F C4- THE TEACHER AND

COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL

T THE LEADERSHIP

THE TEACHER AND THE

7
COMMUNITY: TEACHER’S Page | 1
MODU ETHICAL AND PROFESSIONAL
BEHAVIOR
LE

Prepared by: LORNA L. ACUAVERA, PhD Learning Outcomes

After reading this module, you are expected to:

• Elaborate on community’s expectations from teachers and on teachers’ expectations
from communities
• Describe teacher’s ethical and professional behavior in the community by giving
concrete examples

Activity- Let’s Read these

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
 F C4- THE TEACHER AND
COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL
T THE LEADERSHIP
1. Think of your favorite teacher. Why was he/she your favorite? What qualities did he/she
possess? Is he/she your ideal teacher? What influence did he/she have in your life? Did
she act in accordance to the expectations of the community?

2. Here are some quotes on teachers. Read and understand them. Do you agree with each
of the quotation?

1. “Teachers change the world, one child at a time.”

Page | 2
2. “Teachers, I believe are the most responsible and most important
members of society because their professional efforts affect the fate of
earth.”

3. Every child deserves a champion, an adult who will never give up on them,
who understands the power of connection and insists they become the best
they can possibly be.”
- Rita Pierson

4. “T he influence of a good teacher can never be erased.”

5. “I am a teacher.
I am not in it for the income.
I am in it for the outcome.
It’s who I am.
It’s my passion, my calling, and my world.”

Analysis - Let’s Analyze

1, Based on your observation, do all teachers embody the traits expected of professional
teachers?

Abstraction- Let’s Conceptualize

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
 F C4- THE TEACHER AND
COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL
T THE LEADERSHIP
Code of Ethics for Professional Teachers, Article III
Article II of the Code of Ethics refers to the community within the school and the
community outside the school. How can teachers be a part of the community?

I. Teacher as Facilitator of Learning

Article III, Section 1 states that the teacher is a facilitator of learning and the
development of the youth… therefore shall render the best service by providing an
environment conducive for such learning and growth.
Facilitator comes from the word “facilitate” which means to make something easy or easier.
You as. The professional teacher, facilitate learning or making learning easier. Learning is a difficult
task and is made easier when you make dry lesson interesting, exciting and enjoyable. As a
professional teacher, you make learning easier when you simplify the complex and concretize the
abstract. This is what is ethical for every professional like you ought to do. This you can do after four
long years of academic Page | 3 preparation.

II. Teacher Leadership and Initiative for Community Participation

Section 2 refers to the “leadership and initiative of the professional teacher to
participate in community movements for moral, economic, and civic betterment of the
community.” As professional teachers you do not live in an ivory tower, meaning you are
not supposed to be removed nor aloof from community life. Schools are at the heart of
communities and you as professional teachers are expected too be be-in-the-world and
to be-in-the-world-with-others and for others (barrowing the words of Heidegger).
Providing leadership and initiative also means working with the community. This
means getting the parents and other members of the community participate in school
activities. Teachers, as they participate in community affairs prove that they “are the
most responsible and most important members of society because their professional
efforts affect the fate of the earth.”

III. Professional Teacher with Honor and Dignity

Section 3 states: “Every teacher shall merit reasonable social recognition for
which purpose he shall behave with honor and dignity at all times and refrain from such
activities as gambling, smoking, drunkenness, and other successes much less illicit
relations.”
Society expects so much of teachers that when they fail to live up to the
challenge to behave or model good behavior, they are “condemned without trial!” It is no
wonder why many are afraid to answer the call to teach. Society seems to expect much
more from professional teachers than from any other professional and so look at
teachers with scrutinizing eyes.
The quotation states “The influence of a good teacher can never be erased” but the
influence of a dishonorable teacher is as lasting.”
IV. Teacher’s Attitude Toward Local Customs and Traditions
Section 4 expects every teacher to live for and with the community and shall,
therefore study and understand local customs and traditions in order to have a
sympathetic attitude, therefore, refrain from disparaging the community.” The
professional teacher is neither ethnocentric nor xenocentric. He /she is not ethnocentric
and so does not looked down on community’s culture because of the thought that his/her
culture is superior to the culture of the community. Neither is he/she xenocentric and so
looks at his/her culture as inferior in to other community’s culture.

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
 F C4- THE TEACHER AND
COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL
T THE LEADERSHIP
Fortunate and happy is the community that has teachers who live with them,
exert effort to understand their local customs and traditions and consequently appreciate
the same. This author sees no culture as perfect. Every culture including hers has its
positive and negative aspects. What we need to pass on are the positive aspects of the
culture. We need to purify, however, the negative aspects with teacher pointing them out
tactfully and sincerely.

