Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
TWENTIETH CONGRESS 
First Regular Session 
HOUSE BILL NO. 4286 
_________________________________________________________________________ 
Introduced by Representative ANTONINO B. ROMAN III 
_________________________________________________________________________ 
EXPLANATORY NOTE 
One of the most pressing challenges in Philippine public education today is the 
shortage of qualified and empowered school leaders. Thousands of principal positions 
remain vacant, leaving teachers-in-charge or designated officers to shoulder leadership 
responsibilities without proper authority, training, or compensation. This leadership vacuum 
contributes to inefficiency in school management, low morale among teachers, and missed 
opportunities to improve student learning outcomes. 
Past legislative measures have attempted to address these gaps. House Bill No. 11432 
(19th Congress) sought to mandate the immediate filling of principal vacancies, recognizing 
that leadership gaps hinder school operations. Senate Bill No. 3000 and House Bill No. 
10270 proposed a career progression system for teachers and school leaders, aiming to 
provide professional pathways to principalship. These measures underscored the importance 
of strong school leadership but largely focused on two aspects: (a) filling vacant items, and 
(b) promoting career mobility.
This proposed measure builds upon and strengthens those earlier efforts by taking a 
comprehensive, systemic approach to school leadership development and support. 
First, it institutionalizes a School Leadership Pipeline, enabling qualified educators 
— particularly Master Teachers and those with proven leadership potential — to undergo 
targeted training, mentoring, and fast-track preparation for the principalship examination, in 
coordination with the Civil Service Commission (CSC). This ensures that vacancies are 
filled by competent and well-prepared leaders. 
Second, it provides sustainable support mechanisms for principals and school heads, 
including the creation of Assistant Principal items in large schools (subject to Department 
of Budget and Management [DBM] standards and funding availability), continuing 
professional development, mental health and wellness programs, and administrative 
assistance. Unlike previous bills, this measure recognizes that leadership is not merely about 
occupying a position but about ensuring that the individual in that role is adequately 
supported to succeed. 
Third, it mandates a clear accountability and oversight framework. The Department 
of Education (DepEd) shall submit an Annual School Leadership Report to Congress and 
September 2, 2025
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the DBM, detailing principal vacancies, appointments, training programs, funding 
utilization, and challenges encountered. A joint Congressional oversight hearing is required 
to ensure that progress is monitored, problems are addressed, and compliance is considered 
in evaluating DepEd’s annual budget. 
Fourth, the bill strengthens the funding framework by establishing a dedicated 
School Leadership Development Fund under DepEd’s budget, ensuring resources for 
training, professional development, and support services. Importantly, this measure also 
amends Section 272 of Republic Act No. 7160, otherwise known as the Local Government 
Code of 1991, to expand the allowable uses of the Special Education Fund (SEF). At present, 
SEF spending is limited to operations, infrastructure, books, and sports development. By 
expressly allowing SEF allocations for school leadership training, professional development, 
and related support activities, this bill empowers Local Government Units (LGUs) and their 
Local School Boards to invest in the quality of school leadership — a critical but previously 
neglected dimension of education reform.  
By ensuring that both national appropriations and local education resources may 
lawfully be used for leadership development, this measure addresses not only the vacancy 
backlog but also the quality and sustainability of school leadership. With stronger principals 
come stronger schools, better-supported teachers, and improved learning outcomes for 
Filipino children. 
Immediate passage of this bill is earnestly sought. 
ANTONINO B. ROMAN III 


Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
TWENTIETH CONGRESS 
First Regular Session 
HOUSE BILL NO. 4286 
_________________________________________________________________________ 
Introduced by Representative ANTONINO B. ROMAN III 
_________________________________________________________________________ 
AN ACT 
STRENGTHENING SCHOOL LEADERSHIP IN BASIC EDUCATION BY 
ESTABLISHING A SCHOOL LEADERSHIP PIPELINE, SUPPORT 
MECHANISMS, AND ACCOUNTABILITY FRAMEWORK, AMENDING 
SECTION 272 OF REPUBLIC ACT NO. 7160, OTHERWISE KNOWN AS THE 
LOCAL GOVERNMENT CODE OF 1991, AND FOR OTHER PURPOSES 
Be it enacted by the Senate and House of Representatives of the Philippines in Congress 
assembled: 
SECTION 1. Short Title. - This Act shall be known as the “School Leadership 
Development and Support Act of 2025.” 
SECTION. 2. Declaration of Policy. - It is the policy of the State to ensure that every public 
school is led by a competent, qualified, and fully supported school head. The State 
recognizes that strong school leadership directly influences teacher performance, student 
learning outcomes, and the overall quality of basic education. To this end, the State shall 
institutionalize a comprehensive leadership pipeline, provide support systems to school 
heads, and establish accountability mechanisms for the effective and efficient management 
of public schools. 
SECTION. 3. School Leadership Development Program. – The Department of Education 
(DepEd) shall establish and implement a School Leadership Development Program that shall 
include the following: 
a.
Leadership Pipeline – Creation of a systematic pathway for qualified educators,
particularly Master Teachers and those with demonstrated leadership potential, to
undergo training, mentoring, and fast-track eligibility preparation for principalship;
b. Mandatory Training and Certification – Standardized leadership and management
training programs for aspiring and newly appointed principals, assistant principals,
and other school heads;
c.
Assistant Principal Positions – The DepEd, in coordination with the Department of
Budget and Management (DBM) and the Civil Service Commission (CSC), shall
establish guidelines for the creation of Assistant Principal items in large schools,
subject to approved staffing standards, position classification, and availability of


