UNIT II

UNDERSTANDING ETHICS, MORALITY, AND VALUES IN

RELATION TO THE CODE OF ETHICS FOR TEACHERS

Ethics and Morality

Ethics and morality. These words are sometimes used interchangeably. Although these
concepts are related, there is a slight difference between the two. To understand the concept let us
give their definitions based on various sources. Ethics, according to Merriam dictionary is concerned
with rules of behavior based on ideas about what is morally good and bad, or it is an area of study
that deals with ideas about what is proper and improper behavior. It is the prevailing rule governing
the conduct of a person or the members of a profession. To Mcnanara, Carter (2012), ethics are moral
values in action.

Morality on the other hand is from the Latin word “mōrālis” which is synonymous with the
words manner, character, proper behavior'. It is the differentiation of intentions, decisions, and
actions between proper and improper. In its descriptive sense, "morality" is the code of conduct
managing how people respond to action and behave without inquiring as to whether they ought to
adhere to these codes. When human actions conform to the norms, rule or law of morality, it is
considered to be right, but if it is not, the action is deemed inappropriate or wrong. For instance,
when the student cheats during the examination, it is an inappropriate action since it violates the
norm, which is to observe the ethical principle of doing what is good and right. Classroom cheating is
against "fairness principle." A student gets the higher grade without studying his/her lessons than
those who study hard is inappropriate.

What is the relevance of ethics in education? Education is tasked to build a nation by

producing not only intellectually capacitated but emotionally and logically, ethically principled
citizen. According to Montemayor, Felix, 1994, "Education develops the whole man: his moral
character, intellectual and physical capacities.” Since man, however, is primarily a rational moral
being, the primary objective of education should be the development of these powers in man, which
consists his true perfection. This is recognized when he mentions "moral character" as the first and
primary aim of all education. All schools should develop good moral character, personal discipline,
civic consciousness.

Foundational Moral Principle

Today and in the past, hopes on teachers has always been high as one of the most influential
beings in the lives of their students, in particular, and in transforming the society in general. Henry
Brooks once said "A teacher affects eternity; he can never tell where his influence stops." To Brooks,
the quality of human acts can either be right or wrong, good or evil. This means that human action is
considered right if it conforms with the prevailing norms and the rules or laws of morality, otherwise
the action is wrong, bad or evil.
 Foundation means something like an idea, a principle, or a fact, that provides support for
something or based upon. Thus, a foundational moral principle is the universal norm upon which all
other principles that determine the rightness or wrongness of action are based. It is the source of
morality (Bilbao, et. al., 2012).

Values Formation

The values and ethics imbibed in all of us since childhood guide our conduct. Values are, thus,
prime drivers of personal, social, professional choices. Values influence how individuals live their
lives both professionally and personally. They impact their attitudes, their approach to life situations,
their relationships, their interactions with people and with settings, and the meaning they assign to
situations and the behaviors of others. People's values are determinants of their behavior. But, how
do values change and what reasons them to change? (Akerlof, 2016). Accordingly, one's preference
is constantly motivated by economic or monetary considerations, also, by the desire for attaining
esteem which may drive tension or anxiety. This anxiety explains why, for instance,
peer outcomes are from time to time high-quality and from time to time negative. The exercising of
those values might also additionally then create or ruin a person.

The formation of values may be brought about by some circumstances and experiences that
people encountered in their lives. This was also emphasized in one of the lectures of Most Reverend
Angel N. Lagdameo, in one of his lectures, said that: "All institutions, governments, and churches suffer
from problems, crises and decline of some sort, big and small." History of these institutions might show
the evolution they underwent added through the situations, conditions and time. The adjustments
with the guidelines and laws governing the institution, policy directions and agenda and management
strategies which consequently lead to the formation of new sets of values and standards. It is
important that we always keep in touch with our values. In the kind of world that we live in, we
always find some confusions and contradictions with our values. Albert Einstein once said "The
significant problems we face today cannot be solved at the same level of thinking we had at when we
created them." It means that a solution to problems will no longer be attainable by insisting on doing
the matters that have been doing before due to the fact that it is the manner things are being done.
Einstein referred to the importance of redirecting man's way of thinking in order to obtain a more
appropriate solution to the problems created by the former set of thinking. He pointed out that man
must not wait for the future to come upon. Rather, man must create the future and bring it to present.
And how man would do it? Man should not be satisfied with "cosmetic changes" or superficial
changes, even if they appear good. They are temporary. Man need to do some "paradigm shifting" or
"values shifting." If man wants dramatic and revolutionary transformation either in a person or in an
institution or organization, one needs to change the perspective, mindset, frame of reference, and
operate with new set of values. This is called "metanoia." Hence, values are changeable. Value shifting
can possibly be influenced by many factors. Aside from home, the community, the school, the church,
or membership in any organization may influence the formation of new values. Those who play a
leadership role in one’s life are the most powerful in conveying to new values emanated from them.
They can be the learner’s parents, elder siblings, grandparents, some relatives,

