1

Don Mariano Marcos Memorial State University

La Union

THE TEACHING PROFESSION

(EDUC 103)

ESTELLA A. CAYABYAB, Ph.D.

RINA B. RONQUILLO, Ph.D.
RODOLFO C. DE VERA, M.A.
(Module Writers)

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COURSE OUTLINE
In
THE TEACHING PROFESSION

 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
educational philosophies. It will include professional ethics, core values,
awareness of professional rights, privileges and responsibilities as well as
the teachers’ roles in the society as a transformative agent of change.

GENERAL OBJECTIVES

At the end of the course, the students/learners are expected to:

1. Explain the meaning of teaching as a profession, vocation and

mission;
2. Trace the historical development of teaching as a profession in the
Philippines;
3. Illustrate the meaning of the teacher as a professional;
4. Examine by argument the demands of society from the teacher as a
professional and as a person;
5. Elaborate the professional competencies that a teacher should
process and the personal qualities that a professional teacher should
possess;
6. Discuss the Preamble and Article I of the Code of Ethics for Teachers
in the Philippines;
7. Expound how professional teachers should relate to the state,
community and parents all education stakeholders, to the learners,
the teaching community and higher authorities; and conduct
himself/herself as a person, in the teaching profession and in
business;
8. Exemplify the rights and privileges of teachers in the Philippines;
9. Express deep understanding of the concepts of a global or a glocal
teacher in the context of 21st century education;
10. Describe the status of the teacher professionals and the teaching
profession in the ASEAN and beyond;
11. Review existing ASEAN and UNESCO’s frameworks and standards in
the preparation of glocal teachers;

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12. Demonstrate understanding of the Philippine Qualification

Framework (PQF) and the Philippines Professional Standards for
Teachers (PPST) as a compass to endure teacher quality;
13. Identify the different changes occurring in the global teaching-
learning landscape;
14. Classify the 21st century life and career skills for learners and
teachers;
15. Infer the UNESCO’s Four Pillars of Learning as these apply to the 21st
century;
16. Discuss pertinent provisions of the CPD Act of 2016 and other related
legal documents;
17. Determine the relevance of CPD for professional teachers;
18. Compare and contrast at least seven philosophies of education;
19. Formulate their philosophy of education; and
20. Express their appreciation of teaching as the noblest profession.

 COURSE REQUIREMENTS

1. Quizzes
2. Demonstrations
3. Midterm and Final Examinations
4. Submission of Requirements/Projects

 GRADING SYSTEM

Midterm/Final Class Standing

Lecture:

1. Quizzes - 30%
2. Demonstration - 10%
3. Exams - 40%
4. Requirements/Projects - 20%

Midterm Grade = (Lecture x No. of units) / Total no. of units.

Final Term Grade = (Lecture x No. of units) / Total no. of units.
Final Grade = 40% of Midterm Grade + 60% of Final Term Grade

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 COURSE CONTENT

Module I THE TEACHING PROFESSION

Lesson 1 Teaching as a Profession

Lesson 2 The Historical Development of Teaching
as a Profession in the Philippines
Lesson 3 Teaching as a Vocation and Mission

Module II THE DEMANDS OF SOCIETY FROM THE TEACHER

AS A PROFESSIONAL AND AS A PERSON

Lesson 1 The Demands of Society from the Teacher

as a Professional
Lesson 2 The Demands of Society from the Teacher
as a Person

Module III THE CODE OF ETHICS FOR PROFESSIONAL

TEACHERS

Lesson 1 The Code of Ethics for Professional Teachers:

The Preamble and Article 1

Lesson 2 The Code of Ethics for Professional Teachers:

Relationship with the Secondary and Tertiary
Stakeholders

Lesson 3 The Code of Ethics for Professional Teachers:

Relationship with the Internal Stakeholders

Lesson 4 The Code of Ethics for Professional Teachers:

Their Person, Profession and Business

Module IV THE RIGHTS AND PRIVILEGES OF TEACHERS

IN THE PHILIPPINES

Module V ON BECOMING A GLOCAL TEACHER

Lesson 1 The Global and Glocal Teacher Professional:

Is there a Difference?

Lesson 2 A Closer Look at the Teachers and the Teaching

Profession in the ASEAN and Beyond

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Lesson 3 The Changing Global Landscape for the 21st

Century Teachers

Module VI ENSURING TEACHER QUALITY THROUGH

COMPETENCY FRAMEWORK AND STANDARDS

Lesson 1 Definitions of Quality Teacher and Teacher

Quality

Lesson 2 The Competency Framework for Teachers in

Southeast Asia (CFT SEA)

Lesson 3 The Philippine Qualifications Framework (PQF)

Module VII CONTINUING PROFESSIONAL DEVELOPMENT:

THE LIFEBLOOD OF THE TEACHING PROFESSION

Lesson 1 The Philosophical Basis of CPD

Lesson 2 The Historical and Legal Bases of Continuing

Professional Development in the Philippines

Lesson 3 The Salient Provisions of RA 10912

Lesson 4 Ways by which Professional Teachers Can Earn

Credit Units

Lesson 5 Continuing Professional Development Plan

Lesson 6 Learning from the CPD Practices of High

Performing Countries

Module VIII PHILOSOPHIES OF EDUCATION

Lesson 1 Our Philosophical Heritage:

