Area 2

Good leaders are made not born. If you have the desire and willpower, you can
become an effective leader. Good leaders develop through a never ending process of
self-study, education, training, and experience (Jago, 1982). This guide will help you
through that process. To inspire your workers into higher levels of teamwork, there are
certain things you must be, know, and, do. These do not come naturally, but are
acquired through continual work and study. Good leaders are continually working and
studying to improve their leadership skills; they are NOT resting on their laurels.

Leadership is a process by which a person influences others to accomplish an

objective and directs the organization in a way that makes it more cohesive and
coherent. Leadership is a process whereby an individual influences a group of
individuals to achieve a common goal. Leadership is not a person or a position. It is a
complex moral relationship between people, based on trust, obligation, commitment,
emotion, and a shared vision of the good. Leadership is that process in which one
person sets the purpose or direction for one or more other persons and gets them to
move along together with him or her and with each other in that direction with
competence and full commitment.

Management is concerned with achieving results by effectively obtaining,

deploying, utilizing and controlling all the resources required, namely people, money,
information, facilities, plant and equipment. Leadership focuses on the most
important resource, people. It is the process of developing and communicating a vision
for the future, motivating people and gaining their commitment and engagement.”
These definitions state that there are several differences between leading and
managing people in business. Management stirs thoughts like planning, organizing,
directing and controlling while leadership is quite a different story. When individuals
think of leadership they are more prone to think about qualities like innovation,
motivation and support.

14 Principles of Management by Henry Fayol

Principles of management are quite an area put into consideration in running a

business. It refers to a broad and general guideline that provides a blueprint for
decision-making in an organization. It could be used to decide staffs that are to be
promoted in an organization, based on the managers’ discretion, one manager could
consider seniority, while another may for the principle of merit. Management
principles deal with human behavior and are implemented productively based on the
situation at hand. All organizations require management to succeed. It is the judicious
use of means to accomplish an end (Stroh, Northcraft, & Neale, 2002). Management is
the process of achieving goals and objectives effectively and efficiently through people.
It involves designing and maintaining an environment in which individuals work
together in groups

1. Division of Work Specialization allows the individual to build up experience,

and to continuously improve his skills. Thereby he can be more productive. In
practice, employees are specialized in different areas and they have different
skills. Different levels of expertise can be distinguished within the knowledge
areas (from generalist to specialist). Personal and professional developments
support this. According to Henri Fayol specialization promotes efficiency of the
workforce and increases productivity. In addition, the specialization of the
workforce increases their accuracy and speed.

2. Authority The right to issue commands, along with which must go the
balanced responsibility for its function. According to Henri Fayol, the
accompanying power or authority gives the management the right to give orders
to the subordinates. The responsibility can be traced back from performance
and it is therefore necessary to make agreements about this. In other words,
authority and responsibility go together and they are two sides of the same
coin.

3. Discipline Employees must obey, but this is two-sided: employees will only
obey orders if management play their part by providing good leadership. It is
often a part of the core values of a mission and vision in the form of good
conduct and respectful interactions. This management principle is essential
and is seen as the oil to make the engine of an organization run smoothly.

4. Unity of Command Each worker should have only one boss with no other
conflicting lines of command. The management principle ‘Unity of command’
means that an individual employee should receive orders from one manager
and that the employee is answerable to that manager. If tasks and related
responsibilities are given to the employee by more than one manager, this may
lead to confusion which may lead to possible conflicts for employees. By using
this principle, the responsibility for mistakes can be established more easily.

5. Unity of Direction People engaged in the same kind of activities must have the
same objectives in a single plan. This is essential to ensure unity and
coordination in the enterprise. Unity of command does not exist without unity
of direction but does not necessarily flows from it. All employees deliver the
same activities that can be linked to the same objectives. All activities must be
carried out by one group that forms a team. These activities must be described
in a plan of action. The manager is ultimately responsible for this plan and he
monitors the progress of the defined and planned activities. Focus areas are the
efforts made by the employees and coordination.

