DepEd, Philippines — The Department of Education (DepEd) in the Philippines has recently issued a memorandum prohibiting vlogging and video recording during class and office hours. This directive, specifically from the Zamboanga del Sur division, the memo DM NO. 124, S. 2025 – ADHERENCE TO PROFESSIONAL CONDUCT IN CLASSROOMS – PROHIBITION OF VIDEO RECORDING AND VLOGGING DURING CLASS/OFFICE HOURS aims to maintain a conducive learning environment and ensure the privacy and well-being of students, particularly minors, who are often included in such recordings. The memorandum emphasizes that such activities can distract both teachers and students from the educational process and raises concerns about data privacy and the ethical responsibilities of teachers.
This prohibition appears to be a response to the growing trend of teachers engaging in vlogging, often while in uniform, which can inadvertently expose students to public scrutiny and potential ridicule. The memo highlights existing DepEd policies that protect students from exploitation and ensure that educational activities are prioritized over personal vlogging endeavors.
Despite the issuance of this memorandum, there has been a noticeable silence from the Central DepEd regarding broader implications and enforcement across different divisions. The growing popularity of social media platforms for monetization and personal branding among teachers has sparked debates about professionalism and the ethical use of social media in educational settings.
In summary, while the DepEd aims to uphold student privacy and maintain a professional educational environment, the rise of vlogging among teachers poses significant challenges regarding ethical conduct, data privacy, and the overall integrity of the teaching profession. The ongoing discourse suggests a need for clearer guidelines and support from the central office to address these emerging issues comprehensively.
Office of the Schools Division Superintendent
DIVISION MEMORANDUM No. -124 s. 2025 March 5, 2025 ADHERENCE TO PROFESSIONAL CONDUCT IN CLASSROOMS - PROHIBITION OF VIDEO RECORDING AND VLOGGING DURING CLASS/OFFICE HOURS
Public Schools District Supervisors
SGOD-Learner Formation Unit
Heads of Public Schools
Others Concerned
This Schools Division
cc: Assistant Schools Division Superintendent, Division Chiefs
1. In our ongoing commitment to maintaining conducive learning environment and ensuring the uninterrupted delivery of quality education, all teaching personnel are strictly reminded to refrain from recording videos, engaging in vlogging activities, or including learners in any video content during class/ office hours.
2. The practice of creating and sharing videos during instructional time can cause unnecessary distractions and negatively impact the focus of both teachers and learners. Additionally, the inclusion of learners in such recordings raises concerns regarding privacy, data protection, and their overall well-being.
3. To uphold professionalism and safeguard the integrity of our educational environment, all teachers are expected to:
- Avoid recording or streaming videos for personal or public sharing during class hours;
- Ensure that learners are not included in any vlogs, recordings, or social media content related to personal engagements; and,
- Prioritize the structured and uninterrupted delivery of lessons.
4. This directive aligns with the following DepEd Orders and advisories:
- DepEd Order No. 40, s. 2012: Child Protection Policy — emphasizing the protection of learners from any form of exploitation, including unauthorized exposure on social media and digital platforms.
- DepEd Order No. 83, s. 2003: Prohibition on the Use of Mobile Phones and Pagers During Class Hours — reinforcing the need to minimize distractions in the classroom.
- DepEd Order No. 5, s. 2024: Policy Guidelines on the Rationalization of Teachers' Workload in Public Schools and Payment of Teaching Overload — highlighting that teachers' working hours should be dedicated to actual teaching and related responsibilities.
- DepEd Order No. 8, s. 2023: Participation of Teachers in Volunteer Work and Extracurricular Activities — reiterating that non-academic activities must not interfere with learning delivery/ instructional activities.
5. Non-compliance with this directive may result in appropriate administrative actions in accordance with DepEd policies and regulations.
6. For wide, immediate dissemination and strict compliance.
MA. JUDELYN OS, EdD, CESO VI
Assistant Schools Division Superintendent
Officer-in-Charge
Office of the Schools Division Superintendent
________________
Other Reactions and Appeal:
1. In our ongoing commitment to maintaining conducive learning environment and ensuring the uninterrupted delivery of quality education, all teaching personnel are strictly reminded to refrain from recording videos, engaging in vlogging activities, or including learners in any video content during class/ office hours.
THIS IS CONCERN:
1. Clarify the Definition of "Office Hours"
Argument: The term "office hours" is ambiguous in this context. Government working hours are determined by Republic Act No. 6713 (Civil Service Law). While the statement mentions office hours as 8:00 AM to 5:00 PM, it does not specify whether this refers to the total working hours or the hours dedicated to teaching and administrative duties.