Philosophies of Education

Lesson 2 Formulating My Philosophy of Education

Module IX TEACHING, THE NOBLEST OF ALL PROFESSIONS

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MODULE I

THE TEACHING PROFESSION

Lesson 1 Teaching as a Profession

Lesson 2 The Historical Development

of Teaching as a Profession
in the Philippines

Lesson 3 Teaching as a Vocation

and Mission

MODULE I

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THE TEACHING PROFESSION

 INTRODUCTION

The nature of teaching in its broadest sense is that teaching is a

process that facilitates learning. Teaching is the specialized application of
knowledge, skills and attributes designed to provide unique service to meet
the educational needs of the individual and of society. The choice of
learning activities whereby the goals of education are realized in the school
is the responsibility of the teaching profession. In addition to providing
students with learning opportunities to meet curriculum outcomes, teaching
emphasizes the development of values and guides students in their social
relationships. Teachers employ practices that develop positive self-concept
in students. Although the work of teachers typically takes place in a
classroom setting, the direct interaction between teacher and student is the
single most important element in teaching.

In this module, lesson 1 dwells on teaching as profession. It focuses

on the elements of a profession and analysis of teaching to determine if it
has all the elements of a profession. Lesson 2 presents the historical
development of teaching as a profession in the Philippines. Lesson 3
discusses teaching as vocation and mission. It describes teaching as a
mission not just a job. It also explains teaching as a vocation, a special
calling.

OBJECTIVES

After studying the module, the students should be able to:

1. Explain the meaning of teaching as a profession, vocation and

mission;
2. Trace the historical development of teaching as a profession in the
Philippines;

There are three lessons in the module. Read each lesson after which
you answer the exercises/ activities to find out how much you have
benefited from it. Work on the exercises carefully and submit your output to
your professor. In case you encounter difficulty discuss with your professor
during the online meeting.

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Lesson 1

 TEACHING AS A PROFESSION

Former Chairperson of the Professional Regulation Commission (PRC),

Hon. Hermogenes Pabre in his pithy address in a national convention of
educators remarked that the term professional is one of the most exalted in
the English language, denoting as it does, has the following elements: 1)
long and arduous years of preparation; 2) striving for excellence; 3) a
dedication to the public interest; and 4) commitment to moral and ethical
values.

If you take teaching as your profession, this means that you must be
willing to go through a long period of preparation and continuing
professional development. For teachers to be able to give more, continuing
education is a must. You cannot give what you do not have. You must strive
for excellence because the end goal of a profession is service and you
cannot achieve such excellence if you stop learning. Likewise, commit
yourself to moral, ethical and religious values, your bedrock foundation, and
dedicate yourself to public service.

The teaching profession is governed by the Code of Ethics for

Professional Teachers 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 of P.D. No. 223. As amended, the Board for
Professional Teachers hereby adopt the Code of Ethics for Professional
Teachers. Violation of the Code of Ethics for professional teachers is one of
the grounds for the revocation of professional teacher’s Certificate of
registration and suspension from the practice of the teaching profession
(Sec. 23).

Code of Ethics for Professional Teachers

PREAMBLE

Teachers are duly licensed professionals who possess 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.

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Two elements of a profession are competence and a Code of Ethics.

The other elements of a profession are:

1. Initial Professional Education- Professionals generally begin their

professional lives by completing a university program in their
chosen fields like teacher education, engineering, nursing, etc.
This means long and arduous years of preparation. This is just the
beginning because a professional is expected to learn endlessly.

2. Accreditation- University programs are approved by a regulatory

body like the Commission on Higher Education (CHED) in the
Philippines to ensure that graduates from these recognized
programs start their professional lives with competence.

3. Licensing- Licensing is mandatory, not voluntary, and is

administered by a government authority. In the Philippines, this
government authority is the Professional Regulation Commission
(PRC).

4. Professional Development- This is an ongoing professional

education that maintains or improves professionals’ knowledge
and skills after they begin professional practice. In the Philippines
this is Continuing Professional Development mandated by RA
10912, otherwise known as the CPD Act of 2016.

5. Professional Societies- Professionals see themselves as part of a

community of like-minded individuals who put their professional
standards above the individual self-interest or their employer’s
self-interest. These professional societies put dedication to the
public interest and commitment to moral and ethical values.
Professional societies define certification criteria, manage
certification programs, establish accreditation standards and
define a code of ethics and disciplinary action for violations of
that code.

6. Code of Ethics- Each profession has a code of ethics to ensure that

its practitioners behave responsively. The code states what
professionals should do. Professionals can be ejected from their
professional societies or lose their licenses to practice for
violating the code of ethics. (McConnell, Steve, Source:
http://www.alexsbrown.com/prof9.html.)

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How much have you learned from Lesson 1? Find out by answering the
learning activities.