6. Subordination of individual interest (to the general interest). Management

must see that the goals of the firms are always paramount. There are always all
kinds of interests in an organization. In order to have an organization function
 well, Henri Fayol indicated that personal interests are subordinate to the
interests of the organization (ethics). The primary focus is on the organizational
objectives and not on those of the individual. This applies to all levels of the
entire organization, including the managers.

7. Remuneration Payment is an important motivator although by analyzing a

number of possibilities, Fayol points out that there is no such thing as a perfect
system. Motivation and productivity are close to one another as far as the
smooth running of an organization is concerned. This management principle of
the 14 principles of management argues that the remuneration should be
sufficient to keep employees motivated and productive. There are two types of
remuneration namely non-monetary (a compliment, more responsibilities,
credits) and monetary (compensation, bonus or other financial compensation).
Ultimately, it is about rewarding the efforts that have been made.

8. Centralization (or Decentralization). This is a matter of degree depending on

the condition of the business and the quality of its personnel. Centralization
implies the concentration of decision making authority at the top management
(executive board). Sharing of authorities for the decision-making process with
lower levels (middle and lower management), is referred to as decentralization
by Henri Fayol. Henri Fayol indicated that an organization should strive for a
good balance in this.

9. Scalar chain (Line of Authority). A hierarchy is necessary for unity of direction.

But lateral communication is also fundamental, as long as superiors know
that such communication is taking place. Scalar chain refers to the number of
levels in the hierarchy from the ultimate authority to the lowest level in the
organization. It should not be over-stretched and consist of too-many levels.
Hierarchy presents itself in any given organization. This varies from senior
management (executive board) to the lowest levels in the organization. Henri
Fayol ’s “hierarchy” management principle states that there should be a clear
line in the area of authority (from top to bottom and all managers at all levels).
This can be seen as a type of management structure. Each employee can
contact a manager or a superior in an emergency situation without challenging
the hierarchy. Especially, when it concerns reports about calamities to the
immediate managers/superiors.

10. Order Both material order and social order are necessary. The former
minimizes lost time and useless handling of materials. The latter is achieved
through organization and selection. employees in an organization must have the
right resources at their disposal so that they can function properly in an
organization. In addition to social order (responsibility of the managers) the
work environment must be safe, clean and tidy.

11. Equity In running a business a „combination of kindliness and justice‟ is

needed.
Treating employees well is important to achieve equity. The management
principle of equity often occurs in the core values of an organization. According to
Henri Fayol, employees must be treated kindly and equally. Employees must be in the
right place in the organization to do things right. Managers should supervise
and monitor this process and they should treat employees fairly and impartially.

12. Stability of Tenure of Personnel Employees work better if job security

and career progress are assured to them. An insecure tenure and a high rate of
employee turnover will affect the organization adversely. This management
principle of the 14 principles of management represents deployment and
managing of personnel and this should be in balance with the service that is
provided from the organization. Management strives to minimize employee
turnover and to have the right staff in the right place. Focus areas such as
frequent change of position and sufficient development must be managed well.

13. Initiative Allowing all personnel to show their initiative in some way is a
source of
strength for the organization. Even though it may well involve a sacrifice
of „personal vanity‟ on the part of many managers. H. F argued that with this
management principle employees should be allowed to express new ideas. This
encourages interest and involvement and creates added value for the company.
Employee initiatives are a source of strength for the organization according to Henri
Fayol. This encourages the employees to be involved and interested.

14. Esprit de Corp Management must foster the morale of its employees. He
further
suggests that: “real talent is needed to coordinate effort, encourage keenness,
use each person‟s abilities, and reward each one‟s merit without arousing
possible jealousies and disturbing harmonious relations.” The management
principle ‘esprit de corps’ of the 14 principles of management stands for striving
for the involvement and unity of the employees. Managers are responsible for the
development of morale in the workplace; individually and in the area of
communication. Esprit de corps contributes to the development of the culture and
creates an atmosphere of mutual trust and understanding.

