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Rationalizing Teacher Workload in Philippine Public Schools: A Closer Look at DepEd Order No. 5, s. 2024

The Department of Education (DepEd) in the Philippines has taken a significant step towards promoting teacher welfare and ensuring quality education through the issuance of DepEd Order No. 5, s. 2024. This policy aims to rationalize the workload of public school teachers by streamlining teaching hours, providing fair compensation for teaching overload, and recognizing the importance of teacher ancillary tasks and teaching-related assignments.

Streamlining Teaching Workload

Under the new policy, public school teachers are required to render eight hours of work per day, with six hours devoted to actual classroom teaching and two hours allocated for teacher ancillary tasks. The prescribed teaching load parameters are as follows:

  • Teachers and master teachers shall render six hours of actual classroom teaching and two hours for ancillary tasks incidental to their normal teaching duties.
  • Class advising duties and remediation classes shall be treated as part of the teaching load, equivalent to one hour per day or five hours a week.
  • Teacher-in-Charge (TIC) shall be relieved of teaching duties and perform fully the function of a school head, unless exigencies of service require them to take on teaching loads.

School heads are responsible for ensuring the equitable distribution of teaching load among teachers, taking into account their specializations and other factors.

Teaching Overload

Teaching overload refers to the actual classroom teaching hours rendered in excess of the prescribed six hours per day. The policy sets the maximum allowable teaching overload at two hours per day or ten hours per week. Only teachers in schools with teacher shortage based on the enhanced planning parameters are eligible for teaching overload pay.

To assign teaching overload, the following conditions must be met:

  1. All teachers have rendered the prescribed number of actual classroom teaching hours.
  2. The specialization of teachers is considered in assigning overload.
  3. Teachers holding contractual positions funded by the Local School Board (LSB) are not eligible for teaching overload pay.

The policy recognizes the importance of teacher ancillary tasks in supporting the teaching and learning process. These tasks, which include curriculum planning, delivery, and assessment, as well as homeroom guidance and management, shall be performed within the allocated two hours of the regular workday.

In addition to ancillary tasks, teachers may be designated to perform teaching-related assignments, such as serving as school coordinators, trainers, advisers, or chairpersons for various programs and activities. The designation process shall be guided by the following:

  • Teachers with less than six hours of teaching load shall be prioritized in the designation to teaching-related assignments.
  • Designation orders from the school head, duly concurred by the teacher concerned, shall be issued.
  • Teaching-related assignments must be reflected in the electronic School Form 7 (eSF7).

Teachers performing ancillary tasks or teaching-related assignments beyond regular work hours shall be granted Vacation Service Credits (VSC) as compensation.

Compensation and Benefits

The policy provides guidelines for the payment of teaching overload and the grant of VSC. Teaching overload shall be compensated through teaching overload pay, processed on a quarterly basis, subject to the availability of funds. In case of insufficient funds, teaching overload hours shall be converted to earned VSC.

VSC shall be granted to teachers who perform ancillary tasks or teaching-related assignments beyond regular work hours. Eight hours of services rendered shall be equivalent to at least 1.25 VSC. The policy outlines the procedures for requesting and approving VSC, as well as the utilization of accumulated VSC to offset absences or deductions in vacation salary.

Implementation Guidelines

The successful implementation of the policy requires the cooperation and support of various DepEd offices and personnel. The roles and responsibilities of the Central Office, Regional Offices, Schools Division Offices, and schools are clearly defined to ensure compliance and effective monitoring and evaluation.

The policy also establishes a grievance mechanism for addressing concerns, complaints, and violations arising from its implementation. Concerns shall be addressed through the grievance machinery provided under existing DepEd orders and civil service rules.

Conclusion

DepEd Order No. 5, s. 2024, represents a significant milestone in the Department’s efforts to promote teacher welfare and ensure quality education in Philippine public schools. By rationalizing teacher workload, providing fair compensation for teaching overload, and recognizing the value of ancillary tasks and teaching-related assignments, the policy creates a more conducive work environment for teachers to focus on their core function of facilitating learning.

The success of this policy relies on the strict compliance and unwavering support of all stakeholders, from the central office down to the school level. Through a concerted effort, the Department of Education can foster a teaching force that is motivated, empowered, and equipped to deliver quality education to Filipino learners.