 LEARNING ACTIVITIES

A. Essay

1. What is teaching as a profession?

2. Does the teaching profession fulfill all the elements of a profession?

Explain your answer.

3. Why does a profession like teaching require long years of initial

professional education and continuing professional development?

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Lesson 2

 THE HISTORICAL DEVELOPMENT OF TEACHING

AS A PROFESSION IN THE PHILIPPINES

Before the Philippines attained complete independence in 1946, the

country's education system was patterned on the systems of Spain and the
United States--countries which colonized and governed the country for more
than three hundred years. However, after independence, the country's
educational system has constantly undergone reforms.

Pre-colonial period

During the pre-colonial period, most children were provided with

solely vocational training, which was supervised by parents, tribal tutors or
those assigned for specific, specialized roles within their communities (for
example, the Babaylan). In most communities, stories, songs, poetry,
dances, medicinal practices and advice regarding all sorts of community life
issues were passed from generation to generation mostly through oral
tradition. Some communities utilized a writing system known as baybayin,
whose use was wide and varied, though there were other syllabaries used
throughout the archipelago.

Spanish period

Formal education was brought to the Philippines by the Spaniards,

which was conducted mostly by religious orders. Upon learning the local
languages and writing systems, they began teaching Christianity, the Spanish
language, and Spanish culture. These religious orders opened the first
schools and universities as early as the 16th century. Spanish missionaries
established schools immediately after reaching the islands. The Augustinians
opened a parochial school in Cebu in 1565. The Franciscans, took to the task
of improving literacy in 1577, aside from the teaching of new industrial and
agricultural techniques. The Jesuits followed in 1581, as well as the
Dominicans in 1587, setting up a school in Bataan. The church and the
school cooperated to ensure that Christian villages had schools for students
to attend.

Schools for boys and for girls were then opened. Colegios were
opened for boys, ostensibly the equivalent to present day senior high
schools. The Universidad de San Ignacio, founded in Manila by the Jesuits in
1589 was the first colegio. Eventually, it was incorporated into the
University of Santo Tomas, College of Medicine and Pharmacology following
the suppression of the Jesuits. Girls had two types of schools - the beaterio,
a school meant to prepare them for the convent, and another, meant to
prepare them for secular womanhood.

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The Spanish also introduced printing presses to produce books in

Spanish and Tagalog, sometimes using baybayin. The first book printed in
the Philippines dates back to 1590. It was a Chinese language version of
Doctrina Christiana. Spanish and Tagalog versions, in both Latin script and
the locally used baybayin script, were later printed in 1593. In 1610, Tomas
Pinpin, a Filipino printer, writer and publisher, who is sometimes referred to
as the "Patriarch of Filipino Printing", wrote his famous "Librong Pagaaralan
nang manga Tagalog nang Uicang Castilla", which was meant to help
Filipinos learn the Spanish language. The prologue read:" Let us therefore
study, my countrymen, for although the art of learning is somewhat
difficult, yet if we are persevering, we shall soon improve our knowledge.”
Other Tagalogs did not take a year to learn the Spanish language when using
the book. This good result has given them satisfaction and encouraged them
to print the work, so that all may derive some profit from it.

The Educational Decree of 1863 provided a free public education

system in the Philippines, managed by the government. The decree
mandated the establishment of at least one primary school for boys and one
for girls in each town under the responsibility of the municipal government,
and the establishment of a normal school for male teachers under the
supervision of the Jesuits. Primary education was also declared free and
available to every Filipino, regardless of race or social class. Contrary to
what the propaganda of the Spanish-American War tried to depict, they
were not religious schools; rather, they were schools that were established,
supported, and maintained by the Spanish government.

After the implementation of the decree, the number of schools and

students increased steadily. In 1866, the total population of the Philippines
was 4,411,261. The total number of public schools for boys was 841, and the
number of public schools for girls was 833. The total number of children
attending those schools was 135,098 for boys, and 95,260 for girls. In 1892,
the number of schools had increased to 2,137, of which 1,087 were for boys,
and 1,050 for girls. By 1898, enrollment in schools at all levels exceeded
200,000 students.

Among those who benefited from the free public education system
were a burgeoning group of Filipino intellectuals: the Ilustrados
('enlightened ones'), some of whom included José Rizal, Graciano López
Jaena, Marcelo H. del Pilar, Mariano Ponce, and Antonio Luna--all of whom
played vital roles in the Propaganda Movement that ultimately inspired the
founding of the Katipunan.

First Republic

The defeat of Spain following the Spanish-American War led to the

short-lived Philippine Independence movement, which established the
insurgent First Philippine Republic. The schools maintained by Spain for
more than three centuries were closed briefly, but were reopened on August
29, 1898 by the Secretary of Interior. The Burgos Institute (the country's
first law school), the Academia Militar (the country's first military academy),

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and the Literary University of the Philippines were established. Article 23 of

the Malolos Constitution mandated that public education would be free and
obligatory in all schools of the nation under the First Philippine Republic.
However, the Philippine-American War hindered its progress.