5 DepEd programs/ reforms

Today, there are various trends that shape and change the world of education
today. Those trends include changing age structures, knowledge intensive service
economies, changing world of work and jobs, concept of learning society, rapid
developments in ICT (information and communications technology), and social
connections and values (OECD (Organization for Economic Cooperation and
Development), 2008). It is for this reason that policy-makers have increasingly focused
on the need to develop system capacities for educational reform and change. Change
attempts in education mostly aim to narrow the widening gap between the traditional
capabilities of educational systems and emerging demands of the information age
(Hallinger & Kantamara, 2000)
K to 12- The K-12 program offers a decongested 12-year program that gives
students sufficient time to master skills and absorb basic competencies.
Students of the new system will graduate at the age of 18 and will be ready for
employment, entrepreneurship, middle level skills development, and higher
education upon graduation.The K-12 program accelerates mutual recognition of
Filipino graduates and professionals in other countries.Kindergarten is
mandatory for five-year-old children, a pre-requisite for admission to Grade 1.
The new curriculum gives students the chance to choose among three tracks
(i.e. Academic; Technical-Vocational-Livelihood; and Sports and Arts) and
undergo immersion, which provides relevant exposure and actual experience in
their chosen track.
SBM Wins - In 2016, the Department of Education issued DepED Order No. 10, “Policy
and Guidelines on the Comprehensive Water, Sanitation, and Hygiene in Schools (WinS)
Program.” This is to improve access to adequate water supply, functi onal toilets and
effective hygiene promotion. This is in recognition of the importance of WASH in schools in
achieving the learning outcomes for our children. The goal is to ensure a sa fe and
conducive learning environment in school and enable children to be in best condition to
participate and learn in school.
What is deped wash in schools??
A school-based program that promotes correct hygiene and sanitation practices through
hygiene and sanitation education and the provision of standards for safe water supply and
appropriate sanitation facilities.

Key Components and Goals of WASH in Schools

Wash in schools focuses on the standards for the promotion of a clean and safe
school environment & correct hygiene and sanitation practices among learner. A
milestone for WASH in Schools (WinS) was reached in the Philippines. The
Department of Education has taken a huge step forward to give importance to the
topic of water, sanitation and hygiene in public and private schools on a nationwide
scale. The inclusion of data on WinS to be collected in each school through the
Enhanced Basic Education Information System shows that the education sector has
taken responsibility to manage and improve WinS. The annual data gathering in all
schools of the country will now track the following WinS indicators: (a) availability of
drinking water, (b) regularity of cleaning of sanitation facilities, (c) availability of
group hand washing facilities, (d) accessibility of sanitary pads, (e) compliance with
food handling standards, and (f) number of learners dewormed. The data collection in
the Philippines reflects the specific aspects and WinS indicators within the Sustainable
Development Goals (SDGs).
SLAC-
INSET - In-Service Training (INSET) has been considered as crucial to the
maintenance and sustaining the capacity of the teacher to continue to provide
quality teaching and learning in the classroom. From time to time, development
partners, NGO’s and subject associations organise workshops/seminars to
update the knowledge and skills of teachers in the basic schools. However,
some of these activities are so general in their scope that they do not satisfy the
specific needs of teachers as far as their classroom performance is concerned.
INSET can be defined as the variety of activities and practices in which teachers
become involved in order to enrich their knowledge, improve their skills in
teaching and also enable them to become more efficient on the job. INSET
serves the following objectives: Improve and increase teachers’knowledge of the
content of academic subjects in order to become more qualified Enable
teachers to acquire new teaching methods and materials for specific subject
content areas Train teachers in school and class management and
administration Help teachers develop skills in human relations management
Encourage team work among teachers Introduction of SBI/CBI In order for
INSET sessions to be more relevant and seen to be meeting the peculiar needs
of teachers in their respective classrooms, it is recommended that SBI/CBI be
organized more often than general INSETs. This is because continuous INSET
 improves the performance and standards in schools through the building of the
capacity of teachers.
LIS
ICT

A school head and principal exercises administration of schools and facilities

Discuss the functions of the principal as administrator of physical resources and
facilities.
Working conditions cannot improve without a commitment from district and
building level leadership. Superintendents, principals and special education
administrators are key personnel in retaining teachers. In addition, the role of
administration in retention and support for special educators is particularly crucial
given a history of exclusion and isolation from general education that many special
educators have experienced. Section One in this document summarizes the critical
importance of administration in teacher retention.