Supporting Point: If the law prescribes only 6 hours of actual teaching or work, the remaining hours (8:00 AM to 5:00 PM) may include breaks, preparation time, or other non-teaching responsibilities. This distinction is crucial to avoid misinterpretation.
2. Challenge the Scope of the Policy
Argument: The policy prohibits recording videos, vlogging, or including learners in video content during class/office hours. However, it does not account for situations where such activities might be educationally beneficial (e.g., recording lessons for absent students, creating educational content, or documenting classroom activities for professional development).
Supporting Point: A blanket ban may hinder innovation and creativity in teaching. Instead, the policy should provide clear guidelines on when and how such activities can be permitted, ensuring they align with the goal of maintaining a conducive learning environment.
3. Highlight Potential Misalignment with Laws
Argument: If the law prescribes only 6 hours of work, but the office hours are defined as 8:00 AM to 5:00 PM (9 hours), there is a discrepancy. This could lead to overworking teachers or miscommunication about their actual responsibilities.
Supporting Point: The policy should align with legal requirements and clearly define what constitutes "office hours" and "working hours" to avoid confusion and ensure fairness.
4. Propose a Balanced Approach
Argument: Instead of a strict prohibition, the policy could allow for controlled and purposeful use of video recording or vlogging, provided it does not disrupt the learning environment or compromise the privacy of learners.
Supporting Point: For example, teachers could be allowed to record lessons for educational purposes, with prior approval and adherence to privacy guidelines. This would balance the need for innovation with the commitment to quality education.
5. Request Clearer Guidelines
Argument: The policy lacks clarity on enforcement, consequences, and exceptions. Without clear guidelines, teachers may feel unnecessarily restricted or uncertain about what is allowed.
Supporting Point: The administration should provide a detailed explanation of the policy, including examples of permissible and prohibited activities, to ensure everyone understands and complies.
Clarifications:
"In our ongoing commitment to maintaining a conducive learning environment and ensuring the uninterrupted delivery of quality education, all teaching personnel are reminded to prioritize their core responsibilities during class and office hours. While recording videos, vlogging, or including learners in video content is generally discouraged during these times, exceptions may be made for educational purposes with prior approval. Office hours, defined as 8:00 AM to 5:00 PM, include both teaching and administrative duties, with a total of 6 hours dedicated to direct teaching as prescribed by law. Clear guidelines will be provided to ensure compliance and support innovative teaching practices."
By addressing these points, you can argue the statement more effectively and propose a more balanced and fair policy.
________________
DepEd Commits to Deploy Over 15,000 Principals This Year to Address Critical Shortage in Public Schools
Manila, Philippines — In a bold move to address the alarming shortage of school principals across the country, the Department of Education (DepEd) announced on Tuesday its commitment to deploy over 15,000 qualified passers of the National Qualifying Examination for School Heads (NQESH) to fill vacant principal positions in public schools. This decision comes in response to a recent report by the Second Congressional Commission on Education (EDCOM II), which revealed that approximately 55 percent of public schools in the Philippines are currently operating without a principal.
The shortage of school heads has been a long-standing issue in the Philippine education system, with EDCOM II identifying several contributing factors. These include historically low passing rates for the NQESH, high turnover rates among school personnel, an insufficient pipeline of qualified candidates, burdensome qualification processes, and the lack of structured mentoring, coaching, and formal induction programs for aspiring school leaders.
“This pressing issue is an eye-opener. So many of our schools operate without brains—because that’s what our principals are, the brains of our schools. Rest assured, DepEd is taking swift action to address this problem,” said DepEd Secretary Sonny Angara in a statement. He emphasized the critical role that principals play in ensuring the effective management and operation of schools, which directly impacts the quality of education students receive.
Filling the Gap: Immediate and Long-Term Solutions
To address the immediate need for school principals, DepEd revealed that at least 7,916 individuals who passed the NQESH in 2024 will be deployed to fill vacant positions. Additionally, the department is implementing several other measures to ensure that schools have the leadership they need to function effectively.
One such measure is the return of principals to their assigned schools, particularly in areas where they are most needed. DepEd is also reassigning principals from regions with a surplus or oversupply of qualified candidates to areas experiencing shortages. Furthermore, the department is reclassifying Head Teachers I to V as School Principal I under the Expanded Career Progression policy. This reclassification will allow 14,761 Head Teachers I to V to take on the role of School Principal I, while 954 Head Teachers VI and Assistant School Principal II will be retitled as School Principal I. Acting school heads will also be prioritized as “on-stream candidates” for permanent positions.