American period

About a year after having secured Manila, the Americans were keen
to open up seven schools with army servicemen teaching with army
command-selected books and supplies. In the same year, 1899, more schools
were opened, this time, with 24 English-language teachers and 4500
students.

A highly centralized, experimental public school system was installed

in 1901 by the Philippine Commission and legislated by Act No. 74. The law
exposed a severe shortage of qualified teachers, brought about by large
enrollment numbers in schools. As a result, the Philippine Commission
authorized the Secretary of Public Instruction to bring more than 1,000
teachers from the United States, who were called the Thomasites, to the
Philippines between 1901 and 1902. These teachers were scattered
throughout the islands to establish barangay schools. The same law
established the Philippine Normal School (now the Philippine Normal
University) to train aspiring Filipino teachers.

The high school system was supported by provincial governments and

included special educational institutions, schools of arts and trades, an
agricultural school, and commerce and marine institutes, which were
established in 1902 by the Philippine Commission.

Several other laws were passed throughout the period. In 1902, Act
No. 372 authorized the opening of provincial high schools.

1908 marked the year when Act No. 1870 initiated the opening of the
University of the Philippines, now the country's national university.

The emergence of high school education in the Philippines, however,

did not occur until 1910. It was borne out of rising numbers in enrollment,
widespread economic depression, and a growing demand by big businesses
and technological advances in factories and the emergence of electrification
for skilled workers. In order to meet this new job demand, high schools
were created and the curriculum focused on practical job skills that would
better prepare students for professional white collar or skilled blue collar
work. This proved to be beneficial for both the employer and the employee;
the investment in human capital caused employees to become more
efficient, which lowered costs for the employer, and skilled employees
received a higher wage than those employees with just primary educational
attainment.

However, a steady increase in enrollment in schools appeared to have

hindered any revisions to then-implemented experimental educational
system. Act No. 1381, also known as Gabaldon Law, was passed in 1907,

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which provided a fund of a million pesos for construction of concrete school

buildings and is one of many attempts by the government to meet this
demand. In line as well with the Filipinization policy of the government, the
Reorganization Act of 1916 provided that all department secretaries except
the Secretary of Public Instruction must be a natural-born Filipino.

A series of revisions (in terms of content, length, and focus) to the

curriculum began in 1924, the year the Monroe Survey Commission released
its findings. After having convened in the period from 1906 to 1918, what
was simply an advisory committee on textbooks was officiated in 1921 as the
Board on Textbooks through Act No. 2957. The Board was faced with
difficulties, however, even up to the 1940s, because financial problems
hindered the possibility of newer adaptations of books.

Third Republic

In 1947, after the United States relinquished all its authority over the
Philippines, President Manuel Roxas issued Executive Order No. 94 which
renamed Department of Instruction into Department of Education. During
this period, the regulation and supervision of public and private schools
belonged to the Bureau of Public and Private Schools.

Fourth Republic

In 1972, the Department of Education became the Department of

Education and Culture (DECS) under Proclamation 1081, which was signed by
President Ferdinand Marcos.

On September 24, 1972, by Presidential Decree No. 1, DECS was

decentralized with decision-making shared among its thirteen regional
offices.

Following a referendum of all barangays in the Philippines from

January 10-15, 1973, President Marcos ratified the 1973 Constitution by
Proclamation 1102 on January 17, 1973. The 1973 Constitution set out the
three fundamental aims of education in the Philippines: to foster love of
country; to teach the duties of citizenship; and to develop moral character,
self-discipline, and scientific, technological and vocational efficiency.

In 1978, by the Presidential Decree No. 1397, DECS became the

Ministry of Education and Culture. The Education Act of 1982 provided for
an Integrated System of Education covering both Formal and Non-formal
Education at all levels. Section 29 of the act sought to upgrade educational
institutions' standards to achieve "quality education" through voluntary
accreditation for schools, colleges, and universities. Section 16 and Section
17 upgraded the obligations and qualifications required for teachers and
administrators. Section 41 provided for government financial assistance to
private schools. This act also created the Ministry of Education, Culture and
Sports.

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Fifth Republic

A new constitution was ratified on February 2, 1987, and entered into

force of February 11. Section 3, Article XIV of the 1987 Constitution contains
the ten fundamental aims of education in the Philippines. Section 2(2),
Article XIV of the 1987 Constitution made elementary school compulsory for
all children.

In 1987, the Ministry of Education, Culture and Sports became again

the DECS under Executive Order No. 117. The structure of DECS as embodied
in the order remained practically unchanged until 1994.

On May 26, 1988, the Congress of the Philippines enacted the

Republic Act 6655 or the Free Public Secondary Education Act of 1988,
which mandated free public secondary education commencing in the school
year 1988-1989.

On February 3, 1992, the Congress enacted Republic Act 7323,

Otherwise Known as the Special Program for Employment of Students

which provided that students aged 15 to 25 may be employed during their

Christmas vacation and summer vacation with a salary not lower than the
minimum wage--with 60% of the wage paid by the employer and 40% by the
government.

