Duties and

responsibilities of school
and administration
 EDUCATION ACT of 1982
0r Batas Pambansa Blg. 232
Specifically SECTION 14-18
 Duties and responsibilities of the Principal
Perform his duties to school of discharging his responsibilities
in accordance with the philosophy, goals and objectives of the
school.
Be accountable for the efficient and effective administration
and management of the school.
Develop and maintain a healthy school atmosphere conducive
to the promotions and reservation of academic freedom .
Assure and maintain professional behavior in his work and
dealing with students, teachers, academic non-teaching
personnel, administrative staff, and parents.
Duties and responsibilities of the Principal
Render adequate reports to teachers, academic non teaching
personnel and non academic staff on their actual performance
and counsel them on ways of improving the same.
Observe due process, fairness, promptness, privacy,
constructiveness and consistency in disciplining his teachers
and other personnel.
Maintain adequate records and submit required reports to
the Department
 Results-based
Performance Management
System (RPMS)
Objectives of the Results-based Performance Management System (RPMS):

1. Align individual roles and targets with DepEd’s direction.

2. Track accomplishments against objectives to determine appropriate, corrective

actions if needed.

3. Provide feedback on employees’ work progress and accomplishments based on

clearly defined goals and objectives.

4. A tool for people development.

Four Phases of the RPMS Framework
Core Behavioral Competencies
1. Self Management
• Sets personal goals and direction, needs and development.
• Undertakes personal actions and behaviors that are clear and purposive and
takes into account personal goals and values congruent to that of the
organization.
• Displays emotional maturity and enthusiasm for and is challenged by higher
goals.
• Prioritize work tasks and schedules (through gant charts, checklists, etc.) to
achieve goals.
• Sets high quality, challenging, realistic goals for self and others.
2. Professionalism and Ethics
• Demonstrates the values and behavior enshrined in the Norms of Conduct and
Ethical Standards for public officials and employees (RA 6713).
• Practices ethical and professional behavior and conduct taking into account the
impact of his/her actions and decisions.
• Maintains a professional image: being trustworthy, regularity of attendance and
punctuality, good grooming and communication.
• Makes personal sacrifices to meet the organization’s needs.
• Acts with a sense of urgency and responsibility to meet the organization’s needs,
improve systems and help others improve their effectiveness.
REPUBLIC ACT NO. 9155
GOVERNANCE OF BASIC EDUCATION
SECTION 7. POWERS, DUTIES AND FUNCTIONS. 
E. School Level Consistent with the national educational policies,
plans and standards, the school heads shall have authority,
accountability and responsibility for the following:
(1) Setting the mission, vision, goals and objectives of the school;
(2) Creating an environment within the school that is conducive to
teaching and learning;
(3) Implementing the school curriculum and being accountable for higher
learning outcomes;
(4) Developing the school education program and school improvement
plan;
(5) Offering educational programs, projects and services which provide equitable opportunities for
all learners in the community;
(6) Introducing new and innovative modes of instruction to achieve higher learning outcomes;
(7) Administering and managing all personnel, physical and fiscal resources of the school;
(8) Recommending the staffing complement of the school based on its needs;
(9) Encouraging staff development;
(10) Establishing school and community networks and encouraging the active participation of
teacher’s organizations, nonacademic personnel of public schools, and parents-teachers-community
associations;
(11) Accepting donations, gifts, bequests and grants for the purpose of upgrading teachers' learning
facilitators' competencies, improving and expanding school facilities and providing instructional
materials and equipment. Such donations or grants must be reported to the appropriate district
supervisors and division superintendents; and
(12) Performing such other functions as may be assigned by proper authorities.
 Roles and Responsibilities to Support
the Orientation on National
Competency-Based Standard for School
Heads Training and Development Need
Assessment (NCBSSH- TDNA)
Basis and purpose of the NCBSSH-
TDNA

The National Competency-Based Standards for School Heads Training and

Development Needs Assessment (NCBSSH-TDNA) is a mechanism to systematically
determine the training and development needs of school heads (SHs) in order to
support improved practice as effective school leaders. The competencies assessed
through the NCBSSH-TDNA are based on the mandate for school heads indicated in
the RA 9155, its Implementing Rules and Regulations (IRR), and on the national
competency standards for school heads contained in the DepEd
Order No. 32 series of 2010, “The National Adoption and Implementation of the
National Competency-Based Standards for School Heads
 The NCBSSH Framework
The NCBSSH Framework that is presented in detail defines the different dimensions of being an effective
school head. It clearly states that an effective school head is one who can implement continuous school
improvement, who can produce better learning outcomes among its pupils/students and who can help change
institutional culture among others.

