Tarlac State University

COLLEGE OF TEACHER EDUCATION

Professional Education Department

Self-Learning Module in
THE TEACHING PROFESSION – EDUC 102

SHARMAINE D. GUIANG
Instructor I
Bachelor of Secondary Education Department
College of Teacher Education, Tarlac State University

ANGELU JANE F. INALVEZ

Lecturer
Bachelor of Secondary Education Department
College of Teacher Education, Tarlac State University

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 Table of Contents
VMGO ………………………………………………………………….………………………………...1

Course title ………………………………………………………………………………………………4

Developer and their background .…………………………………………………….……………4

Course Description …………………………………………………………………………………….4

Course Outline .…………………………………………………………………………………………4

Rationale ………………………………………………………………………………………………...4

Instruction to Users …………………………………………………………………………………….5

Chapter 1: The teaching Profession ……………………………………………………..………….6

Evaluation - Chapter 1 ……….…….…………………………………………………………………9

Chapter 2: The Demands of Society from

the Teacher as a Professional and as a Person..……………………………………….12

Evaluation – Chapter 2 ………………………………………………………………………………16

Chapter 3: The Code of Ethics for Professional Teachers ……………………………………..19

Evaluation – Chapter 3 ………………………………………...…………………………………….27

Chapter 4: The Rights and Privileges of Teachers in the Philippines…………………….…..28

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 COURSE

EDUC 102: THE TEACHING PROFESSION

DEVELOPER AND THEIR BACKGROUND

Sharmaine D. Guiang
TSU – College of Teacher Education
Association of Future Science Educator – Financial Adviser
guiangsharmaine@gmail.com
09230215851

Angelu Jane F. Inalvez

TSU – College of Teacher Education
angeluinalvez@gmail.com
09519553801

COURSE DESCRIPTION

This course deals with the teacher as a person and as a professional within the
context of national and global teachers’ standards and philosophies. It includes an
articulation of the rootedness of education in the philosophical and historical context,
the four pillars of learning, 21st Century skills, Professional Ethics, core values, professional
rights, privileges and responsibilities, and the teacher’s role in society as an agent of
change. It will make use of methods and strategies of teaching that enhance the
development of learners’ life and career skills and higher-thinking skills.

COURSE OUTLINE

A. The Teaching Profession

B. The Demands of Society from the Teachers as a Person and as a Professional
C. The Code of Ethics for Professional Teachers
D. The Rights and Privileges of Teachers in the Philippines

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 RATIONALE

This module is designed to assist prospective teachers in gaining an understanding

of a career in education and establish a foundation on which to build subsequent
professional education philosophy. All the dimensions that affect the conduct of
teaching are indicated here. From personal, professional, and ethical background of
how teaching and learning happen had been extensively provided in this endeavor. It is
hoped that this module will be an aid to the students to be more adept to cross the rocky
and exhausting road to transition as the new teacher in the new environment.

INSTRUCTION TO USERS

✓ Read and understand the learning objectives. These will be your guide for the
learning outcomes at the end of this Module.
✓ Perform all the required activities such as Pre-test, evaluation, activity thinking,
closure activities and the like. Answer page are provided for activities needed to
be answered.
✓ For questions and queries you can message me thru messenger or text message
(number written at the developer’s background).

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 Chapter 1:
THE TEACHING PROFESSION

LEARNING OBJECTIVES

 Examine the teaching profession against the elements of a profession

 Explain teaching as a mission and as a vocation
 Discuss the meaning of a teacher as a professional

TEACHING AS A VOCATION

➢ Etymology of Vocation
◦ It comes from the Latin word “vocare” which means “to call”

➢ Vocation is a strong feeling of suitability for a particular career or occupation

Situation:
Teacher Mark is treated as a teacher for teaching his students the lessons every
day. He teaches everything he knows, showing off his mastery of the subject, but not
even considering the feelings of his students towards difficult topics. On the other hand,
a volunteer named Joy is addressed as a teacher for teaching and serving the children
of a far rural community. She travels almost 20 kilometers every day for the sake of her
students learning and development.

➢ What is the difference between the teaching practices of Teacher Mark and
Joy?

➢ The main difference lies in their dedication to the service.

➢ When someone practices teaching as a vocation, they teach with

dedication

➢ A teacher who practices teaching as his vocation responds to the strong feeling,
or calling, for service, just like the historic biblical figures, with utmost dedication.

➢ In summary, Vocation is only for some who are really dedicated not just to work
but also to serve other people.

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 TEACHING AS A MISSION

➢ Etymology: It comes from the Latin word “misio” which is “to send”

➢ Mission refers to any task that is assigned, allotted, or self-imposed.

➢ Every teacher has its own purpose, or objective, that they need to accomplish.

➢ Every teacher has its own unique mission to accomplish.

➢ We are expected to contribute to the betterment of this world in our unique way.

TEACHING AS A PROFESSION

The Four Elements of a Teaching Profession

1. Teaching is a kind of work

Not every form of activity is work even if it brings remuneration to the person
engaged in it. It is work only when it produces something of value to others. Teachers
are educational workers. The business of teachers is to help students achieve higher
standards of knowledge, ability, skills, and moral character. Teachers are more than
workers. Their occupation renders definite and essential services to society. If teachers
do their work well, then their work is of great value to others, not simply in a particular
time, but also in the future.

2. Teaching is an altruistic service

Becoming a teacher is a life-changing decision. Teachers can make a real

difference in the lives of children. They experience fulfillment as their students grow, learn
new skills and express their individual strengths by its very nature, teaching possesses two
very appealing traits. First, it deals with the young, with those whose minds and characters
are forming. It is a privilege to be entrusted with the task of facilitating the growth and
development of the younger generation. Second, the teacher shares the parents'
responsibilities and joy of direct involvement in promoting the healthy and balanced
mental and moral life of children. The material rewards that teaching brings are not the
chief reasons for entering the profession. It doesn't promise financial prizes equal to those
obtainable in business, law, engineering or medicine but the remuneration of teaching is
relatively modest, reasonably sure and steadily increasing.

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3. Teaching has special order in the society

What makes a good teacher stand out is his ability to make a positive difference
in the lives of his students. As a profession, teaching can be demanding and occasionally
frustrating, but it can also be amazingly satisfying. The rewards are impressive, too.
Teachers learn new skills and broaden their experience in a job that's different every day.

Like so many other professions requiring honor and courage, becoming a teacher
isn't easy. It is difficult, exhausting, stressful but wonderful, enlightening and rewarding
beyond compare. Teaching requires enormous patience, and there is no ready-made
formula for good teaching. Thus, in teaching, intellectual development is not a sideline.
It is something which fits with the demands of the work. Indeed, teaching is pre-eminent
among the callings for its opportunities for cultural and moral services. Teaching provides
opportunities for intellectual development. It brings those who pursue it into an intimate
contact with books, experiments and ideas.

4. Teaching is a Profession of Confidentiality

The professional teacher is expected to have full recognition of his or her

obligation to the students and colleagues to maintain the confidentiality of all
information obtained in the proper course of the educational process. He shall dispense
such information only when prescribed or directed by state law or professional practice.

In the Philippines, teaching profession is considered one of the noblest since it

requires the teachers to possess integrity competence and relevance. In the preamble,
it states this reputation with high moral values as well as technical and professional
competence in the practice of the noble profession, and they strictly adhere to, observe,
and practice this set of ethical and moral principles, standards and values.

“The term professional is one of the most exalted in the English language, denoting as it
does, long and arduous years of preparation , a striving for excellence, a dedication to
the public interest, and commitment to moral and ethical values.” -Hermogenes P.
Pobre, Ph.D

➢ Why does a profession require “long and arduous years of preparation” and a
“striving for excellence”?

For us to be able to be able to give more (service), which is the end goal of a
profession, continuing professional education is a must.

