Republic of the Philippines
HOUSE OF REPRESENTATIVES
Batasan Hills, Quezon City

|ETEENTH CONGRESS
Third Regular Session

HOUSE BILL NO. 11432

Introduced by
ACT TEACHERS Party-list Representative FRANCE L. CASTRO

AN ACT
ADDRESSING THE SHORTAGE OF PRINCIPALS IN PUBLIC SCHOOLS, AND FOR
THIS PURPOSE MANDATING A "ONE SCHOOL, ONE PRINCIPAL" POLICY,
PROVIDING FOR ITS IMPLEMENTATION, AND APPROPRIATING FUNDS
THEREFOR

EXPLANATORY NOTE

The Constitution of the Philippines, under Article XIV, Section 1, mandates that the State
shall protect and promote the right of all citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to all. Furthermore, Section 5(5) of the same
article emphasizes the State’s duty to assign the highest budgetary priority to education to ensure
that the right to education is fully realized. These constitutional provisions underscore the necessity
of addressing systemic issues in the education sector, including the lack of qualified school
principals, to uphold the right to quality education for all Filipino learners.

‘The Year Two Report of the EDCOM 2 reveals a critical gap in the Philippine education
system: only 20,381 out of 45,199 public schools have school principals; out of the 20,381, only
18,744 had the corresponding plantilla item. More than half of all public schools—24,916 or
55% —lack a principal, with 13,332 managed by Head Teachers, 8,916 by “teachers-in-charge,” and
2,337 by “officers-in-charge.” The remaining cases are marked as “undefined.” This alarming
situation forces these teachers to assume the responsibilities of principals without adequate training,
resources, or compensation. This systemic neglect not only undermines the quality of education but
also exacerbates the already heavy burden on educators, who are already grappling with low
salaries, excessive workloads, and insufficient support from the government.

The lack of principals can be attributed to the government's policies on filling the principal
plantilla items. According to the EDCOM report, the National Qualifying Examination for School


Heads (NQESH) have low passing rates and “inconsistent delivery.” The report also shows that
there’s no “formalized succession plan for school leadership,” or a system that will prepare, train,
and support potential principals.

Another reason for the principal shortage is the policy and practice of “clustering” of
DepEd, which essentially implies that if the school is small, it does not need a dedicated principal.
‘This clustering policy is an austerity measure, which prioritizes cost-cutting over the welfare of
educators and the quality of education. The insufficient salary, lack of training, and overwhelming
responsibilities deter qualified individuals from pursuing leadership roles in schools. This systemic
failure reflects the broader crisis in the education sector, where the government's neglect and
underfunding have led to deteriorating conditions for both educators and learners.

The implications of school principals are serious. Without proper leadership in schools,
who will be the partners of our teachers in their teaching? Who will ensure the proper management
of resources in our schools? Who will maintain academic standards and oversee the development
of students? Who will liaise with local communities and stakeholders?

The “One School, One Principal” policy secks to address this critical issue by mandating the
appointment of a qualified principal for every school in the country. The bill aims to reform the
standards for principal qualifications, ensuring that principal plantilla items are filled and school
leaders are adequately trained and equipped to manage their institutions effectively. By mandating
sufficient number of school principals, the bill secks to improve the quality of education and create
a more conducive learning environment for students.

In view of the foregoing, the passage of this bill is earnestly sought to address the systemic
issues in the education sector, uphold the right to quality education, and ensure the welfare of
educators and learners alike.



Republic of the Philippines
HOUSE OF REPRESENTATIVES
Batasan Hills, Quezon City

NINETEENTH CONGRESS
Third Regular Session

nouse Bui No. 12432

Introduced by
ACT TEACHERS Party-list Representative FRANCE L. CASTRO

AN ACT
ADDRESSING THE SHORTAGE OF PRINCIPALS IN PUBLIC SCHOOLS, AND FOR
THIS PURPOSE MANDATING A “ONE SCHOOL, ONE PRINCIPAL” POLICY,
PROVIDING FOR ITS IMPLEMENTATION, AND APPROPRIATING FUNDS
THEREFOR

Be it enacted by the Senate and the House of Representatives of the Philippines in Congress
assembled:

SECTION 1. Short Title. — This Act shall be known as the “One School, One Principal Act.”

