Includes bibliographical references

Improvement on the quality of education cannot be defined by merely looking at expertise and competence of teachers who play as front liners in delivering instructions for students. The number of teachers in an institution does not also guarantee quality. Nor do improved school facilities bring significant learning experiences to students. The scarcity of qualified teachers in the Philippine educational system has been an underscored problem since time immemorial. Thus, this discussion paper is an initiative which seeks to further describe the qualifications of madrasah education teachers set by the Department of Education (DepEd) and to critically review and analyze policies on teacher recruitment. Analysis of teachers’ qualification and recruitment has only revealed perennial problems such as (1) inadequate qualified teachers to teach madrasah education in both public and private madaris especially in remote areas, (2) limited training on pedagogic skills, (3) training and educational attainment mismatch, (4) low and delayed allowance or salary, and (5) the lack of clear guidelines in monitoring of teachers qualifications in private madaris. This discussion redirects government to strengthen the teacher support system in the implementation of madrasah education through further policy reviews and future research.