📄 Abstract
This position paper examines the divergent interpretations of Department of Education (DepEd) orders and memorandums among school heads. While DepEd directives are intended to standardize practices and ensure equity, differences in interpretation often lead to inconsistencies in instructional supervision, curriculum implementation, and school management. These disparities weaken policy coherence and compromise the constitutional right to quality education. The paper argues that while autonomy allows school leaders to adapt policies to local contexts, excessive divergence undermines national goals. Grounded in the Philippine Constitution and Republic Act No. 9155, the discussion reframes the issue as a rights concern, emphasizing learners’ entitlement to consistent and equitable education. Proposed solutions include policy simplification, capacity-building programs, collaborative dialogue, stronger monitoring and evaluation, and rights-based framing. By harmonizing interpretations, DepEd can strengthen accountability, uphold equity, and ensure that directives fulfill their intended purpose of advancing quality education nationwide.
🏷️ Keywords
📚 How to Cite:
Jeremias Jr, A. Tamayo, Atty. Glene A. Nalla , DIVERGENT INTERPRETATIONS OF DEPED POLICIES: PERSPECTIVES OF SCHOOL HEADS IN POLICY IMPLEMENTATION , Volume 12 , Issue 6, June 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 820 - 822 , DOI: https://doi.org/10.36713/epra30719