Looking ahead, DepEd plans to create 5,870 additional School Principal I positions by 2026. This initiative is part of the department’s broader goal to achieve a 1:1 principal-to-school ratio across the country, ensuring that every public school has a dedicated leader to guide its operations and uphold educational standards.
The Broader Context: Strengthening the Education System
The shortage of school principals is just one of the many challenges facing the Philippine education system. In his recent State of the Nation Address (SONA), President Ferdinand R. Marcos Jr. underscored the importance of investing in teachers and school leaders to improve the quality of education in the country. “Every classroom that we build will be but an empty and lifeless structure without its moving force—the teacher. But our teachers are not just perfunctory figures in our schools. They are the very foundation of our educational system,” President Marcos said.
The President’s remarks highlight the interconnectedness of various components within the education system. While infrastructure and resources are essential, the human element—teachers and school leaders—remains the cornerstone of effective education delivery. By addressing the shortage of principals, DepEd aims to create a more stable and supportive environment for teachers, enabling them to focus on their primary mission of educating the nation’s youth.
Challenges and Opportunities
Despite the ambitious plans outlined by DepEd, several challenges remain. The historically low passing rates for the NQESH suggest that there may be systemic issues in the preparation and training of aspiring school leaders. To address this, DepEd is exploring ways to enhance the quality of its training programs and provide more robust support for candidates preparing for the NQESH.
Additionally, the high turnover rate among school personnel points to broader issues related to job satisfaction, compensation, and working conditions. DepEd has acknowledged these concerns and is working to improve the overall welfare of teachers and school leaders. This includes reviewing salary scales, providing opportunities for professional development, and creating a more conducive work environment.
The absence of structured mentoring and coaching programs has also been identified as a significant barrier to the development of effective school leaders. In response, DepEd is developing formal induction programs that will provide newly appointed principals with the guidance and support they need to succeed in their roles. These programs will focus on leadership skills, school management, and strategies for fostering a positive learning environment.
A Call to Action: Collaboration and Commitment
The deployment of over 15,000 principals is a significant step forward, but it is only one piece of the puzzle. Addressing the challenges facing the Philippine education system requires a collaborative effort involving government agencies, local communities, and stakeholders in the education sector. DepEd has called on local government units (LGUs), non-governmental organizations (NGOs), and private sector partners to support its initiatives and contribute to the overall improvement of the education system.
Secretary Angara emphasized the importance of collective action in achieving DepEd’s goals. “We cannot do this alone. We need the support of everyone—our teachers, parents, local officials, and the private sector—to ensure that every child in the Philippines has access to quality education. Together, we can build a brighter future for our nation,” he said.
Looking Ahead: A Vision for the Future
As DepEd moves forward with its plans to address the shortage of school principals, the department remains committed to its broader mission of transforming the Philippine education system. This includes not only filling leadership gaps but also improving the quality of education at all levels, from early childhood education to tertiary and technical-vocational training.
The deployment of over 15,000 principals is a testament to DepEd’s dedication to creating a more equitable and effective education system. By ensuring that every school has a qualified leader at its helm, DepEd is laying the groundwork for a brighter future for millions of Filipino students.
In the words of President Marcos, “The quality of our education rests on the quality of our teachers and school leaders.” With this in mind, DepEd’s efforts to address the shortage of principals represent a critical step toward realizing the vision of a well-educated, empowered, and prosperous Philippines.
__________________________
DepEd Aims for 1:1 Principal-to-School Ratio by 2026, Vows Swift Action to Address Critical Shortage
Manila, Philippines — In a decisive move to address the alarming shortage of school principals across the country, the Department of Education (DepEd) has announced an ambitious plan to ensure that every public school in the Philippines has its own principal by 2026. This commitment comes in response to a recent report by the Second Congressional Commission on Education (EDCOM 2), which revealed that more than half of the nation’s public schools are currently operating without a principal.
According to the EDCOM 2 Year Two Report, released in January 2024, a staggering 24,916 out of 45,199 public schools—or 55 percent—do not have a principal. This critical gap in school leadership has raised concerns about the effective management and quality of education in these institutions. Education Secretary Sonny Angara has pledged “swift action” to resolve the issue, emphasizing the vital role that principals play in the education system.
“This pressing issue is an eye-opener. So many of our schools operate without brains—because that’s what our principals are, the brains of our schools,” Angara said in a DepEd statement released on Tuesday, February 11. “Rest assured, DepEd is taking decisive steps to address this problem and ensure that every school has a qualified leader at its helm.”