Our service to the public as a professional turns out to be dedicated when out
moral, ethical and religious values serve as out bedrock foundation. If you take
teaching as your profession, this means that you must be willing to go through a long
period of preparation and a continuing professional development.

Striving for excellence – another element of profession. This element brings us to the
issue of “pwede na”. “Pwede na” is inimical to excellence, it is expressed in other ways

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like “talagang ganyan ‘yan”, “wala na tayong magawa”, etc. All of these are
indicators of defeatism and mediocrity. If we stick to this complacent mentality,
excellence would not be within reach.

DON’T SETTLE FOR LESS! STRIVE FOR EXCELLENCE!

EVALUATION

EXERCISE 1

Answer the following:

1. Define altruism as an element in a teaching profession.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. Explain the statement: "Teaching is a profession of confidentiality"

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. In the Philippines, what are the characteristics that teachers must possess to be a true
member of the teaching profession?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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4. What is unique in teaching as a profession compared to other professions?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

EXERCISE 2

Examples:
A good teacher makes himself available to all students. However, he knows
which students need extra assistance.

A good teacher is an effective communicator. However, he/she knows when

he/she needs to change his/her communicating techniques to be sure the students
can grasp instructional concepts.

A. Complete the given statements in relation to the appropriate qualities of teachers:

1. A good teacher allows students to ask questions. However,

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. A good teacher has classroom rules and procedures which help students know what
is expected from them. However,
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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3. A good teacher encourages cooperation and sets an example to other students and
faculty. However,
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

4. A good teacher is flexible and able to change lessons at the "spur of the moment".
However,
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

5. A good teacher respects all students and encourages good performance. However
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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 Chapter 2:
The Demands of Society from the Teacher as a
Professional and as a Person

LEARNING OBJECTIVES

 Explain what a teacher must do, must have and must be to cope with society’s high expectations of a
teacher as a person

PROFESSIONALISM
Professionalism is defined as the "expertness characteristic of a professional" or the
"pursuit of an activity as an occupation." It is an active demonstration of a trait of a
professional. The term "profession" literally means a "public avowal" meaning swearing in
public, which assumed that professionals profess or admit to protect and foster "the
benefit of the public." Others consider a profession as a collective of expert service
providers who have jointly and publicly committed to always give priority to the existential
needs and interests of the public they serve above their own and who, in turn, are trusted
by the public to do so. It is also referred to as a group of people in a teamed occupation,
in which the members agree to abide by specified rules of conduct controlled to varying
degrees by professional, regulatory or governmental bodies when practicing the
profession.

CHARACTERISTICS OF A PROFESSION

Robert Kizlik (2008) characterized a profession when he was working on his

doctoral dissertation in the University of Virgina, USA. Below are the twelve
characteristics that he proposed.

1. Professions arc occupationally related social institutions established and

maintained as a means of providing essential services to the individual and the society.

2. Each profession is concerned with an identified area of need or function (for

example. maintenance of physical and emotional health. preservation of rights and
freedom, enhancing the opportunity to learn).

3. The profession collectively and the professional, individually, possess a body of

knowledge and a repertoire of behaviors and skills (professional culture) needed in the
practice of the profession. Such knowledge, behavior, and skills am not normally
possessed by the non-professional.

4. Members of the profession are involved in decision making in the service of the
client. These decisions are made in accordance with the most valid knowledge

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available, against a background of principles and theories, and within the context of
possible impact on other related conditions or decisions.

5. It is based on one or more undergirding disciplines from which it builds its own
applied knowledge and skills.

6. It is organized into one or more professional associations, which, within broad

limits of social accountability, are granted autonomy in control of the actual work of
the profession and the conditions that surround it (admissions, educational standard,
examination and licensing. career line. ethical and performance standards,
professional discipline).
7. It has agreed-upon performance standards for admission (to the profession)
and for continuance within it.

8. Preparation for and induction into the profession is provided through a

protracted preparation program, usually in a professional school, in a college or
university campus.

9. There is a high level of public trust and confidence in the profession and in
individual practitioners based upon the profession's demonstrated capacity to provide
service markedly beyond that which would otherwise be available.

10. Individual practitioners are characterized by a strong service motivation and

lifetime commitment to competence.

11. Authority to practice in any individual case derived from the client or the
employing organization and accountability for the competence of professional
practice within the particular case is to the profession itself.

12. There is relative freedom from direct on-the-job supervision and from direct
public evaluation of the individual practitioner. The professional accepts responsibility in
the name of his profession and is accountable (through his or her profession) to the
society.

Kizlik challenged all professionals to reflect if their respective professions meet the
characteristics enumerated. To sum up, it is a vocation founded upon specialized
educational training, the purpose of which is to supply objective counsel and service to
others, for a direct and definite compensation, wholly apart from expectation of other
business gain. In an attempt to increase professional effectiveness, Cruess (2009),
presented the information relating to professionalism.

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What a Profession Must Guarantee

When layperson comes face to face with the complex and one terrifying
specialization of professional skill and knowledge, that person is likely to be baffled or
easily misled. To protect the layperson, the public wisely puts the burden of guaranteeing
at least minimum standards of competence and ethics on the profession itself. The not
may implement the obligation of It profession to guarantee competence' by designating
a group of its members to conduct professional examinations and to issue public licenses
to those who pass them successfully, or it may leave professional bodies free to issue their
own credentials. Both of these practices may exist side by side. In the end, it comes down
to the same principle --- a profession must guarantee to the public the trustworthiness of
its practitioners.

A profession is an occupation whose members share the following ten common

characteristics:

1. Prolonged specialized training in a body of abstract knowledge.

2. A service orientation.

3. An ideology based on the original faith professed by members.

4. An ethics that is binding on the practitioners.

5. A body of knowledge unique to the members.

6. A set of skills that forms the technique of the profession.

7. A guild of those entitled to practice the profession.

8. Authority granted by society in the form licensure or certification.

9. A recognized setting where the profession practiced.

10. A theory of societal benefits derived from t ' ideology.

ATTRIBUTES OF A PROFESSION

1. Competence (to master and keep current the knowledge and skills relevant to
professional practice)

2. Commitment (being obligated or emotionally impelled to act in the best

interests of the client)

3. Autonomy (freedom to make independent decisions in the best interests of

clients and for the good of society)

4. Altruism (the unselfish regard for, or devotion to the welfare of others; placing
the needs of the clients be one's self-interest)

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 5. Integrity and Honesty (firm adherence to a code of moral values:
incorruptibility)

6. Morality and Ethics (to act for the public good: conformity to the ideals of right
human conduct in dealing with clients, colleagues. and society)

7. Self-regulation (the privilege of setting the standards: being accountable for

one's actions and conduct in professional practices)

8. Responsibility to Society (the obligation to use one's expertise for, and to be

accountable to. society for those actions, both personal and of the profession, which
relate to the public good)

9. Responsibility to the Profession (the commitment to maintain the integrity of

the moral and collegial nature of the profession and to be accountable for one's
conduct to the profession)

10. Teamwork (the ability to recognize and respect the expertise of others and
work with them in the patient's best interest).

What it means to be a Professional

A professional is a person who:

1. Shows mastery of a complex body of knowledge and skills used in the service
of others (a person who has achieved and maintained competence in that body of
knowledge and set of skills).

2. demonstrates accountability to the public at-large and profession in common;

satisfies performance and measures established by the profession [i.e., meaningful
continuing learning, minimum standards of competence and ethics (in this regard. the
state may implement the obligation of a profession to guarantee competence by
designating a group of its members to conduct professional examinations and to issue
public licenses to those who pass them successfully, or it may professional bodies free to
issue their own credentials, a profession must guarantee to the public trustworthiness of
its practitioners.

3. Govern by a code of ethics.

4. expresses and demonstrates commitment to, competence, integrity, and

morality (i.e., a commitment to maintain the integrity of moral and collegial nature of
the profession and to be accountable for one's conduct to the profession): exhibits
altruism (the unselfish regard for, or devotion to, the welfare of others, placing the
needs of the public good before one's self-interest): and promotes the public good
within their domain.

