

## What the school head does: the HR year step by step

| When | What the school head does | Document |
|---|---|---|
| Before the school year | Analyze staffing against enrollment and specializations; send the SDO a written teacher needs analysis | Teacher needs analysis; eSF7 |
| Opening Block | Assign loads and advisory classes; issue designation orders; induct new teachers; set the year's L&D priorities from the SIP | Class programs; designation orders; L&D plan |
| Instructional Block of each term | Hold LAC sessions; mentor and coach; check workload and overload; give informal recognition | LAC records; mentoring logs; overload record |
| End-of-Term Block | Run INSET; protect the teachers' two-day wellness break; review assignments for the next term | INSET report; revised assignments |
| End of the school year | Complete performance reviews; evaluate L&D at Levels 3 and 4; hold the recognition program; nominate staff under the division's PRAISE rules | Ratings; L&D evaluation; nominations |
| When a vacancy arises | Report it with the needs it creates; serve on the selection board; prepare for the new teacher | Needs analysis; induction checklist |

## Common mistakes in school human resource management

- Treating induction as a one-day orientation and leaving new teachers alone for months.
- Giving new teachers the hardest classes and the most coordinator roles.
- Assigning teachers administrative tasks that DO 002, s. 2024 gave to school heads and non-teaching staff.
- Assigning overload without regard to specialization, or beyond two hours a day.
- Giving teaching-related assignments without a designation order and the teacher's concurrence.
- Treating a seminar as the whole development plan and evaluating it only by attendance.
- Refusing wellness leave because classes are scheduled, or asking the teacher to find their own reliever.
- Recognizing the same few people every year without published criteria.
- Discussing a teacher's health or performance concerns where others can hear or read them.
- Recommending a particular applicant outside the selection process.
- Recommending a relative for a non-teaching post you supervise. Nepotism reaches the supervisor, not only the official who signs (*CSC v. Dacoycoy*, 1999); see [Promotion Protests and Nepotism](https://nash.com.ph/blog/principal-promotion-protest-nepotism-cases).
- Refusing to implement a teacher's valid promotion. In bad faith it can be a crime (*Catacutan v. People*, 2011); see [Promotion Protests and Nepotism](https://nash.com.ph/blog/principal-promotion-protest-nepotism-cases).

## Human resource management and the PPSSH

The table maps this post to the PPSSH strands and their Career Stage 1 indicators, quoted from DO 024, s. 2020. Performance management, strand 4.4, is covered in the [PMES post](https://nash.com.ph/blog/deped-pmes-teachers). The [PPSSH Domain 4 guide](https://nash.com.ph/blog/ppssh-domain-4-developing-self-and-others) and the app's [PPSSH guide](https://nash.com.ph/ppssh) cover the full standards.

| Strand | Career Stage 1 indicator | Where in this post |
|---|---|---|
| 2.4 Management of staff | 2.4.1 Demonstrate knowledge and understanding of laws, policies, guidelines and issuances on managing school staff. | Hiring; placement and workload; records |
| 4.5 Professional development of school personnel | 4.5.1 Demonstrate knowledge and understanding of professional development in enhancing strengths and in addressing performance gaps among school personnel. | Induction; learning and development |
| 4.6 Leadership development in individuals and teams | 4.6.1 Identify strengths, capabilities and potentials of individuals and teams in performing leadership roles and responsibilities. | Career lines and designations; 70-20-10 assignments |
| 4.7 General welfare of human resources | 4.7.1 Display knowledge of laws, policies, guidelines and issuances on the rights, privileges and benefits of school personnel to promote their general welfare. | Welfare; grievances |
| 4.8 Rewards and recognition mechanism | 4.8.1 Reward and recognize learners, school personnel and other stakeholders for exemplary performance and/or support. | Rewards and recognition |

## Practice: how the NASH may test this

NASH items on human resource management are likely to be situational. They describe a school with a staffing problem, a new teacher, a leave request or a recognition decision, and ask for the most appropriate action. The best answer usually follows the current issuance and also serves both the learners and the staff member. Weaker answers follow the rule but ignore the person, help the person but break the rule, or leave the decision to someone else. For more items in this format, see the [NASH practice questions](https://nash.com.ph/blog/nash-practice-questions-with-answers) and the app's [timed practice sets](https://nash.com.ph/assessment).

