The Philippine education system is under immense pressure, with teachers struggling to balance excessive workloads, misaligned teaching assignments, and a lack of institutional support.
A recent report by the Second Congressional Commission on Education (EDCOM II) highlights systemic inefficiencies that not only hinder student learning but also contribute to teacher burnout. Without immediate reforms, both educators and students will continue to bear the consequences of an outdated and ineffective system.
One of the most alarming revelations is that 62% of high school teachers instruct subjects outside their college major. The problem is particularly severe in the sciences, where 98% of physical science teachers and 80% of biological science teachers lack subject expertise. This misalignment undermines educational quality and leaves students struggling with inadequate instruction.
Compounding the crisis is the heavy workload of teachers. Two out of three report working more than 40 hours per week, spending much of their time on administrative tasks rather than lesson planning and student engagement. Despite the Department of Education (DepEd) deploying 19,509 administrative officers since 2020, a shortfall of 13,880 personnel remains. Large schools suffer the most, leaving teachers burdened with paperwork and non-teaching responsibilities.
The absence of proper school leadership exacerbates the issue. A staggering 55% of public schools—24,916 institutions—operate without a designated principal. School principals play a vital role in implementing reforms and enhancing learning outcomes. However, the lack of professional development programs for school heads leaves them ill-equipped to navigate these challenges.
Urgent reforms are necessary. EDCOM II Executive Director Dr. Karol Mark Yee has called for an overhaul of teacher education, emphasizing that quality teaching is the key to student success. Collaboration between DepEd, the Commission on Higher Education (CHED), the Professional Regulation Commission (PRC), and the Teacher Education Council (TEC) is essential in ensuring educators are prepared for their assigned subjects.
Legislative measures are already in motion. EDCOM II has endorsed House Bill No. 9979 and Senate Bill Nos. 2830, 2840, and 2913 to modernize the Teachers Professionalization Act. These bills propose aligning teacher licensure exams with actual teaching competencies and introducing alternative pathways for specialists in Science, Technology, Engineering, and Mathematics (STEM), Edukasyon sa Pagpapakatao, and Music, Arts, Physical Education, and Health (MAPEH). These reforms aim to attract highly qualified educators in specialized subjects.
Another crucial proposal is the expansion of practicum training for future teachers. Currently, practice teaching lasts only one semester—one of the shortest in the world. EDCOM II suggests starting hands-on training as early as the first year of college to better prepare aspiring educators. A revamped curriculum with extended practical training would ensure graduates are classroom-ready and effective from day one.
DepEd must also address teacher misalignment through better tracking and staffing solutions. Utilizing the Electronic School Form 7 (eSF7) to monitor teacher assignments can help correct mismatches and ensure subject specialization. Additionally, a structured leadership program is necessary to fill the gap in school administration and equip principals with essential skills.
The challenges in Philippine education are immense, but they are not insurmountable. Comprehensive reforms—centered on improving teacher preparation, reducing administrative burdens, and enhancing leadership training—can create a stronger education system. If policymakers, educators, and stakeholders work together, the country can build a future where every student benefits from high-quality teaching and effective school management.