The Congressional Commission on Education (EDCOM) report of 1991

recommended the division of DECS into three parts. On May 18, 1994, the
Congress passed Republic Act 7722 or the Higher Education Act of 1994,
creating the Commission on Higher Education (CHED), which assumed the
functions of the Bureau of Higher Education and supervised tertiary degree
programs. On August 25, 1994, the Congress passed Republic Act 7796 or
the Technical Education and Skills Development Act of 1994, creating the
Technical Education and Skills Development Authority (TESDA), which
absorbed the Bureau of Technical-Vocational Education as well as the
National Manpower and Youth Council, and began to supervise non-degree
technical-vocational programs. DECS retained responsibility for all
elementary and secondary education. This threefold division became known
as the "trifocal system of education" in the Philippines.

In August 2001, Republic Act 9155, otherwise called the Governance

of Basic Education Act, was passed. This act changed the name of DECS to
the current Department of Education (DepEd) and redefined the role of
field offices (regional offices, division offices, district offices and schools).
The act provided the overall framework for school empowerment by
strengthening the leadership roles of headmasters and fostering
transparency and local accountability for school administrations. The goal of
basic education was to provide the school age population and young adults
with skills, knowledge, and values to become caring, self-reliant,
productive, and patriotic citizens. In 2005, the Philippines spent about
US$138 per pupil, compared to US$3,728 in Japan, US$1,582 in Singapore
and US$852 in Thailand.

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In 2006, the Education for All (EFA) 2015 National Action Plan was
implemented. It states: "The central goal is to provide basic competencies
to everyone, and to achieve functional literacy for all. Ensuring that every
Filipino has the basic competencies is equivalent to providing all Filipinos
with the basic learning needs, or enabling all Filipinos to be functionally
literate. "

In terms of secondary level education, all children aged twelve to

fifteen, are sought to be on track to completing the schooling cycle with
satisfactory achievement levels at every year.

In January 2009, the Department of Education signed a memorandum

of agreement with the United States Agency for International Development
(USAID) to seal $86 million assistance to Philippine education, particularly
the access to quality education in the Autonomous Region in Muslim
Mindanao (ARMM), and the Western and Central Mindanao regions.

Recent years

In 2010, then-Senator Benigno Aquino III expressed his desire to

implement the K-12 basic education cycle to increase the number of years
of compulsory education to thirteen years. According to him, this will "give
everyone an equal chance to succeed" and "have quality education and
profitable jobs". After further consultations and studies, the government
under President Aquino formally adopted the K-6-4-2 basic education
system--one year of kindergarten, six years of elementary education, four
years of junior high school education and two years of senior high school
education. Kindergarten was formally made mandatory and compulsory for
entrance to Grade 1 by virtue of the R.A. 10157 entitled An Act
Institutionalizing the Kindergarten Education into the Basic Education
System otherwise known as Kindergarten Education Act of 2012, while the
further twelve years were officially put into law by the virtue of the R.A.
10533, entitled “An Act Enhancing the Philippine Basic Education by
Strengthening its Curriculum and Increasing the Number of Years for
Basic Education, Appropriating Funds Therefor and for Other Purposes,
otherwise known as the “Enhanced Basic Education Act of 2013” to
guarantee its continuity in the succeeding years.

The former system of basic education in the Philippines consists of

one-year preschool education, six-year elementary education and four-year
high school education. Although public preschool, elementary and high
school education are provided free, only primary education is stipulated as
compulsory according to the 1987 Philippine Constitution. Pre-primary
education caters to children aged five. A child aged six may enter
elementary schools with, or without pre-primary education. Following on
from elementary education is four-years of secondary education, which can
theoretically be further divided into three years of lower secondary and one
year of upper secondary education. Ideally, a child enters secondary
education at the age of 12. After completing their secondary education,
students may progress to a technical education and skills development to

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earn a certificate or a diploma within one to three years, depending on the

skill. Students also have the option to enroll in higher education programs to
earn a baccalaureate degree.

 LEARNING ACTIVITIES

Application:

Present the historical development of teacher preparation and

professionalization in the Philippines by way of graphic organizer.

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Lesson 3

 TEACHING AS A VOCATION AND MISSION

Teaching: Mission and/or Job?

by Anna Sandberg

If you are doing it only because you are paid, it's a job;
If you are doing it not only for the pay but also for service, it's a mission;
If you quit because your boss or colleague criticized you, it's a job;
If you keep on teaching out of love, it's a mission;
If you teach because it does not interfere with your other activities,
it's a job;
If you are committed to teaching even if it means letting go of other
activities, it's a mission;
If you quit because no one praises or thanks you for what you do, it's a job;
If you remain teaching even though nobody recognizes your efforts,
it's a mission;
It's hard to get excited about a teaching job;
It's almost impossible not to be excited about a mission;
If our concern is success, it's a job
If our concern in teaching is success plus faithfulness in our job,
teaching is a mission
An average school is filled by teachers doing their teaching job;
A great school is filled by teachers involved in a mission of teaching.