READ MORE:

The Impact of DepEd Order No. 5, s. 2024 on Teacher Welfare and Job Satisfaction

Strategies for Effective Implementation of DepEd Order No. 5, s. 2024 at the School Level

The Role of Teacher Ancillary Tasks in Enhancing the Quality of Education

The Potential Long-Term Effects of DepEd Order No. 5, s. 2024 on the Philippine Education System

Monitoring and Evaluation Mechanisms for DepEd Order No. 5, s. 2024: Ensuring Accountability and Continuous Improvement

Frequently Asked Questions (FAQs) on DepEd Order No. 5, s. 2024

What is DepEd Order No. 5, s. 2024 all about?

DepEd Order No. 5, s. 2024 is a policy that aims to rationalize the workload of public school teachers in the Philippines by streamlining teaching hours, providing fair compensation for teaching overload, and recognizing the importance of teacher ancillary tasks and teaching-related assignments.

Who are covered by this policy?

This policy covers all DepEd-employed teachers engaged in classroom teaching, on a full-time basis, under permanent, provisional, or substitute status in all public elementary and secondary schools.

When will this policy take effect?

The policy shall take effect immediately upon its approval, issuance, and publication on the DepEd website.

What is the prescribed work hours for public school teachers under this policy?

Public school teachers are required to render eight hours of work per day, with six hours devoted to actual classroom teaching and two hours allocated for teacher ancillary tasks.

How many hours should teachers and master teachers devote to actual classroom teaching and ancillary tasks?

Teachers and master teachers shall render six hours of actual classroom teaching and two hours for ancillary tasks incidental to their normal teaching duties.

Are class advising duties and remediation classes considered part of the teaching load?

Yes, class advising duties and remediation classes shall be treated as part of the teaching load, equivalent to one hour per day or five hours a week.

What are the guidelines for the workload of Teacher-in-Charge (TIC)?

Teacher-in-Charge (TIC) shall be relieved of teaching duties and perform fully the function of a school head, unless exigencies of service require them to take on teaching loads.

Who is responsible for ensuring the equitable distribution of teaching load among teachers?

School heads are responsible for ensuring the equitable distribution of teaching load among teachers, taking into account their specializations and other factors.

What is teaching overload?

Teaching overload refers to the actual classroom teaching hours rendered in excess of the prescribed six hours per day.

What is the maximum allowable teaching overload per day and per week?

The policy sets the maximum allowable teaching overload at two hours per day or ten hours per week.

Who are eligible for teaching overload pay?

Only teachers in schools with teacher shortage based on the enhanced planning parameters are eligible for teaching overload pay.

What are the conditions for assigning teaching overload?

To assign teaching overload, the following conditions must be met:
1. All teachers have rendered the prescribed number of actual classroom teaching hours.
2. The specialization of teachers is considered in assigning overload.
3. Teachers holding contractual positions funded by the Local School Board (LSB) are not eligible for teaching overload pay.

What are teacher ancillary tasks?

Teacher ancillary tasks are tasks that support the teaching and learning process, such as curriculum planning, delivery, and assessment, as well as homeroom guidance and management.

How much time is allocated for performing teacher ancillary tasks?

Teacher ancillary tasks shall be performed within the allocated two hours of the regular workday.

What are teaching-related assignments?

Teaching-related assignments are additional tasks that teachers may be designated to perform, such as serving as school coordinators, trainers, advisers, or chairpersons for various programs and activities.

How are teachers designated to perform teaching-related assignments?

The designation process for teaching-related assignments shall be guided by the following:
– Teachers with less than six hours of teaching load shall be prioritized in the designation to teaching-related assignments.
– Designation orders from the school head, duly concurred by the teacher concerned, shall be issued.
– Teaching-related assignments must be reflected in the electronic School Form 7 (eSF7).

How are teachers compensated for performing ancillary tasks or teaching-related assignments beyond regular work hours?

Teachers performing ancillary tasks or teaching-related assignments beyond regular work hours shall be granted Vacation Service Credits (VSC) as compensation.

How is teaching overload compensated?

Teaching overload shall be compensated through teaching overload pay, processed on a quarterly basis, subject to the availability of funds.

What happens if there are insufficient funds for teaching overload pay?

In case of insufficient funds, teaching overload hours shall be converted to earned VSC.

How are Vacation Service Credits (VSC) granted?

VSC shall be granted to teachers who perform ancillary tasks or teaching-related assignments beyond regular work hours. Eight hours of services rendered shall be equivalent to at least 1.25 VSC.

What are the procedures for requesting and approving VSC?

The policy outlines the following procedures for requesting and approving VSC:
1. Teachers shall secure authority from the School Head to render work beyond regular work hours.
2. The School Head shall approve the request after thorough evaluation of the necessity and urgency of the declared purpose/tasks to be accomplished.
3. Teachers shall submit an Individual Accomplishment Report and the approved authority to the School Head.
4. The School Head shall approve the individual accomplishment report for submission to the Office of the Schools Division Superintendent (SDS).
5. Human Resource Management Officers (HRMOs)/In-Charge shall prepare the Special Order indicating the list of eligible teachers and number of earned VSC, to be approved by the SDS.
6. The Personnel Unit shall record the earned VSC in the Employee’s Leave Card.
7. Teachers shall be regularly informed of their earned VSC.

How can accumulated VSC be utilized?

Accumulated VSC can be used to offset absences of a teacher due to illness, or to offset proportional deduction in the vacation salary due to absences for personal reasons, or late appointment.

Who are responsible for the implementation and monitoring of this policy?

The successful implementation of the policy requires the cooperation and support of various DepEd offices and personnel, including the Central Office, Regional Offices, Schools Division Offices, and schools. Their roles and responsibilities are clearly defined in the policy.

How can concerns, complaints, or violations related to the implementation of this policy be addressed?

The policy establishes a grievance mechanism for addressing concerns, complaints, and violations arising from its implementation. Concerns shall be addressed through the grievance machinery provided under existing DepEd orders and civil service rules.

How will the Department of Education ensure the effective implementation of this policy?

The DepEd, through the Bureau of Human Resource and Organizational Development (BHROD), shall monitor, evaluate, and review the implementation of this policy, consistent with the policy development process of the Department. Feedback from concerned personnel across different governance levels shall be gathered to assess the policy’s effectiveness and make necessary adjustments.

DepEd Order No. 5, s. 2024

April 29, 2024

To:

Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public Elementary and Secondary School Heads
Public Elementary and Secondary School Teachers
All Others Concerned

1. The Department of Education (DepEd) issues the enclosed policy guidelines on the Rationalization of Teachers’ Workload in Public Schools and Payment of Teaching Overload, pursuant to Republic Act (RA) No. 4670 dated June 18, 1966, or the Magna Carta for Public School Teachers, and the Civil Service Commission Resolution No. 080096 dated January 28, 2008.

2. This DepEd Order (DO) is guided by agency directions that are geared toward building a conducive environment for effective teaching and learning to thrive.

a. Teachers shall render eight hours of service per day, of which six hours shall be devoted to actual classroom teaching.

b. The remaining two hours shall be allotted for work incidental to the normal teaching duties which may be spent within or outside the school premises.

c. Other teaching-related work, such as but not limited to being a school coordinator, shall be duly compensated in accordance with Section 14 of RA 4670.

d. In exigency of service, actual classroom teaching in excess of the required six hours shall be compensated through payment of teaching overload, provided that it does not exceed two hours per day.

3. The mechanisms, procedures, and standards stipulated herein shall guide all DepEd offices and schools, including the heads of offices, school heads, and teachers on the rationalization of teachers’ workload in public schools, along with providing appropriate compensation and benefits to teachers who exceed prescribed workload or working hours.

4. All DOs and other related issuances, rules, regulations, and provisions that are inconsistent with these guidelines are repealed, rescinded, or modified accordingly.

5. This DO shall take effect immediately upon its approval, issuance, and publication on the DepEd website. This shall be registered with the Office of the National Administrative Register (ONAR) at the University of the Philippines Law Center (UP LC), UP Diliman, Quezon City.

6. Any clarification regarding this DO shall be coordinated with the Bureau of Human Resource and Organizational Development-School Effectiveness Division, 4th Floor, Mabini Building, Department of Education Central Office, DepEd Complex, Meralco Avenue, Pasig City through email at bhrod.sed@deped.gov.ph or at telephone number (02) 8633-5397.

Immediate dissemination of and strict compliance with this Order is directed.

SARA Z. DUTERTE
Secretary

(Enclosure to DepEd Order No. 005. s. 2024)

Rationalization of Teachers’ Workload in Public Schools and Payment of Teaching Overload

I. Rationale

The Department of Education (DepEd) strives to cultivate a work environment that ensures quality teaching workforce. In support of this thrust, the Department institutionalized the Philippine Professional Standards for Teachers (PPST) to guide all teachers in public schools and clearly set expectations on teacher performance, attainment of proficiency, and professional development.

However, DepEd acknowledges that teacher welfare is as important as teacher quality. Guided by the Republic Act (RA) No. 4670 or the Magna Carta for Public School Teachers, the holistic well-being of teachers is prioritized by ensuring fair and equitable distribution of teacher workload.