teachers, peers, professors, and bosses.

The topography of Values. In other instances, one must have studied the Maslow's Hierarchy
of Needs. Likewise, another interesting ladder shows the Scheler's Topography of Values or
Hierarchy of Values. 7 -

Figure 1. Topography of values by March Scheler

Standford Encyclopedia of Philosophy

According to the hierarchy drawn by Scheler, an objective ranking of values, is described as a ranking
of the "lower" to more superficial type of values practices. The ranking of value types from lowest to
highest is as follows: pleasure, utility, vitality, culture, and holiness. How the different types of value
stand about one another is grasped intuitively in the experience of value. Evidence of this ranking is
felt through experiences like duration or depth of fulfillment. A religious icon is not only as holy as it
is in its virtual form but valued as vital because of what it symbolizes.

Bauzon (1994) categorized and described the priority order of value modalities set by Max Scheler
as to values to person and values related to life.
 1. The values of holiness

Values of the
2. Spiritual values Person
3. Vital Values

Values Related to
Life

4. Sensible values

1. The values of Holiness - The value-modality of the holy and unholy appear only with objects
about the Absolute. Corresponding states of feeling are those with blissfulness and despair.
Consecutive values are those of things of value in cults, sacraments and forms of worships.

2. Spiritual values - This modality refers to the spiritual feeling and spiritual acts of preferring, love
and hatred of the human person. The main kinds of spiritual values are:

2.1 The values of the beautiful and ugly or the whole realm of aesthetic values.

2.2 The values of right and wrong as the basis for all legislation

2.3 The values of pure cognition of truth

3. Values of Life or Vital Values – The value of this modality ranges from the noble to the vulgar, or
also from the good (excellent, able) to the bad (not evil). This modality pertains to the general
wellbeing such Values of the Person Values Related to Life as those of health, disease, states of aging,
feeling of forthcoming death, weakness and strength.

4. Sensible Values – The series of values of this lowest modality ranges from the agreeable to the
disagreeable. This modality corresponds to sensible feeling with its function of enjoyment and
suffering, and to the feeling-states of sensible pleasure and pain.

For an act to be considered as one provoked by the values of a person, Bauzon (1994) described
the seven criteria to constitute a value:

1. It is chosen freely - It is not forced. It is the individual's personal choice. It is what he or she wants
to be the guiding principles in his or her life.
2. It must be chosen from among other alternatives – If there are no alternatives, there is no freedom
of choice.

3. It must be chosen after considering the consequences – there should be a careful study of the
consequences of each alternative. A person must realize the consequences of his or her choice to see
the foreseeable options open to him to make a free and intelligent choice. Once, the consequences are
understood, the person must reevaluate his or her choice.

4. It must be performed - A value must be carried out. If it is not acted upon, it is only a belief and
idea.

5. It becomes a pattern of life – If values are habitually performed, it becomes life patterns. Thus,
influence every aspect of the person's life

6. It is cherished – It is something that a person feels positive about. As the person grows, she or he
derives increasingly greater contentment and satisfaction from her value choice/s.

7. It is publicly affirmed - It must be shared and tell others about it. It must not be denied when
confronted by others.9 -

It enhances person's total growth –If the value has been affirmed, it follows that the value will
contribute and enhance the person's total personality development. It makes the person whole
because he becomes a better person. According to Aglipay (1991), as cited by Ramirez and Beltran
(2004), values is closely related to one’s search for meaning in human life. Man could find more
meaning into his life if there is something he could commit himself to something worth living for and
something worth dying for.

