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I’ll admit it—I once stared at a pile of assessment results and felt like I was reading an alien language. Numbers, percentages, competency levels—it all blurred together. That’s exactly how many aspiring school leaders must have felt when DepEd released Memorandum 097, s. 2025, detailing the results of the National Assessment for School Heads (NASH) FY 2025 Batch 1.
But here’s the thing: these numbers aren’t just statistics. They’re stories of real educators working hard to lead schools effectively. And understanding them can help us see where leadership in schools is thriving—and where it could use a little nudge.
What Is the NASH and Why It Matters
DepEd’s National Assessment for School Heads (NASH) isn’t just a fancy test. It’s a carefully structured evaluation meant to measure conceptual understanding and situational critical thinking among aspiring school leaders.
A few key facts:
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The NASH aligns with the Philippine Professional Standards for School Heads (PPSSH).
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Batch 1 of FY 2025 had 11,385 takers, with a staggering 99.32% completing the assessment.
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Scores are analyzed using a multi-level system, from item-level responses (0-3) to overall competency scaled from 1 to 100.
Did You Know?
The scoring method, called the Ordinal Partial Credit Model, recognizes partial understanding. So, a “mostly right” answer still earns credit—because leadership isn’t black and white.
Understanding the NASH framework is crucial because it identifies who is ready for leadership roles and who might need additional development—something I wish I’d realized when I first stepped into administration.
Breaking Down the Results: Who Made the Cut?
Here’s where it gets personal. Seeing numbers like these can feel intimidating—but it’s also an opportunity to reflect.
Of the 11,308 school heads who completed the assessment:
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25.6% (2,899) met standards across all four PPSSH domains—ready to step into school principal roles.
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13.3% (1,509) met standards in three domains but require targeted development.
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61% (6,900) fell into the “With Developmental Areas” category, meaning professional development is needed before advancing.
I remember the first time I faced a professional development plan—I felt exposed, like I was being told, “You’re not ready.” But over time, those PDIs became my roadmap for improvement. Sometimes, failure is just a detour, not a dead-end.
The NASH Scoring Process Explained (Without the Headache)
The scoring system might sound complicated, but let me break it down in plain terms:
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Item Level (0-3) – Each question is scored based on correctness and quality.
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Indicator Level – Scores for specific skills are standardized and converted to a 1–100 scale.
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Domain Level – A weighted average of indicators, giving a clear view of competency in leadership areas.
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Overall Score – A combined, normalized score that tells you how ready a candidate is for school headship.
Think of it like baking a layered cake: each layer (item, indicator, domain) contributes to the final flavor (overall competency). Miss one layer, and the cake isn’t perfect—but it can still taste great after adjustments.
Mini Q&A:
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Q: Can someone with developmental areas still become a school principal?
A: Yes, with Professional Development Interventions (PDIs) and a Work Application Plan certified by the school division superintendent. -
Q: How long do these interventions take?
A: Typically, three months, but timelines vary based on the domain needing improvement.
Personal Lessons From Leading Through Assessment
Here’s a story that resonates: a few years ago, I took a leadership assessment for the first time. I barely met two of four competency domains. I’ll admit—I felt defeated. But the structured feedback I received was a revelation. It showed me exactly where I needed to grow.
The same principle applies to the NASH: scores aren’t judgment—they’re guidance. By reflecting on each domain, school heads can pinpoint their weaknesses and tackle them strategically.
The 3-Day NASH Challenge: Applying Lessons Personally
Inspired by these insights, I created a simple exercise for anyone wanting to grow professionally, whether in education or another field:
The 3-Day Experiment:
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Day 1: Identify one skill area you consistently avoid or struggle with. Write down specific challenges.
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Day 2: Take actionable steps to improve it, even if small—read an article, observe a peer, or draft a plan.
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Day 3: Reflect on what worked and what didn’t. Adjust your strategy and set a goal for continued growth.
Small, intentional steps—like the NASH’s PDIs—lead to measurable improvement over time.
Why This Matters Beyond the Philippines
Even if you’re not in the Philippines, the lessons are universal: leadership is about continuous development, honest reflection, and targeted practice. Whether you lead a classroom, a team at work, or a community initiative, structured assessment plus actionable feedback can guide you toward success.
And if I can be candid: embracing feedback, especially when it feels critical, is humbling. But every leader I’ve admired has gone through this discomfort. It’s part of growing stronger and wiser.
Closing: From Numbers to Narrative
I still remember that first pile of assessment scores—frustrating, intimidating, and overwhelming. Yet, with reflection and action, those numbers became my roadmap. DepEd Memorandum 097, s. 2025 isn’t just a list of scores; it’s a story of teachers striving to become the leaders their schools need.
So, here’s my challenge: share your own story of growth—professional or personal—in the comments. Let’s turn numbers into narratives, mistakes into lessons, and assessments into opportunities.