Section 13 of the Magna Carta affirms that actual classroom teaching hours shall not be more than six (6) hours a day except in exigencies of service where teachers may render more than six (6) hours but not exceeding eight (8) hours of actual classroom teaching a day. Consequently, any actual teaching performed beyond six (6) hours, as well as any other activities outside their normal teaching duties as stipulated in Section 14, shall be compensated accordingly.

In response to the precepts of the Magna Carta, several Department issuances were released to provide implementing guidelines on the working hours of public school teachers. DECS Order No. 039, s. 1990, Deployment and Assignment of Public School Teachers, reiterated the provision of RA 4670 on the actual teaching hours. The said Order has also assigned teaching load to other tasks like class advising duties and coaching, as well as handling of special/remedial classes.

With guidance from the Civil Service Commission (CSC), the Department also released DepEd Memorandum (DM) No. 291, s. 2008, Guidelines for the Implementation of CSC Resolution No. 080096 on Working Hours for Public School Teachers, and DepEd Order (DO) No. 016, s. 2009, Addendum to DepEd Memorandum No. 291, s. 2008, which further clarified that public school teachers, as government employees, are not exempted from the eight-hour work day, of which six (6) hours shall be allotted to actual classroom teaching and the two (2) hours shall be engaged to tasks incidental to the teaching-learning process.

Despite the issuance of the aforementioned guidelines, various interpretations remain and are still rampant due to the absence of clear operational definition of governing principles, implementing arrangements across governance levels, parameters in determining workload and overload, and monitoring and evaluation mechanisms and procedures.

Through this Order, the Department aims to maximize teachers’ time spent on actual classroom teaching and related duties, enabling them to focus on improving the teaching and learning processes that occur within classrooms. This policy is designed to significantly enhance teacher quality, promote teacher welfare, and ultimately, contribute to improved learning outcomes.

II. Scope

This DepEd Order provides guidelines on the rationalization of teachers’ workload in public schools and streamlines teachers’ other tasks by specifying allowed teaching-related assignments.

This Order covers all DepEd-employed teachers engaged in classroom teaching, on a full-time basis, under permanent, provisional, or substitute status in all public elementary and secondary schools.

Furthermore, this policy shall be implemented across all governance levels. The guidelines, parameters, and processes outlined herein shall guide DepEd schools, Schools Division Offices (SDOs), Regional Offices (ROs), and Central Office (CO) in the distribution of teacher workload, streamlining of teaching-related tasks, as well as computation and compensation of teaching overload and accumulation of vacation service credits (VSC), in accordance with existing laws, rules, and regulations.

III. Definition of Terms

For this purpose, the following terms shall be defined as follows:

a. Class Advising Duties refer to ancillary tasks performed by a class adviser to manage a class or group of learners for a certain grade level.

b. Classroom refers to any learning space whether physical, virtual, or other alternative spaces in communities or households used for teaching and learning engagements through various learning delivery modalities.

c. Compensation refers to monetary payment to teachers for services rendered. This includes salary and wages, or additional incentives attached to work rendered for their position.

d. Remediation refers to the instructional program designed to support struggling learners who have not developed or attained expected curricular competencies and help them strengthen their basic skills to succeed in school. It shall be an after-school program with dedicated time, an organized class, and a designated teacher who shall provide remedial activities, assessment, and support to learners.

e. School Heads refer to persons responsible for the administrative and instructional supervision of the school or cluster of schools as provided for in RA No. 9155. For the purpose of this policy, a duly designated Teacher-in-Charge (TIC) is considered a School Head.

f. Teacher Ancillary Tasks refer to work incidental to the teachers’ normal teaching duties.

g. Teacher Shortage refers to the deficiency in the number of teachers in a school. Teacher shortage is derived from the latest enrollment data and teacher inventory data from the Basic Education Information System (BEIS).

h. Teachers refer to those occupying teaching positions directly engaged in teaching or delivery of instruction in the elementary and secondary levels (junior high school and senior high school) in schools and Community Learning Centers (CLCs).

i. Teaching Load refers to the actual classroom teaching hours or minutes rendered by a teacher.

j. Teaching Overload refers to the actual classroom teaching in excess of the prescribed six (6) hours of actual classroom teaching in a day. The teaching overload shall not exceed two (2) hours a day or ten (10) hours a week.

k. Teaching Overload Pay refers to the additional compensation of public school teachers who render actual classroom teaching beyond the required thirty (30) hours a week. The compensation shall be at least twenty-five percent (25%) of a teacher’s regular remuneration.

l. Teaching-related assignments refer to tasks related to teaching and academic learning which support learner development. These tasks are performed by teachers in consideration of their professional expertise and experience.

m. Vacation Service Credits (VSC) refer to the leave credits earned by public school teachers for services rendered during activities authorized by proper authorities during long periods with no classes (e.g., semestral breaks and official non-working holidays). These credits are used to offset their absences due to illness, or to offset proportional deductions in vacation salary due to absences for personal reasons or late appointment. For purposes of this Order, VSC can be granted for teaching overload and activities during the regular school year as authorized by this Order.