Values allows a person to understand one’s principles in life and help one to realize the need to
change it if it is not important. One is motivated to pursue his or her own values if he/she knows what
he/she wants, (Turner, 2001).

Teaching as One’s Vision, Mission, Vocation, and Profession

In its broadest sense, teaching is the procedure that aims to improve and develop learning of
new knowledge, skills and attributes and connecting these to previous cognition designed to provide
unique service to meet the educational needs of the individual and gives importance to the
development of values which guides students in their social relationships. Teachers utilize practices
and strategies that empower positive self concept in students. The direct, open and active interaction
between teacher and student is the one of the most important element in teaching.
 Teaching as One's Vision. A proverb says, "Where there is no vision, the people perish." In
reflection, vision is a long-term preference or motivation of what one wants to be and what one is
willing to do in achieving the said desire. The vision focuses on the development of the self, the
profession, the students, and the society.

Consider the following teacher's teaching visions, which is yours?

1. To see my students enhance and reach their full potentials that will lead them into the right path.

2. To entice the minds of my students with the concept of fun, inspiring and exciting learning process.

3. To help each student discover his/her unique individuality.

4. To treat every student with respect and dignity.

Teaching as One's Mission. The term came from the Latin word "misio" which means "to send."
Mission refers to any task or undertaking that is assigned, or self-imposed to achieve vision. Anyone
acting the role of a teacher has his/her own purpose that needs to be accomplish. As teachers, they
play an important role in the betterment of this world. To ensure the development of youth, the
teachers’ love for the teaching profession must emanate from within, making teaching their soul,
their core. The realization that the teachers are responsible for shaping the youth as the most
powerful resource to take care of the future must be fulfilled. With their full dedication to this great
mission, the teachers transform themselves as great teachers only when they can scaffold an average
student to further improvement. Teachers should inspire the learners to be inquisitive so that they
become creative and enlightened citizens. They must promote justice by treating all the students
equally, should support respect despite differentiation on account of religion, community or
language. Teachers must continuously improve themselves by upgrading their capacities in teaching
so that they can uplift the quality of education for the students. Teachers must consistently fill their
mind with positive thoughts and inspire integrity in thinking and action among the students.
Teachers, as true missionaries should be physically, mentally, emotionally, and spiritually
empowered; through this, they become more blessed and comfortable in their vocation.

Teaching as a Vocation. From the Latin word "vocare" vocation means "to call." Vocation is a
strong feeling or discernment for a particular career or occupation like teaching and priesthood.
Teaching is a calling and its excellence depends on the manifestation of intellectual and moral
goodness. It is more than an art, a science. It is a noble profession, a vocation, a calling. A teacher who
is consumed by the vocation responds to the calling for service with great passion. Like the historic
biblical figures, teachers are considered servant leaders- serving other people and the humanity as a
whole, without considering or expecting anything in return.
 Teaching as One's Profession. According to Dr. Hermogenes P. Pobre, “Profession is one of the
most exalted words in the English language, denoting long and arduous years of preparation, a striving
for excellence, a dedication to the public interest and strong adherence to moral and standard ethical
values.” The end goal of the profession is to be able to serve more and for teachers to be able to do
that, continuing professional education is a must. In doing so, moral, ethical and religious values serve
as bedrock foundation of the teaching profession. If someone takes teaching as his/her profession,
he/she must be willing to go through a long period of preparation and a continuing professional
development. A teacher strives for excellence, always in all ways.

The Code of Ethics for Professional Teachers

In its broadest sense, teaching is the procedure that aims to improve and develop learning of
new knowledge, skills and attributes and connecting these to previous cognition designed to provide
unique service to meet the educational needs of the individual and gives importance to the
development of values which guides students in their social relationships. Teachers utilize practices
and strategies that empower positive self concept in students. The direct, open and active interaction
between teacher and student is the one of the most important element in teaching.

Teaching as One's Vision. A proverb says, "Where there is no vision, the people perish." In
reflection, vision is a long-term preference or motivation of what one wants to be and what one is
willing to do in achieving the said desire. The vision focuses on the development of the self, the
profession, the students, and the society.

Consider the following teacher's teaching visions, which is yours?