School leaders at all levels of education can use the resources and strategies in this
document to strengthen their efforts to ensure that students learn with high quality
teachers. It should be noted that the term “school leader” extends beyond the role of
superintendent or principal. Often, assistant superintendents, vice principals, or others
are responsible for certain areas and this needs to be acknowledged when reading the
strategies that are recommended. Further, some issues discussed here are building
level, while others are district level.
Principals in the 21st century are held accountable to ensure that students are
achieving, which has major implications for maintaining effective working conditions in
schools. Principals are responsible for working conditions that facilitate the success of
students, realizing that teachers make the most difference in student achievement
(Yost,2002). According to Minette, ―the heart of education is the classroom teacher‖
(Knudsen,2007, p. 41). In order for teachers to be successful in the classroom, they
need working conditions that meet their expectations (Johnson, 2006). Principals are
responsible for providing resources and support to teachers to assist them in improving
instruction and increasing student achievement (Berry, Wade & Trantham, 2009; Yost,
2002; Prawat & Petersen, 1999; Portin, Schneider, DeArmond & Gundlach, 2003).
It appears that the physical facilities in the school setting go a long way to
motivate students to learn. Physical facilities in any school system range from the
school plant, that is the school buildings, classroom, library, laboratories, toilet
facilities, learning materials to other infrastructures that would likely motivate
students towards learning. Experience has shown that most of the physical facilities
that are germane to effective learning/academic performance of students appears not
to be sufficient in our public secondary schools today.
The school facility is much more than a passive container of the educational
process: it is, rather, an integral component of the conditions of learning. The layout
and design of a facility contributes to the place experience of students, educators, and
community members. Depending on the quality of its design and management, the
facility can contribute to a sense of ownership, safety and security, personalization and
control, privacy as well as sociality, and spaciousness or crowdedness. When planning,
designing, or managing the school facility, these facets of place experience should,
when possible, be taken into consideration.

Area 4

MAJOR LEGAL BASES

The Philippine Constitutions
1. 1935 CONST. Article XIV Section 5
2. 1973 CONST. Article XV Section 8 (1-8)
3. 1987 CONST. Article XIV Sections 1-5(5)

THE 1987 CONSTITUTIONS

Article XIV Sections 1-5(5)

Section 1. The state shall protect and promote the right of all the citizens to quality
education at all levels and shall take appropriate steps to make such education
accessible to all.
Section 2. The state shall:

Establish, maintain and support a complete, adequate and integrated system of

education relevant to the needs of the people and society;
Establish and maintain s system of free public education in the elementary and high
school levels. Without limiting the natural rights of parents to rear their children,
elementary education is compulsory for all children of school age;
Establish and maintain a system of scholarship grants, student loan programs,
subsidies and other incentives which shall be available to deserving students in both
public and private schools, especially to the underprivileged;
Encourage non- formal, informal and indigenous learning system, as well as self-
learning independent and out-of-school study programs particularly those that respond
to community needs; and
Provide adult citizens, the disabled and out-of-school youth with training in civics,
vocational efficiency and skills.
Section 3. All educational institutions shall include the study of the Constitution as
part of the curricula.
They shall inculcate patriotism and nationalism, foster love of humanity, respect for
human rights, appreciation of the role of national heroes in the historical development
of the country, teach the rights and duties of citizenship, strengthen ethical and
spiritual values, develop moral character and personal discipline, encourage critical
and creative thinking, broaden scientific and technological knowledge and promote
efficiency.
At the option expressed in writing by the parent or guardians, religion shall be allowed
to be taught to their children or wards in the public elementary and high schools
within the regular class hours by instructors designated or approved by the religious
authorities of the religion to which the children or wards belong, additional cost to the
Government.
Section 4.