IV. Policy Statement

This DepEd Order aims to enable teachers to focus on their core function of teaching by establishing a more conducive work environment. This goal shall be achieved through a fair and equitable distribution of teaching workload and implementation of a streamlined set of teacher ancillary tasks and teaching-related assignments. The process for the payment of teaching overload and the accumulation of VSC is provided as guidance for all concerned personnel and offices.

Consistent with the Department’s commitment to give support to teachers, this Order fosters a work environment where teachers are focused on their role as learning facilitators. When teachers are engaged in actual classroom teaching and their teaching hours are protected, quality teaching is realized, resulting in quality learning. Therefore, the quality teaching and learning experience shall contribute to improved learning outcomes.

V. Guidelines and Procedures

A. Streamlining Teaching Workload

1. A public school teacher shall render eight (8) hours of work per day, of which six (6) hours shall be devoted to actual classroom teaching and two (2) hours shall be allocated for teacher ancillary tasks which may be spent within or outside school premises.

No teacher shall be required to submit documentary evidence or accomplishment reports on how the two (2) hours of ancillary tasks are spent outside school premises.

2. In a week, a teacher must be able to render thirty (30) hours of actual classroom teaching and ten (10) hours of teacher ancillary tasks.

A.1 Teaching Load

In completing the six (6) hours per day or thirty (30) hours per week devoted to actual classroom teaching, any of the following parameters shall be observed:

a. Teachers

i. Teachers shall render six (6) hours of actual classroom teaching and the two (2) hours shall be allotted to teacher ancillary tasks incidental to the teacher’s normal teaching duties defined under item V.A.3 of this Order.

b. Master Teachers (MT)

i. Master Teachers shall likewise render six (6) hours of actual classroom teaching and the two (2) hours shall be allotted to teacher ancillary tasks incidental to the teacher’s normal teaching duties defined under item V.A.3 of this Order.

ii. In cases where Master Teachers are designated as class advisers, this task shall form part of the six hours of actual classroom teaching.

iii. In line with the function of Master Teachers as defined in the PPST, coaching, mentoring, and provision of technical assistance to colleagues shall be treated as an ancillary task and shall be compensated with VSC if performed beyond the 8-hour workday, following the procedures provided herein.

2. Class advising duties, as part of the ancillary tasks of teachers, shall be treated as a teaching load equivalent to one (1) hour per day or five (5) hours a week. Included in the five (5) hours is the prescribed time for the Homeroom Guidance Program (HGP).

3. Remediation and/or enhancement classes shall likewise be treated as a teaching load. The allotted time and other procedural guidelines shall be in accordance with other DepEd issuances.

4. Program-based strategy, approach, or intervention intended to strengthen the skills and competencies of learners conducted during the allotted time per learning area shall not account for an additional teaching load.

5. Teachers designated as Teacher-in-Charge (TIC) are considered school heads. The designation of TIC shall be supported by a duly signed designation order from the Schools Division Superintendent (SDS) specifying duties and functions, authority, accountability, and responsibility, among others. Hence, TICs shall be relieved of teaching and other related duties and perform fully the function of a school head. However, in the exigency of service, TICs may be given teaching loads on the condition that all teachers in the school have been assigned the maximum teaching overload of two (2) hours. The teaching load of TICs shall form part of their regular work hours. As a result, any work performed beyond the regular work hours shall be compensated accordingly.

6. The Alternative Learning System (ALS) and Special Needs Education (SNED) teachers shall likewise observe the prescribed work hours for teachers.

7. The School Heads shall ensure that teaching load is equitably and fairly distributed among teachers.

A.2 Teaching Overload

1. Hours rendered as actual classroom teaching in excess of the prescribed six (6) hours in a day for teachers shall be counted as teaching overload. The number of minutes accumulated on a weekly basis shall be converted into hours for the computation of appropriate teaching overload pay.

2. To ensure the general welfare of teaching personnel, the maximum hours of teaching overload per day is two (2) hours as provided under Section 13 of RA No. 4670, and Chapter 6 of the Department of Budget and Management (DBM) Manual on Position Classification and Compensation.