### Question 1

*Indicator 2.4.1, Management of staff. Career Stage 1, Situational, Moderate.*

You head an elementary school in a coastal municipality. A Grade 1 teacher retires in March, and enrollment data show you will need one more Kindergarten class next school year. Most learners speak the local language at home, and two of the learners are deaf. The Schools Division Office asks school heads for input before it issues its Call for Applications. What is the most appropriate action?

- **A.** Recommend by name a former volunteer teacher from the barangay, since she already knows the learners and the Localization Law gives local residents priority.
- **B.** Wait for the division to deploy new teachers from its registry, since the Call for Applications and the comparative assessment are division functions.
- **C.** Ask the division to fill both positions quickly with the applicants who have the highest total scores in its current registry of qualified applicants.
- **D.** Send a teacher needs analysis stating the key stage, specialization, language and sign-language skills each position needs, with the data behind it.

**Answer and explanation**

**Best answer: D.** Points: A = 0, B = 1, C = 2, D = 3.

- **A (0 points, Prestructural).** Naming a person replaces the merit process with a personal choice; the Localization Law gives priority only among qualified, assessed applicants.
- **B (1 point, Unistructural).** It is true that the division runs the process, but RA 9155 asks the school head to recommend the school's staffing based on its needs.
- **C (2 points, Multistructural).** Speed and merit both matter, but the highest total score does not ensure the specialization, language and skills these classes need.
- **D (3 points, Relational).** It gives the division what DO 021, s. 2024 requires each call to state, so that hiring and appointment match the learners the school actually serves.

**Why.** This aligns with Career Stage 1 expectations because indicator 2.4.1 asks the aspiring school head to know the issuances on managing staff. DO 021, s. 2024 requires calls for applications to state the key stage, specialization, program, language proficiency and special skills such as Filipino Sign Language. It also bases appointment primarily on specialization. A school head who supplies that information, with evidence, uses the process instead of going around it.

*Indicator 2.4.1: Demonstrate knowledge and understanding of laws, policies, guidelines and issuances on managing school staff.*

*Sources: Republic Act No. 9155, Section 7; DepEd Order No. 007, s. 2023; DepEd Order No. 021, s. 2024; DepEd Order No. 024, s. 2020.*

### Question 2

*Indicator 4.5.1, Professional development of school personnel. Career Stage 1, Situational, Easy.*

A newly hired Teacher I joined your school three weeks after the term began. She has not yet received the induction coursebooks. During a walkthrough you see that her Grade 4 class loses much time moving between activities. The school's only master teacher already mentors two second-year teachers. What should you do first?

- **A.** Ask her to watch the master teacher's class for a week and copy her routines, then rate her next lesson to see whether she has improved.
- **B.** Meet her to agree on one goal for class routines, mentor her yourself for now, schedule coaching visits, and ask the division for the coursebooks.
- **C.** Enroll her in the next division seminar on classroom management, since a formal course gives her the theory she needs before any mentoring.
- **D.** Give her time to settle in until the coursebooks arrive, since the induction program starts formally only when the division sends its materials.

**Answer and explanation**

**Best answer: B.** Points: A = 2, B = 3, C = 1, D = 0.

- **A (2 points, Multistructural).** Watching a skilled colleague is useful learning from others, but rating a new teacher this early turns support into judgment.
- **B (3 points, Relational).** It starts support at once, sets a focused goal, uses the school head's own role as mentor, and fixes the missing materials.
- **C (1 point, Unistructural).** A course can help, but on its own it is the smallest source of learning and leaves the daily problem untouched for weeks.
- **D (0 points, Prestructural).** Waiting for materials leaves the teacher without support at the time she needs it most.

**Why.** This aligns with Career Stage 1 expectations because indicator 4.5.1 asks the aspiring school head to understand professional development that addresses performance gaps. DO 43, s. 2017 makes the school head a mentor in the school and responsible for regular mentoring. The 70-20-10 model explains why on-the-job coaching should come first and a course later.

*Indicator 4.5.1: Demonstrate knowledge and understanding of professional development in enhancing strengths and in addressing performance gaps among school personnel.*

*Sources: DepEd Order No. 43, s. 2017; NEAP DM-OUHROD-2023-1372; McCall, Lombardo and Morrison, The Lessons of Experience (1988); DepEd Order No. 024, s. 2020.*

### Question 3

*Indicator 4.7.1, General welfare of human resources. Career Stage 1, Situational, Difficult.*

On the first day of the month, a Grade 6 teacher files a wellness leave application for the 15th and 16th, which are regular class days. She gives no reason beyond "personal wellness". Two of your teachers already carry two hours of teaching overload a day. What is the most appropriate action?