Domain 1 CORE PRINCIPLE

SCHOOL LEADERSHIP School heads are
 Developing & Communicating Domain 2
competent, committed INSTRUCTIONAL LEADERSHIP
Vision, Mission, Goals, and
Objectives (VMGO)
and accountable in • Assessment for Learning
• Data-based Strategic Planning  providing access to • Developing Programs &/or Adapting

CENTERED LEARNINGCLIMATE
•
•
Problem-Solving
Building High Performance Teams
quality and relevant
education for all through •
Existing Programs
Implementing Programs For Instructional
Improvement Instructional Supervision
• Coordinating with Others transformational
• Instructional Supervision
• Leading and Managing Change leadership and high
degree of
professionalism

ations
Domain 3
CREATING A STUDENTCENTERD
LEARNING CLIMATE
• Setting high social & academic
expectations
• Creating school environments
focused on the needs of the
learner
Domain 4 Domain 5
HR MANAGEMENT AND PARENT INVOLVEMENT AND
PROFESSIONAL DEVELOPMENT COMMUNITY PARTNERSHIP
• Creating a Professional • Parental Involvement
Learning Community • External Community
• Recruitment and Hiring Partnership
• Managing Performance of
Teachers and Staff
Domain 6 Domain 7
PERSONAL & PROFESSIONAL
SCHOOL MANAGEMENT AND ATTRIBUTES and INTERPERSONAL
OPERATIONS EFFECTIVENESS

• Managing School • Professionalism 

Operations  • Communication
• Fiscal Management • Interpersonal Sensitivity
• Use of technology in the Fairness, Honesty and
Management of Operations Integrity
School Base
Management
What is School Base Management?
School Based Management

Is the strategy to improve education by transferring significant

decision making authority from state to district to individual school.
The School based management provides principals, teachers,
students and parents control over the education process by giving
them the responsibility for decision about the programs/projects.
SBM can create learning environment for the students.
 Code of Ethics
ARTICLE 11, OF R.A. NO. 7836: PHILIPPINE TEACHERS
PROFESSIONALIZATION ACT OF 1994
 Article VII: School Officials, Teachers,
and Other Personnel
Section 1. All school officials shall at all times show professional courtesy,
helpfulness and sympathy towards teachers and other personnel, such practices
being standards of effective school supervision, dignified administration,
responsible leadership and enlightened directions.
Section 2. School officials, teachers, and other school personnel shall consider it
their cooperative responsibility to formulate policies or introduce important
changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all
teachers under them such as recommending them for promotion, giving them due
recognition for meritorious performance, and allowing them to participate in
conferences in training programs
Article VII: School Officials, Teachers,
and Other Personnel
Section 4. No school officials shall dismiss or recommend for
dismissal a teacher or other subordinates except for cause.
Section 5. School authorities concern shall ensure that public
school teachers are employed in accordance with pertinent civil
service rules, and private school teachers are issued contracts
specifying the terms and conditions of their work; provided that they
are given, if qualified, subsequent permanent tenure, in accordance
with existing laws.
G.R. No. 164913               September 8, 2010
St. MARY'S ACADEMY of Dipolog City, Petitioner,
vs.
TERESITA PALACIO, MARIGEN CALIBOD, LEVIE LAQUIO, ELAINE MARIE SANTANDER, ELIZA SAILE, AND MA. DOLORES
MONTEDERAMOS, Respondents.
On different dates in the late 1990’s, petitioner hired respondents Calibod,
Laquio, Santander, Saile and Montederamos, as classroom teachers, and
respondent Palacio, as guidance counselor. In separate letters dated March
31, 2000,6 however, petitioner informed them that their re-application for school
year 2000-2001 could not be accepted because they failed to pass the
Licensure Examination for Teachers (LET). According to petitioner, as non-
board passers, respondents could not continue practicing their teaching
profession pursuant to the Department of Education, Culture and Sports
(DECS) Memorandum No. 10, S. 19987 which requires incumbent teachers to
register as professional teachers pursuant to Section 278 of Republic Act (RA)
No. 7836, otherwise known as the Philippine Teachers Professionalization Act
of 1994.9