5. Demonstrates autonomy in practice and judgment, and accepts the

responsibility associated with the privilege of self-regulation (commonly joins with others

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to form a professional organization to protect the autonomy of the profession through
certification, licensure, and accreditation).

6. Exhibits a professional spirit which results from associating together people who
adhere to a common ideal which puts service above gain, excellence above quantity,
self-expression above pecuniary motives and loyalty above individual advantage.

A professional is a member of a profession who displays the following traits:

1. Knowledge and skills of a profession

2. Commitment to self-improvement of skills and knowledge.

3. Service orientation.

4. Pride in the profession.

5. Covenantal relationship with the client.

6. Creativity and innovation.

7. Conscience and trustworthiness.

8. Accountability for the work.

9. Ethically sound decision making.

10. Leadership.

EVALUATION

Identify what is asked in the following:

_____________________1. It is the pursuit I in activity as an occupation

_____________________2. It is a means of providing essential services to the individual and
the society.
_____________________3. It is the act of being obligated to or emotionally impelled to act
in the best interest of the client.
_____________________4. It is the act of placing the needs of the clients before one's self
interest.
_____________________5. It is the ability to recognize and respect the expertise of others
and work with them in the best interest of the client.

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Answer the following questions comprehensively:

1. What does it mean to be a professional?

2. What attributes of a profession do you think will make you a good teacher?

3. As a future teacher, what three characteristics do you possess which will make you a
good professional?

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 HISTORY OF TEACHING PROFESSION IN THE PHILIPPINES
SPANISH ERA
- education was still informal
- teacher-training are exclusive for boys
AMERICAN OCCUPATION
- Thomasites
- new public school system
- train Filipino teachers
- established Philippine Normal School (now Philippine Normal University) as the first
institution for higher learning
COMMONWEALTH
- National Council of Education as the agency for educational matters
JAPANESE RULE
- Ministry of Instruction was founded that later became the Department of Education,
Culture and Sports.
NEW SOCIETY
- P.D 1006 (1997)
• decree professionalizing teaching
• Civil Service Commission and Department of Education and Culture gave the
examinations
• Professional Teacher Certificate
- Professional Board Examination for Teachers (PBET)
- R.A 7836 (1994)
• Philippine Teachers Professionalization Act of 1994
• Professional Regulation Commission (PRC) gives Licensure Examination for Teachers
(LET)
- now known as BLEPT (Board Licensure Examination for Professional Teachers).
- The Department of Education, Culture and Sports also became Department of
Education.

CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e). Article 11, of R. A.. No. 7836. otherwise known as
the Philippines Professionalization Act of 1994 and Paragraph (a), section 6. P.D. No. 223. as
amended, the Board for Professional Teachers hereby adopt the Code of Ethics for Professional
Teachers.
PREAMBLE
Teachers are duly licensed professionals who possesses dignity and reputation with high moral
values as well as technical and professional competence in the practice of their noble
profession, they strictly adhere to. observe, and practice this set of ethical and moral principles,
standards, and values.
ARTICLE I – SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provides that all educational institution shall offer quality
education for all competent teachers committed of it’s full realization The provision of this Code
shall apply, therefore, to all teachers in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions
at the preschool, primary, elementary. and secondary levels whether academic, vocational,
special, technical, or non-formal. The term “teacher” shall include industrial arts or vocational
teachers and all other persons performing supervisory and /or administrative functions in all
school at the aforesaid levels, whether on full time or part-time basis.
ARTICLE II – THE TEACHER AND THE STATE
Section 1. The schools are the nurseries of the future citizens of the state: each teacher is a
trustee of the cultural and educational heritage of the nation and is under obligation to transmit
to learners such heritage as well as to elevate national morality, promote national pride,
cultivate love of country, instill allegiance to the constitution and for all duly constituted
authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carryout the declared policies of the
state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own. every
teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other
partisan interest, and shall not. directly or indirectly, solicit, require, collect, or receive any
money or service or other valuable material from any person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.
Section 7. A teacher shall not use his position or facial authority or influence to coerce any other
person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding
the product of his researches and investigations: provided that, if the results are inimical to the
declared policies of the State, they shall be brought to the proper authorities for appropriate
remedial action.
ARTICLE III – THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the youth: he shall,
therefore, render the best service by providing an environment conducive to such learning and
growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall
behave with honor and dignity at all times and refrain for such activities as gambling, smoking,
drunkenness, and other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study and
understand local customs and traditions in order to have sympathetic attitude, therefore, refrain
from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community informed about
the school’s work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay. And
shall welcome the opportunity to provide such leadership when needed, to extend counseling
services, as appropriate, and to actively be involved in matters affecting the welfare of the
people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations
with other professionals, with government officials, and with the people, individually or
collectively.
Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall
not use his positions and influence to proselyte others.
ARTICLE IV – A TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall
make the best preparations for the career of teaching, and shall be at his best at all times and in
the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, and shall pursue such other studies as will
improve his efficiency, enhance the prestige of the profession, and strengthen his competence,
virtues, and productivity in order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall
not make improper misrepresentations through personal advertisements and other questionable
means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified
means for earning a descent living.
ARTICLE V – THE TEACHERS AND THE PROFESSION
Section 1. Teacher shall, at all times, be imbued with the spirit of professional loyalty, mutual
confidence, and faith in one another, self sacrifice for the common good, and full cooperation
with colleagues. When the best interest of the learners, the school, or the profession is at stake
in any controversy, teacher shall support one another.
Section 2. A teacher is not entitled to claim credit or work not of his own. And shall give due
credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the
position such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and
the school, and shall not divulge to anyone documents which has not been officially released, or
remove records from the files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what he may
appear to be an unprofessional and unethical conduct of any associates. However, this may be
done only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an
associate, preferably in writing, without violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified: provided that he
respects the system of selection on the basis of merit and competence: provided, further, that all
qualified candidates are given the opportunity to be considered.
ARTICLE VI – THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS
Section 1. Every teacher shall make it his duties to make an honest effort to understand and
support the legitimate policies of the school and the administration regardless of personal
feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors,
especially under anonymity. However, if there are valid charges, he should present such under
oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when special
conditions warrant a different procedure, such as when special conditions are advocated but are
opposed by immediate superiors, in which case, the teacher shall appeal directly to the
appropriate higher authority..
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against
injustice to the administration and to extent possible, shall raise grievances within acceptable
democratic possesses. In doing so. They shall avoid jeopardizing the interest and the welfare of
learners whose right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and
transfer of teachers are made only on the basis of merit and needed in the interest of the
service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his
contract, assuming full knowledge of employment terms and conditions.
ARTICLE VII – SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL
Section 1. All school officials shall at all times show professional courtesy, helpfulness and
sympathy towards teachers and other personnel, such practices being standards of effective
school supervision, dignified administration, responsible leadership and enlighten directions.
Section 2. School officials, teachers, and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in the system at
all levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers
under them such as recommending them for promotion, giving them due recognition for
meritorious performance, and allowing them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other
subordinates except for cause.
Section 5. School authorities concern shall ensure that public school teachers are employed in
accordance with pertinent civil service rules, and private school teachers are issued contracts
specifying the terms and conditions of their work: provided that they are given, if qualified,
subsequent permanent tenure, in accordance with existing laws.
ARTICLE VIII – THE TEACHERS AND LEARNERS
Section 1. A teacher has a right and duty to determine the academic marks and the promotions
of learners in the subject or grades he handles, such determination shall be in accordance with
generally accepted procedures of evaluation and measurement. In case of any complaint,
teachers concerned shall immediately take appropriate actions, of serving due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and
foremost concerns, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by the
learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their
behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other
what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of
academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher
and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip
and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are clearly not
manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of
learners are adequate, and shall extend needed assistance in preventing or solving learner’s
problems and difficulties.
ARTICLE IX – THE TEACHERS AND PARENTS
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall
conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learner under him. Exercising utmost candor and tact in pointing out learners
deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of
the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall
discourage unfair criticism.
ARTICLE X – THE TEACHER AND BUSINESS
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation: provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters such
as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in.
any commercial venture which furnish textbooks and other school commodities in the purchase
and disposal of which he can exercise official influence, except only when his assignment is
inherently, related to such purchase and disposal: provided they shall be in accordance with the
existing regulations: provided, further, that members of duly recognized teachers cooperatives
may participate in the distribution and sale of such commodities.
ARTICLE XI – THE TEACHER AS A PERSON
Section 1. A teacher is, above all. A human being endowed with life for which it is the highest
obligation to live with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principles of
personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a
model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and
of the destinies of men and nations.
ARTICLE XII – DISCIPLINARY ACTIONS
Section 1. Any violation of any provisions of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation of his
Certification of Registration and License as a Professional Teacher, suspension from the
practice of teaching profession, reprimand or cancellation of his temporary/special permit under
causes specified in Sec. 23. Article HI or R.A. No. 7836. And under Rule 31. Article VIII. Of the
Rules and Regulations Implementing R.A. 7836.
ARTICLE XIII – EFFECTIVITY
Section 1. This Code shall take effect upon approval by the Professional Regulation
Commission and after sixty (60) days following it’s publication in the official Gazette or any
newspaper of general circulation, whichever is earlier.