SEC. 2. Declaration of Policy. — Itis the policy of the State to ensure quality education by
providing adequate and competent leadership in all public schools. The State recognizes the critical
role of school principals or school heads in achieving effective school management, improving
learning outcomes, and fostering a conducive environment for both teachers and learners.

To this end, the State shall ensure that every public school pis led by a qualified principal, supported
by sufficient resources and professional development opportunities, to guarantee the delivery of

quality education to all Filipino learners

SEC. 3. Definition of Terms. — For purposes of this Act:


(a) “Public schoo!” refers to an educational institution established and funded by the government,
offering basic education programs under the supervision of the Department of Education (DepEd).

() “Principal” refers to an individual responsible for the overall management, supervision, and
leadership of a public school under the Department of Education (DepEd); Provided, That, for
purposes of this Act, this term shall include those occupying a plantilla position of School Principal
(I-IV), Assistant School Principal (I-III), and Special Schools Principal.

(c) “Clustering” refers to the current practice of assigning one principal to oversee multiple schools,
either temporarily or permanently.

(4) “National Educators Academy of the Philippines” (NEAP) refers to the agency under DepEd
mandated to provide professional development programs for teachers and school leaders.

SEC. 4. One School, One Principal Policy. — Every public school shall have one (1) principal and
one (1) assistant principal assigned exclusively to manage and lead the school. Clustering and
similar policies and practices by which one principal is assigned to multiple schools are hereby
prohibited

SEC. 5. Filling Up of Principal Positions. ~ The DepEd shall ensure that all existing principal
positions in public schools are filled within one (1) year from the effectivity of this Act. The
DepEd shall prioritize the hiring and deployment of qualified principals to schools currently
without a principal.

To this end, the DepEd shall also take the necessary steps, also within one (1) year from the
effectivity of this Act, to ensure that all persons it has designated as “school head,”
“teacher-in-charge,” “officer-in-charge,” or any other designation to fulfill the responsibilities of a
principal are promoted to the appropriate school principal plantilla position. In no case shall any
diminution of salaries and benefits occur.

SECTION 6. Creation of Principal Items. ~ The Department of Budget and Management (DBM)
shall create and allocate a sufficient number of principal and assistant principal items to meet the
requirements of the “One School, One Principal” policy. The DBM shall ensure that the necessary
funds are included in the annual General Appropriations Act.

SEC. 7. Professional Development Support. ~ The DepEd, in coordination with the NEAP, shall
provide continuous professional development programs for principals. These programs shall
include capacity-building, leadership training, and other forms of support to enhance their skills and
competencies in school management and instructional leadership.

SEC. 8. Appropriations. — The amount necessary to carry out the provisions of this Act shall be
charged against the current appropriations of the DepEd and DBM. Thereafter, such sums as may


be necessary for the continued implementation of this Act shall be included in the annual General
Appropriations Act.

SECTION 9. Implementing Rules and Regulations. — The DepEd, in coordination with the DBM,
NEAP and the CSC, and in consultation with the Philippine Elementary School Principals
Association (PESPA), the National Association of Public Secondary School Heads, Inc.
(NAPSSHL), the National Association of Public Secondary Schools of the Philippines
(NAPSSPHIL), and other organizations of principals, shall issue the necessary rules and regulations
to implement the provisions of this Act within ninety (90) days from its effectivity.

SECTION 10. Separability Clause. — If any provision ot part of this Act is declared
unconstitutional or invalid, the remaining provisions not affected thereby shall continue to be in full
force and effect.

SECTION 11. Repealing Clause. ~ All laws, decrees, executive orders, issuances, rules, and
regulations or parts thereof inconsistent with the provisions of this Act are hereby repealed,

amended, or modified accordingly.

SECTION 12. Effectivity Clause. — This Act shall take effect fifteen (15) days after its publication
in the Official Gazette or in a newspaper of general circulation.

Approved,