3. As a general rule, only teachers in schools with teacher shortage based on the enhanced planning parameters are eligible for teaching overload pay. However, tasks requiring actual classroom teaching duties whether in-person, distance, or blended, including relieving duties for other teachers, which are beyond the normal teaching hours and affecting vacant periods shall also be considered teaching overload, provided it satisfies the conditions in Items A.2.1 and A.2.2, respectively.

4. All teachers shall render the prescribed number of actual classroom teaching hours before they may be assigned a teaching overload. The specialization of teachers must be a prime consideration for the school head in assigning overload.

5. Teachers holding contractual positions funded by the Local School Board (LSB) are not eligible to receive teaching overload pay. However, the protection of their statutory rights shall be properly observed through this DepEd Order by ensuring that they are subjected to a fair and equitable distribution of teaching workload.

A.3 Teacher Ancillary Tasks

1. To further support the teaching and learning process, Teacher Ancillary Tasks shall be performed in the remaining two (2) hours of the regular work.

2. The following shall be considered as Teacher Ancillary Tasks:

a. Curriculum Planning

i. Preparation of lesson plans/daily lesson logs
ii. Action research
iii. Attendance to Learning Action Cell (LAC) sessions

b. Curriculum Delivery and Pedagogy

i. Preparation of instructional aids and materials
ii. Checking and recording learners’ attendance and participation
iii. Classroom management

c. Assessment of Learner’s Progress

i. Checking of exercises and summative tests
ii. Recording of academic performance results
iii. Grading learners’ performance or achievement

d. Homeroom Guidance and Management

i. Class advising duties
ii. Periodic reporting of attendance
iii. Preparation and submission of report card and other school forms
iv. Conference with parents and home visits when necessary

3. For Master Teachers, coaching, mentoring, and provision of technical assistance to colleagues shall be treated as an ancillary task. Learning Action Cell (LAC) coordinator/In-Service Training (INSET) Coordinator shall be included in their functions, among others.

4. School Heads shall prepare individual class programs ensuring that schedule of teachers give ample time for the preparation and correction of exercises and other work incidental to normal teaching duties herein defined.

5. Teachers conducting conferences with parents and home visits performed beyond regular work hours shall be granted with VSC, subject to the guidelines provided herein or as defined by other DepEd issuances.

6. Master Teachers performing coaching and mentoring, as well as providing technical assistance to colleagues beyond regular work hours shall likewise be granted with VSC, in accordance with existing applicable guidelines.

A.4 Teaching-related Assignments

To ensure that teachers are focused on their core mandate, only the following teaching-related assignments on top of the teacher ancillary tasks as herein defined may be designated to teachers, provided that developmental programs are included in the School Improvement Plan (SIP):

a. School Coordinator

i. Reading/ Literacy and Numeracy
ii. Research
iii. Special Needs Education (SNED)
iv. Information, Communication, and Technology
v. Guidance and Advocacy
vi. Inclusive Education (as may be applicable)

b. Trainer/Adviser

i. School Paper
ii. Sports Development Programs
iii. Supreme Elementary Learner Government (SELG)/ Supreme Secondary Learner Government (SSLG)

c. Chairmanship

i. Grade Level
ii. Learning Area

2. In the designation of teaching-related assignments, School Heads shall consider the specialization of teachers who shall be assigned, along with their respective workloads. Teachers with less than six (6) hours of teaching load shall be prioritized in the designation to teaching-related assignments. They shall also consider the guidelines and requirements written in other existing policies related to the teaching-related assignments which shall be designated to teachers.

3. Designation of teaching-related assignments shall be enabled by a designation order from the school head duly concurred by the teacher concerned. School shall prepare a list of teachers designated to perform teaching-related assignments and submit the same to the Office of the SDS for approval. The School Governance and Operations Division (SGOD) shall keep a copy for recording, monitoring, and work interfacing purposes. Teaching-related assignments must be reflected in the electronic School Form 7 (eSF7). This document shall serve as basis for future management action and decision on workload assignments or request for additional manpower.

4. Teachers performing teaching-related assignments, duties, and responsibilities beyond regular work hours, whether within or outside the school premises, shall be granted with VSC subject to the guidelines provided herein or as defined by other DepEd issuances.

5. Other teaching-related assignments arising from new programs from higher and within governance levels, whether internal initiatives or resulting from partnership with stakeholders, shall be subsumed in any of the categories mentioned under V.A.4.1.