REPUBLIC ACT No. 4670 June 18, 1966

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

I. DECLARATION OF POLICY COVERAGE

Section 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and
improve the social and economic status of public school teachers, their living and working
conditions, their terms of employment and career prospects in order that they may compare
favorably with existing opportunities in other walks of life, attract and retain in the teaching
profession more people with the proper qualifications, it being recognized that advance in
education depends on the qualifications and ability of the teaching staff and that education is an
essential factor in the economic growth of the nation as a productive investment of vital
importance.

Section 2. Title Definition. This Act shall be known as the "Magna Carta for Public School
Teachers" and shall apply to all public school teachers except those in the professorial staff of
state colleges and universities.

As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in
any level of instruction, on full-time basis, including guidance counselors, school librarians,
industrial arts or vocational instructors, and all other persons performing supervisory and/or
administrative functions in all schools, colleges and universities operated by the Government or
its political subdivisions; but shall not include school nurses, school physicians, school dentists,
and other school employees.

II. RECRUITMENT AND CAREER

Section 3. Recruitment and Qualification. Recruitment policy with respect to the selection and
appointment of teachers shall be clearly defined by the Department of
Education: Provided, however, That effective upon the approval of this Act, the following shall
constitute the minimum educational qualifications for teacher-applicants:

(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in
Elementary Education (B.S.E.ED.);

(b) For teachers of the secondary schools, Bachelor's degree in Education or its
equivalent with a major and a minor; or a Bachelor's degree in Arts or Science with at
least eighteen professional units in Education.

(c) For teachers of secondary vocational and two years technical courses, Bachelor's
degree in the field of specialization with at least eighteen professional units in education;
 (d) For teachers of courses on the collegiate level, other than vocational, master's
degree with a specific area of specialization;

Provided, further, That in the absence of applicants who possess the minimum educational
qualifications as hereinabove provided, the school superintendent may appoint, under a
temporary status, applicants who do not meet the minimum qualifications: Provided, further,
That should teacher-applicants, whether they possess the minimum educational qualifications or
not, be required to take competitive examinations, preference in making appointments shall be
in the order of their respective ranks in said competitive examinations: And provided, finally,
That the results of the examinations shall be made public and every applicant shall be furnished
with his score and rank in said examinations.

Section 4. Probationary Period. When recruitment takes place after adequate training and
professional preparation in any school recognized by the Government, no probationary period
preceding regular appointment shall be imposed if the teacher possesses the appropriate civil
service eligibility: Provided, however, That where, due to the exigencies of the service, it is
necessary to employ as teacher a person who possesses the minimum educational
qualifications herein above set forth but lacks the appropriate civil service eligibility, such person
shall be appointed on a provisional status and shall undergo a period of probation for not less
than one year from and after the date of his provisional appointment.

Section 5. Tenure of Office. Stability on employment and security of tenure shall be assured the
teachers as provided under existing laws.

Subject to the provisions of Section three hereof, teachers appointed on a provisional status for
lack of necessary civil service eligibility shall be extended permanent appointment for the
position he is holding after having rendered at least ten years of continuous, efficient and faithful
service in such position.

Section 6. Consent for Transfer Transportation Expenses. Except for cause and as herein
otherwise provided, no teacher shall be transferred without his consent from one station to
another.

Where the exigencies of the service require the transfer of a teacher from one station to
another, such transfer may be effected by the school superintendent who shall previously notify
the teacher concerned of the transfer and the reason or reasons therefor. If the teacher believes
there is no justification for the transfer, he may appeal his case to the Director of Public Schools
or the Director of Vocational Education, as the case may be. Pending his appeal and the
decision thereon, his transfer shall be held in abeyance: Provided, however, That no transfers
whatever shall be made three months before any local or national election.

Necessary transfer expenses of the teacher and his family shall be paid for by the Government
if his transfer is finally approved.

Section 7. Code of Professional Conduct for Teachers. Within six months from the approval of
this Act, the Secretary of Education shall formulate and prepare a Code of Professional Conduct
for Public School Teachers. A copy of the Code shall be furnished each
teacher: Provided, however, That where this is not possible by reason of inadequate fiscal
resources of the Department of Education, at least three copies of the same Code shall be
deposited with the office of the school principal or head teacher where they may be accessible
for use by the teachers.

Section 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards
at each stage of any disciplinary procedure and shall have:

a. the right to be informed, in writing, of the charges;

b. the right to full access to the evidence in the case;

c. the right to defend himself and to be defended by a representative of his choice and/or
by his organization, adequate time being given to the teacher for the preparation of his
defense; and

d. the right to appeal to clearly designated authorities.

No publicity shall be given to any disciplinary action being taken against a teacher during the
pendency of his case.

Section 9. Administrative Charges. Administrative charges against a teacher shall be heard

initially by a committee composed of the corresponding School Superintendent of the Division or
a duly authorized representative who should at least have the rank of a division supervisor,
where the teacher belongs, as chairman, a representative of the local or, in its absence, any
existing provincial or national teacher's organization and a supervisor of the Division, the last
two to be designated by the Director of Public Schools. The committee shall submit its findings
and recommendations to the Director of Public Schools within thirty days from the termination of
the hearings: Provided, however, That where the school superintendent is the complainant or an
interested party, all the members of the committee shall be appointed by the Secretary of
Education.

Section 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the

teaching profession, or during its exercise, or in the termination of services, based on other than
professional consideration.

Section 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to
enable married couples, both of whom are public school teachers, to be employed in the same
locality.

Section 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of
their professional duties, particularly with regard to teaching and classroom methods.

III. HOURS OF WORK AND REMUNERATION

Section 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be
required to render more than six hours of actual classroom teaching a day, which shall be so
scheduled as to give him time for the preparation and correction of exercises and other work
incidental to his normal teaching duties: Provided, however, That where the exigencies of the
service so require, any teacher may be required to render more than six hours but not
exceeding eight hours of actual classroom teaching a day upon payment of additional
compensation at the same rate as his regular remuneration plus at least twenty-five per cent of
his basic pay.

Section 14. Additional Compensation. Notwithstanding any provision of existing law to the
contrary, co-curricula and out of school activities and any other activities outside of what is
defined as normal duties of any teacher shall be paid an additional compensation of at least
twenty-five per cent of his regular remuneration after the teacher has completed at least six
hours of actual classroom teaching a day.