1. To see my students enhance and reach their full potentials that will lead them into the right path.

2. To entice the minds of my students with the concept of fun, inspiring and exciting learning process.

3. To help each student discover his/her unique individuality.

4. To treat every student with respect and dignity.

Teaching as One's Mission. The term came from the Latin word "misio" which means "to send."
Mission refers to any task or undertaking that is assigned, or self-imposed to achieve vision. Anyone
acting the role of a teacher has his/her own purpose that needs to be accomplish. As teachers, they
play an important role in the betterment of this world. To ensure the development of youth, the
teachers’ love for the teaching profession must emanate from within, making teaching their soul,
their core. The realization that the teachers are responsible for shaping the youth as the most
powerful resource to take care of the future must be fulfilled. With their full dedication to this great
mission, the teachers transform themselves as great teachers only when they can scaffold an average
student to further improvement. Teachers should inspire the learners to be inquisitive so that they
become creative and enlightened citizens. They must promote justice by treating all the students
equally, should support respect despite differentiation on account of religion, community or
language. Teachers must continuously improve themselves by upgrading their capacities in teaching
so that they can uplift the quality of education for the students. Teachers must consistently fill their
mind with positive thoughts and inspire integrity in thinking and action among the students.
Teachers, as true missionaries should be physically, mentally, emotionally, and spiritually
empowered; through this, they become more blessed and comfortable in their vocation.

Teaching as a Vocation. From the Latin word "vocare" vocation means "to call." Vocation is a
strong feeling or discernment for a particular career or occupation like teaching and priesthood.
Teaching is a calling and its excellence depends on the manifestation of intellectual and moral
goodness. It is more than an art, a science. It is a noble profession, a vocation, a calling. A teacher who
is consumed by the vocation responds to the calling for service with great passion. Like the historic
biblical figures, teachers are considered servant leaders- serving other people and the humanity as a
whole, without considering or expecting anything in return.

Teaching as One's Profession. According to Dr. Hermogenes P. Pobre, “Profession is one of the
most exalted words in the English language, denoting long and arduous years of preparation, a striving
for excellence, a dedication to the public interest and strong adherence to moral and standard ethical
values.” The end goal of the profession is to be able to serve more and for teachers to be able to do
that, continuing professional education is a must. In doing so, moral, ethical and religious values serve
as bedrock foundation of the teaching profession. If someone takes teaching as his/her profession,
he/she must be willing to go through a long period of preparation and a continuing professional
development. A teacher strives for excellence, always in all ways.

The Code of Ethics for Professional Teachers

(In simplified format of presentation)

Preamble

Teachers are duly licensed professionals who possesses dignity and reputation with high
values as well as technical and professional competence in the practice of their noble profession, and
they strictly adhere to, observe, and practice this et of ethical and moral principles, standards, and
values.
Article I: Scope and Limitations

Section 1. This code shall apply to ALL TEACHERS in schools in the Philippines.

Section 2. Covered ALL PUBLIC and PRIVATE school TEACHERS in all educational institutions at the
pre-school, primary, elementary, and secondary levels whether academic, vocational, special,
technical, or non-formal. Teacher refers to industrial arts or vocational teachers and all other persons
performing supervisory and/or administrative functions in all school 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 the 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 duly constituted authorities, and promote obedience to
the laws of the State.

Section 2. Every teacher or school official shall actively help carry out 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 any partisan
interest, and shall not, directly an indirectly, solicit require, collect, or received any money or
service or other valuable materials from any person or entity for such purpose.

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and
responsibilities.

Section 7. A teacher shall not use his position or official 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 II: The Teacher and the Community

Section 1. A teacher:

- is a facilitator of learning and of the development of the youth;

-render the best service by providing an environment conducive to such learning and growth.

Section 2. A teacher:

- shall provide leadership and initiative to actively participate in community movements for
moral, social, educational, economic and civic betterment.

Section 3. A teacher:

- shall merit a reasonable social recognition;

- shall behave with honor and dignity at all times;

- refrain from such activities as gambling, smoking, drunkenness, and other excesses, much less
illicit relations.

Section 4. The teacher:

- shall live for and with the community;

- shall study and understand local customs and traditions in order to have sympathetic
attitude;

- refrain from disparaging the community.

Section 5. The teacher:

- shall help the school keep the people in the community informed about the school work and
accomplishments as well as its needs and problems.

Section 6. The teacher:

- is intellectual leader in the community;

 - shall welcome the opportunity to provide such leadership when needed;

- extends counselling, 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 the people, individually and collectively.

Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use
his position and influence to proselyte others.

Article IV: The 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. … 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. … 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. … 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. … use the teaching profession in a manner that makes it dignified means for earning a
decent living.

Article V: The Teacher and The Teaching Community

Section 1. Professional loyalty, mutual confidence and faith in one another, self-sacrifice for the
common good, and full cooperation with colleagues. Support one another.
Section 2. Refrain from claiming credit or work not of his own, and give due credit for the work of
others which he may use.

Section 3. Organize and leave to his successor such records and other data as are necessary to carry
on the work before leaving.

Section 4. The teacher shall keep confidential information concerning associates and the school, and
shall not divulge to anyone such documents which has not been officially released, or remove records
from files without official permission.

Section 5. Seek corrective for what may appear to be an unprofessional and unethical conduct of any
associate. However, if there is incontrovertible evidence for such conduct.

Section 6. Submit to the proper authorities any justifiable criticism against an associate, preferably
in writing, without violating any right of the individual concerned.

Section 7. Teacher may apply for any vacant position or 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 Profession

Section 1. A teacher make an honest effort to understand and support the legitimate policies of the
school and the administration regardless of personal feeling or private opinion an 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 transacts all official business through channels except when special conditions
warrant a different procedure.
Section 4. Teacher has the right to seek redress against injustice to the administration and raise
grievances within acceptable democratic processes and avoid jeopardizing the interest and the
welfare of learners whose right to learn must be respected.

Section 5. Every teacher has the right to invoke the principle that appointments, promotion, and
transfer of teachers are made only on the basis of merit and needed in the interest if 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 (School Officials and His
Subordinates)

Section 1. School officials, at all times show professional courtesy, helpfulness and sympathy
towards teachers and other personnel.

Section 2. Exercise cooperative responsibility to formulate policies to introduce importance

changes in the system at all levels.

Section 3. School officials shall encourage and attend the professional growth of all teachers,
recommend them for promotion, giving them due recognition for meritorious performance, and
allowing them to participate in conferences and training programs.

Section 4. No school official shall dismiss or recommend for dismissal a teacher or other
subordinates except for cause.

Section 5. Public school teachers are employed in accordance with pertinent Civil Service rules, and
public 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 the Learners

Section 1. A teacher has a right and duty to determine the academic marks and the promotion of
learners in the subject they handle.
Section 2. …recognized that the interest and welfare of learners are of first and foremost concern,
and shall justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.

Section 4. …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. …shall not accept, directly or indirectly, any remuneration from tutorials other than what
is authorized for such service.

Section 6. … evaluation of the learner must be based on work only in merit and quality of academic
performance.

Section 7. …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. …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. … shall ensure that conditions contribute to the maximum development of learners are
adequate, and shall extend needed assistance in preventing or solving learner problems and
difficulties.

Article IX: The Teachers and Parents

Section 1. The teacher shall establish and maintain cordial relations with parents, and shall conduct
himself to merit their confidence and respect.

Section 2. … shall inform parents, through proper authorities, of the progress and deficiencies of
learner under him, exercising utmost candor and tact in pointing out the learner’s deficiencies.
Section 3. … shall hear parent complaints with sympathy and understanding, and shall discourage
unfair criticism.

Article X: The Teachers and The Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation;
provide that it does not relate to or adversely affect his work as a teacher.

Section 2. The teacher maintains a good reputation with respect to the financial matters such as in
the settlement of his debts and loans in arranging satisfactory his private financial affairs.

Article XI: The Teacher as a Person

Section 1. The teacher has the highest obligation to live with dignity in all places at all times.

Section 2. …self-respect and self-discipline at the principle of personal behavior in all relationships
with others and in all situations.

Section 3. … maintain at all times a dignified personality which could serve as a model worthy of
emulation by learners, peers and all others.

Section 4. … always recognize the Almighty God as guide of his own destiny and of
the destinies of men and nation.

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition
against the erring teacher of the disciplinary action consisting of revocation of his Certificate of
Registration and License as a Professional Teachers, suspension from the practice of the teaching
profession or reprimand or cancellation of his temporary/special permit under causes specified in
sec. 23, Article III of R.A. 7836, and under Rule 31, Article VIII of the Rules and Regulations
Implementing R.A. 7836.