Teaching as a Vocation
Vocation comes from the Latin word “vocare” which means to call.
Based on the etymology of the word, vocation, therefore means a call. If
there is a call, there must be a caller and someone who is called. There
must also be a response.

Some never dreamt to become teachers but turned out to become

great teachers. From the eyes of believers, it was God who called them to
take up teaching just as God called Abraham, Moses and Mary. Like some of
the students, these biblical figures did not understand the events

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surrounding their call. But in their great faith they answered YES. The fact
that you have enrolled in teaching signifies that you positively responded to
the call to teach, right? May this YES remain YES and become even firmer
through the years. Believe it that through teaching, as a vocation you can
do the best for others, for your fellowmen in the name of service.

Teaching as a Mission

Teaching is also a mission. The word mission comes from the Latin
word “misio” which means “to send.” The Webster’s New Collegiate
Dictionary defines mission as “task assigned.” You are sent to accomplish an
assigned task.

You are called to be a teacher and you are sent into the world to
accomplish something, to teach. You are sent to accomplish an assigned
task, you proclaim “mission accomplished”. Therefore teaching is your
mission, the task entrusted to you in this world. Your four years of pre-
service will equip you with knowledge, skills and attitudes to become
effective teacher. You’ve got to prepare yourself. Don’t take your studies
for granted. You’ve embarked in a mission that calls for a continuing
professional education. As the saying goes “once a teacher, forever a
student.” Your unique and most significant contribution to the humanization
of life is in the field where you are prepared for teaching.

What exactly is the mission to teach? Is it merely to teach the child

the fundamental skills or basics r’s of reading, ‘riting, ‘rithmetic and right
conduct? Is it to help the child master the basic skills so he/she can
continue acquiring higher-level skills in order to become a productive
member of society? Is it a deposit of facts and other information into the
“empty minds” of students to be withdrawn during quizzes and tests?

To teach is to do all of these and more. To teach is to influence every

child entrusted in your care to become better and happier that makes life
become more meaningful. To teach is to help the child become more
human.

Teaching as a mission can also be defined as developing the total

personality of the learner by equipping him/her with the functional
knowledge, appropriate values and attitudes and skills useful to
himself/herself and society in order to attain his/her ultimate goal for
which he/she was created.

What a great privilege of being a teacher. Your products are persons

with immortal souls. You don’t only teach to develop good citizens on earth
but citizens in heaven! After accomplishing every mission can we say
“Mission Accomplished!” when we meet our “Superior” face to face?

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The Humanizing Mission of Teaching

Dear Teacher:

I am a survivor of a concentration camp.

My eyes saw what no man should witness:
-Gas chambers built by learned engineers.
-Children poisoned by educated physicians.
-Infants killed by trained nurses.
-Women and babies shot and burned by high school and college
graduates.

So I am suspicious of education.
My request is: Help your students become human.
Your efforts must never produce learned monsters, skilled
psychopaths, and *Eichmanns.

Reading, writing, arithmetic are important only if they serve

to make our children more human.

(Eichman – An Austrian who became the Nazi official who administered the concentration
camps where millions of Jews were murdered during World War II, 1936-1945.)

Teaching and Thinking

Teaching and thinking are paramount to the mission. However, it’s

not just teaching students the content; it’s helping students think deeply
about the content that is most impactful. Teachers are invested in, and
passionate about, their content. They seize upon opportunities to impart
knowledge to and share their passion for the discipline with their students.
They plan activities and exercises to help students apply the content in a
real world context. They also comb the Internet, attend conferences, and
read professional literature to enhance their expertise. They do all of these
to ensure students have a deep and rich pool of knowledge in which to
swim.

Processing all of this new information often causes moments of

cognitive dissonance for many students. Teachers engage in discussions that
require students to reflect, analyze, and synthesize information in a larger
context. As students begin to value and organize this new information, old
schemes of thinking are challenged, deepened, or replaced. The freefalling
emotionality of thinking can create uncertainty and discomfort for students.
As Henry Ford said, “Thinking is the hardest work there is, which is the
probable reason why so few engage in it.” However, it is that cognitive
dissonance which supports a deepening of students’ thinking. Affording
students opportunities to think deeply about the information shared in
college classrooms greatly contributes to the mission of helping students
find successes in their personal and professional pursuits. Certainly,
teaching students to think deeply about their course content is arguably one

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of the most important contributions teachers make. However, there is

another contribution that has the potential to impact students’ lives in a
real and significant way—relationship building.

Building Relationships with Students

When teachers create quality relationships with their students, it

becomes a bridge between the faculty member and student to confer,
collaborate, and communicate. For example, it provides a path for teachers
to support students’ disposition development for learning and life. It helps
teachers advocate for students’ needs, and creates a space to learn who
their students are— backgrounds, cultures, and personalities.

It can also cushion the impact when teachers engage in difficult

conversations with students, or serve as a catalyst when the former want to
recognize students who have distinguished themselves in an exceptional
way. Through the relationships that teachers create with their students,
various avenues open and honest conversations emerge about the student’s
needs, struggles, successes, and triumphs. It also allows for teachers and
students to strategize together how best to bolster the successes and
address challenges.