In the case of other teachers or school officials not engaged in actual classroom instruction, any
work performed in excess of eight hours a day shall be paid an additional compensation of at
least twenty-five per cent of their regular remuneration.

The agencies utilizing the services of teachers shall pay the additional compensation required
under this section.1âшphi1 Education authorities shall refuse to allow the rendition of services
of teachers for other government agencies without the assurance that the teachers shall be paid
the remuneration provided for under this section.

Section 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:

(a) they shall compare favorably with those paid in other occupations requiring
equivalent or similar qualifications, training and abilities;

(b) they shall be such as to insure teachers a reasonable standard of life for themselves
and their families; and

(c) they shall be properly graded so as to recognize the fact that certain positions require
higher qualifications and greater responsibility than others: Provided, however, That the
general salary scale shall be such that the relation between the lowest and highest
salaries paid in the profession will be of reasonable order. Narrowing of the salary scale
shall be achieved by raising the lower end of the salary scales relative to the upper end.

Section 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from
a minimum to a maximum salary by means of regular increments, granted automatically after
three years: Provided, That the efficiency rating of the teacher concerned is at least satisfactory.
The progression from the minimum to the maximum of the salary scale shall not extend over a
period of ten years.

Section 17. Equality in Salary Scales. The salary scales of teachers whose salaries are
appropriated by a city, municipal, municipal district, or provincial government, shall not be less
than those provided for teachers of the National Government.

Section 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with
the rise in the cost of living by the payment of a cost-of-living allowance which shall
automatically follow changes in a cost-of-living index. The Secretary of Education shall, in
consultation with the proper government entities, recommend to Congress, at least annually, the
appropriation of the necessary funds for the cost-of-living allowances of teachers employed by
the National Government. The determination of the cost-of-living allowances by the Secretary of
Education shall, upon approval of the President of the Philippines, be binding on the city,
municipal or provincial government, for the purposes of calculating the cost-of-living allowances
of teachers under its employ.

Section 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship
such as difficulty in commuting to the place of work or other hazards peculiar to the place of
employment, as determined by the Secretary of Education, they shall be compensated special
hardship allowances equivalent to at least twenty-five per cent of their monthly salary.

Section 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal
tender of the Philippines or its equivalent in checks or treasury warrants. Provided, however,
That such checks or treasury warrants shall be cashable in any national, provincial, city or
municipal treasurer's office or any banking institutions operating under the laws of the Republic
of the Philippines.

Section 21. Deductions Prohibited. No person shall make any deduction whatsoever from the
salaries of teachers except under specific authority of law authorizing such
deductions: Provided, however, That upon written authority executed by the teacher concerned,
(1) lawful dues and fees owing to the Philippine Public School Teachers Association, and (2)
premiums properly due on insurance policies, shall be considered deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

Section 22. Medical Examination and Treatment. Compulsory medical examination shall be
provided free of charge for all teachers before they take up teaching, and shall be repeated not
less than once a year during the teacher's professional life. Where medical examination show
that medical treatment and/or hospitalization is necessary, same shall be provided free by the
government entity paying the salary of the teachers.

In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the
necessary medical care with the right to be reimbursed for their traveling expenses by the
government entity concerned in the first paragraph of this Section.

Section 23. Compensation For Injuries. Teachers shall be protected against the consequences
of employment injuries in accordance with existing laws. The effects of the physical and nervous
strain on the teacher's health shall be recognized as a compensable occupational disease in
accordance with existing laws.

V. LEAVE AND RETIREMENT BENEFITS

Section 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the
public schools, they shall be entitled to study leave not exceeding one school year after seven
years of service. Such leave shall be granted in accordance with a schedule set by the
Department of Education. During the period of such leave, the teachers shall be entitled to at
least sixty per cent of their monthly salary: Provided, however, That no teacher shall be allowed
to accumulate more than one year study leave, unless he needs an additional semester to finish
his thesis for a graduate study in education or allied courses: Provided, further, That no
compensation shall be due the teacher after the first year of such leave. In all cases, the study
leave period shall be counted for seniority and pension purposes.
The compensation allowed for one year study leave as herein provided shall be subject to the
condition that the teacher takes the regular study load and passes at least seventy-five per cent
of his courses. Study leave of more than one year may be permitted by the Secretary of
Education but without compensation.

Section 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers
when the nature of the illness demands a long treatment that will exceed one year at the least.

Section 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age
and service requirements of the applicable retirement laws shall be given one range salary raise
upon retirement, which shall be the basis of the computation of the lump sum of the retirement
pay and the monthly benefits thereafter.

VI. TEACHER'S ORGANIZATION

Section 27. Freedom to Organize. Public school teachers shall have the right to freely and
without previous authorization both to establish and to join organizations of their choosing,
whether local or national to further and defend their interests.

Section 28. Discrimination Against Teachers Prohibited. The rights established in the
immediately preceding Section shall be exercised without any interference or coercion. It shall
be unlawful for any person to commit any acts of discrimination against teachers which are
calculated to (a) make the employment of a teacher subject to the condition that he shall not join
an organization, or shall relinquish membership in an organization,

(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his

membership in an organization or because of participation in organization activities
outside school hours, or with the consent of the proper school authorities, within school
hours, and (c) to prevent him from carrying out the duties laid upon him by his position in
the organization, or to penalize him for an action undertaken in that capacity.

Section 29. National Teacher's Organizations. National teachers' organizations shall be

consulted in the formulation of national educational policies and professional standards, and in
the formulation of national policies governing the social security of the teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Section 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the
necessary rules and regulations to implement the provisions of this Act. Rules and regulations
issued pursuant to this Section shall take effect thirty days after publication in a newspaper of
general circulation and by such other means as the Secretary of Education deems reasonably
sufficient to give interested parties general notice of such issuance.

Section 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually
the necessary budgetary estimates to implement the provisions of the Act concerning the
benefits herein granted to public school teachers under the employ of the National Government.

Section 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any
teacher in the exercise of his rights guaranteed by this Act or who shall in any other manner
commit any act to defeat any of the provisions of this Act shall, upon conviction, be punished by
a fine of not less than one hundred pesos nor more than one thousand pesos, or by
imprisonment, in the discretion of the court.

If the offender is a public official, the court shall order his dismissal from the Government
service.

Section 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing
rules inconsistent with the provisions of this Act are hereby repealed, amended or modified
accordingly.

Section 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of
this Act or any provisions not affected thereby shall remain in force and in effect.

Section 35. This Act shall take effect upon its approval.
 Chapter 4:
The Rights and Privileges of Teachers in the Philippines

LEARNING OBJECTIVES

 Discuss the rights and privileges of teachers in the Philippines

Legal Bases of Education

PROVISIONS OF THE 1987 CONSTIITUTION

1. Relevant Education

It is provided in Section 2 that the State has the duty to establish, maintain, and
support a complete, adequate, and integrated system of education. The state is
mandated by the Constitution to provide an educational system that will meet the needs
of all the people, develop their potentials and skills as well as their moral character. The
educational system shall also be from the elementary grades to the graduate level.

2. Free Public Education

Section 2. Subsection 2 mandates the state to maintain a system of free public

education in the elementary and high school levels. Previous to this, only elementary
schools were nationalized and required tuition fees but by virtue of Republic Act (R.A.)
6655, otherwise known as the Free Public Secondary education Act of 1988, all public
secondary schools no longer collect tuition fees from their students. Likewise all public
secondary schools 011 11016 nationalized, thus there 010 50 more barangay high schools,
municipal high schools, provincial high schools, and the like.

3. Scholarship Programs

Pursuant to the provisions of Section 2, subsection 3, the government launched

several scholarship programs and student-loan programs. Even before the 1987
Constitution was drafted, there were already programs of this son. Among these were the
Selected Ethnic Groups Educational Assistance Program (SEGEAP): the Study Now. Pay
Later Plan (SNPLP): State Scholarship for Science. Arts and Letters: and the Private
Education Student Financial Assistance Program (PESFA). Aside from these grants, the state
by virtue of R.A. 6728 has provided financial assistance to students and teachers in the
private sector since 1989.