A Multi-Pronged Approach to Fill Principal Vacancies
To achieve its goal of a 1:1 principal-to-school ratio by 2026, DepEd has outlined a comprehensive strategy that includes tapping into existing pools of qualified candidates, reclassifying and retitling current personnel, and improving the selection process for school heads.
1. Deploying NQESH Passers
The department plans to deploy 7,916 individuals who have passed the National Qualifying Examination for School Heads (NQESH) to fill vacant principal positions. These passers represent a critical resource in addressing the immediate need for school leaders.
2. Reclassifying and Retitling Head Teachers
DepEd will also reclassify 14,761 Head Teachers I to V as School Principal I, allowing them to take on principal roles. Additionally, 954 Head Teachers VI and Assistant School Principal II positions will be retitled as School Principal I. This reclassification and retitling process will prioritize acting school heads as “on-stream candidates,” ensuring a faster promotion to principal roles. Eligible personnel undergoing retitling will also secure their rightful positions as principals in their designated schools.
3. Returning Principals to Schools
Principals who have been deployed to central or regional offices will be instructed to return to their assigned schools. This measure aims to ensure that schools have the leadership they need to function effectively.
4. Reallocating Surplus Principals
In regions with a surplus or oversupply of qualified principals, DepEd will reallocate these personnel to schools without principals. This redistribution will help address disparities in leadership across different areas of the country.
Addressing Systemic Challenges in the Selection Process
The historically low passing rates for the NQESH have been a significant barrier to filling principal positions. EDCOM 2 flagged this issue in its report, noting that in 2021, only 36.93 percent of examinees moved forward in the Principal I selection process. To address this, DepEd has announced plans to refocus the NQESH on competency assessment, though specific details on how the exam will be adjusted have yet to be disclosed.
“We recognize that the current selection process has its limitations, and we are committed to making the necessary improvements to ensure that we are identifying and nurturing the best candidates for school leadership roles,” Angara said.
The Broader Context: Strengthening School Leadership
The shortage of principals is not an isolated issue but rather a symptom of broader systemic challenges within the Philippine education system. These include high turnover rates among school personnel, insufficient pipelines of qualified candidates, burdensome qualification processes, and the absence of structured mentoring, coaching, and formal induction programs for aspiring school leaders.
DepEd’s efforts to address the principal shortage are part of a larger strategy to strengthen school leadership and improve the overall quality of education in the country. By ensuring that every school has a qualified principal, the department aims to create a more stable and supportive environment for teachers and students alike.
A Vision for the Future: 1:1 Principal-to-School Ratio by 2026
DepEd’s target of achieving a 1:1 principal-to-school ratio by 2026 is a bold and ambitious goal. To reach this target, the department will need to address not only the immediate shortage of principals but also the underlying issues that have contributed to the problem.
In addition to the measures already outlined, DepEd is exploring other initiatives to support school leaders, including:
Enhanced Training Programs: Developing comprehensive training programs for aspiring principals to equip them with the skills and knowledge they need to succeed in their roles.
Structured Mentoring and Coaching: Establishing formal mentoring and coaching programs to provide ongoing support for newly appointed principals.
Improved Working Conditions: Reviewing and improving the working conditions, compensation, and benefits for school leaders to reduce turnover rates and attract top talent.
A Call to Action: Collaboration and Commitment
Achieving DepEd’s vision of a 1:1 principal-to-school ratio will require the collective effort of various stakeholders, including local government units (LGUs), non-governmental organizations (NGOs), and private sector partners. Secretary Angara has called on all sectors to support DepEd’s initiatives and contribute to the overall improvement of the education system.
“We cannot do this alone. We need the support of everyone—our teachers, parents, local officials, and the private sector—to ensure that every child in the Philippines has access to quality education. Together, we can build a brighter future for our nation,” Angara said.
The shortage of school principals is a critical issue that has far-reaching implications for the quality of education in the Philippines. By committing to a 1:1 principal-to-school ratio by 2026, DepEd is taking a significant step toward addressing this issue and strengthening the foundation of the country’s education system.
As the department moves forward with its plans, it remains committed to its broader mission of transforming the Philippine education system. This includes not only filling leadership gaps but also improving the quality of education at all levels, from early childhood education to tertiary and technical-vocational training.
In the words of Secretary Angara, “The quality of our education rests on the quality of our teachers and school leaders.” With this in mind, DepEd’s efforts to ensure that every public school has its own principal represent a critical step toward realizing the vision of a well-educated, empowered, and prosperous Philippines.