The state recognizes the complementary roles of the public and private institutions in
the educational system and shall exercise reasonable supervision and regulation of all
educational institutions.
Educational institutions, other than those established by religious groups and mission
boards, shall be allowed solely by citizens of the Philippines or corporations or
associations at least sixty per centum of the capital of which is owned by such citizens.
The Congress may, however, require increased Filipino equity participation in all
educational institutions. The control and administration of educational institutions
shall vested in citizens of the Philippines. No educational institution shall be
established exclusively for aliens and no group of aliens shall comprise more than one
third of the enrollment in any school. The provisions of this subsection shall not apply
to schools established for foreign diplomatic personnel and their dependents and,
unless otherwise provided by law, for other foreign temporary residents.
All revenues and assets of non- stock, non- profit educational institutions used
actually, directly and exclusively for educational purposes shall be exempt from taxes
and duties. Upon the dissolution or cessation of the corporate existence of such
institutions, their assets shall be disposed of in the manner provided by law.
Proprietary educational institutions, including those cooperatively owned, may likewise
be entitled to such exemptions subject to the limitations provided by law including
restrictions on dividends and provisions for reinvestment.
Subject to conditions prescribed by law, all grants endowments, donations or
contributions used actually, directly and exclusively for educational purposes shall be
exempt from tax.
Section 5.

The State shall take into account regional and sectoral needs and conditions and shall
encourage local planning in the development of educational policies and programs.
Academic freedom shall be enjoyed in all institutions of higher learning.
Every citizen has a right to select a profession or course of study, subject to fair,
reasonable and equitable admission and academic requirements.
The State shall enhance the right of teachers to professional advancement. Non-
teaching academic and non-academic personnel shall enjoy the protection of the State.
The State shall assign the highest budgetary priority to education and ensure that
teaching will attract and retain its rightful share of the best available talents through
adequate remuneration and other means of job satisfaction and fulfillment.
BATAS PAMBANSA BLG. 232 (THE EDUCATION ACT OF 1982)
This was an act providing for the establishment and maintenance of an integrated
system of education. In accordance with Section 2, this act shall apply to and govern
both formal and non- formal system in public and private schools in all levels of the
entire educational system. As provided by this Act, the national development goals are
as follows:

To achieve and maintain an accelerating rate of economic development and social

progress.
To assure the maximum participation of all the people in the attainment and enjoyment
of the benefits of such growth; and
To achieve and strengthen national unity and consciousness and preserve, develop and
promote desirable cultural, moral and spiritual values in changing world.
It is also stated in Section 3 that:

The State shall promote the right of every individual to relevant quality education,
regardless of sex, age, creed socio- economic status, physical and mental conditions,
racial or ethnic origin, political or other affiliation. The State shall therefore promote
and maintain equality of access to education as well as the benefits of education by all
its citizens.

RIGHTS OF STUDENTS IN SCHOOL (SECTION 9)