V. The Professional Teacher and Information Update Section 5 states that the teacher
“shall help the school inform the community about the school’s work, accomplishments,
needs and problems. Community here refers to internal as well as external stakeholders.
Internal stakeholders include the students, the parents of the students and the teachers.
The external stakeholders are the other parents in the community without children
enrolled in school, barangay officials and other government officials, non-government
organizations, government organizations,
alumni/alumnae and retirees. Page | 4
Why do these stakeholders have to be informed? The school is there for the
community and so the community has the right to be informed about its activities,
accomplishments, needs and problems. Informing them about the school’s projects
needs, and problems give them a sense of ownership. Having a sense of ownership,
these stakeholders will participate more actively in the resolution of school’s problems
and needs.

The Parents-Teachers Association

We have Parents’ and Teachers’ associations (PTA) in place in every school.
Some private school call it Home School Association or Family Advisory council. This is
for internal stakeholders only. A PTA is an association of teachers and parents with
children who are enrolled in a school. It is a forum for discussions on school problems
and how they can be solved.

The School Governing Council

Other than the PTA is the School Governing Council (SCG). The SGC has
different membership and functions. A School Governing Council as a policy-making
body has the school head as Chief Executive Officer, Manager and Chief Operations
Officer. The formation of SGC in every school is a proof of school head sharing his/her
leadership with members of the community.
It determines general policies on student welfare, discipline, well-being; it is
concerned with the development and implementation, monitoring and evaluation of the
School Improvement Plan (SIP), and reporting of the progress of the SIP implementation
to the Schools Division Superintendent and the community.
In addition to PTAs are the School Governing Council in every public school. This
School Governing Council shares in the management of the school with School Head as
Chair. This School Council is another opportunity for communities to participate in school
activities.
VI. The Professional Teacher and Government Officials and Other Professionals
Section 7 states: “Every teacher shall maintain harmonious and pleasant
personal and official relations with other professionals, with government officials and with
the people individually or collectively.” As a professional teacher, you cannot afford not to
be in pleasant relations with others especially those with whom you work with like other

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
 F C4- THE TEACHER AND
COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL
T THE LEADERSHIP
professional teachers. It is always best to be in good terms with everyone else in the
community.
Desiderata gives this advice: “As far as possible, without surrender, be on good
terms with all persons. Speak your truth quietly and clearly; and listen to others, ven the
dull and the ignorant; they too have their story.”

VII. The Professional Teacher Does not Use Position to Proselyte

Finally, Section 8, says: “a teacher possesses freedom to attend church and
worship as appropriate, but shall not use his position and influence to proselyte others.”
To be in a position means to have power or influence for a purpose, i.e. for you to use
that position to perform your job as a professional teacher. It is highly unprofessional for
a teacher like you to use your position of influence to proselyte. Besides freedom of
religion is guaranteed by the 1987bPhilippine constitution. “No law shall be made
respecting an establishment of religion, or prohibiting the free exercise thereof. The free
exercise and enjoyment of religious profession and worship, without discrimination or
preference, shall forever be allowed.” Article II, Section 6).

Page | 5

TAKEAWAYS
• Article 3 of the Code of Ethics for Professional Teachers states that a
professional teacher shall live for and with the community.
• The community includes internal stakeholders (learners and their
parents/guardians, teachers and the school head) and external st
akeholders (members of the community who have no children enrolled in
the school such as community non -government officials, church leaders,
nongovernment organizations and government organizations).
• For the learners, you facilitate learning and the deve lopment of the youth.
To do this, you have to create a nurturing, positive learning environment.
• For the community, you are a leader. You take the initiative and leadership
to actively participate in community affairs and movements and in turn to
involve t he community in school activities for the upliftment of both school
and the community. This can readily happen if you are in a harmonious
relations with all people in the community.
• To keep parent and community involvement in school, they must be updated
w ith happenings in the school-accomplishment, achievements, problems
and projects.
• At all times, at all places, and for all people, don’t misuse nor abuse that
authority or power bestowed on you as a professional teacher. For you to be
credible as a community leader, you shall behave with honor and dignity
twenty -four hours a day, 7 days a week, respect community culture and
seek to understand them or else lose your “flavor” as a community leader.

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
 F C4- THE TEACHER AND
COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL
T THE LEADERSHIP
Name: ALYZA CASSANDRA MORALES Score: ______________
Curr. Yr &Sec.: BEED-3EOP Date: ___________

Let’s Check for Understanding

1. Give at least three expectations that community has for teachers.

1. Teachers are expected to have advanced knowledge and skills and high academic
and ethical standards.
2. Teachers are expected to promote student's academic progress as well as further
students' social, emotional, and moral development and to safeguard students' health and well-
being.
3. Teachers are expected to address social problems and risk factors that affect student
success.