B. Administration of Compensation and Benefits

B.1 Payment of Teaching Overload

1. Teaching overload shall be compensated through teaching overload pay.

2. The School Head shall prepare a record of teachers who rendered services beyond six (6) hours aggregated on a weekly basis.

3. Payment of teaching overload shall be made on a quarterly basis, subject to the extent of allotment for the purpose. In the event of insufficiency of funds, teaching overload hours shall be converted to earned VSC provided under existing DepEd policy.

B.2 Grant of Vacation Service Credits

1. Teacher ancillary tasks defined in V.A.3.5, V.A.3.6, and teaching-related assignments performed by teachers beyond regular work hours shall be compensated through the grant of VSC.

2. Eight (8) hours of services rendered shall be equivalent to at least 1.25 VSC.

3. The grant of VSC shall be guided by the following procedures:

a. Teachers shall secure authority from the School Head to render work beyond regular work hours, specifying the following:

i. Name and position
ii. Date and time (hours to be rendered)
iii. Purpose/tasks to be accomplished
iv. Justification

b. The School Head shall approve the request after thorough evaluation of the necessity and urgency of the declared purpose/tasks to be accomplished.

c. For the request for grant of VSC, Teachers shall submit the following to the School Head:

i. Individual Accomplishment Report
ii. Approved authority

d. The School Head shall approve the individual accomplishment report for submission to the Office of the SDS.

e. Human Resource Management Officers (HRMOs)/In-Charge shall prepare the Special Order indicating the list of eligible teachers and number of earned VSC based on the actual number of hours/ days teachers have rendered, to be approved by the SDS.

f. Once approved, the Personnel Unit shall record the earned VSC in the Employee’s Leave Card.

g. Teachers shall be regularly informed of their earned VSC.

4. Accumulated VSC are used to offset absences of a teacher due to illness, or to offset proportional deduction in the vacation salary due to absences for personal reasons, or late appointment.

5. The procedures for the use of VSC to offset absences or deduction in vacation salary shall be in accordance with other existing DepEd policy.

a. Absences reflected in the daily time record (DTR) shall indicate Vacation Service Credit Applied (VSCA) for offsetting absences.

6. The accrued VSC may be converted to Sick Leave-Vacation Leave (SL-VL) credits for monetization, subject to availability of funds.

C. Tools and Procedures

  1. To provide guidance and further details for the implementation of this policy, the Office of the Undersecretary for Human Resource and Organizational Development (OUHROD) shall provide all necessary tools and procedures through a strand Memorandum, particularly on the process on the payment of teaching overload.
  2. The relevance and applicability of the tools and procedures shall be subjected to periodic review and adjustments by OUHROD as may be necessary.

D. Roles and Responsibilities

1. Central Office

Office of the Undersecretary for Human Resource and Organizational Development (OUHROD) through the Bureau of Human Resource and Organizational Development (BHROD):

a. Conducts policy orientation and capacity-building to field offices as deemed necessary;

b. Monitors and evaluates compliance with this Order and provides appropriate and timely technical assistance to field offices;

c. Periodically assesses and reviews the implementing guidelines based on gathered reports and results of monitoring and evaluation;

d. Provides supplementary tools to enhance the implementation of the policy; and

e. Continuously streamlines teachers’ tasks and duties through the following:

i. Reviews policies and programs, identifies their implications on teacher workload, and recommends policy action/s to the Office of the Secretary for approval;
ii. Consults with concerned offices, and reviews and proposes recommendations for possible streamlining and/or harmonization, if any, with regard to the processes/procedures of program implementation, including reportorial requirements;
iii. Maintains an inventory of official school processes and tasks assigned to teachers that affect their workload;
iv. Provides periodic reports to the Management regarding compliance with this policy;
v. Anticipates future and evolving school processes that may affect teacher- workload; and
vi. Reviews and provides recommendations on legislative measures with implications to teacher workload.

2. Regional Offices

Office of the Regional Director.

a. Ensures overall compliance of the SDOs and evaluates the impact of the implementing guidelines of the policy;
b. Prepares a regional implementation plan to support objectives of this policy; and
c. Prepares and submits reports and provides recommendations regarding this policy.

Administrative Unit – Personnel Section

a. Consolidates budget utilization reports from their SDOs for forward submission to BHROD on a semiannual basis; and

b. Monitors and evaluates compliance with this Order, in coordination with the Pohcy, Planning and Research Division, by conducting workload audit through the checking of the consolidated report on eSF7 (School Personnel Assignment List and Basic Profile) of the SDO.