The right to receive competent instruction, relevant quality education.
The right to freely choose their field of study subject to the existing curricula and
continue their course up to graduation, except in cases of academic deficiency or
violations of disciplinary regulations.
The right to school guidance and counseling services.
The right to access to his owns school records and the confidentiality of it.
The right to issuance of official certificates, diplomas, transcript of records, grades,
transfer credentials and similar document within thirty days from request.
The right to publish a student newspaper and invite resource persons during symposia,
assemblies and other activities.
The right to free expression of opinions and suggestions and to effective channels of
communication with appropriate academic and administrative bodies of the school or
institutions.
The right to form or establish, join and participate in organizations and societies
recognized by the school…, or to form, join and maintain organizations and societies
for purposes not contrary to law.
The right to be free from involuntary contributions except those approved by their
organizations and societies.
RIGHT OF ALL SCHOOL PERSONNEL (SECTION 10)
Free expression of opinions and suggestions.
To be provided with free legal service by the appropriate government office in case of
public school personnel and the school authorities concerned in case of private school
personnel, when charged in administrative, civil and/or criminal proceedings, by
parties other than the school authorities concerned, for actions committed directly in
the lawful discharged of professional duties and/or in defense of school policies.
Establish join, maintain labor organization of their choice to promote their welfare and
defend their interest.
To be free from involuntary contributions except those imposed by their own
organizations.
SPECIAL RIGHTS AND/OR PRIVILEGES OF TEACHING OR ACADEMIC STAFF
(SECTION 11)
Right to be free compulsory assignment not related to their duties defined in their
appointment or employment contracts unless compensated thereof. (additional
compensation Sec. 14 R.A. 4670- at least 25% his regular remuneration)
Right to intellectual property………
Teachers are persons in authority when in lawful discharge of duties and
responsibilities… shall therefore be accorded due respect and protection
(Commonwealth Act No. 578)
Teachers shall be given opportunity to choose career alternatives for advancements.
RIGHTS OF ADMINISTRATORS (SECTION 12)
School administrators shall be deemed persons in authority while in the lawful
discharge of their duties and responsibilities…. Shall be accorded due respect and
protection (Commonwealth Act No. 578)
RIGHTS OF SCHOOLS (SECTION 13)
The right of their governing boards…….to adopt and enforce administrative or
management systems.
The right of institutions of higher learning to determine on academic grounds who shall
be admitted to study, who may teach, and who shall be the subjects of the study and
research.
MAINTENANCE OF QUALITY EDUCATION
Voluntary Accreditation (Section 29)
Teachers and Administrators obligations and qualification (Sections 176 and 17)
Government Financial Assistance to Private Schools (Section 41)
OTHER LEGAL BASES
1. ACT NO. 74
This law was enacted on January 21, 1901 by the Philippine Commission, and
provided:

a. establishment of the Department of Public Instruction headed by the General

superintendent
b. the archipelago was divided into school divisions and districts for effective
management of the school system.
c. English was made as medium of instruction in all levels of schooling
d. optional religious instructions in all schools (Section 16)
e. establishment of a Trade school in Manila (Philippine College of Arts and Trade-
PCAT now known as Technological University of the Philippines), a school of
Agriculture in Negros, a Normal school in Manila (Philippine Normal School) (Section
18)
• Philippine Normal School, however, was renamed Philippine Normal College (PNC) by
virtue of Republic Act No. 416 on June 18, 1949. And on December 26, 1991, the PNC
was converted to Philippine Normal University as provided by Republic Act No. 7168.

2. ACT NO. 2706

This was known as the “Private School Law”, enacted on March 10, 1917 by the
Philippine Legislature, which made obligatory the recognition and inspection of private
schools and colleges by the Secretary of Public Instruction so as to maintain a standard
of efficiency in all private schools and colleges in the country.
This law was amended by Commonwealth Act No. 180 passed on November 13, 1936
which provided that:
The Secretary of Public Instruction was vested with power to “supervise, inspect and
regulate said schools and colleges in order to determine the efficiency of instruction
given in the same.”
And all private schools come under the supervision and regulation of the Secretary of
DPI, thus eliminating “diploma mills” and substandard schools.

3. COMMONWEALTH ACT NO. 1 (AMENDED BY R.A. 9163)

Known as the “National Defense Act” passed by the Philippine Assembly on December
21, 1935, which provided in Section 81 that:

“Preparatory Military training shall be given with the youth in the elementary grade
school at the age of ten years and shall extend through the remainder of his schooling
into college or post-secondary education.

By virtue of Presidential Decree 1706, issued by the late President Marcos on August 8,
1980, otherwise known as the “National Service Law”, Commonwealth Act No. 1 was
amended, and required all citizens to render, civic welfare service, law enforcement
service and military service.

4. COMMONWEALTH ACT NO. 80

This law created the Office of Adult Education on October 26, 1936, so as to eliminate
illiteracy and to give vocational and citizenship training to adult citizens of the country.

5. COMMONWEALTH ACT NO. 578

Enacted on June 8, 1940, conferred the status of “persons in authority” upon the
teachers, professors, and persons charged with the supervision of public or duly
recognized private schools, colleges and universities.
This Act also provided a penalty of imprisonment ranging from six months and one day
to six years and a fine ranging from 500 to 1, 000 pesos upon any person found guilty
of assault upon those teaching personnel.