- **A.** Recommend approval only if she moves the leave to the End-of-Term Block, since wellness leave should not reduce the learners' class days.
- **B.** Recommend approval and ask her to arrange her own reliever among colleagues, since she knows her classes and her lesson plans best.
- **C.** Recommend approval, designate qualified relievers who are within the overload limit, document the relieving duties, and keep the leave private.
- **D.** Recommend approval and merge her class with another Grade 6 section for two days, since this avoids extra overload pay and keeps learners in school.

**Answer and explanation**

**Best answer: C.** Points: A = 0, B = 2, C = 3, D = 1.

- **A (0 points, Prestructural).** DepEd's August 10, 2026 memorandum says class scheduling shall not, by itself, prevent a teacher from taking approved wellness leave.
- **B (2 points, Multistructural).** It approves the leave and keeps classes running, but it passes the school head's duty to assign relievers to the teacher.
- **C (3 points, Relational).** It respects the teacher's right, assigns relievers as DO 002, s. 2026 requires, keeps within the overload limit, documents duties for pay, and protects privacy.
- **D (1 point, Unistructural).** It approves the leave, but merging classes avoids the reliever rule and lowers the quality of teaching for both sections.

**Why.** This aligns with Career Stage 1 expectations because indicator 4.7.1 asks the aspiring school head to know the issuances on personnel benefits. The application was filed at least five days ahead, as DO 002, s. 2026 requires. The same order makes the school head assign relievers, who are eligible for overload pay under DO 005, s. 2024. Because two teachers already carry the maximum overload of two hours a day, the relievers must come from others.

*Indicator 4.7.1: Display knowledge of laws, policies, guidelines and issuances on the rights, privileges and benefits of school personnel to promote their general welfare.*

*Sources: DepEd Order No. 002, s. 2026; DepEd Memorandum of August 10, 2026 on wellness leave during class days; DepEd Order No. 005, s. 2024; DepEd Order No. 024, s. 2020.*

## Frequently asked questions

### What is the role of the school head in human resource management in DepEd?

The school head manages all personnel of the school, recommends the staffing the school needs and encourages staff development, as Section 7 of RA 9155 provides. In practice the school head states the school's teacher needs, sits on the selection board for vacancies in the school and assigns work fairly. The school head also inducts and develops teachers, handles leave and welfare, recognizes good work and keeps personnel records.

### Does the school head hire teachers in DepEd?

No, the school head does not appoint teachers, but the school head takes part in hiring. Appointments are made at the division level, where DO 007, s. 2023 names the Schools Division Superintendent as head of office. Under DO 021, s. 2024, the school head where the vacancy exists is a member of the special selection board for teaching positions. School heads may also observe applicants' demonstration teaching as trained observers.

### What is the Teacher Induction Program in DepEd?

The Teacher Induction Program is DepEd's three-year support program for newly hired teachers with 0 to 3 years in the public schools, set by DO 43, s. 2017. NEAP now runs it as the Induction Program for Beginning Teachers, with coursebooks, mentoring, differentiated supervision and classroom observations. The school head profiles new teachers, serves as a mentor and reports to the division.

### What is the 70-20-10 model of learning and development?

The 70-20-10 model says that about 70% of professional learning comes from challenging work, 20% from other people and 10% from courses. It grew out of research at the Center for Creative Leadership. For teachers, the 70 is new assignments in their own classes and roles, the 20 is mentoring, coaching and LAC sessions, and the 10 is INSET and other training.

### What is PRAISE in DepEd?

PRAISE is DepEd's Program on Awards and Incentives for Service Excellence, established by DO 9, s. 2002 and strengthened by DO 78, s. 2007. Regional and division committees give awards such as the Best Employee Award and the Gantimpala Agad Award. The program encourages non-monetary and on-the-spot recognition as well as yearly awards.

## More on school leadership

This post is part of a series on what a school head does under the DepEd rules in force today. The other posts, in reading order:

- [RA 9155 Duties of DepEd School Heads: 12 Areas Explained](https://nash.com.ph/blog/ra-9155-school-head-duties)
- [Leadership vs Management for School Heads: Five Practices](https://nash.com.ph/blog/leadership-vs-management-school-heads)
- [DepEd Revised SBM: DO 007, s. 2024 and the Self-Assessment](https://nash.com.ph/blog/deped-school-based-management)
- [DepEd School Improvement Plan (SIP): Steps, AIP and SRC](https://nash.com.ph/blog/deped-school-improvement-plan)
- [Root Cause Analysis for the DepEd School Improvement Plan](https://nash.com.ph/blog/root-cause-analysis-school-improvement-plan)
- [Organizational Diagnosis Models in Schools: 7S, SWOT, PESTLE](https://nash.com.ph/blog/organizational-diagnosis-school-heads)
- [Change Management in Schools: A Guide for DepEd School Heads](https://nash.com.ph/blog/leading-change-in-schools)
- [DepEd ILAW Lesson Plan, DO 016, s. 2026: School Head's Role](https://nash.com.ph/blog/deped-lesson-planning-do-016-s-2026)
- [DepEd Grading System, DO 015, s. 2026: School Head's Role](https://nash.com.ph/blog/deped-classroom-assessment-do-015-s-2026)
- [DepEd Contextualization, Localization and Indigenization](https://nash.com.ph/blog/curriculum-contextualization-localization)
- [DepEd Instructional Supervision: Observing and Coaching](https://nash.com.ph/blog/instructional-supervision-school-heads)
- [DepEd Learning Action Cell (LAC) Guidelines: DO 35, s. 2016](https://nash.com.ph/blog/deped-learning-action-cell)
- [DepEd PMES for Teachers: DM 089, s. 2025 for School Heads](https://nash.com.ph/blog/deped-pmes-teachers)
- [DepEd Enhanced ALS, Inclusive Education and Special Programs](https://nash.com.ph/blog/deped-als-inclusive-education-programs)
- [DepEd School MOOE: Allowable Expenses and Liquidation](https://nash.com.ph/blog/deped-school-mooe)
- [RA 6713 for DepEd School Heads: Ethics and Internal Control](https://nash.com.ph/blog/school-head-ethics-internal-control)
- [Leadership Styles of School Heads: What the Evidence Says](https://nash.com.ph/blog/school-leadership-styles)
- [Instructional Leadership for DepEd School Heads](https://nash.com.ph/blog/instructional-leadership-deped-school-heads)
- [Principal, Head Teacher or Teacher-in-Charge in DepEd](https://nash.com.ph/blog/principal-head-teacher-teacher-in-charge)
- [OPCRF for DepEd School Heads in 2026: What Applies Now](https://nash.com.ph/blog/opcrf-school-heads-deped)
- [RA 9155 at 25: Why Shared Governance Has Not Happened](https://nash.com.ph/blog/ra-9155-shared-governance-decentralization)
- On the app: [The roles of a school head](https://nash.com.ph/school-head-roles), the six roles in one guide, and the [PPSSH guide](https://nash.com.ph/ppssh)

For what the Supreme Court has decided about school heads, including reassignment, discipline and private-school principals, see [Supreme Court Cases on School Heads: A Guide for Principals](https://nash.com.ph/blog/supreme-court-cases-school-heads); for DepEd's own rules on administrative cases and grievances, see [DepEd Administrative Cases and Grievances: DO 49 and DO 35](https://nash.com.ph/blog/deped-administrative-cases-grievances-guide).

## Sources

- [Republic Act No. 9155, Governance of Basic Education Act of 2001](https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/), Section 7
- [DepEd Order No. 007, s. 2023, Guidelines on Recruitment, Selection, and Appointment in the Department of Education](https://www.deped.gov.ph/2023/03/23/march-22-2023-do-007-s-2023-guidelines-on-recruitment-selection-and-appointment-in-the-department-of-education/), with Enclosure 2
- [DepEd Order No. 021, s. 2024, Amendments to DepEd Order No. 007, s. 2023](https://www.deped.gov.ph/2024/12/23/december-23-2024-do-021-s-2024-amendments-to-deped-order-no-007-s-2023-guidelines-on-recruitment-selection-and-appointment-in-the-department-of-education/)
- [DepEd Order No. 020, s. 2024, Guidelines on the Recruitment, Selection, and Appointment to Higher Teaching Positions](https://www.deped.gov.ph/2024/12/21/december-20-2024-do-020-s-2024-guidelines-on-the-recruitment-selection-and-appointment-to-higher-teaching-positions/)
- [Executive Order No. 174, s. 2022, Establishing the Expanded Career Progression System for Public School Teachers](https://www.officialgazette.gov.ph/2022/06/23/executive-order-no-174-s-2022/)
- [Republic Act No. 12288, Career Progression System for Public School Teachers and School Leaders](https://www.officialgazette.gov.ph/2025/09/12/republic-act-no-12288/), approved September 12, 2025, Sec. 5
- [DBM-DepEd Joint Circular No. 01, s. 2025, Modified Position Classification and Compensation Scheme and System of Career Progression of Teachers and School Heads in the Public Basic Education System](https://www.deped.gov.ph/wp-content/uploads/DepEd-DBM-JC-No.-01-s.-2025.pdf), Sec. 9.2.4
- [DepEd Order No. 024, s. 2025, Guidelines on the Implementation of the Expanded Career Progression System for Teachers and School Heads in the Department of Education](https://www.deped.gov.ph/2025/08/28/august-28-2025-do-024-s-2025-guidelines-on-the-implementation-of-the-expanded-career-progression-system-for-teachers-and-school-heads-in-the-department-of-education/), Enclosure 1, Sections 36 and 38
- [DepEd Order No. 034, s. 2025, Amendments and Clarifications to DepEd Order No. 024, s. 2025](https://www.deped.gov.ph/2025/10/14/october-14-2025-do-034-s-2025-amendments-and-clarifications-to-deped-order-no-024-s-2025-guidelines-on-the-implementation-of-the-expanded-career-progression-system-for-teachers-and-s/)
- [DepEd Order No. 43, s. 2017, Teacher Induction Program Policy](https://www.deped.gov.ph/2017/08/11/do-43-s-2017-teacher-induction-program-policy-2/)
- [NEAP DM-OUHROD-2023-1372, Conduct of Activities Related to the Induction Program for Beginning Teachers (IPBT)](https://www.deped.gov.ph/2023/11/20/september-20-2023-neap-dm-ouhrod-1372-s-2023-conduct-of-activities-related-to-the-induction-program-for-beginning-teachers-ipbt/), September 20, 2023
- [DepEd Order No. 002, s. 2024, Immediate Removal of Administrative Tasks of Public School Teachers](https://www.deped.gov.ph/2024/01/26/january-26-2024-do-002-s-2024-immediate-removal-of-administrative-tasks-of-public-school-teachers/)
- [DepEd Order No. 005, s. 2024, Rationalization of Teachers' Workload in Public Schools and Payment of Teaching Overload](https://www.deped.gov.ph/2024/04/29/april-29-2024-do-005-s-2024-rationalization-of-teachers-workload-in-public-schools-and-payment-of-teaching-overload/)
- [DepEd Memorandum No. 053, s. 2024, Implementation Guidelines for DepEd Order No. 005, s. 2024](https://www.deped.gov.ph/2024/09/27/september-27-2024-dm-053-s-2024-implementation-guidelines-for-deped-order-no-005-s-2024-rationalization-of-teachers-workload-in-public-schools-and-payment-of-teaching-overlo/)
- [DepEd Order No. 026, s. 2025, Guidelines on the Payment of Overtime Services of Teachers](https://www.deped.gov.ph/2025/09/06/september-6-2025-do-026-s-2025-guidelines-on-the-payment-of-overtime-services-of-teachers/)
- [DepEd Order No. 006, s. 2025, Guidelines on the Streamlining of School Forms and Reports Accomplished by Teachers](https://www.deped.gov.ph/2025/03/20/march-20-2025-do-006-s-2025-guidelines-on-the-streamlining-of-school-forms-and-reports-accomplished-by-teachers/)
- [DepEd Order No. 009, s. 2026, Guidelines on the Implementation of the Three-Term School Calendar in Basic Education](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/), paragraphs 21 to 24
- [DepEd Order No. 35, s. 2016, The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy](https://www.deped.gov.ph/2016/06/07/do-35-s-2016-the-learning-action-cell-as-a-k-to-12-basic-education-program-school-based-continuing-professional-development-strategy-for-the-improvement-of-teaching-and-learning/)
