Steps in the Right Direction: DepEd implements Rationalization of Workload, Compensation of Overload, and Expanded Vacation Service Credits
The exodus of Filipino teachers is not just a statistic or a headline—it is an undeniable and painful truth that affects every corner of our communities. These teachers are not strangers; they are our colleagues, our neighbors, our friends, and even family members. While we wish them success as they seek better opportunities abroad, their departure leaves a gaping hole in our education system, a system already fraying at the seams. What will become of our classrooms, already overcrowded and underfunded? The 30,000 educators who left between 2022 and 2023, as the Department of Education’s (DepEd) audit report reveals, are more than just numbers—they are the lifeblood of our schools, and their absence is felt profoundly.
The Daily Struggles of Filipino Teachers
The struggles faced by Filipino teachers have become overwhelming, forcing
many to consider leaving the country. One of the most glaring issues is the
severe overcrowding in classrooms. DepEd’s ideal student-to-teacher ratio of
1:30 is little more than a dream when, in reality, many public school teachers
must manage 40, 50, or even more students at once. This not only degrades the
quality of education but also takes a toll on the teachers’ mental and physical
well-being. How can they be expected to provide individual attention when they
are stretched so thin?
Budget constraints compound these challenges. Our public schools operate on
shoestring budgets, meaning there are not enough resources to hire additional
staff or improve teaching conditions. Teachers are left to juggle a mountain of
administrative tasks alongside their teaching duties, with little to no
support. And even when the funds exist to hire more teachers, the process is
bogged down by inefficiency. The bureaucracy in the hiring process is
notoriously slow, leaving classrooms understaffed and teachers overworked.
Perhaps the most heartbreaking factor driving teachers away is financial
hardship. Filipino teachers, especially those in public schools, are often
forced to work under the strain of low salaries that barely cover basic living
expenses. Many of them, despite their dedication and passion for teaching, find
themselves unable to support their families and meet the rising cost of living.
This economic pressure pushes them to seek opportunities in other countries,
where their skills are more appreciated and better compensated.
The Heartbreaking Exodus of Teachers
The combination of these challenges has led to a tragic and steady stream of
educators leaving the country. Teachers are in high demand abroad, in places
like the Middle East, Southeast Asia, and the U.S., where they are offered far
better salaries and working conditions. Yet every teacher that leaves our
shores deepens the cracks in our education system, leaving it struggling to
meet the basic needs of students. Those who remain are left with the impossible
task of holding the system together with fewer and fewer resources.
This exodus is more than just a symptom of a broken system—it is a cry for
help. The education system in the Philippines is hemorrhaging its most valuable
resource: its teachers. And with each passing year, as more teachers leave, the
future of education in the country grows dimmer. What does this mean for the
next generation of students? What does it mean for the future of our nation?
A Long-Awaited Step Forward
Amidst this crisis, however, there is a glimmer of hope. DepEd Order
No. 005, s. 2024 and DepEd Memorandum No. 053, s. 2024
mark a long-overdue step toward addressing the burden placed on teachers. After
15 years, DO 16, s. 2009 is finally being implemented through
a new issuance that provides clear guidelines for calculating teachers'
additional compensation. One of its most significant provisions allows teachers
to receive 1.25 service credits for every hour of extended
teaching. These credits, earned for overtime work, can be used to offset
absences or leaves—giving teachers some much-needed flexibility. But for years,
these provisions were underutilized due to vague policies and the lack of clear
guidelines on monetary compensation.
Now, these recent orders have introduced a clear and transparent system for
calculating teaching overload pay. The Prime Hourly Teaching Rate
(PHTR), which is based on a teacher’s annual salary, ensures that
overtime pay is fair and proportionate to their earnings. The formula, PHTR
= 0.000781 × Annual Salary Rate, offers a significant improvement over
previous vague policies. For example, a teacher earning a monthly salary of ₱27,000
and working 10 hours of overload in a month would now receive ₱2,100.90
in overload pay—a small but meaningful compensation for their additional work.
Furthermore, DepEd has also recognized the importance of proper compensation
for teachers’ additional work through a streamlined system for Vacation
Service Credits (VSCs). DepEd Order No. 013, s. 2024
has doubled teachers’ VSCs from 15 to 30 days annually for
teachers with at least one year of service. Newly hired teachers appointed
within four months after the start of classes will also be entitled to these 30
days. For those hired later, within four months of the end of the school year,
they will receive 45 days of VSCs for a year. These credits are earned
for services rendered during long vacations, holidays, and weekends, and for
teaching overload. This increase in VSCs is a long-awaited response to the
demands of teachers for proper compensation for the extra work they perform
during their supposed time off.
The Emotional and Professional Toll
The introduction of these policies sends a powerful message: the sacrifices
of teachers are finally being recognized. While monetary compensation is
important, this policy shift is about more than just money—it is about showing
respect for the time and energy that teachers devote to their students and
their profession. The provision of VSCs and the flexibility in managing
ancillary tasks will give teachers more control over their workloads and, hopefully,
alleviate some of the burnout that has driven so many out of the profession.
And yet, it’s hard to ignore the sadness that lingers. The fact that it took
over a decade for these changes to be implemented highlights the deep flaws in
our system. How many teachers have already left because they felt undervalued
and unsupported? How many more will leave before these policies can be fully
enforced?
A Ray of Hope for the Future
But despite this sadness, there is hope. If these new policies are
implemented properly and consistently, they could make a meaningful difference
in the lives of teachers. The increase in VSCs, the clear calculation for
overload pay, and the more flexible work conditions are all steps in the right
direction. With vigilant oversight and a commitment to honoring these promises,
we may see a shift in teacher morale. Perhaps this will help stem the tide of
educators leaving the country for better opportunities, and maybe even
encourage some to stay and continue their important work here.
The future of education in the Philippines depends on our ability to retain and support our teachers. This new policy is a step in the right direction, but much more needs to be done to repair the deep-rooted issues that have led to this crisis. We must remain hopeful that these changes will be fully implemented and that they will lead to lasting improvements in the lives of our educators. Only then can we begin to heal the wounds in our education system and give our teachers—and our students—the futures they deserve.
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