6. COMMONWEALTH ACT NO. 586 (REPEALED BY R.A. 896)

This is known as Education Act of 1940. It was approved on August 7, 1940 by the
Philippine Assembly.

The law provided for the following:

a. reduction of seven- year elementary course to six- year elementary course.

b. fixing the school entrance age to seven.
c. national support of elementary education.
d. compulsory attendance in the primary grades for all children who enroll in Grade I.
e. introduction of double- single session- one class in the morning and another in the
afternoon under one teacher to accommodate more children.

7. COMMONWEALTH ACT NO. 589

This law, approved on August 19, 1940, established a school ritual in all public and
private elementary and secondary schools in the Philippines.

The ritual consists of solemn and patriotic ceremonies that include the singing of the
National Anthem and Patriotic Pledges.

8. REPUBLIC ACT NO. 139 (REPEALED BY R. A. 8047)

Enacted on June 14, 1947, and the Board of Textbooks. This law provided that all
public schools must only use books that are approved by the Board for a period of six
years from the date of their adoption.
The private schools may use books of their choice, provided the Board of Textbooks has
no objections with those books.

9. REPUBLIC ACT NO. 896

Enacted on June 20, 1953 and known as the Elementary Education Act of 1953, it
repealed Commonwealth Act 586 and provided for the following:

a. restoration of Grade VII (but never implemented due to lack of funds)

b. abolition of the double- single session and return to the former practice of only one
c. class under one teacher in the primary and three teachers to two classes or five
teachers to three classes in the intermediate level
d. compulsory completion of the elementary grades
e. compulsory enrollment of children in the public schools upon attaining seven years
of age.
10. REPUBLIC ACT NO. 1124 (REPEALED BY R. A. 7722)
Approved on June 16, 1954, this law created the Board of National Education charged
with the duty of formulating general educational policies and directing the educational
interests of the nation.

However, this Board which was later renamed National Board of Education (P.D. No. 1),
was abolished bu virtue of the Creation of the board of Higher Education as stipulated
in Batas Pambansa Blg. 232. The Board’s function is now assumed by the commission
on Higher Education or CHED by virtue of Republic Act No. 7722.

11. REPUBLIC ACT NO. 1265 (AMENDED BY R. A. 8491)

This law was approved on June 11, 1955, and provided that a daily flag ceremony shall
be compulsory in all educational institutions. This includes the singing of the
Philippine National Anthem.

12. REPUBLIC ACT NO. 1425

It was approved on June 12, 1956, it prescribed the inclusion in the curricula of all
schools, both public and private, from elementary schools to the universities, the life,
works and writings of Jose Rizal especially the Noli Me Tangere and El Filibusterismo.

13. REPUBLIC ACT NO. 4670

Known as the “Magna Carta for Public School Teachers”. This was approved on June
18, 1966 to promote and improve the social and economic status of public school
teachers, their living and working conditions, their employment and career prospects.

It also provided the following:

Recruitment qualifications for teachers

Code of Professional Conduct for Teachers
Teaching hours- 6 hours of classroom teaching (maximum load)
Additional compensation- 25% of the regular remuneration
Health and injury benefits (thru the GSIS)
One year study leave (sabbatical leave) after seven years of continuous teaching, the
teacher should receive 60% of the monthly salary.
One range salary increase upon retirement (basis computing the retirement fee).
Freedom to form organizations.
14. REPUBLIC ACT NO. 1079
Approved on June 15, 1959, it provided that Civil Service eligibility shall be permanent
and shall have no time limit.

15. REPUBLIC ACT NO. 6655

Known as the “Free Public Secondary Education Act of 1988”, it was approved on May
26, 1988 and provided for:
a. Free public secondary education to all qualified citizens and promote quality
education at all level.
b. No tuition or other fees shall be collected except fees related to membership in the
school community such I.D., student organization and publication.
c. Non- payment of these shall not hinder a student from enrollment or graduation.
d. Nationalization of all public secondary schools ( Section 7)
e. A student who fails in majority of his academic subjects for two consecutive years
could no longer avail of their program.