Field Technical Assistance Division (FTAD)

a. Provides appropriate technical assistance, in coordination with other functional divisions, to enhance the capacity of their SDOs in addressing school concerns

3. Schools Division Offices

Office of the Schools Division Superintendent

a. Ensures overall adherence of schools and evaluates the impact of the implementing guidelines of the Policy.

School Governance and Operations Division (SGOD)

a. Orients, capacitates, and provides appropriate and timely technical assistance to teachers who shall perform the teaching-related assignments;

b. Consolidates eSF7 and submits to the Regional Office;

c. Addresses school queries and concerns in relation to the implementation of this policy;

d. Monitors and evaluates the compliance with this Order; and

e. Provides technical assistance to schools based on the results of monitoring and evaluation.

Administrative Unit-Personnel Section

a. Monitors school compliance to the documentary requirements for the payment of teaching overload; and

b. Ensures strict compliance with the deployment and prescribed workload for school-based personnel by conducting personnel and workload audits in coordination with the Planning and Research Section.

Finance Unit

a. Ensures efficiency in the payment of teaching overload and prepares the budget utilization report on a semiannual basis.

4. Schools

School Head

a. Exercises fair, reasonable, and equitable distribution of teaching workload and overload, teaching-related assignments, and other workload of teachers using the eSF7, consistent with DepEd rules and regulations;

b. In cases of teaching overload, considers the specialization requirements when assigning additional teaching loads;

c. Continuously provides opportunities for teachers to develop professionally;

d. Ensures strict compliance with the prescribed workload of teachers using eSF7; and

e. Strengthens monitoring and evaluation of the implementation of this Order.

E. Grievance Mechanism

Concerns, complaints, and/or violations arising from the implementation of this policy shall be addressed through the grievance machinery provided under DO No. 35, s. 2002 or pertinent rules on administrative cases in the civil service.

VI. Monitoring and Evaluation

The DepEd, through the BHROD, shall monitor, evaluate, and review the implementation of this policy, consistent with the policy development process of the Department. Furthermore, BHROD-SED shall gather feedback on the implementation of these guidelines from concerned personnel across different governance levels.

Anchored on the principles of decentralization and shared governance, the Department aims to empower the field offices in terms of monitoring and evaluating policy implementation and providing technical assistance.

VII. Repealing Clause

All other DepEd Orders, Memoranda, and related issuances, rules and regulations, and provisions which are inconsistent with this Order are hereby rescinded or modified accordingly.

VIII. Separability Clause

If any provision of this Order is declared invalid or unenforceable by competent authority or the Courts, all other provisions not affected shall remain in force and in effect.

IX. Transitory Provision

Relative to the pilot implementation of the ALS-Senior High School (ALS-SHS), this policy allows the granting of teaching overload pay to eligible teachers in identified pilot schools subject to the provisions indicated herein. An official list of pilot schools shall be released in a separate DepEd issuance for said purpose.

This arrangement shall be deemed temporary until such time dedicated full-time ALS teachers are allotted and deployed for SHS.

In view of the curriculum reform and development, provisions that may be found inconsistent with its implementation shall be subject to further review.

X. Effectivity

This DepEd Order shall take effect immediately upon its approval, issuance, and publication on its website. Certified copies of this Order shall be registered with the Office of the National Administrative Register (ONAR) at the University of the Philippines Law Center (UP LC), UP Diliman, Quezon City.

DepEd Order No. 5, s. 2024
DepEd Order No. 5, s. 2024
DepEd Order No. 5, s. 2024
DepEd Order No. 5, s. 2024
DepEd Order No. 5, s. 2024
DepEd Order No. 5, s. 2024
DepEd Order No. 5, s. 2024
DepEd Order No. 5, s. 2024
DepEd Order No. 5, s. 2024
DepEd Order No. 5, s. 2024
DepEd Order No. 5, s. 2024
DepEd Order No. 5, s. 2024
DepEd Order No. 5, s. 2024
DepEd Order No. 5, s. 2024
DepEd Order No. 5, s. 2024

Mark Anthony Llego

Mark Anthony Llego, hailing from the Philippines, has made a profound impact on the teaching profession by enabling thousands of teachers nationwide to access crucial information and engage in meaningful exchanges of ideas. His contributions have significantly enhanced their instructional and supervisory capabilities, elevating the quality of education in the Philippines. Beyond his domestic influence, Mark's insightful articles on teaching have garnered international recognition, being featured on highly respected educational websites in the United States. As an agent of change, he continues to empower teachers, both locally and internationally, to excel in their roles and make a lasting difference in the lives of their students, serving as a shining example of the transformative power of knowledge-sharing and collaboration within the teaching community.

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