- [DepEd Order No. 002, s. 2026, Guidelines on the Grant of Wellness Leave for the Department of Education Personnel](https://www.deped.gov.ph/2026/02/13/february-13-2026-do-002-s-2026-guidelines-on-the-grant-of-wellness-leave-for-the-department-of-education-personnel/)
- [DepEd Memorandum of August 10, 2026, Clarification on the Availment of Wellness Leave by Teachers During Class Days](https://www.deped.gov.ph/2026/08/10/august-10-2026-memorandum-clarifications-on-the-availment-of-wellness-leave-by-teachers-during-class-days/)
- [DepEd Order No. 016, s. 2025, Guidelines on the Grant of Medical Allowance to the Department of Education Personnel](https://www.deped.gov.ph/2025/06/10/june-9-2025-do-016-s-2025-guidelines-on-the-grant-of-medical-allowance-to-the-department-of-education-personnel/)
- [Republic Act No. 12080, Basic Education Mental Health and Well-Being Promotion Act](https://lawphil.net/statutes/repacts/ra2024/ra_12080_2024.html)
- [DepEd Order No. 019, s. 2026, Qualification Standards for Positions Created Under Republic Act No. 12080](https://www.deped.gov.ph/2026/07/22/july-22-2026-do-019-s-2026-qualification-standards-for-positions-created-under-republic-act-no-12080-or-the-basic-education-mental-health-and-well-being-promotion-act/)
- [DepEd Order No. 35, s. 2004, Revision of the Grievance Machineries of the Department of Education](https://www.deped.gov.ph/2004/06/03/do-35-s-2004-revision-of-the-grievance-machineries-of-the-department-of-education/)
- [DepEd Order No. 9, s. 2002, Establishing the Program on Awards and Incentives for Service Excellence (PRAISE) in the Department of Education](https://www.deped.gov.ph/2002/03/05/do-9-s-2002-establishing-the-program-on-awards-and-incentives-for-service-excellence-praise-in-the-department-of-education/)
- [DepEd Order No. 78, s. 2007, Strengthening the Program on Awards and Incentives for Service Excellence (PRAISE) of the Department of Education](https://www.deped.gov.ph/2007/11/26/do-78-s-2007-strengthening-the-program-on-awards-and-incentives-for-service-excellence-praise-of-the-department-of-education/)
- [DepEd Memorandum No. 089, s. 2025, Guidelines on the Multi-Year Performance Management and Evaluation System for Teachers](https://www.deped.gov.ph/2025/10/01/october-1-2025-dm-089-s-2025-guidelines-on-the-multi-year-performance-management-and-evaluation-system-for-teachers-from-school-years-2025-2026-to-2027-2028/)
- [DepEd Memorandum No. 069, s. 2025, Administration of the National Assessment for School Heads for Fiscal Year 2025](https://www.deped.gov.ph/2025/08/11/august-11-2025-dm-069-s-2025-administration-of-the-national-assessment-for-school-heads-for-fiscal-year-2025/)
- [DepEd Order No. 024, s. 2020, National Adoption and Implementation of the Philippine Professional Standards for School Heads](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/)
- [Republic Act No. 10173, Data Privacy Act of 2012](https://www.officialgazette.gov.ph/2012/08/15/republic-act-no-10173/)
- Civil Service Commission, ["106 gov't agencies awarded for HR excellence"](https://www.csc.gov.ph/106-gov-t-agencies-awarded-for-hr-excellence), July 24, 2019 (the four PRIME-HRM core systems)
- Center for Creative Leadership, ["The 70-20-10 Rule for Leadership Development"](https://www.ccl.org/articles/leading-effectively-articles/70-20-10-rule/), and [*Models for the Development of Leadership*](https://www.ccl.org/wp-content/uploads/2024/12/leadership-models-for-development-by-center-for-creative-leadership-ccl.pdf) (white paper, 2024)
- Morgan W. McCall, Michael M. Lombardo and Ann M. Morrison, *The Lessons of Experience: How Successful Executives Develop on the Job* (Lexington Books, 1988)
- Michael M. Lombardo and Robert W. Eichinger, *The Career Architect Development Planner* (Lominger, 1996)
- Donald L. Kirkpatrick and James D. Kirkpatrick, *Evaluating Training Programs: The Four Levels*, third edition (Berrett-Koehler, 2006)

*Written by Mark Anthony Llego for NASH Reviewer. Sources: Republic Act Nos. 9155, 12080 and 10173; DepEd Orders No. 007, s. 2023, No. 020 and 021, s. 2024, No. 024 and 034, s. 2025, No. 43, s. 2017, No. 002 and 005, s. 2024, No. 006 and 016, s. 2025, No. 002, 009 and 019, s. 2026, No. 35, s. 2016, No. 35, s. 2004, No. 9, s. 2002 and No. 78, s. 2007; Executive Order No. 174, s. 2022; Republic Act No. 12288; DBM-DepEd Joint Circular No. 01, s. 2025; DepEd Order No. 024, s. 2020 and the PPSSH; Center for Creative Leadership; McCall, Lombardo and Morrison (1988); Kirkpatrick and Kirkpatrick (2006).*

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