Modeling relationship-building strategies contributes to the mission of

helping students find successes in all aspects of their lives. Students can use
the strategies they learn from teacher as a skill later in life to build
relationships with others. As a part of the contribution, it is important for
the teacher to model and equip students with not only the content
knowledge of their discipline, but also the skills to see other perspectives
and seek opportunities to help others find success, as they have. Building
healthy and meaningful relationships with students provides powerful
opportunities to impact their lives, and hopefully, the students will pay it
forward.

In conclusion, helping students think deeply and building quality

relationships are certainly not the only contributions teachers can make to
the mission. But, they do stand as two pillars rooted in the foundation of
the mission to teach and influence lives. As teachers remind themselves of
this purpose, they must also remember and reflect on the contributions they
make to the mission, the many students whose lives are impacted, and the
unique gifts they offer. Remembering the contributions to the mission of
teaching can be energizing and uplifting, and may help answer that
question, “What am I doing here?” Hopefully, the answer is, “I am here to
teach and influence the life and successful professional and personal
pursuits of the students I work with every day!”

Teaching and a life of Meaning

Teaching gives a life of meaning or a purpose-driven life. Spend life

passionately in teaching, the noblest profession. Dr. Josette T. Biyo, the
first Asian teacher to win the Intel Excellence in Teaching Award in an

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international competition, said in a speech delivered before a selected

group of teachers, superintendents, DepEd officials and consultants, to wit:

Teaching may not be a lucrative position. It can not guarantee

financial security. It even means investing your personal time,
energy and resources. Sometimes it means disappointments,
heartaches and pains. But touching the hearts of people and opening
the minds of children can give you joy and contentment which money
couldn’t buy. These are the moments I teach for. These are the
moments I live for.

There may be times, when you will feel like giving up (many leave
teaching after 3 or 5 years for varied reasons). Remember you responded to
the call to teach and that you have accepted the mission to teach. May you
be found faithful to your vocation and mission until the end.

The “Pwede na” Mentality: Enemy of Excellent Mission Preparation and

Accomplishment

For the professional teacher who looks at teaching as his/her mission,

he/she will do everything to arm himself/herself for an excellent
accomplishment of that mission. The striving for excellent accomplishment
sometimes brings us to our “pwede na” mentality, which is inimical to
excellence. This mentality is expressed in other ways like “talagang ganyan
‘yan. “wala na tayong magagawa,” “di na mahalata,” “ di ko na ‘yan
sagot,” “dagdag trabaho/gastos lang yan”-all indicators of defeatism and
resignation to mediocrity. If we stick to this complacent mentality,
excellent mission accomplishment eludes us. In the world of work whether
here or abroad, only the best and the brightest make it. (At this time, you
must have heard that with the rigid selection of teacher applicants done by
DepEd, only a few make it!) The mortality rate in the Licensure Examination
for Teachers for these past years is a glaring evidence that excellence is
very much wanting for our teacher education graduates. If we remain true
to our calling and mission as a professional teacher, we have no choice but
to take the endless and the “less traveled road” to excellence.

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 LEARNING ACTIVITIES

Essay:

1. What is meant by vocation? mission?

2. Are vocation and mission related?

3. Reflect on the article Teaching: Mission and/or Job by Anna

Sandberg. What are your realizations in this article?

 MODULE SUMMARY

Teaching is a profession which requires long years of initial

professional education, the attainment of a college/university degree
recognized by a regulatory body, CHED, a licensure examination called the
Licensure Examination for Teachers (LET), continuing Professional
Development and adherence to the Code of Ethics for Professional Teachers.

The historical development of teaching as a profession in the

Philippines composes of Pre-colonial period, Spanish period, First Republic,
American period, Third Republic, Fourth Republic, Fifth Republic and
Recent years.

Vocation refers to a call to do something like to teach. Whatever your

calling is, the call is always to serve. Teaching is touching the hearts of
people and opening the minds of children. For professional teacher who
looks at teaching as his/her mission, he/she will do everything to arm
himself/herself for an excellent accomplishment of that mission.

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 SUMMATIVE TEST

Essay: Answer briefly but substantially.

1. Which do you think is the most important quality of a professional?

Explain your answer.

2. What is the lesson behind “The Humanizing Mission of Teaching?”

3. What does Dr. Josette T. Biyo speech delivered imply?

4. Explain the Pwede na Mentality: Enemy of Excellent Mission

Preparation and Accomplishment.

5. Explain teaching as a vocation and mission.

Identification: Write the correct answer on the blank before the number.

_________________1. The _______________ is a process in which University

programs are approved by a regulatory body like the Commission on Higher
Education (CHED) in the Philippines to ensure that graduates from these
recognized programs start their professional lives with competence.

_________________2. Continuing Professional Development is mandated by

____________, otherwise known as the CPD Act of 2016.

_________________3. Each profession has a _____________ to ensure that

its practitioners behave responsively.

_________________4. During the ________________, most children were

provided with solely vocational training, which was supervised by parents,
tribal tutors or those assigned for specific, specialized roles within their
communities (for example, the babaylan).