 
 
funds under the General Appropriations Act (GAA); 
 
d. Support Mechanisms – Provision of continuing professional development, mental 
health programs, and administrative assistance for school heads to ensure effective 
and sustainable leadership; 
 
e. Annual School Leadership Report – The DepEd shall submit to Congress and the 
DBM an Annual School Leadership Report not later than March 31 of every year.  
 
The report shall include: 
 
1. The total number of principal items nationwide, broken down by region and 
division; 
 
2. The number of filled and unfilled principal items, including reasons for 
vacancies; 
 
3. The number of newly created and filled Assistant Principal positions; 
 
4. Training and professional development programs conducted, and the number of 
participants; 
 
5. Utilization of funds appropriated under this Act; and 
 
6. Challenges encountered and recommendations for improvement. 
 
SECTION. 4. Elimination of Vacancy Backlog. - The DepEd shall, within three (3) years 
from the effectivity of this Act, [MODIFIED: clarified language] take all feasible steps to 
substantially eliminate the existing backlog of unfilled principal items in all public schools, 
subject to the creation of new plantilla positions by DBM, compliance with CSC 
qualification standards, and availability of appropriations under the GAA. 
 
SECTION. 5. Appropriations. – The amount necessary to implement this Act shall be 
charged against the current appropriations of the Department of Education under the General 
Appropriations Act (GAA). Thereafter, such sums as may be necessary for its continued 
implementation shall be included in the annual GAA. 
 
For this purpose, a School Leadership Development Fund is hereby established 
within the DepEd budget to finance training, professional development, mental health and 
wellness programs, and administrative support for school heads. 
 
The creation of new plantilla positions such as Assistant Principals shall be subject 
to the approval of DBM in accordance with existing budgeting, staffing, and compensation 
laws. 
 
SECTION 6. Local Government Support and SEF Amendment. - Local Government 
Units (LGUs), through their Local School Boards, may allocate a portion of their Special 
Education Fund (SEF) to support school leadership training, professional development, and 
related support activities. 
 
 
For this purpose, Section 272 of RA 7160, otherwise known as the Local Government 
Code of 1991, is hereby amended to read as follows: 
 
SECTION 272. Application of Proceeds of the Additional One Percent SEF 


 
 
Tax. – The proceeds from the additional one percent (1%) tax on real 
property accruing to the Special Education Fund (SEF) shall be 
automatically released to the local school boards: Provided, That, in case of 
provinces, the proceeds shall be divided equally between the provincial and 
municipal school boards: Provided, however, That the proceeds shall be 
allocated for the operation and maintenance of public schools, construction 
and repair of school buildings, facilities and equipment, educational 
research, purchase of books and periodicals, and sports development.  It may 
likewise be allocated to support school leadership training, professional 
development, and related support activities as determined and approved by 
the local school board. 
 
 
The DepEd, in consultation with the DBM, the Department of the Interior and Local 
Government (DILG), and the Commission on Audit (COA), shall issue guidelines on the 
proper utilization, accounting, and auditing of SEF allocations for this purpose. 
 
SECTION 7. Implementing Rules and Regulations. - Within ninety (90) days from the 
effectivity of this Act, the DepEd, in consultation with the CSC, DBM, DILG, COA, and 
relevant stakeholders, shall promulgate the rules and regulations for the effective 
implementation of this Act. Such IRR shall include the standards, timelines, and reporting 
mechanisms to ensure compliance with the provisions of this Act. 
 
SECTION 8. Congressional Oversight. - The House of Representatives Committee on 
Basic Education and Culture and the Senate Committee on Basic Education shall conduct a 
joint oversight hearing on the Annual School Leadership Report within sixty (60) days from 
its submission. 
 
During such hearings, the DepEd shall present progress toward eliminating the 
backlog of principal vacancies, utilization of appropriated funds, and outcomes of training 
and support programs. Congress may recommend measures, including budgetary 
adjustments, to ensure compliance with the objectives of this Act. Failure of the DepEd to 
substantially comply with the provisions of this Act shall be considered in the evaluation of 
its annual budget proposal. 
 
SECTION 9. Separability Clause. – If any provision of this Act is declared 
unconstitutional, the validity of the remaining provisions shall not be affected. 
 
SECTION 10. Repealing Clause. – All laws, decrees, orders, and regulations inconsistent 
with this Act are hereby repealed or modified accordingly. 
 
SECTION 11. Effectivity. – This Act shall take effect fifteen (15) days after its publication 
in the Official Gazette or in two (2) newspapers of general circulation. 
 
 
Approved,