In a perfect world, teachers would be respected, supported, and empowered—especially by those who lead them. But in many public schools in the Philippines, a troubling trend has emerged: teachers feel abandoned, blamed, and even resented by the very people who should be advocating for them. This isn’t just workplace gossip—it’s a recurring issue that affects morale, performance, and ultimately, the quality of education.
So, why does it sometimes feel like DepEd school heads and supervisors are against teachers? Let’s take a closer look.
1. Teachers Always Get the Blame When the System Fails
When something goes wrong in the education system—be it low test scores, dropout rates, or poor school performance—who takes the fall? Teachers. Always teachers.
Instead of asking what went wrong in the system, the blame is quickly pinned on classroom teachers. Supervisors rarely hold themselves accountable or reflect on their leadership gaps. This blame game fosters resentment and undermines the hardworking individuals who are already overworked and underpaid.
2. Benefits Are Given With a Heavy Heart
When teachers receive government-mandated benefits, it often comes with unnecessary delays, conditions, or even subtle resentment from school heads. Rather than celebrating and supporting their teachers, some administrators act as if the benefits are coming out of their own pockets.
This attitude sends a clear message: “You don’t deserve this.” It’s demeaning, and it makes teachers feel like beggars instead of professionals.
3. DepEd Orders That Favor Teachers Are Ignored or Delayed
One glaring example is the SF10 student record process. Recent DepEd orders state that the responsibility now lies with schools—not individual teachers. Yet, many heads and supervisors still force teachers to handle it, ignoring updated guidelines. Why? Because it’s more convenient for them.
If an order benefits teachers, it’s often ignored, delayed, or misunderstood. But if a directive adds more work or pressure? It’s implemented immediately and without mercy.
4. Top-Down Orders Are Enforced Without Consultation
Teachers are rarely consulted before new policies are rolled out. Supervisors implement DepEd memos without considering the realities on the ground. Whether it’s new paperwork, forms, or system requirements, teachers are expected to comply—even if it eats into their personal time and mental health.
“Trabaho lang, walang personalan,” they say. But for teachers, every unreasonable order feels personal when it disrupts their life, compromises their performance, and is met with zero empathy.
5. Sudden Tasks, Unrealistic Deadlines, No Support
It’s not uncommon for teachers to receive last-minute directives: reports due immediately, compliance forms needed yesterday, or system updates that require training on your own time.
There’s no transition period, no orientation, no resources—just pressure. And if you fail to comply? You’re labeled as “lazy” or “pasaway.”
This type of management doesn't inspire excellence—it breeds burnout.
6. Financial Contributions? Always Expected From Teachers
One of the most painful and frustrating realities is how teachers are expected to shell out money regularly for school activities, often without any consideration for their financial situation:
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Fiesta presentations? Teachers contribute.
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Athletic meets? Teachers pay for uniforms, food, transportation—sometimes even for the student-athletes.
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School celebrations? Teachers again.
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Classroom beautification? Teachers.
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Events for visiting guests? Teachers prepare food, decor, souvenirs—without reimbursement.
These contributions are unspoken requirements. Saying no often leads to being guilt-tripped, judged, or excluded.
7. Micromanagement and Lack of Trust
Many teachers feel suffocated by the excessive micromanagement from some supervisors. Every detail of lesson planning, classroom display, and even bulletin board design is scrutinized. Rather than being treated as professionals, teachers are treated like children who need constant correction.
This lack of trust is dehumanizing and counterproductive. Teachers thrive when they’re trusted and supported, not when they’re controlled at every turn.
8. Recognition Is Rare, Criticism Is Constant
When teachers go above and beyond—staying late, using their own money for classroom needs, mentoring struggling students—these efforts are rarely acknowledged. But make one small mistake? The whole school hears about it.
The culture of criticism, without appreciation, creates a toxic environment where teachers feel undervalued and overburdened.
9. "Pakisama" Culture Over Merit
In some divisions, favoritism runs rampant. Teachers who are close to the admin get special treatment—lighter loads, extra perks, or less scrutiny—while others are left behind, regardless of merit or performance.
This “pakisama” culture breeds inequality and demoralizes those who work hard but refuse to play political games.
10. They Want to Be Treated Like "Bosses"—Even Over Students and Parents
One of the most disturbing dynamics in some schools is how principals and supervisors treat their position—not as a leadership role, but as a throne of power. They act more like bosses than mentors—not just over teachers, but even over students and parents.
Some expect teachers to follow them blindly, speak only when spoken to, and comply without question—as if teachers should kneel before them. Instead of building a culture of mutual respect, they create a hierarchy of fear and submission.
This kind of authoritarian leadership has no place in an institution that’s supposed to model democracy, equity, and dignity.
Conclusion: A Broken Relationship That Needs Repair
The gap between teachers and school heads or supervisors is growing wider. Teachers don’t hate accountability—they hate being scapegoated, overworked, and undervalued. Respect isn’t just about grand words during Teachers’ Month. It’s about daily actions that reflect support, fairness, and empathy.
If DepEd truly wants to uplift education, they must start with their frontliners. And that means fixing the broken dynamic between administrators and teachers—before it breaks the system even more.
Call to Action:
Are you a teacher with a similar experience? Share your story in the comments below or tag someone who needs to read this. Let’s spark the conversation and demand the respect teachers deserve—not just in words, but in policies, in leadership, and in everyday decisions.