_________________5. The Educational Decree of _________ provided a free

public education system in the Philippines, managed by the government.

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_________________6. The specialized application of knowledge, skills and

attributes designed to provide unique service to meet the educational needs
of the individual and of society refers to ______________________.

_________________7. Violation of the ___________________is one of the

grounds for the revocation of professional teacher’s Certificate of
registration and suspension from the practice of the teaching profession.

_________________8. PRC means ___________________.

_________________9. The period when University of Santo Tomas was

created was________________.
_________________10. The Philippine Commission authorized the Secretary
of Public Instruction to bring more than 1,000 teachers from the United
States, who were called the _____________, to the Philippines between
1901 and 1902.
_________________11. The period when Burgos Institute (the country's first
law school), the Academia Militar (the country's first military academy), and
the Literary University of the Philippines were established was ___________.

_________________12. The _________________ provided for an integrated

system of education covering both formal and non-formal education at all
levels.

_________________13. President Manuel Roxas issued ___________ which

renamed Department of Instruction into Department of Education.

_________________14. The ______________ or the Free Public Secondary

Education Act of 1988 mandates free public secondary education.

_________________15. In this period in 1902, Act No. 372 authorized the

opening of provincial high schools and in 1908 marked the year when Act No.
1870 initiated the opening of the University of the Philippines, now the
country's national university.

_________________16. In 1972, the Department of Education became the

_________________ under Proclamation 1081 which was signed by President
Ferdinand Marcos.

_________________17. Republic Act 7722 or the Higher Education Act of

1994, creating the ____________________________ assumed the functions
of the Bureau of Higher Education and supervised tertiary degree programs.

_________________18. Republic Act 9155, otherwise called the Governance

of Basic Education Act, was passed. This act changed the name of DECS to
_________________________ and redefined the role of field offices
(regional offices, division offices, district offices and schools).

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_________________19. The _____________________ National Action Plan

was implemented. It states: "The central goal is to provide basic
competencies to everyone, and to achieve functional literacy for all.

_________________20. Republic Act 7796 or the Technical Education and

Skills Development Act of 1994, creating the
_______________________________, absorbed the Bureau of Technical-
Vocational Education as well as the National Manpower and Youth Council,
and began to supervise non-degree technical-vocational programs.

_________________21-23 The "trifocal system of education" in the

Philippines is called______________________.

_________________24. Kindergarten was formally made mandatory and

compulsory for entrance to Grade 1 by virtue of _________ entitled An Act
Institutionalizing the Kindergarten Education into the Basic Education
System otherwise known as Kindergarten Education Act of 2012.

________________25. Twelve years were officially put into law by virtue of

the Enhanced Basic Education Act of 2013 or the __________ An Act
Enhancing the Philippine Basic Education by Strengthening its Curriculum
and Increasing the Number of Years for Basic Education to guarantee its
continuity in the succeeding.

Fill in the blanks.

Code of Ethics for Professional Teachers

PREAMBLE

Teachers are duly _____________________ who possess dignity and

____________ with high moral __________ as well as ___________ and
____________ competence. In the practice of their noble profession, they
strictly adhere to observe, and practice this set of _________ and moral
principles, standards, and values.

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 REFERENCES

A. Books

Bilbao, P., Corpuz, B., Llagas, A. & Salandanan, G. (2018) The Teaching
Profession. OBE & PPST –Based. Lorimar Publishing, Quezon City

Bilbao, P., Corpuz, B., Llagas, A. & Salandanan, G. (2015) The Teaching
Profession. Lorimar Publishing, Quezon City

Bilbao, P., Corpuz, B., Llagas, A. & Salandanan, G. (2006) The Teaching
Profession.. Lorimar Publishing, Quezon City

B. Internet

Barnes, C.D & Evans, P.K (2013) Remembering Our Mission to Teach, Faculty
Focus. Magna Publications. Retrieved from
https://www.facultyfocus.com/articles/philosophy-of-
teaching/remembering-our-mission-to-teach/

CHED Memo. 74 s. 2017. Policies, Standards and Guidelines for Bachelor of

Elementary Education (BEED). Retrieved from https://ched.gov.ph

Code of Ethics for Professional Teachers Explained (2019). Retrieved from

https://depedtambayan.net/the-code-of-ethics-for-professional-
teachers/

Dear Teachers, Thank you all. Retrieved from

https://www.facebook.com/tipsmirakhel/photos/a.999573450078339
/1915200781848930/?type=3

History of Education in the Philippines. Retrieved from

https://www.k12academics.com/Education%20Worldwide/Education
%20in%20the%20Philippines/history-education-philippines

Know the Truth Retrieved form

https://www.facebook.com/KTTcomph/posts/ministry-or-job-by-
anna-sandbergsome-people-have-a-job-in-the-communityothers-
in/1458561484257083/

Mentor, Inspire, Educate, Coach, Share, Influence & Encourage. Retrieved

from https://www.teepublic.com/sticker/755940-mentor-inspire-
educate-coach-teacher-acronym-

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