28 | P a g e
4. Non-formal, Informal and Indigenous Learning

The Constitution mandates the state to encourage non-formal education to enable

those who do not have the means to take formal schooling to be trained for profitable
employment. Non-formal education covers agricultural education, fishery education,
distributive and commercial education, industrial/trade/technical, as well as homemaking
and home industries.

Indigenous learning and informal education include the methods used by cultural
communities to build and taking preserve their traditions, into account the needs of the
community while allowing for the influx of external cultural factors.

5. Special Education and Adult Education

The Constitution directs the state in paragraph 5 of section 2 to provide training in

civics, vocational and other skills to adult citizens, disabled persons, and out-of-school
youth. This is purposively designed to prevent idle, unskilled, or unemployed youth and
adults from creating problems in the social system that will serve as an encumbrance to
economic development and national progress.

Special education refers to a program designed to meet the particular needs of

exceptional children, those who normally cannot profit from general education due to
their disabilities or exceptional abilities.

6. Optional Religious Instruction

Section 3, paragraph 3 of Article XIV explicitly mandates that religion shall be taught
on a voluntary basis in public elementary and high schools within regular class hours.

It further provides that parents or guardians may express in writing their option
concerning the religious instruction to be given to their children or wards. Likewise the
instructors of these subjects must have been designated or approved by the religious
authorities to which the children or the wards defer. There should also be no additional
cost to the government for such religious instruction. This is pursuant to the principle of
separation of Church and state.

7. State Power over Educational Institutions

In Section 4(1) of Article XIV, the state recognizes the complementary roles of public
and private institutions the educational system. This provision mandates the state, to
exercise reasonable supervision and regulation of all educational institutions.

8. Public Schools

Based on Section 4(1), all public schools are under state control, and the state—
through the Department of Education (DepEd) formerly Deportment of Education, Culture
and Sports (DECS)—has the power to prescribe the curriculum, select textbooks. impose
disciplinary measures and exercise other prerogatives and/or powers of owners or
employers.

29 | P a g e
9. Private Schools

Although under the provision of Section 4(11. the state's authority over private
educational institutions is limited to supervision and regulation and not control. the state
through the DepEd may impose minimum requirements and conditions upon which private
schools may operate. These include prescribing the proper curriculum, setting proper
standards and checking the qualifications or teachers and other school 11010 101.5
impose minimum requirements on library and personnel. The laboratory equipment,
prohibit the teaching of injurious and subversive doctrines, or adopt punitive measures
(e.g., closure orders) against those who fail to meet its requirements. Ills is to ensure the
achievement of national educational goals. The power of the state over private schools is
further spelled out in R.A. 2706 as amended.

10. Ownership and Administration of Schools

As stated in Section 4(2). all educational institutions other than those established by
religious groups or mission boards shall be owned solely by the citizens of the Philippines or
corporations or associations of which at least 60 percent of the capital income is owned
by such citizens. Control and administration of educational institutions shall be vested in
citizens of the Philippines.

11. Aliens in School

Based on the provisions of Section 4, no educational institution shall be established

exclusively for aliens and no group of aliens shall comprise more than one-third of the
enrollment of any school. In other words, the number of foreign students in any school shall
not exceed 33 percent of the total population. However, this provision does not apply to
schools established for foreign diplomatic personnel and their dependents, and other
foreign temporary, residents. One such school is the International School. These provisions
are in harmony with the provisions of Presidential Decree 176 signed into law on April 16,
1973.

12. Tax Exemptions

As stated in Article XIV, Section 4(3) all asset of non-stock, nonprofit educational
institutions used actually, directly and exclusively for educational purposes shall be exempt
from taxes and duties. In order for a school to be granted tax exemptions, its profit or assets
most be used to improve school facilities or academic standards. It is provided further that
upon the dissolution or cessation of a non-stock, nonprofit organization's corporate
existence, its assets are to be disposed in the manner provided by law.

On the other hand, propriety educational institutions, including those cooperatively

owned, may be entitled to such exemptions subject to the limitations provided by its
including restrictions on dividends and provisions for reinvestment. This is in recognition of
the vital role of private educational institutions in nation building.

Likewise, Section 4(4) provides that all grants, endowment, donations or

contributions used actually, directly, and exclusively for educational purposes are also
exempt from tax. It is the duty of Congress to prescribe conditions for the enjoyment of the
exemption so as to provide safeguards against any abuse of this privilege.

30 | P a g e
13. Regional and Sectoral Needs

In section 5(1), 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. This recognizes that different regions or sectors have different needs as well
as problems. The conditions, needs and problems of schools in Metro Manila, for example,
are different from those of schools in Camarines Sur and other rural communist.

14. Academic Freedom

As spelled out in section 5(2), academic freedom shall be enjoyed in all institutions
of higher learning, that is, at the tertiary level. As defined in Section 13 of Batas Pambansa
BIg. 232, academic freedom is the right granted to institutions of higher learning to
determine on academic grounds who shall be admitted to study, who may teach, and
what the subjects of study and research shall be. It also refers to the rights of the members
(i.e., the teachers) of the academic community in the tertiary level to express their ideas
on any subject of their specialization without fear of any threatening conditions such as
being removed from their positions.

15. Right of Citizens to a Profession

Every citizen has a right to select a profession or a course of study, subject to fair,
reasonable, and equitable admission and academic requirements [Section 5(2)]. The State
cannot hinder any citizen from pursuing a chosen career and/or profession provided it is
not contrary to law, and provided further that the person meets the necessary
requirements prescribed by the state.

16. Right of Teachers to Professional Growth

The state is mandated by the Constitution enhance the right of teachers to

academic advancement. Non-teaching academic and non-academic personnel shall
enjoy the protection of the state.

Since the quality of education depends upon the quality of teachers, the state is
mandated to provide teaches with extensive and comprehensive pre service and in-
service training programs as well as other incentives and emoluments (see R.A. 4670).

Likewise, non-teaching academic and non-academic personnel (such as registrars,

librarians. clerks, school physicians. dentists, and maintenance personnel), should also
enjoy protection of the gate in terms of healthy working conditions, adequate
remuneration and other benefits and privileges provided by the Labor Code.

17. Highest Budgetary Priority to Education

As mandated in Section 5(5), the State shall assign the highest budgetary allocation
to education and ensure that teaching will attract and retain its rightful share of best
available talents though adequate remuneration and other means of job satisfaction and
fulfillment.

Batas Pambansa Blg. 232 provides for the establishment and maintenance of an
integrated system of education. In accordance with section 2, this Act shall apply to and

31 | P a g e
govern both formal and non-formal systems of public and private schools in all levels. The
national development goals provided by this act are as follows:

1. Achieve and maintain an accelerating rate of economic development and

social progress.

2. Assure the maximum participation of all the Filipino people in the attainment and
enjoyment of the benefits of such growth.

3. Achieve and strengthen national unity and consciousness and preserve, develop
and promote desirable cultural, moral and spiritual values in a changing world.

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

Maintenance of Quality Education

Batas Pambansa Blg. 232 provides measures to maintain quality education. One of
these is voluntary accreditation, or the recognition of an educational program where
applicable, of an educational institution as possessing certain standards of quality or
excellence.

This idea of self-accreditation among private educational institutions originated in

the United States of America approximately 80 years ago. It was conceived to be a means
of promoting quality education through a process of self-evaluation and self-improvement.
The educators who introduced the idea believed that the task of promoting higher
standards of education should not be left solely to the government.

The process of voluntary accreditation starts with a self-survey, which requires

analysis, evaluation and recommendations by a committee constituted by the school from
its faculty, students and other members of the school community. The result of the self-
survey shows the strong and weak points of the program or institution as well as the
recommendations for improvement. The outcome of the self-survey shows the school to
what degree it is for ready for a preliminary survey by an accrediting agency.

Programs or institutions which a school would like to have accredited generally

have to pass through these stages:

1. Applicant Status-Stage where an institution is officially listed by the accrediting

agency as an applicant institution for a maximum period of three years.

2. Candidate Status-Period where an institution has already completed its

preliminary survey and starts preparing for a formal survey. This usually lasts until the
institution is granted accreditation status which takes place between one to two years.

32 | P a g e
 3. Member Institution-Distinction granted to an ion which satisfies all the
requirements for accreditation. This initial accreditation status lasts for three years.

At present, there are several accrediting agencies the Philippine Accrediting

Association of Schools, Colleges and Universities (PAASCU); the Association of Christian
Schools and Colleges-Accrediting Association (ACSC-AA); and the Philippine Association
of Colleges and Universities-Commission on Accreditation (PACU-COA). These agencies
comprise the Federation of Accrediting Agencies of the Philippines (FAAP), which was
formed in 1977 through the efforts of the Fund for Assistance to Private Education (FAPE)

Act No. 2706

Known as the Private School Law, this was enacted on March 10. 1917, by the
Philippine Legislature. It made obligatory colleges 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."

All private schools come under the supervision and regulation of the secretary of
the Department of Public Instruction (DPI), thus eliminating "diploma mills" and substandard
schools.

Commonwealth Act No. I

This is known as the National Defense Act passed by the Philippine Assembly on
December 21. 1935. It is provided in Section 8 that:

Preparatory military training shall begin with the youth in the elementary grade
school at the age of ten years and shall extend though the remainder of his schooling to
college or the university.

By virtue of Presidential Decree No. 1706 issued by President Marcos on August 8.

1980, otherwise known as The National Service Law. Commonwealth Act No. I was
amended, requiring all citizens to render civic welfare service, law enforcement service,
and military service.

Commonwealth Act No. 80

This law created the Office of Adult Education on October 26. 1936. to give
vocational and citizenship training to adult citizens of the county in an effort to eliminate
illiteracy.

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 REPUBLIC ACTS FOR TEACHERS

Republic Act No. 137

Enacted on June 4, 1947, this law created the Board of Textbooks. It provided for all
public schools to use only those books approved by the board for a period of six years
from the date of their adoption.

Private schools, however, may use books of their choice, provided the Board of
Textbooks has no objections to these books.

Republic Act No. 1425

Approved on June 12, 1956, this law prescribed the inclusion of a course on the life,
works and writings_ especially the Noli Me Tangere and El Filibusterismo of Dr. Jose P. Rizal
in the curricula of all public and private schools from the elementary to the university levels.

Republic Act No. 4670

Known as the Magna Carta for Public School Teachers, this law was approved on
June 18, 1966 to promote and improve the social and economic status of public school
teachers-their living and working conditions and their employment and career prospects. It
also provided for the following:

1. Recruitment qualifications and procedure for hiring of teachers

2. Code of professional conduct for teachers

3. Number of teaching hours, with 6 hours of classroom teaching as maximum load

4. Additional compensation of 25 percent of the regular remuneration

5. Health and injury benefits

6. One-year study leave (sabbatical leave) after seven years of continuous

teaching, for which the teacher receives 60 percent of his/her monthly salary while on
leave

7. One range salary increase which will be the basis for computing the retirement
pa upon the teacher's retirement

8. Freedom to form organizations

Republic Act 1079

Approved on June 15, 1959, this law provided that civil service eligibility shall be
permanent and shall be valid throughout a person's lifetime.

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Republic Act No. 6655

This law, known as the Free Public Secondary Education Act of 1988, was approved
on May 26, 1988. It specifies the following:

1. Free public secondary education shall be made available to all qualified citizens
in order to promote quality education at all levels

2. Except for those related to membership in the school community such as

identification, student organization, and publication fees, no tuition other fees shall be
collected from students

3. Nonpayment of authorized fees shall not hinder students a student from shall be
graduating from his/her class.

4. All public secondary schools nationalized

Republic Act No. 6728

This law, known as the Act Providing Government Assistance to Students and
Teachers in Private Education, was approved on June 10, 1989. It provided for the
following:

1. Tuition fee supplement for students in private high schools, and for those enrolled
in vocational and technical courses in schools which charge less than Php 1,500 tuition fee

2. High school textbook assistance fund

3. Expansion of educational service contracting scheme (ESC)

4. Voucher system for the Private Education Student Financial Assistance Program
(PESFA)

5. Scholarship grants to graduating valedictorians and salutatorians

6. Tuition fee supplements to students in private colleges and universities

7. Educational loan fund 8. College faculty development fund

Republic Act No. 7722

This law was approved on May 18, 1994, creating the Commission on Higher Education
(CHED) composed of a chairperson and four commissioners.

The commissioner shall take charge of all functions and responsibilities of the Bureau
of Higher Education including those for higher and tertiary education and degree-granting
vocational and technical programs in the regional offices of the DepEd and other
government entities with the same functions.

The commission shall be independent and separate from the DepEd and attached
to the Office of the President for administrative purposes only. Its coverage shall be both
public and private institutions of higher education as well as degree-granting programs in
all post-secondary educational institutions, public and private.

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Republic Act No. 7743

This law, approved on June 17, 1994, provides for the establishment of public libraries
and reading centers in every barangay and municipality of the country. These libraries
shall be under the supervision of the National d Library, which shall coordinate an
organize seminars, and workshops and other trainings for the barangay municipal
librarians.

Republic Act No. 7784

This law is known as the Act to Strengthen Teacher Education by Establishing

Centers of Excellence, Creating a Teacher Education Council for the Purpose,
Appropriating Funds Therefore and for Other Purposes.

Approved on August 4, 1994, this law provides that one or more centers of
excellence for teacher education shall be identified, designated, established and
developed strategic places in each of the regions of the country.

In order to be a center of excellence, a school or college must possess the

following:

1. Highly educated, professionally qualified and experienced faculty dedicated

to the philosophy, mission, vision and goals of the institution and of education

2. Well-selected students

3. Adequate library, research and study facilities

4. Competent administrative and support staff

5. Well-planned and relevant instructional programs

6. Adequate student development programs

7. Adequate student services

8. Relevant extension service and outreach programs

9. High percentage of graduates who become teachers

10. Such Other criteria as may be established by the Teacher Education Council
also created under this law

The school chosen as a center for excellence shall

1. experiment with and try pre service / in out relevant and innovative programs;

2. organize and coordinate collaborative research on identified areas for

systematic implementation of teacher-education programs;

3. serve as teacher resource center for curricular/instructional materials

development;

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 4. serve as the central node for networking specific disciplines of teacher
education in the region

5. provide professional assistance to Teacher Education Institutions (TEls) that

have expressed needs for such assistance;

6. encourage material support among TEIs in the region for upgrading and
improving their programs; and

7. facilitate and help expedite the accreditation among TEIs

This act also provides for the creation of the teacher Education Council composed
of eleven members with the De Ed secretary as ex-officio members, namely the
commission of the CHED, a representative of the National Commission for Culture and
the Arts (NCCA), and the chairperson of the Professional Regulations Commission (PRC)

The seven members of the council to be appointed by the President of the

Philippines shall consist of

1. three representatives of centers of teacher education: one from Luzon, one

from Visayas and one from Mindanao;

2. one representatives of science teachers, one representative of math teachers,

one representative of social studies teachers, and one representative of language
teachers

Republic Act No. 7796

This law was approved on August 25, 1994, creating the Technical Education Skills
Development Authority (TESDA) which replaced and absorbed the National Manpower
and Youth Council (NMYC), the Bureau of Technical and Vocational education (BTEV) of
the DepEd, as well as the apprenticeship programs of the Bureau of Local Employment
of the Department of Labor and Employment

As provided by law, TESDA is governed by a board and a secretariat. The TESDA

board is headed by the secretary of the Department of Labor and employment as
chairperson, with the secretaries of DepEd and Trade and Industry as co-chairpersons
and the secretaries of Agriculture and Interior and Local Government and the director
of the TESDA secretariat as members.

Republic Act No. 7836

This law was approved on December 16, 1994, and is known as Philippine Teachers
Professionalization Act of 1994, It amends and supersedes the provisions of P.D. No. 1006
or the Teachers Professionalization Decree of 1976, which was the basis of the Professional
Board Examination for Teachers (PBET) This act aimed toward (1) the promotion,
development and professionalization of teachers and the teaching profession and (2)

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the supervision and regulation of the licensure examination for teachers. To this effect,
the

PBET which was traditionally administered by the National Board for Teachers, an
agency attached to the DepEd in coordination with the Civil Service Commission, will be
administered by the PC starting August 1996.

Republic Act No. 7877

Known as the Anti-Sexual Harassment Act of 1995, this law was approved on
February 14, 1995. As provided by this law, wok-, education-, or training-related sexual
harassment is committed by an employer, employee, manager, supervisor, agent of the
employer, teacher, instructor, professor, coach, trainer or any other person who having
authority, influence or moral ascendancy over another in a work, training or education
environment, demand, requests or otherwise requires any sexual favor from the other
regardless of whether this demand, request or requirement for submission is accepted by
the object of the said act.

Moreover, sexual harassment is committed when:

1. The sexual favor is made as a condition in the of said hiring, employment or

reemployment of said individual or in granting favorable compensation, terms,
conditions, promotions, or privileges the grant the sexual favor results in limiting,
segregating or classifying the employee which in any way would discriminate, deprive or
diminish employment opportunities or otherwise adversely affect said employee

2. The above acts would impair the employees' rights o privileges under existing
labor laws; or the above acts would result in an intimidating, hostile o offensive
environment for the employee

In an education or training environment, sexual harassment is committed

1. Against one who is under the care, custody or supervision of the offender;

2. Against one whose education, training, apprenticeship o tutorship is entrusted

to the offender;

3. When sexual favor is made a condition to the giving of a passing grade or the
granting of honors or a scholarship or in the payment of a stipend or allowance and other
considerations; and

4. When the sexual advances result in an intimidating, hostile, or offensive

environment for the student, trainee o apprentice.

Any person who directs or induces another to commit any act of sexual harassment as
defined by this law or who cooperates in the commission of the act shall also be held
liable under this law.

Moreover, as provide by section 7 of this act, any person who violates the provisions of
this law shall upon conviction be penalized for imprisonment of not less than one month

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or more than six months, or a fine of not less than Php 10, 000 no more than Php20, 000 or
both as the discretion of the court

Executive Order No. 27

Issued on July 4, 1986, this law seeks to include courses or subjects on human rights
in the school curricula, in textbooks and other reading materials and in the qualifying
examinations in government service.

Executive Order No. 189

This order issued by former President Corazon C. Aquino on June 10, 1987, placed
all public secondary school teachers under the administrative supervision and control of
DepEd.

The basic salaries and cost-of-living allowances of said teachers shall he paid for
by the national government.

Presidential Decree No. 6-A

This is known as the. Educational Development This Decree of 1972, and was
implemented on September 29, 1972, by former President Ferdinand Marcos. This decree
spelled out the following national development goals:

1. To achieve and maintain an accelerating rate of economic development and

social progress 2. To assure the maximum participation of all the people in the attainment
and enjoyment of the benefits of such growth 3. To strengthen national consciousness
and promote desirable cultural values in a changing world

This decree also defined the following educational aims:

1. Provide a broad education that will assist each individual in the peculiar
ecology of his/her own society

2. Train the nation's human resources in middle-level skills required for national
development

3. Develop high-level professions that will provide leadership for the nation

4. Advance knowledge through research and apply new knowledge for

improving the quality of human life

5. Respond effectively to the changing needs and conditions of the nation

through a system of educational planning and evaluation. This law provided for a ten-
year (1972-1982) educational program and was integrated with Batas Pambansa Blg. 232

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Presidential Decree No, 146

This decree, issued on March 9, 1973, required all q senior high' school students to
pass the National College Entrance Examination (NCEE) as a prerequisite for admission
to any post-secondary academic or professional degree program necessitating a
minimum of four years study in any private or public institution of higher learning,
chartered o unchartered, starting 1974.

However, this law was superseded and NCEE was abolished by virtue of R.A. No.
7731, which was approved on June 2, 1994. This law provided that those who failed in the
NCEE shall no longer be denied nor refused enrollment by any school, college or
university to any post-secondary program necessitating a minimum of four years.
Likewise, no national entrance examination shall be required for admission to any post-
secondary degree programs.

Presidential Decree No. 451

Issued on May 11, 1974, this law repealed R.A. No. 6139 and authorized the
secretary of Education and Culture to regulate the imposition of tuition and other school
fees in all private educational institutions It also prescribed that 60 percent of the increase
in tuition fee and other fees shall be for the salary increase of teachers and other
employees; the increase shall not exceed 15 percent of the rates charged during the
preceding school year.

Presidential Decree No. 688

This decree was issued on April 22, 1975. It gave the Civil Service Commission the
power and authority to give the appropriate examination for all public school teachers
(for revisions see R.A. No. 7836).

Presidential Decree No. 1139

This decree issued on May 13, 1977, created the position of the undersecretary for
non-formal education who shall make an overall assessment of the existing non formal
education programs and shall take charge of all non-formal education programs of the
DepEd.

Department Order No.1, s. 1973

This DECS order reiterates the policy on the use of locally published textbooks of
Filipino authorship in all levels of education, both public and private.

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Department Order No. 25, s. 1974

This order implemented the bilingual education program which mandates the use
of English and Filipino as separate media of instruction. English shall be the medium of
science and mathematics, while the rest of the subjects shall be taught in Filipino.

MECS Order No. 22, s. 1978

This order provided that starting the first semester of school year 1979-1980, all institutions
of higher learning shall offer in all their curricular programs at least six units of Filipino.
However, for the teacher-education curricula, the 12-unit requirement remains.

It also prescribed the use of Filipino as medium of instruction in all schools, colleges
and universities in the following courses: Philippine History, Government and Constitution;
Rizal's Life and Works; Sociology; Economics; Land Reform and Taxation; Current Issues;
Health and Population Education; Physical Education; Home Economics and Nutrition;
Practical Arts; General Psychology; Ethics and other appropriate subjects.

PEGS Order No. 30, s. 1993

This order was issued on May 20, 1993, providing for a National Elementary
Achievement Test (NEAT) for all grade-six pupils in public and private schools. It shall be
administered to all pupils without charge. The NEAT will consist of a battery of
achievement tests of multiple-choice type which will cover the four areas English,
mathematics, science and heograpiya, kasaysayan at sibika with each component test
lasting 40 minutes. Taking the NEAT will be a requirement for graduation. However, a low
NEAT score by itself will not necessarily prevent a pupil from graduating, since it will only
form part of the general average of each pupil with the weight of one academic subject
transmuted into percentage.

The pupil's rating in the NEAT will be the last entry in the listing of subjects in the
forms 137-E and 138-E of grade-six pupils. The results of this test will be made available to
all schools before the end of the school year.

DECS Order No. 38, s. 1994

Issued on June 17, 1994, this order provided for a National Secondary Assessment
Test (NSAT) to be administered to all graduating public and private high school students.
The NSAT replaces the NCEE earlier abolished by R.A. 7731, since the evaluation of the
academic performance of each school remains of paramount importance. Unlike the
NCEE, passing the NSAT will not be a requirement for admission to tertiary-degree
programs, nor there an overall NSAT grade. Nevertheless, all graduating high school
seniors must take the NSAT. There will be no charge for taking the NSAT.

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