2. How should a professional teacher regard indigenous people’s culture?

Yes, a professional teacher should regard indigenous people's culture because a professional
teacher must be a culturally responsive teacher, or culturally intelligent in education, that helps
create a learning environment that is engaging and accessible to a broader range of students.
Teachers should encourage, value, and promote diversity in the classroom and take time to learn
about their students' backgrounds, interests, and learning styles. For a reason that if teachers are
interested in fostering a cultural awareness in their classroom he/she will able to actively
demonstrate to their students that they genuinely care about their cultural, emotional, and intellectual
needs. Since the Mission of the Department of Education is; "To protect and promote the right of
every Filipino to quality, equitable, culture-based, and complete basic education..." So, culture-based
education has a vital role in the grounding of instruction and student learning in the values, norms,
knowledge, beliefs, practices, and language that are the foundation of a culture. It’s been the
responsibility of the professional teachers at all levels either be public or private to consider the
culture of any ethnic group through promoting and practicing cultural relativism and sensitivity
instead of cultural ethnocentrism, biased and stereotyping.

3. A professional teacher creates a conducive learning environment to facilitate learning.

Based on experiences, illustrate with a drawing or comic strip what a conducive learning
environment is.

The Bible says: “You are the salt of the earth. But if the salt loses its saltiness, how can it
be made salty again? It is no longer good for everything, except to be thrown out and
trampled underfoot. You are the light of the world. A town built on a hill cannot be
hidden. Neither do people light a lamp and put it under a bowl. Instead they put it on its
stand, and it gives light to everyone in the house. In the same way, let your light shine
before others, that they may see your good deeds and glorify your father in heaven,
(Matthew 5:13-16) Based on this module on the teacher as a community leader. How do
these biblical passages apply to the professional teacher?

4. Cite at least 3 specific ethical behaviors of a professional teacher based on Article III of
the code of Ethics for Professional Teachers. Come up with a Power Point presentation
or a skit.

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
 F C4- THE TEACHER AND
COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL
T THE LEADERSHIP
Teacher as a facilitator of learning
Teacher leadership and initiative for community participation
Professional teacher with honor and dignity

Name: ALYZA CASSANDA MORALES Score: ______________

Curr. Yr &Sec.: BEED-3EOP Date: ___________

Let’s Reflect

1. If given the opportunity, would you welcome teaching in the far-flung schools? Why or
Why not?

If I have given the opportunity, I would welcome teaching in far-flung schools because
teaching is the noblest profession that requires great passion and willingness to take a
risk just to eradicate illiteracy as a facilitator of learning. The life of a teacher is not easy,
especially for those who are assigned in the far-flung areas because teachers would
encounter a variety of uncomfortable means of transportation, hiking and trekking the
different terrain, the loneliness of being far from family, culture shock, and the struggle of
bringing their food supplies just to reach their assigned school. Despite this challenging
journey, this will never discourage me to pursue my chosen vocation that is to expand
the gift of education wherever and whenever the opportunity comes. I will never waste
this one in a lifetime opportunity to finally fulfill my childhood dream to be a teacher
because I was influenced by my former teachers that were present in our community
where they are not merely to teach the school children but also to serve as living
catalysts to uphold values, integrity, and rights of every individual. That is why I want to

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
 F C4- THE TEACHER AND
COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL
T THE LEADERSHIP
become like them in the future, which instills in the mind of children the importance of
having a good education, good values, and the chance of transforming an individual into
a productive member of the community. Actually, after all, it's not about how far the
school you are assigned but it's all about your vocation and passion for teaching
children.
Page | 7
2. If you say Yes to the call to teach in a far-flung school what should be doing more in your
pre-service education?

Since I say yes to the call to teach in a far-flung school, what I should be doing more in my pre-
service education is to take it seriously as an observer which is my stepping stone to be a competent
professional someday. I must do my very best in doing my pre-service education for me to be aware
of areas of teaching such as the planning and preparation, classroom environment, instruction, and
professional responsibilities of being a teacher. I want to gain the benefits, opportunities and
responsibilities teach by this training for education students. For me to renew and reenergize my
teaching through reflective practice, build my leadership capacity, recognized my valuable
knowledge and expertise, and share my practice with a student preparing to become a teacher. I
know that pre-service teaching is a period of guidance and supervising teaching. That is why I will
always follow and bear in mind the inputs, advice, and encouragements by my assigned teacher
because they know what is best for me as an observer, apprentice, and future teacher. The extra
educational works that will be given to me by my assigned teacher will push me to assume greater
responsibility in classroom management and instruction as my teaching experience progresses. I
know that this pre-service education has a big impact on my future path, I will use it as an
encouragement that will boost my morale and self-esteem that I can do and become a teacher. I will
observe the connection between students and teacher relationship towards the whole duration of the
class. The strategies and techniques of teachers in delivering their lessons from the elicitation stage
up to the giving of assignments, how to reinforce those inattentive students, how to encourage
students to learn and hook their attentions towards your lessons, and so on. I have a lot of why's and
how's in line with teaching but I know that this will be answered along with the process of this pre-
service. During this apprenticeship period, I am not just expected to gain some experience of
teaching and dealing with students but also to learn about the overall management systems in the
school and the educational policies. This will hone my overall teaching development personality that
will make me strong and independent teacher someday that willing to take a risk, even teaching in
far-flung school will never be hesitant to grab the opportunity to teach and making young minds as a
catalyst of change that will eradicate the poverty and illiteracy because of the love and passion for
any chosen profession in life.

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION