FTC 3 The Teaching Profession

FTC 3 - THE
TEACHING
PROFESSION
This is a property of
PRESIDENT RAMON MAGSAYSAY STATE
UNIVERSITY
NOT FOR SALE
FTC 3 - THE TEACHING PROFESSION

First Edition, 2022
Copyright. Republic Act 8293 Section 176 provides that “No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or
office may, among other things, impose as a condition the payment of royalties.
Borrowed materials included in this module are owned by their respective copyright holders. Every
effort has been exerted to reach and seek permission to use these materials from their respective
copyright owners. The University and authors do not claim ownership over them.
Learning Module Development Team

Assigned Chapter/Lesson Title Author/s
Chapter/Lesson 1: Nature of Teaching and Mary Antonette C. Nievera
Teacher Roles
Chapter/Lesson 2: Historico-Legal Foundations Mary Antonette C. Nievera

of Education
Chapter/Lesson 3: Philosophy of Education Mary Antonette C. Nievera

and Personal Philosophy
of
Teaching
Chapter/Lesson 4: Teacher as a Person in Society Mary Antonette C. Nievera
Chapter/Lesson 5: The Teacher as a Professional Mary Antonette C. Nievera
Chapter/Lesson 6: Laws Relevant to the Mary Antonette C. Nievera

Teaching Profession
Chapter/Lesson 7: Professionalism and Mary Antonette C. Nievera

Transformative Education
Evaluators:
(First Name, Middle Initial, Last Name), Position

Course Overview
Introduction
The course deals with the understanding of the roles of teacher as a person and as a
professional within the context of national and global teachers’ standards, educational philosophies
and legal bases. It includes knowledge of core values that uphold the dignity of the teaching
profession, discussion of the code of ethics for professional teachers, and awareness and
understanding of existing laws and jurisprudence governing professional rights privileges and
responsibilities, and teachers’ roles in the society as transformative agents of change.
Course General Objectives

At the end of the semester, 75% of the students have attained 80 % proficiency level for being aware
of their purpose for communication and their audience locally and globally.
1. Demonstrate understanding of the philosophical, historical, legal, socio-cultural and political factors
that influence teaching and its development as a profession.
2. Articulate a personal philosophy of teaching that is learner-centered.
3. Demonstrate understanding of existing laws and related jurisprudence governing professional
ethics, professional rights, privileges, and responsibilities.
4. Manifest dignity in the teaching profession through caring attitude, respect, and integrity in teaching.
Course Details:
• Course Code: FTC 3
• Course Title: The Teaching Profession
• No. of Units: 3
• Classification: Lecture-based
• Pre-requisite / Co-Requisite: None
• Semester and Academic Year: 2nd Semester, AY 2021-2022
• Schedule: MWF 8:00-9:00 BEED 3; 9:00-10:00 BSE 3 FIL/MATH; 4:00-5:00 BSE 3 SS
TTh 1:00-2:30 BSE 3 ENG
• Name of Faculty: Mary Antonette C. Nievera
• Contact Details
Email Address: ma.nievera19@gmail.com
Mobile Number: 0927-427-6828
FB Account: Mary Antonette Cruz – Nievera
• Consultation
Day:
Time:
Learning Management System

The University LMS will be used for asynchronous learning and assessment. The link and class code
for LMS will be provided at the start of class through the class’ official Facebook Group.
• Edmodo
• Google Classroom
• University LMS
Assessment with Rubrics

Quizzes, long/unit/chapter tests, individual or group outputs using synchronous and/or asynchronous modalities, and
submission of SLM activities will all be used to assess students on a regular basis. Individual and group outputs will be
also evaluated using rubrics.
Major examinations will be given as scheduled. The scope and coverage of the examination will be based on the
lessons/topics as plotted in the course syllabus.
Module Overview
Introduction
This module gives the prospective professional teacher a comprehensive view of
his/her multifarious task as expected by society. It also presents the rights and privileges of
teachers. This is to help the would-be teacher make an informed decision on whether or not
he/she pursues teaching as a profession.
This module consists of seven chapters. It dwells on the teaching profession. Generally
speaking, it discusses the elements of a profession; the historical development of teaching as a
profession in the Philippines; the teaching in the light of vocation, mission, and profession;
Code of Ethics for Teachers in the Philippines; and many more which ultimately help students
commit to the teaching profession.
By semantics the term profession is rooted in profess, which means someone claims to
have the status and purpose. A profession is a type of job that requires special training and
that brings a high status, hence there is pride in considering teaching as a profession.
Teaching is a noble profession which comes with so much responsibility and duty
towards students. Teachers do not only teach and impart knowledge but inspire and motivate
students for life and take important steps in life. They keep working to boost the confidence of
students and direct them in the right direction. There were many teachers who dedicated all
their life in empowering their students and making them a better and successful human being
in their life.
Table of Contents
Chapter/Lesson 1: Nature of Teaching and Teacher Roles

Chapter/Lesson 2: Historico-Legal Foundations of Education
Chapter/Lesson 3: Philosophy of Education and Personal Philosophy of Teaching
Chapter Chapter/Lesson 4: Teacher as a Person in Society
Chapter/Lesson 5: The Teacher as a Professional
Chapter/Lesson 6: Laws
Relevant to the Teaching
Profession
Chapter/Lesson 7:
Professionalism and
Transformative
Education
The Teaching
Profession
Chapter I
Nature of Teaching and
Teacher Roles
“Choose a job you love, and you will never have to work a
day in your life.”
Chapter 1
Nature of Teaching and Teacher Roles

Introduction
Teaching, in tradition usage, simply means giving instruction. The act of teaching is
akin to tutoring or training. It is interchangeably used to mean educating or schooling. Some
use the term pedagogy. It simply means that teaching is a profession with a long and cherished
tradition. It is embraced by a characteristics culture of committed service to children, adults,
community and the nation. For as long as teaching is identified as one chosen calling,
vocation or profession, all endeavors in terms of time, effort and unwavering dedication are
guaranteed to bring forth the fruition of their dreams and aspirations, definitely a self-fulfilling
and a crowning lifetime achievement to cherish. In the end, successful teaching develops a
characteristics culture of a caring- and- sharing outlook and a passion for learning about life
and the world.
Specific Objectives
At the end of the lesson, students are expected to:
• explain what teaching is and describe the various roles of a teacher; •

discuss the values of teachers as community leaders;
• identify different challenges in teaching; and
• appreciate the roles of teachers in the society.
Duration
Chapter I: Nature of Teaching and Teacher Roles = 3 hours
Lesson Proper
Lesson: Nature of Teaching and Teacher Roles
A. What is teaching?
Concept of Teaching. A concept is a general term. When a teacher accepts a concept, he/she
learns a rule of behavior. It is essential to his/her performance as a teacher. It determines the
appropriateness of the teaching activities planned and implemented.
1. Teaching is an Art
Teaching is acknowledged as an art. It is mainly a creative expression of one’s
intellectual and emotional qualities that are essential in promoting learning. Teaching serves
as their way of reaching out to the minds and hearts of the young, thus raise upright and
passionate citizens. With their enthusiasm and perseverance, students become challenged and
inspired to do their best. Taken as an art, it involves humans and emotions. It puts premiums
on the personal qualities that teachers, parents and students share to bring out the joy of
learning.
2.Teaching as a Science
Teaching is likewise recognized as a science. It is directed towards the development of
an inquiring mind and an analytic mode of accepting the truth in what one thinks and does. As
such, teaching consists of systematic procedures and strategies similar to the steps followed in
a specific investigation. It is conducted in a carefully sequenced methodology wherein
learning activities are planned and organized in a step-by-step manner without much regard
for the least signs of difficulties, negative attitudes and indifference among the students.
Teachers are expected to be orderly in recording and interpreting facts, inferences and other
forms of information. Student’s reactions and ensuing behavior brought about by factors
existing in the learning environment are appraised accurately by systematic observations as
well as through widely used assessment and evaluation procedures.
B. The Roles of a Teacher

1. As a Person
Understanding the teaching profession requires deeper appreciation of the lives of
teachers as individuals in society. Teachers are given high regard in society for the multiple
roles they perform aside from teaching. Hence, Teacher Education Institutions (TEIs) should
embrace the challenge of preparing teachers who will carry the tasks of preparing the young
generation to meet the different challenges brought by an ever-changing world. This will
prepare them to become effective professionals in all tasks in various communities, where
they will be assigned to serve.
2. As a Professional
By virtue of Republic Act 7836, amended by Republic Act 9293, teaching was
professionalized and thereby requiring teachers to take the Licensure Exam for Teachers
(LET). As professionals, teachers are bound to perform specific duties to society specially to
schools and students guided by a professional code of ethics. Teaching is always regarded as a
vocation by many people. However, the government deemed it necessary to recognize
teaching as a profession giving the highest regard to teachers as professionals. This does not
in any way make teaching a profession or a job to earn money but it enables us to regard
teaching in grand manner, a noble profession for individuals who are willing to dedicate their
lives and services in the development of future citizens and leaders of the country.
3. As a Community Leader and Social Advocate

Educators play an important role in the development of people and communities. Jan
and Ed Philpot (1994) concretized this idea by encouraging a stronger link between home,
school and community through effective programs developed and implemented by teachers.
The life of a teacher is neither confined in the four corners of the classroom nor limited inside
the school campus for a teacher is an active leader in the community. Teachers always take
leadership roles in their communities especially in activities and projects related to the
education and welfare of young children. They also provide leadership roles in various
cultural
development programs in their communities. Finally, teachers provide technical and
professional assistance in the local communities where they belong.
4. As a Model of Character
Since ancient times, Teachers are recognized as exemplars of good character, attitude
and values. They are keepers of values and traditions of different cultures around the world.
Many people consider them as prophets, spiritual leaders and great mentors. For Christians,
Jesus is the perfect kind of teacher and leader to emulate. For the Chinese, the teachings and
values of Confucius are always put in a very high regard. The prophet Muhammad is also the
most influential teacher-leader for the Muslims. The life and teachings of Buddha are also
very influential among the Buddhists. Plato and Aristotle are regarded as great teachers
during the time in Greece. They stand on their principles and beliefs, as they faithfully
perform their duties at all times. This simply shows that amidst the ups and downs of teacher
qualities, the society has never stopped producing great teachers who continue to serve as
models and molders for students across generations.
5. As an Expert
Since ancient times, teachers are recognized as sources of wisdom and information in
every society. Aside from teaching, they serve as guides, counselors, judges and spiritual
leaders in the society. Through the knowledge they share, they attract attention from many
students and individuals. They are given prominent position in royal courts, giving expert
opinions and advise to kings and other community leaders They enjoy political influence in
every community where they belong in the history of mankind. Though teachers no longer
hold any political power today still, there are many teachers who became leaders and citizens
in all generations. The need for teachers to be experts in various fields in the academe serves
the purpose to prepare students to respond to myriad of challenges brought by 21st Century.
C. Challenges in Teaching
1.Multicultural classrooms
A Multicultural Classroom refers to any classroom where teachers incorporated the
histories, texts, values, beliefs, and perspectives of people from different cultural
backgrounds. Why does this matter for educators? Because our classrooms are filled with a
diverse student population Teachers can no longer educate their students with a one-size-fits-
all model. It is an interesting and important topic for teachers. At its heart is a deep concern
about equity, respect for diversity, cultural literacy and fair treatment for everyone in school.
The foundation of classroom management and effective teaching relies on creating a

safe and welcoming learning environment in the classroom for all students. Multicultural
education benefits everyone. It helps to build knowledge of the world around us, as well as to
develop new skills and passions for all members of the classroom regardless of cultural
identity. When implementing strategies that will create a multicultural classroom be sure to
think of ways to encourage critical thinking, increase awareness of global issues, promote
inclusiveness, and eliminate prejudicial thinking or behavior.
2. Learner-centered teaching
Student-centered involves providing opportunities for students to meaningfully talk
and listen, write, read, and reflect on the content, ideas, issues, and concerns of an academic
subject. The student-centered learning approach is diametrically opposed, in its ethos, to the
philosophy underlying the conventional method of learning. By its very nature, student-
centered learning allows students to shape their own learning paths and places upon them the
responsibility to actively participate in making their educational process a meaningful one.
By definition, the student-centered learning experience is not a passive one, as it is based on
the premise that “student passivity does not support or enhance…... Learning’ and that it is
precisely “active learning” which helps students to learn in dependently.
It is one of the promising products of the progressive movement in education. It refers

to a kind of education that considers the knowledge, skills, abilities, interests and beliefs that
learners bring into the classroom. It pays attention to the needs, concern and expectations of
the learners and also includes curricular and instructional practices that are developmentally
appropriate for learners.
3. Multigrade classes
A multigrade class consists of two or more different grade levels in a single grade
classroom manned by one teacher for an entire school year. It is often implemented in
elementary schools located at remote and sparsely-populated localities. Teachers play an
important role in the society. Teachers are encouraged to teach effectively in multi-grade
classes which can often be found in many rural communities.
4. ICT integration
Teachers should know how to use technology effectively to improve teaching and
learning inside the classroom. This include knowing new technological tools in education to
enhance their teaching of different classes. This way, the millennial learners will be more
engaged in learning.
5. Brain-based education
Brain-based learning refers to teaching methods, lesson designs, and school programs
that are based on the latest scientific research about how the brain learns, including such
factors as cognitive development—how students learn differently as they age, grow, and
mature socially, emotionally, and cognitively. Teachers need to apply brain-based learning
principles in designing and implementing instruction.
6. Multiple intelligences
The theory of multiple intelligences also has strong implications for adult learning and
development. Many adults find themselves in jobs that do not make optimal use of their most
highly developed intelligences (for example, the highly bodily-kinesthetic individual who is
stuck in a linguistic or logical desk-job when he or she would be much happier in a job where
they could move around, such as a recreational leader, a forest ranger, or physical therapist).
The theory of multiple intelligences gives adults a whole new way to look at their lives,
examining potentials that they left behind in their childhood (such as a love for art or drama)
but now have the opportunity to develop through courses, hobbies, or other programs of self
development.
Teachers need to recognize that students have different learning styles, so they should
use various instructional strategies to respond effectively to the needs of the students.
7. Children with Special Needs

Teachers need to reach out and respond to the needs of learners with special education needs.
They must recognize that every learner has the right to have access to quality education.
D. UNESCO’s 4 Pillars of Education

The United Nations Educational, Scientific and Cultural Organizations (UNESCO) is a
United Nations Organization to promote international corporation and implementation of
international agreements. The Paradigm and conceptual framework the 2002 Basic education
Curriculum adapted the UNESCO Commission on Education for the 21st Century which
proposed that the learning process should be based on four pillars of education.
1. Learning to Know
This implies thirst for knowledge and acquisition of such knowledge. More so, it is learning
how to learn throughout one’s life. After completing formal education, there should be a great
desire to gain more understanding of the world and other people. An individual who is
knowledgeable is literate. Being literate is always related to being knowledgeable. Thus, the
definition of the word literary evolved through time.
2. Learning to Do
How can the knowledge and the methods be incorporated and enhanced towards the
development of skills? To apply knowledge, one must have the 21 st century skills.
Qualifications now is equated to skills and to knowledge alone. Can the knowledge gained be
translated to application? Learning by doing is a pragmatist’s view of life. Knowledge
acquired is nothing unless applied in daily life.
3. Learning to Be
One of the most difficult things to do among the pillars is Learning to Be. It implies
developing the potentials of each individual. Continuing education must improve self-
knowledge and self esteem. What would you like to BE? Answer to this question will require
self-analysis, reflection, social skills, creativity and personal discovery. At this point in time,
have you decided that should really become a teacher? Do you have now the skills that enable
you to become one?
4. Learning to Live Together
This refers to the relationships among people. It is bringing in together a community to work
harmoniously, to live in peace and prosperity and to show respect and concern for others. It
also refers to interpersonal skills that will enable people to live side by side with others at
home, in school, in the community, and the whole world.
References/Additional Resources/Readings
• Salandanan, Gloria G.Methods of Teaching . LORIMAR Publishing, INC. • Salandanan,Gloria
G.Elements of Good Teaching LORIMAR Publishing, INC. • Salandanan, Gloria G.Teaching and
the Teacher. LORIMAR Publishing, INC. • Pawilen ,Greg T..Copyright 2019.Teaching Profession
Passion and Mission Second Edition.REX Bookstore Publishing Co.
• BilbaoPurita et.al.Copyright 2012.The Teaching Profession,Second Edition.LORIMAR
Publishing, Inc
• BilbaoPurita et.al.Copyright 2018.The Teaching Profession, Fourth Edition.LORIMAR
Publishing, Inc.
• BilbaoPurita et.al.Copyright 2006.The Teaching Profession,LORIMAR Publishing, Inc.
Activity Sheet
ACTIVITY
Name: ______________________Course/Year/Section: ___________ Score: _________
A. Direction: Essay: Be able to explain in one to two paragraphs on why Teaching is one of
the most demanding of all professions.
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B. Direction: Reflect and write your answer to the following questions
1. What are the characteristics of an ideal teacher?
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2. What talents and skills do you have that can be shared or used when you become a full
fledge teacher?
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3. Think of teacher whom you consider to be talented and skillful in his/her teaching. How do
his/ her talents benefit his/her teaching?
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4.Do you believe that teachers are treated unfairly compared to other professions? Discuss.
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5. What are the problems and issues related to teacher’s character and behavior that you are
aware of?
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Assessment (insert Rubrics)
Each question will be graded based on this five-point rubric.
LEVEL DESCRIPTION
5 - Outstanding Well written and very organized.

Excellent grammar mechanics.
Clear and concise statements.
Excellent effort and presentation with detail.
Demonstrates a thorough understanding of the topic.
4 – Good Writes fairly clear.

Good grammar mechanics.
Good presentation and organization.
Sufficient effort and detail.
3 – Fair Minimal effort.

Minimal grammar mechanics.
Fair presentation.
Few supporting details
2 – Poor Somewhat unclear.

Shows little effort.
Poor grammar mechanics.
Confusing and choppy, incomplete sentences.
No organization of thoughts.
1 - Very Poor Very poor grammar mechanics.

Very unclear.
Does not address topic.
Limited attempt.
Learner’s Feedback Form
Name of Student: ___________________________________________________

Program : ___________________________________________________ Year Level
: ___________ Section : ___________ Faculty :
___________________________________________________ Schedule :
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Learning Module : Number: _________ Title: ______________________
How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling. □ I’ve almost got it. □ I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or lost?
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Did you raise your concern to you instructor? □ Yes □ No
If Yes, what did he/she do to help you?

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If No, state your reason?

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To further improve this learning packet, what part do you think should be enhanced?
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How do you want it to be enhanced?

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NOTE: This is an essential part of course module. This must be submitted to the subject
teacher.
The Teaching
Profession
Chapter II
Historico-Legal Foundations of
Education
“Without hard work and discipline, it is difficult to be a top

professional.”
Chapter 2
Historico-Legal Foundations of Education

Introduction
The Decree of Education in 1863 established the first ever educational system in the
Philippines. It required the government to provide school institutions for boys and girls in
every town. Given the situation, the Spanish schools started accepting Filipino students. In
ancient Philippines, children were given the rudiments of education. Such education was both
academic and vocation. The father trained his sons to be warriors, hunters, fishermen, miners,
lumbermen and ship builders. The mother on her part trained her daughters in cooking,
gardening, serving and other household arts. It is said that in ancient Panay, there was a
barangay school called Bothoan under the charge of the teacher usually an old man. The
subjects taught to the children in this barangay school were reading, writing, arithmetic, use
of weapons and lubus (acquiring kinaadman or amulets).
Hence, education during that time was geared toward their needs. Because of colonization by
several foreign countries and several historical events, our education underwent several
changes although we also retained some of the ancient teachings which are practical even
during our time.
With the country’s celebration of independence in 1946, scarcely seven decades ago,
have come every aspect of educational system in line with the new status of a new nation
seeking to achieve and maintain political and economic independence and to fashion a nation
truly united out of social and cultural diversities.
Specific Objectives
• explain historical and legal foundations of education;

• elaborate sources of Philippine Educational Jurisprudence; and
• describe Legal Underpinnings Philippine Education into educational structure,
educational policies and curriculum and instruction.
Duration
Chapter II: Historico-Legal Foundations of Education = 6 hours
Lesson Proper
Lesson 1: Historical Foundations of Education
Historical Foundations of Education

1. Global
1.1 Ancient Period - In the ancient system of education, which primarily took place in
gurukuls or ashrams, the students were meant to observe strict discipline. They were meant to
follow.
1.2 Middle/Medieval Period – it was often conducted by the Church. ... Very few girls, if
any, were educated at proper institutions, most girls were taught basic reading and writing at
their own homes. The students were taught seven liberal arts; Latin, grammar, rhetoric, logic,
astronomy, philosophy and mathematics.
1.3 Renaissance Period- the Humanists of the Renaissance created schools to teach their
ideas and wrote books all about education. ... Education during the Renaissance was mainly
composed of ancient literature and history, as it was thought that the classics provided moral
instruction and an intensive understanding of human behavior.
1.4 Modern/Contemporary Period- is the implementation of learning activities which draw

upon students' experiences, both in and out of the classroom, thus helping them to recognize
that they are developing specific skills which they perceive to be significant for the world
outside of school. John Amos Comenius is the Father of Modern Education
2. Local
2.1 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). The cultural
achievements of pre-colonial Philippines include those covered by the prehistory and the early
history (900–1521) of the Philippine archipelago's inhabitants, the indigenous forebears of
today's Filipino people.
2.2 Spanish Period- in the Philippines, free access to modern public education was made
possible through the enactment of the Spanish Education Decree of December 20, 1863 by
Queen Isabella II. Primary instruction was made free and the teaching of Spanish was
compulsory. History of the Philippines (1565–1898) The history of the Philippines from 1565
to 1898, also known as the Spanish Philippines or the Spanish colonial period, was the period
during which the Philippines were part of the Spanish Empire as the Spanish East Indies
within the Captaincy General of the Philippines.
2.3 American Period - The period of American colonization of the Philippines lasted 48
years, from cession of the Philippines to the U.S. by Spain in 1898 to U.S. recognition of
Philippine independence in 1946. After independence in 1946, many Americans chose to
remain in the Philippines while maintaining relations with relatives in the US. The students
were given free school materials. There were three levels of education during the American
period. The "elementary" level consisted of four primary years and 3 intermediate years. The
"secondary" or high school level consisted of four years; and the third was the "college" or
tertiary level. The greatest achievement in the Philippine was the introduction of the public
school system.
2.4 Post-colonial Period- U.S colonial rule of the archipelago was loosened during the
Commonwealth Period of 1935-1946, a period after which the Philippines gained its
independence. It is the historical period or state of affairs representing the aftermath of
Western colonialism; the term can also be used to describe the concurrent project to reclaim
and rethink the history and agency of people subordinated under various forms of
imperialism. This is also known as contemporary period.
Lesson 2: Legal Foundations of Education
Legal Foundations
It is important for us to be knowledgeable on the legal bases because it serves as a guide for
us teachers on how to properly deal with our students. Legal bases are provisions that gives
limitations to both the teacher and students to avoid instances that may violate the rights of the
two parties. Understanding these legal bases could help us in knowing what are the things that
a teacher must do and vice versa. as we know, innocence does not excuse anyone to the Law.
sometimes teacher do bad or illegal things because they are not aware of the law. but that
should not be an excuse, because as a professional teacher, it is expected to know all the legal
basis that is connected to education. to avoid wrong practices and to be aware of the real goal
and meaning of Education in our country.
1. What is Law?
a. Definition and nature
Law is the system of rules which a particular country or community recognizes as regulating
the actions of its members and which it may enforce by the imposition of penalties. In regards
to the nature of Law, it is an instrument which regulates human conduct/behavior. Law
means Justice, Morality, Reason, Order, and Righteous from the view point of the society.
Law means Statutes, Acts, Rules, Regulations, Orders, and Ordinances from point of view of
legislature.
b. Typologies
There are many different branches of law including corporate law, property and taxation law
through to media, environmental health and international law. All types of law have far-
reaching effects and help to shape politics, economics and society in numerous ways.
8 Types of Law for Paralegals
a. Criminal law - Criminal law concerns itself with finding and punishing people who have
broken the law by committing crimes. The goal of criminal law is to uncover the true
perpetrator of a crime and exact justice. Criminal law includes a wide range of crimes, from
homicides to pirating copyrighted material.
b. Corporate law - Corporate law is the system of criminal justice that makes sure businesses
adhere to local and federal regulations for conducting business legally. Paralegals in this
specialty might work for a single corporation as part of their in-house legal team, or they
might work for a firm that works with many corporate clients.
c. International law - International law governs the interactions between different countries.
These laws are designed to promote trade and to keep all citizens safe. International law often
deals with issues related to preserving the environment, establishing basic human rights and
regulating trade.
d. Commercial law - Commercial law—sometimes called trade law or business law—deals

with commerce, trade and consumer transactions. This broad legal field includes areas like
bankruptcy, contracts, mortgages and real estate, consumer credit and banking.
e. Family law - This type of law handles cases related to family relationships, such as divorce
and child custody, adoption and termination of parental rights. These cases often involve
children, and some surround difficult circumstances, such as child abuse or domestic violence.
f. Constitutional law - This area of law includes any legal proceedings related to upholding
or interpreting the U.S. Constitution. Court cases might surround issues like due process, civil
rights or freedom of speech.
g. Labor law - Labor laws oversee the relationship between employers and employees. Their
goal is to ensure that employees aren’t taken advantage of by corporations, which typically
have more bargaining power or resources than an individual employee. Labor laws govern
issues like collective bargaining, unionization, benefits dispute and more.
h. Intellectual property law - Intellectual property (IP) refers to intangible creative works or
inventions that are protected by copyrights, trademarks or patents. These laws work to protect
creators from copyright infringement.
2. Sources of Philippine Educational Jurisprudence

a. Constitution – It is the fundamental and supreme law of the land. It is the basic principles
and laws of a nation, state, or social group that determine the powers and duties of the
government and guarantee certain rights to the people in it.
b. Statutes – It includes Acts of Congress, municipal charters, municipal legislation, court

rules, administrative rules and orders, legislative rules and presidential issuances.
c. Case Law or Jurisprudence – It is a legal system. The word jurisprudence derives from
the Latin term juris prudentia, which means "the study, knowledge, or science of law.".
d. Regulatory Laws – The Administrative law is also sometimes called regulatory law.
Regulation is the act of controlling, or a law, rule or order.
e. Ordinance – It is an authoritative order or a rule or law enacted by local government. A

law about parking enacted by local government is an example of an ordinance. A local law,
usually on the municipality level, that, when fully enacted, has the same effect and force as a
statute within that municipality.
f. Legal Opinion – It is also known as an 'opinion letter', a legal opinion is given in the form
of a letter issued by a law firm expressing legal conclusions and/or analysis of a specific
transaction. The recipient of the opinion will then rely on its contents as a basis for entering
into the transaction.
g. Resolutions – According to Webster: the act of finding an answer or solution to a conflict,

problem, etc., the act of resolving something or an answer or solution to something.
3. Legal Underpinnings Philippine Education
a. Educational Structure - Organization of the Education System and of its Structure. The
educational system is divided into four levels: pre-primary, compulsory (single structure
primary and lower secondary education), upper secondary and higher education. Adult
education is also available and art schools, mainly music schools.
b. Educational Policies - Generally education policies are programs based on decisions by

educational administrators or legislators about how to conduct the education of children and
students seeking higher learning skills. ... Education policy can also refer to the means by
which educational facilities (schools, training centers, etc.)
c. Curriculum and Instruction - is a field within education which pursue to research,

develop, and implement curriculum changes that increase student achievement within and
outside schools. The field focuses on how students learn and the best ways to educate.
Publishing, Inc
Publishing, Inc.
• BilbaoPurita et.al.Copyright 2006.The Teaching Profession,LORIMAR Publishing, Inc.
Activity Sheet
ACTIVITY
Direction: Write the correct answer before each number.

__________________1. A period after which the Philippines gained its independence where
U.S colonial rule of the archipelago was loosened during the Commonwealth Period of 1935-
1946.
__________________2. Education during this period was mainly composed of ancient

literature and history, as it was thought that the classics provided moral instruction and an
intensive understanding of human behavior.
__________________3. During this 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.
__________________4. This is the system of rules which a particular country or community

recognizes as regulating the actions of its members and which it may enforce by the
imposition of penalties.
__________________5. It is the system of criminal justice that makes sure businesses adhere
to local and federal regulations for conducting business legally.
__________________6. A law governs the interactions between different countries. These

laws are designed to promote trade and to keep all citizens safe.
__________________7. It oversees the relationship between employers and employees. Their

goal is to ensure that employees aren’t taken advantage of by corporations, which typically
have more bargaining power or resources than an individual employee.
__________________8. It is an authoritative order or a rule or law enacted by local

government.
__________________9. A field within education which pursue to research, develop, and

implement curriculum changes that increase student achievement within and outside schools.
The field focuses on how students learn and the best ways to educate.
__________________10. It includes the Act of Congress, municipal charters, municipal

legislation, court rules, administrative rules and orders, legislative rules and presidential
issuances.
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teacher.
The Teaching
Profession
Chapter III
Philosophy of Education and
Personal Philosophy of
Teaching
“To philosophize is so essentially human – and in a sense

to philosophize means living a truly human life.”
Chapter 3
Philosophy of Education and Personal Philosophy
of Teaching
Introduction
We are heirs to a rich philosophical heritage. Passed on us are a number of philosophies of
various thinkers who lived before us. These thinkers reflected on life in this planet. They
occupied themselves searching for others to questions about human existence. These essential
questions come in different versions – “what is life?” “who am I?” “why I am here?” or “what
am I living for?” “what is reality?” “is the universe real?” “what is good to do?” “how should
I live meaningfully?” and the like. In the school context, these existential questions are: “why
do I teach?” “what should I teach?” “how should I teach?” “what is the nature of the learner?”
“how do we learn?”.etc. These questions are philosophical questions. They are tackled in the
subject, philosophies of education and our own personal philosophy of teaching. Remember
that philosophy of education is the window to the world or compass in life. Hence, philosophy
of education is reflected in our dealings with students, colleagues, parents and administrators.
Specific Objectives
• elaborate the definition and nature of philosophy of education;

• differentiate philosophical foundations of education between western and eastern
philosophies;
• discuss some articles under 1987 Philippine Constitution of different sections; and •
formulate personal philosophy of education.
Duration
Chapter III: Philosophy of Education and A. What is Philosophy of Education?
Personal Philosophy of Teaching 1. Definition and Nature
= 6 hours
Lesson Proper
Lesson 1: Philosophy of Education
Philosophy literally means 'love of wisdom'. It is an attempt to arrive at a rational conception

of the reality as a whole. It enquires into the nature of the universe in which we live, the
nature of the human soul, and its destiny, and the nature of God or the Absolute, and their
relation to one another. Your philosophy of education is your concept of the learner, concept
of what must be taught and how this must be taught. These thoughts are the bases of your
actions and decisions when you prepare to teach and when you teach.
2. Philosophy and Education
• Philosophy
✓ the study of the fundamental nature of knowledge, reality and existence,
especially when considered as an academic discipline.
✓ is the study of general and fundamental problems, such as those connected
with reality, existence, knowledge, values, reason, mind, and language. The
word "philosophy" comes from the Ancient Greek (philosophia), which
literally means "love of wisdom".
• Education
✓ the process of receiving or giving systematic instruction, especially at a
school or university.
✓ is defined as the process of gaining knowledge. An example of education is
attending college and studying.
✓ is the process of facilitating learning, or the acquisition of knowledge, skills,
values, beliefs, and habits. Educational methods include teaching, training,
storytelling, discussion and directed research.
B. Philosophical Foundations of Education

1. Western Philosophies - Generally, a Western philosophy of education comprises two
schools, which are traditional and modern.
1.1 Idealism
- The aim of education is to discover and develop each individual's abilities and full moral
excellence in order to better serve society. The curricular emphasis is subject matter of mind:
literature, history, philosophy, and religion.
1.2 Realism
- It is the belief that we should study logic, critical thinking, and the scientific method to teach
students to perceive and understand reality. Realists believe that the job of schools is to teach
students about the world around them.
- Has probably had the greatest impact on educational philosophy, because it is the foundation
of scientific reasoning. Realist educators encourage students to draw their observations and
conclusions from the world around them, rather than confining themselves to an analysis of
their own ideas.
1.3 Pragmatism/Experimentalism
- It is an educational philosophy that says that education should be about life and growth. Two
important elements of pragmatism include practical learning, which focuses on the real-world
applications of lessons, and experiential learning, which involves learning through experience,
not through simple ideas.
- It encourages a democratic way of learning through purposeful and cooperative projects and
activities. The school is expected to provide learning and experiences that are useful. -
Education is not bound to tradition.
2. Eastern Philosophies – It is an Eastern education philosophy holds on to the concept of

teaching. Students receive fully knowledge from the teachers inside the classroom. Students in
away receive knowledge in a rigid way as they only seem to learn and study straightly from
the teachers.
2.1 Hinduism
- It focusses on shiksha (education) as value based worthwhile learning (Chinta Mani Yogi).
They believe that through education, one can attain the skills essential for living/survival but
vidya is attained for life. Through shiksha, one can become successful but having vidya, is
having the ability to attain wisdom.
2.2 Buddhism
- The chief aim of Buddhist education is all round development of child's personality. This
includes his physical, mental, moral and intellectual development. The other aims of Buddhist
Education are to make a free man, a wise, intelligent, moral, non-violent & secular man. - The
primary role of a teacher is to deliver classroom instruction that helps students learn. To
accomplish this, teachers must prepare effective lessons, grade student work and offer
feedback, manage classroom materials, productively navigate the curriculum, and collaborate
with other staff.
2.3 Confucianism
- The core of Confucian educational philosophy is how we learn to be human. Human beings
are the ends not the means. Confucius believed that the ultimate end of learning was to realize
the true nature of human beings – become fully human.
- Confucius believed in the equality and educability of all people. He viewed education as a
means of transformation, the discovery of human nature, and the cultivation of character.
Through education, virtues are developed and integrated.
2.4 Taoism
-Taoist philosophy, though different on several accounts than Confucianism, is similarly
based on the central idea of yin and yang. The yin represents earth and the yang represents
heaven. Taoists believe that all things contain yin and yang and it is their blended influence
that promotes harmony.
- The philosophy of Tao signifies the fundamental or true nature of the world, it is the
essential, unnamable process of the universe. Tao both precedes and encompasses the
universe. Nothing in the Universe is fixed, static or non-moving; per se everything is
transforming all the time. - A Taoist approach to this question would be: without the general
education courses you will not be properly prepared for the courses in your major of study.
As Taoism teaches, no one can go from being a novice to being an expert without developing
specific skills along the way. 2.5 Zen Buddhism
- Zen is simply to be completely alive. Zen is short for Zen Buddhism. It is sometimes called a
religion and sometimes called a philosophy. ... Zen in its essence is the art of seeing into the
nature of one's own being, and it points the way from bondage to freedom. Zen is meditation.
- Zen is a school of Buddhism which emphasizes the practice of meditation as the key
ingredient to awakening one’s inner nature, compassion and wisdom. The practice of
meditation (Zen in Japanese) as a means of attaining enlightenment was introduced, as we
have seen, by the Buddha himself.
2.6 Christian Philosophy
- When elementary, middle and high schools, as well as colleges and universities, are guided
by a Christian philosophy of education, there is more to daily assignments than Bible study
and more to the environment than dress codes and disciplinary policies. The Christian
philosophy of education encompasses all areas of the educational life of students, including
core subject curriculum, character building and practical living, both now and in the future. -
The Christian philosophy of education encompasses every aspect of a student's experience,
from kindergarten through postgraduate degree programs. Learning and understanding
through the lens of the Bible at a Christian school gives students of all ages the opportunity to
stay true to their spiritual values while receiving a high-quality education in preparation for
the future. 2.7 Saracen Philosophy
- Saracenic education aimed at the development of individual initiative and social welfare
liberal education in its truest sense. All education began with religious education and
memorization of the Koran. It was a simple religion emphasizing a high degree of tolerance
with the faith.
3. Contemporary Philosophies
3.1 Perennialism
- Perennialists believe that the focus of education should be the ideas that have lasted over
centuries. They believe the ideas are as relevant and meaningful today as when they were
written. They recommend that students learn from reading and analyzing the works by
history's finest thinkers and writers.
- A perennialist classroom aims to be a closely organized and well-disciplined environment,
which develops in students a lifelong quest for the truth. ... For example, reading, writing,
speaking, and listening are emphasized in the early grades to prepare students in later grades
to study literature, history, and philosophy.
- Thomas Aquinas. Perennialism was originally religious in nature, developed first by Thomas
Aquinas in the thirteenth century in his work De Magistro (On the Teacher). 3.2 Essentialism
- It is an educational philosophy whose adherents believe that children should learn the
traditional basic subjects thoroughly. In this philosophical school of thought, the aim is to
instill students with the "essentials" of academic knowledge, enacting a back-to-basics
approach.
- Essentialists believe that there is a common core of knowledge that needs to be transmitted
to students in a systematic, disciplined way. The emphasis in this conservative perspective is
on intellectual and moral standards that schools should teach.
- Essentialism tries to instill all students with the most essential or basic academic knowledge
and skills and character development.
- William C. Bagley was America's most influential philosopher of teacher education.
Although he has become known as the father of “Essentialism,” his central focus throughout
his career was the education of teachers and, more specifically, curriculum for the education
of teachers.
3.3 Existentialism
- Existentialism in education focuses on the individual, seeking out a personal understanding
of the world. Thus, each individual characterizes for himself or herself the concepts of reality,
truth and goodness, schools exist to aid children in knowing themselves and their place in
society.
- Existentialism is a philosophy that emphasizes individual existence, freedom and choice. It
is the view that humans define their own meaning in life, and try to make rational decisions
despite existing in an irrational universe.
- Søren Kierkegaard (1813-1855) as an Existentialist Philosopher. Kierkegaard was many
things: philosopher, religious writer, satirist, psychologist, journalist, literary critic and
generally considered the 'father' of existentialism.
3.4 Progressivism
- Progressivists believe that education should focus on the whole child, rather than on the
content or the teacher. This educational philosophy stresses that students should test ideas by
active experimentation. Learning is rooted in the questions of learners that arise through
experiencing the world.
- Progressivism is an educational movement started by John Dewey that says that students
learn through their own experiences. Progressivism revolves around the students' needs,
including teaching students to be good citizens as well as good learners, a concept known as
focusing on the whole child.
- John Dewey (1859–1952), who would later be remembered as the "father of Progressive
education," was the most eloquent and arguably most influential figure . 3.5 Social
Reconstructionism
- Social reconstructionism is a philosophy that emphasizes the addressing of social questions
and a quest to create a better society and worldwide democracy. Reconstructionist educators
focus on a curriculum that highlights social reform as the aim of education - Social
reconstructionism promotes teachers to not tell students what is right or wrong in society, but
instead to guide students by exploring social issues, presenting alternative viewpoints, and
facilitating student analysis of the issues.
- Theodore Brameld (1904-1987) founded social reconstructionism. He believed that
education had the responsibility to mold human beings into a cohesive and compassionate
society.
4. Post-modern Philosophies - Postmodernism includes various groups of philosophers who

follow multiplicity. Regarding postmodernist, the aims of education are teaching critical
thinking, production of knowledge, development of individual and social identity, self
creation. In postmodern education teachers just lead students to discover new things.
Regarding postmodernist, the aims of education are teaching critical thinking,
production of knowledge, development of individual and social identity, self-creation. In
postmodern education teachers just lead students to discover new things. ... They tolerate
others criticism and try to think in critical way.
Lesson 2: Principles and Philosophy of Philippine Education
• Art. II, Sec.17 (1987 Phil. Constitution)
ARTICLE II
DECLARATION OF PRINCIPLES AND STATE POLICIES
Section 17. The State shall give priority to education, science and technology, arts, culture,
and sports to foster patriotism and nationalism, accelerate social progress, and promote total
human liberation and development.
• Art. XIV, Sec. 1-2 (1987 Phil. Constitution)
ARTICLE XIV
EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND
SPORTS EDUCATION
Section 1. The State shall protect and promote the right of all citizens to quality education at
all levels, and shall take appropriate steps to make such education accessible to all.
Section 2. The State shall:
(1) Establish, maintain, and support a complete, adequate, and integrated system of education
relevant to the needs of the people and society;
(2) Establish and maintain a system of free public education in the elementary and high school
levels. Without limiting the natural right of parents to rear their children, elementary
education is compulsory for all children of school age;
(3) Establish and maintain a system of scholarship grants, student loan programs, subsidies,
and other incentives which shall be available to deserving students in both public and private
schools, especially to the underprivileged;
(4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning,
independent, and out-of-school study programs particularly those that respond to community
needs; and
(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics,
vocational efficiency, and other skills.
Lesson 2: Principles and Philosophy of Philippine Education

You have been acquainted with various philosophies. With which do you identify yourself?
What is your personal philosophy of education?
Your philosophy of education is your “window” to the world and “compass” in life.
Hence, it may be good to put that philosophy of education in writing. You surely have one just
as everybody has of only sometimes it is not well articulated. Your philosophy of education is
reflected in your dealings with students, colleagues, parents and administrators. Your attitude
towards problems and life as a whole has underlying philosophy. In this lesson, you will
articulate your thoughts on how you perceive the learner, on what are the right values, on what
and on how you must therefore teach. If you articulate your philosophy of education, you will
find yourself more consistent in your dealings with other people, in your actions and
decisions.
A personal teaching philosophy is an essential and active element of a teacher. Acquiring a

philosophy is powerful, in that it directs and guides a teacher’s teaching practices in the
classroom as well as how they perceive teaching and learning and the students around them.
It is also a self- reflective statement of your beliefs about teaching and Example learning.
All in all your philosophy of education must spell out very clearly what you and how
you should teach, how you should relate to your students to make a difference.
How to write a personal philosophy of teaching?

General Guidelines:
1. Make your Teaching Statement brief and well written.
2. Use a narrative, first-person approach. This allows the Teaching Statement to be both
personal and reflective.
3. Make it specific rather than abstract.
4. Be discipline-specific. Explain how you advance your field through teaching. 5. Avoid
jargon and technical terms. Be sincere and unique. Avoid clichés, especially ones about how
much passion you have for teaching.
6. Be humble. Mention students in an enthusiastic, not condescending way, and illustrate your
willingness to learn from your students and colleagues.
7. Revise. Teaching is an evolving, reflective process, and Teaching Statements can be
adapted and changed as necessary.
Your philosophy is your own thought and formulation, never formulated for you by
another that is why you were advised to begin stating it with the phrase “I believe”. It is best
to state it in the concrete not in the abstract like a theory because this is your blueprint to daily
life.
Publishing, Inc
Publishing, Inc.
Activity Sheet
ACTIVITY
A. Direction: Reflect and write your answer to the following questions 1.Why is one’s
philosophy of education said to be one’s “window” to the world or “compass” in life?
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2.What are the consequences of the absence of a teacher’s lack of a clear philosophy of
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3. Does this education philosophy of yours make a difference in your life? Why?
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B. Direction: Formulate your personal philosophy of education. Do it well for this will be a
part of your teaching portfolio which you will bring along with you when you apply for a
teaching job. Write it down here.
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___________________ Signature
LEVEL DESCRIPTION


Fair presentation.


Very unclear.
Limited attempt.
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teacher.
The Teaching
Profession
Chapter IV
Teacher as a Person in Society
“Children don’t care what a teacher knows unless they know

what the teacher cares.”
Chapter 4
Teacher as a Person in Society

Introduction
Society has high expectations of teachers. Teachers are expected to promote student's
academic progress as well as further students' social, emotional, and moral development and
to safeguard students' health and well-being. Teachers teach not to radically reshape society
but rather to transmit the traditional moral values and intellectual knowledge that students
need to become model citizens. The particular focus of this lesson is to explore significant
literature and theories in understanding the personal traits and values as well as important
needs, rights, and roles of teachers in the society. It will also include activities that will
provide good insights and perspectives about the human side of the teaching profession. It
allows us to critically reflect on relevant practices and issues of teachers. These will help us
gain better understanding and embrace our calling as teachers. Therefore, teachers play an
important role in our life to become successful in career and business. A good teacher helps
us to become a good human being in society and a good citizen of the country. Teachers
know that students are the future of any nation. So, the future development of any nation is in
the hands of teachers. They are also entitled to enjoy specific rights.
Specific Objectives
• differentiate the meaning between teacher as a person in a society and teacher as a

person of good moral character;
• explain teaching as vocation, mission and profession;
• discuss universal declaration of human rights of teachers; and
• identify teachers’ values formation.
Duration
Chapter IV: Teacher as a Person in Society = 6 hours
Lesson Proper
Lesson: Teacher as a Person in Society
A. Morality and the Foundational Moral Principle

Morality can be a body of standards or principles derived from a code of conduct from a
particular philosophy, religion or culture, or it can derive from a standard that a person
believes should be universal. Morality may also be specifically synonymous with "goodness"
or "rightness".
A foundational moral principle is, therefore, the universal norm upon which all other
principles on the rightness or wrongness of an action are based. It is the source
of morality. All men and women, regardless of race and belief, have a sense of this
foundational moral principle.
B. Teacher as Persons of Good Moral Character

It manifests the following:
✓ strive to know the truth;
✓ resolve to resist evil;
✓ say nothing to hurt others;
✓ respect life morality, and property;
✓ engage in a job that does not injure others.
✓ strive to free their mind of evil;
✓ control their feelings and thoughts; and
✓ practice proper forms of concentration.
C. Value Formation
Values can be described as spiritual skills. Values such as honesty, loyalty and
patience are skills of the higher or spiritual mind that is above the thinking mind. The
formation of these values or spiritual skills follows the same process as the formation of skills
at lower levels. The core of teaching consists of four basic values: dignity, truthfulness,
fairness and responsibility & freedom. All teaching is founded on ethics – whether it be the
teacher-student relationship, pluralism or a teacher's relationship with their work. Dignity
means respect for humanity.
1. Cognitive, affective and psychomotor dimensions

Values have a cognitive dimension: We must understand the value that we want to
acquire. We need to know why we have to value such. This is the heart of conversation and
values formation. We need to know how to live by that value. These are the concepts that
ought to be taught.
Values are in the affective domain of objectives. In themselves they have an affective
dimension. For instance, “it is not enough to know what honesty is or why one should be
honest. One has to feel something towards honesty, be moved towards honesty as preferable
to dishonesty” (Aquino,1990)
Values are in the psychomotor skills which are important in implementation, and
hence the importance of “behavioral immersion” in increasing the impact of experiential
learning in “whole person” learning in executive skill acquisition. This then lends to asking
the question of how to accomplish the learning person involvement, through the whole
person, required to complete the learning cycle from cognition awareness to successful skill
demonstration
2. Training the Intellect and Will
Intellect is a term used in studies of the human mind, and refers to the ability of the
mind to come to correct conclusions about what is true or false, and about how to solve
problems.
Will is if one really wants to do something, he/she one can do it. Your will wills to act
on the right value and wills to avoid the wrong value presented by your intellect.
Value formation is a training of the Intellect and will your intellect discern a value and
presents it to the will as a right or wrong value. Your will will act on the right value and wills
to avoid the wrong value presented by your intellect.
It means value formation is the training of one's mind by growing in knowledge and
wisdom. This is taught first when a person is a child by parents and other influences. Value
formation then becomes personal training through choice of values desired to be achieved.
The intellect is the wisdom to know the difference between positive and negative values. Will
is personal encouragement to act on positive values instead of negative values guided by
intellect.
3. Max Scheler’s Hierarchy of Values

Based on Scheler’s hierarchy of values,
the
highest values are those that directly pertain to
the
Supreme being while the lowest values are those
that
pertain to the sensual pleasures.
It was arranged in lowest to highest form
of
values.
a. Pleasure Values
- Pleasant against the unpleasant
- The agreeable against the disagreeable
▪ sensual feelings
▪ experiences of pleasure and pain
b. Vital Values
- Values pertaining to the well-being either individual or the
community. ▪ health, vitality
- Values of vital feeling
▪ capability, excellence
c. Spiritual Values
- Values independent of the whole sphere of the body and environment.
- Grasped in spiritual acts of preferring loving and hating.
▪ aesthetic values: beauty against ugliness
▪ values of right and wrong
▪ values of pure knowledge
d. Values of the Holy

- Appear only in regard to objects intentionally given as " absolute objects
" ▪ belief
▪ adoration
▪ bliss
D. Teaching as Vocation, Mission and Profession

1. Teaching as a profession
“Teaching is a noble profession” The word “profession” is synonymous to:
Occupation, job, career, work, line of work. The word “professional” means long & arduous
years of preparation, a striving for excellence, a dedication to public interest and commitment
to moral & ethical values. If you consider teaching as a profession, then: You must be willing
to go through a long period of preparation. You must be willing to go through continuing
education (continuous development of potentials) You must strive for excellence (not “pwede
na” mentality) You commit yourself to moral, ethical and religious values & dedicate
yourself to service.
2. Teaching as a mission
The word mission is derived from the Latin word “misio” which means “to send”. The
Webster’s Dictionary defines “mission” as “task assigned”.
If teaching is your mission, then it means:

a. It is the “task” entrusted to you in this world.
b. It is your assigned task thus you’ve got to prepare for it!
c. It calls for a continuing professional education. “Once a teacher, forever a student”.
3. Teaching as a vocation.
The word “vocation” comes from the Latin word “vocare” which means “to call” thus
vocation is a “call”. For Catholics, the CALLER is GOD Himself. “Many are called but few
are chosen” For Non-believers, the CALLER might be a man calling another man. If teaching
is your vocation, then it means: You said YES to your call to teach! You commit yourself in
the total transformation of the learner. You consider teaching as a lifetime commitment thus
aim through the years towards quality teaching. “Teaching may not guarantee financial
security but love of teaching has served as a motivating factor to many teachers through the
years”. Teaching has remained inspiring & fulfilling.
E. Universal Declaration of Human Rights

On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed
the Universal Declaration of Human Rights. It has been translated into more than 350
languages worldwide, and more than 100 African languages.
1. Everyone has the right to education. Education shall be free, at least in the elementary and
fundamental stages. Elementary education shall be compulsory. Technical and professional
education shall be made generally available and higher education shall be equally accessible
to all on the basis of merit.
2. Education shall be directed to the full development of the human personality and to the
strengthening of respect for human rights and fundamental freedoms. It shall promote
understanding, tolerance and friendship among all nations, racial or religious groups, and shall
further the activities of the United Nations for the maintenance of peace.
3. Parents have a prior right to choose the kind of education that shall be given to their children.
The charter addresses four key areas: personal rights, such as freedom and equality;
relationship rights, such as nationality and having a family; spiritual and political rights such
as the freedom of religion and voting; and economic, social and cultural rights, which cover
work, wages, education and social security.
Learning Point.
We don’t live in a vacuum. We live in a society. Our society influences us to the extent that we allow ourselves
to be influenced by it. Our thoughts, values and actions somehow shaped by events and by people with whom
we come in contact. We, in turn, help shape society-its events, its people, and in destiny. John Donne said in his
song, “No Man is an Island” …. “No Man Stands Alone… We need one another…” In the context of your life
as a teacher, we would say: “No teacher stands alone”. Think of the many people who are helping you now
become a teacher in the near future. In fact, soon you will be called “teacher” in relation to a student, in the same
manner that you will be called “student” in relation to you as teacher. The foundational moral principle is “Do
good, Avoid Evil”. This is contained in natural law. The natural law is engraved in the heart of every man and
woman. We have in us the sense to do the good that we ought to do and to avoid the evil that we ought to avoid.
It is expressed actually in many other ways by different people. The famous Chinese Philosopher, Kung-Fu-Tzu
taught the same principle when he said “Do not do to others what you do not like others do to you”. Our act is
moral when it is accordance with our human nature. Our intellect and free-will will make us different from and
above the beast. As a teacher, you are expected to be a person of good moral character when you are: human,
loving, virtuous and mature.
Publishing, Inc
Publishing, Inc.
Activity Sheet
ACTIVITY
Name: ______________________Course/Year/Section: ___________ Score: _________ A.
Direction: Answer the following as you test your understanding.
1. Do we have such a thing as unchanging values in theses changing times?

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2. Should values be taught? Why?

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3. What is the effect of good habit (virtue) and bad habit (vice) on the will?
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4. Which is the lowest value in Scheler’s value hierarchy? highest?

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5. “Do good, Avoid Evil” is the foundational moral principle. List at least 5 good things that
you have to do as a teacher and 5 evil things you have to avoid doing.
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LEVEL DESCRIPTION



Fair presentation.


Very unclear.
Limited attempt.

Name of Student: ___________________________________________________
: ___________ Section : ___________ Faculty :
___________________________________________________ Schedule :
___________________________________________________

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teacher.
The Teaching
Profession
Chapter V
Teacher as a Professional
“Professionalism: It is not the job you do, it is how you do

the job.”
Chapter 5
Teacher as a Professional
Introduction
Teaching is a challenging but very rewarding profession, with teachers playing an
essential part in helping children and young people to acquire and develop the knowledge and
skills they will need in later life. By virtue of Republic Act 7836, amended by Republic Act
9293, teaching was professionalized and thereby requiring teachers to take the Licensure
Exam for Teachers (LET). As professionals, teachers are bound to perform specific duties to
the society especially to schools and students guided by a professional code of ethics.
Teaching is always regarded as a vocation by many people. However, the government
deemed it necessary to recognize teaching as a profession giving the highest regard to
teachers as professional. This does not in any way make teaching a profession or a job to earn
money but in enables us to regard teaching in a grand manner, a noble profession for
individuals who are willing to dedicate their lives and services in the development of future
citizens and leaders of the country.
Specific Objectives
• discuss on the various laws governing teacher rights, privileges, welfare and
responsibilities and reflect on how they apply in real life;
• differentiate professionalization of teaching from professional ethics; • explain teacher
welfare and privileges under the Magna Carta for Public School Teachers (RA 4670); and
• elaborate teachers’ rights, duties and responsibilities under the Education Act of
1982(BP 232)’.
Duration
Chapter V: Teacher as a Professional = 9 hours
Lesson Proper
Lesson 1: The Professionalization of Teaching
1. Decree Professionalizing Teaching (PD 1006)
PRESIDENTIAL DECREE NO 1006
PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS,

REGULATING THEIR PRACTICE IN THE PHILIPPINES AND FOR OTHER
PURPOSES.
WHEREAS, the Constitution provides that “All educational institutions shall be under the
supervision of; and subject to regulation by, the State”, and requires that “the State shall
establish and maintain a complete, adequate and integrated system of education relevant to the
goals of national development”;
WHEREAS, in the pursuit on these objectives, the Department of Education and Culture has
adopted ways and means of overseeing all the educational institutions in the country;
WHEREAS, this supervisory function of the DEC has been primarily beamed towards
insuring that the educational institutions inculcate in the studentry love of the country, teach
the duties of citizenship, and develop moral character, personal discipline, and scientific,
technological and vocational efficiency;
WHEREAS, to implement these objectives, the institutions have relied upon their teachers
whose direct and continuing interaction with the young people and the children make them
potent forces for the development of proper attitudes among the citizenry;
WHEREAS, this accounts for the tremendous growth of the teaching population, comprising
in the civil service sector alone more than 300,000 teachers deployed all over the country;
WHEREAS, to insure that in the immediacy and urgency of teacher recruitment qualitative
requirements are not overlooked, it has become necessary to regulate the teaching profession;
WHEREAS, although teaching requires a number of years of collegiate study, it is the only
course that it is not yet considered a profession;
WHEREAS, in recognition of the vital role of teachers in nation-building and as an incentive

to raise the morale of teachers, it is imperative that they be considered as professionals and
teaching be recognized as a profession.
NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by virtue

of the powers vested in me by the Constitution, do hereby decree and order:
Section 1. Title. This Decree shall be known as the Decree Professionalizing Teaching.
Section 2. Declaration of Policy. It is hereby declared a policy that teacher education shall be
given primary concern and attention by the government and shall be of the highest quality,
and strongly oriented to Philippine conditions and to the needs and aspirations of the Filipino
people even as it seeks enrichment from adoptable ideas and practices of other people.
Section 3. Definition of Terms. As used in this Decree, the following shall be construed as
follows:
(a) Teaching refers to the profession primarily concerned with the classroom instruction, at
the elementary and secondary levels, in accordance with the curriculum prescribed by
National Board of Education, whether on part-time or full-time basis in the public or private
schools.
(b) Teachers refers to all persons engaged in teaching at the elementary and secondary levels,
whether on a full-time or part-time basis, including guidance counselors, school librarians,
industrial arts or vocational teachers and all other persons performing supervisory and/or
administrative functions in all schools in the aforesaid levels and legally qualified to practice
teaching under this Decree.
(c) Board refers to the National Board for Teachers duly constituted under this Decree.
Section 4. Creation of the National Board for Teachers. There is hereby created a National
Board for Teachers, hereinafter called the Board, to be composed of the following:
1 Secretary of Education and Culture Co
) Chairman
2) Chairman, Civil Service

Commission
3) Commissioner, Professional Member

Regulations Commission
4) Two members representing the

private sector to be appointed by the
President
Section 5. Powers and Duties. The Board shall have the following powers and duties:
(a) Appoint a set of examiners for every examination who will determine and prepare the
contents of the Board examination for teachers, hereinafter referred to as examination, in the
elementary and secondary levels of instruction, to be held at least once a year;
(b) Determine and fix the places and dates of examination, appoint supervisors and room
examiners from among the employees of the Government who shall be entitled to a daily
allowance to be fixed by the Board for every examination day actually attended, use the
buildings and facilities of public and private schools for examination purposes, approve
applications to take examination, and approve the release of examination results;
(c) Look from time to time into the conditions affecting the practice of the teaching
profession, adopt such measures as may be deemed proper for the enhancement of said
profession, and/or maintenance of the professional standards and ethics;
(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate, and
administer oaths;
(e) Appoint, subject to the provisions of existing laws, such officials and employees as are
necessary in the effective performance of its functions and responsibilities, prescribe their
duties and fix their compensation;
(f) Prescribe and collect examination and other fees as it may deem proper; and
(g) Promulgate rules and regulations, and exercise such other powers, functions and duties as
may be necessary to carry into effect the purposes of this Decree.
Section 6. Qualification requirements for examination applicants. No applicant shall be

admitted to take the examination unless, on the date of filing of the application, he shall have
complied with the following requirements:
(a) Except those who have been engaged in teaching as herein defined for at least five years in
schools in the Philippines not organized exclusively for nationals of a foreign country at the
time of the effectivity of this Decree, the applicant must be a citizen of the Philippines;
(b) That he is of good moral character;
(c) That he is free from any physical and/or mental defect which will incapacitate him to
render efficient service; and
(d) That he possesses the following minimum educational qualifications:
1) For teachers in the kindergarten and elementary grades, Bachelor’s degree in Elementary
Education (B.S.E.Ed.) or its equivalent;
2) For teachers of the secondary schools, Bachelor’s degree in Education or its equivalent
with a major and minor, or a Bachelor’s degree in Arts or Sciences with at least eighteen
units in professional education; and
3) For teachers of secondary vocational and two-year technical courses, Bachelor’s degree in
the field of specialization with at least eighteen units in professional education.
All applications shall be filed with an office or offices designated by the Board, preferably the
offices of the Civil Service Commission and the Department of Education and Culture.
These offices shall screen and approve such applications and issue the corresponding permits
to take the examination to qualify applicants.
Section 7. Appointment of examiners. The Board shall appoint a set of examiners for every
examination who are recognized authority in teacher education, and their names shall not be
disclosed until after the release of the results of the examination. They shall each receive as
compensation the sum of not less than P5.00 for each examinee as may be determined by the
Board but in no case shall each examiner receive more than P18,000 per examination. Any
examiner who is in the service of the Government shall receive the compensation herein
provided in addition to his salary.
Section 8. Scope of the examination. The examination shall consist of written tests, the scope
of which shall be determined by the Board, taking into consideration the teaching plan of the
schools legally constituted in the Philippines.
Section 9. Ratings in the examination. In order that a candidate may be deemed to have
successfully passed the examinations, he must have obtained a general average of at least 70
per cent in all subjects, with no rating below 50 per cent in any subject.
Section 10. Report of the results of examination. The examiners shall report the ratings
obtained by each candidate to the Board within 150 days after the last day of the examination,
unless extended by the latter.
Section 11. Issuance of Certificates. Teachers who have passed examinations given by the
Civil Service Commission or jointly by the Civil Service Commission and the Department of
Education and Culture shall be considered as having passed the board examinations for
teachers. The Board may consider their certificates of rating as certificates of eligibility or
issue an entirely new certificate upon registration of the teacher and payment of the
corresponding fees.
This provision shall likewise apply to those teachers who have permanent appointment under
the Magna Carta For Public School Teachers and all others who may be qualified for
registration as professional teachers under this Decree.
Section 12. Registration. The Civil Service Commission shall, as an arm of the Board,
register holders of Professional Teacher Certificate which registration shall evidence that the
registrant is entitled to all the rights and privileges of a Professional Teacher until and unless
the certificate is suspended or canceled by the Board for just cause.
Section 13. Reissuance of revoked certificates and replacement of lost certificates. The Board
may, for reason of equity and justice, and upon proper application therefor, issue another
copy, original or duplicate, upon payment of the required fee, of a certificate which has been
revoked. A new certificate to replace a lost, destroyed or mutilated certificate may be issued
subject to the rules of the Board.
Section 14. Registration by reciprocity. The Civil Service Commission shall, upon approval
of the Board, effect the registration, without examination, of a teacher validly registered
under the laws of any foreign state or country; Provided, That the requirements for
registration in said foreign state or country are substantially the same as those required and
contemplated by this Decree, and the laws of such foreign state or country allow citizens of
the Philippines to practice the profession on the same basis and grant the same privileges as
the citizens or subjects of such foreign state or country; Provided finally, That the applicant
shall submit competent and conclusive documentary evidence, confirmed by the Department
of Foreign Affairs, showing that his country’s existing laws permit citizens of the Philippines
to practice teaching profession under the rules and regulations governing citizens thereof.
Section 15. Prohibition. Three years after the effectivity of this Decree, no person shall
engage in teaching and/or act as a teacher as defined in this Decree, whether in the public or
private elementary or secondary school, unless he is holder of a Professional Teacher
Certificate or is considered a Professional Teacher under this Decree.
Section 16. Penal Provision. Any person who shall practice the teaching without a valid
Professional Teacher Certificate, or any person presenting as his or her own the certificate of
another, or any person giving any false or forged evidence in order to obtain a Professional
Teacher Certificate or admission to an examination, or any person assuming himself as a
registered professional teacher or any person violating any provision of this Decree shall be
penalized by a fine of not less than One Thousand Pesos nor more than Five Thousand Pesos
with subsidiary imprisonment or to suffer an imprisonment of not less than six months nor
more than two years, or both such fine and imprisonment at the discretion of the Court.
Section 17. Repealing Clause. All Acts, Decrees, Executive Orders, Administrative Orders,
rules and regulations or parts thereof inconsistent with the provisions of this Decree are
hereby repealed or modified accordingly.
Section 18. Separability Clause. In case any provision of this Decree or any portion thereof is
declared unconstitutional by a competent court, other provisions shall not be affected thereby.
Section 19. Effectivity. This Decree shall take effect January 1, 1977.
DONE in the City of Manila, this 22nd day of September, in the year of Our Lord, nineteen
hundred and seventy-six.
(Sgd.) FERDINAND E. MARCOS

President of the Philippines
By the President:
(Sgd.) JACOBO C. CLAVE

Presidential Executive Assistant
Source: Malacañang Records Office
2. The Philippine Teachers’ Professionalization Act (RA 7836)
Republic Act 7836: Philippine Teachers Professionalization Act of 1994
AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE

PRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING A
LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES.
SECTION 1. Short Title. — This Act shall be known as the “Philippine Teachers
Professionalization Act of 1994.”
Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in nation
building and development through a responsible and literate citizenry. Towards this end, the
State shall ensure and promote quality education by proper supervision and regulation of the
licensure examination and professionalization of the practice of the teaching profession.cralaw
Sec. 3. Objectives. — This Act has the herein objectives:
(a) The promotion, development and professionalization of teachers and the teaching
profession; and (b) The supervision and regulation of the licensure examination.
Sec. 4. Definition of Terms. — For purposes of this Act, the following terms shall mean:
(a) “Teaching” — refers to the profession concerned primarily with classroom instruction,
at the elementary and secondary levels in accordance with the curriculum prescribed by the
Department of Education, Culture and Sports, whether on part-time or full-time basis in the
private or public schools.
(b) “Teachers” — refers to all persons engaged in teaching at the elementary and secondary
levels, whether on full-time or part-time basis, including industrial arts or vocational teachers
and all other persons performing supervisory and/or administrative functions in all schools in
the aforesaid levels and qualified to practice teaching under this Act. (c) “Board” — refers to
the Board for Professional Teachers duly established and constituted under this Act. (d)
“Commission” — refers to the Professional Regulation Commission.
ARTICLE II
BOARD FOR PROFESSIONAL TEACHERS
Sec. 5. Creation and Composition of the Board. — There is hereby created under this Act a
Board for Professional Teachers, hereinafter called the Board, a collegial body under the
general supervision and administrative control of the Professional Regulation Commission,
hereinafter referred to as the Commission, composed of five (5) members who shall be
appointed by the President of the Philippines from among the recommendees chosen by the
Commission.The recommendees shall be chosen from the list of nominees selected by the
accredited association of teachers, who duly possess all the qualifications prescribed in
Section 8 of this Act.
The chairman and the voice-chairman of the Board shall be appointed from these five (5)
members by the President: Provided, That the members of the first Board appointed under this
Act shall be automatically registered as professional teachers and issued with the certificate of
registration and professional license upon payment of the fees for examination, registration,
and other fees prescribed by the Commission.
Sec. 6. Duties and Function of the Board. — The Board shall have the following duties and
functions:
(a) Promulgate, administer and enforce rules and regulations necessary for carrying out the
provisions of this Act in accordance with the charter of the Professional Regulation
Commission;
(b) Determine and fix the frequency, dates, and places of examination, appoint supervisors,
proctors, and other personnel as needed who shall be entitled to a daily allowance to be fixed
by the Board for every examination day actually attended, use buildings and facilities of
public or private schools for examination purposes;
(c) Issue, suspend, or revoke the certificate of registration for the practice of the teaching
profession;
(d) Prescribe and collect examination and other fees as it may deem proper; (e) Prescribe
and/or adopt a code of ethical and professional standards for the practice of the teaching
profession. Such ethical standards, rules and regulations to take effect sixty (60) days after its
publication in the Official Gazette or in any newspaper of general circulation;
(f) Administer oaths in connection with the administration of this Act; (g) Supervise and
regulate the registration, licensure and practice of professional teachers in the Philippines; (h)
Adopt an official seal of the Board; cralaw (i) Look into the conditions affecting the practice
of the teaching profession and whenever necessary, adopt such measures as may be deemed
proper for the enhancement and maintenance of high professional and ethical standards of the
profession; (j) Ensure that all educational institutions offering elementary and secondary
education comply
with the essential requirements for curricula, faculty and facilities for the elementary and
secondary levels; (k) Investigate such violations of this Act, the rules and the code of ethical
and professional standards for professional teachers as it may come to the knowledge of the
Board, and for this purpose, to issue subpoena and subpoena duces tecum to secure the
appearance of witnesses and the production of documents in connection therewith; and
(l) Discharge such other powers, duties and functions as the Board may deem necessary for
the practice of the teaching profession and the upgrading, enhancement, development and
growth of education in the Philippines.
Sec. 7. Term of Office. — The members of the Board shall hold office for a term of three (3)
years from the date they assume office: Provided, That the first appointees to the Board under
this Act shall hold office according to the following terms: one (1) member shall serve for one
(1) year; one (1) member for two (2) years; the chairman, vice-chairman, and one (1) member
for three (3) years. Vacancies shall be served for the unexpired term only. No person who has
served for two (2) consecutive terms shall be eligible for reappointment.Appointment to fill an
unexpired term shall be considered an appointment to a complete term. The chairman or any
member shall take his oath of office prior to the performance of his duties.
Sec. 8. Qualification of Board Members. — Each Board member must at the time of his
appointment:
(a) Be a citizen and resident of the Philippines; (b) Be at least thirty-five (35) years of age, of
proven integrity, and possessed of high moral values in his personal as well as professional
conduct and has not been convicted of any offense involving moral turpitude; (c) Be a holder
of the degree of Bachelor of Arts or Bachelor of Science in Education and preferably a holder
of a master’s or doctorate degree in education, or their equivalents, from a university, school,
college, academy or institute duly constituted, recognized and/or accredited by the Philippine
government; (d) Be a professional teacher with a valid certificate of registration and valid
professional license, save those members who shall compose the first Board for Professional
Teachers; (e) Has been a professional teacher in the active practice of the teaching profession
for at least ten (10) years in the elementary and secondary level; and (f) Not be an official or
member of the faculty of, nor have pecuniary interest in any university, college, school, or
institution conferring a bachelor’s degree in education or its equivalents for at least three (3)
years prior to his appointment, and neither connected with a review center or with any group
or association where review classes or lectures in preparation for the licensure examination
are offered or conducted.
Provided, however, That, the membership to the Board shall be evenly distributed to cover all
levels of education, including equitable representation of the different fields of specialization.
Sec. 9. Compensation of the Board. — The chairman, vice-chairman, and members of the
Board shall receive compensation comparable to the compensation received by existing
regulatory boards under the Professional Regulation Commission, computed on the basis of
the number of examinees/candidates.
Sec. 10. Supervision of the Board and Custodian of its Records. — The Board shall be
under the supervision and control of the Commission. All records, including applications for
examination, examination papers and results, minutes of deliberation, administrative cases
and investigative cases and investigations involving professional teachers shall be kept by the
Commission.
Sec. 11. Secretariat and Support Services. — The Professional Regulation Commission,
through its chairman, shall provide the secretariat and other support services to implement
effectively the provisions of this Act.cralaw
Sec. 12. Removal of a Board Member. — The chairman or any member of the Board may
be removed by the President of the Philippines upon recommendation of the Commission for
neglect of duty, incompetence, unprofessional, unethical, immoral or dishonorable conduct,
commission or toleration of irregularities in the examination, after having been given the
opportunity to defend himself in a proper administrative investigation.
In the course of investigation, the President may preventively suspend the respondent.
ARTICLE III
EXAMINATION AND REGISTRATION
Sec. 13. Examination, Registration and License Required. — Except as otherwise

specifically allowed under the provisions of this Act, all applicants for registration as
professional teachers shall be required to undergo a written examination which shall be given
at least once a year in such places and dates as the Board may determine upon approval by the
Commission. A valid certificate of registration and a valid professional license from the
Commission are required before any person is allowed to practice as a professional teacher in
the Philippines, except as otherwise allowed under this Act.
Sec. 14. Scope of Examination. — The examinations for the elementary and secondary
school teachers shall be separate. The examination for teachers in the elementary level shall
consist of two (2) parts, namely: professional education and general education. The
examination for teachers in the secondary level shall consist of three (3) parts, namely:
professional education, general education, and field of specialization.
Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to

take the examination unless, on the date of filing of the application, he shall have complied
with the following requirements:
(a) A citizen of the Philippines or an alien whose country has reciprocity with the Philippines
in the practice of the teaching profession; (b) At least eighteen (18) years of age; (c) In good
health and of good reputation with high moral values; (d) Has not been convicted by final
judgment by a court for an offense involving moral
turpitude;
(e) A graduate of a school, college or university recognized by the government and possesses
the minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor’s degree in early childhood education (BECED) or
its equivalent;
(2) For teachers in the elementary grades, a bachelor’s degree in elementary education
(BSEED) or its equivalent; (3) For teachers in the secondary grades, a bachelor’s degree in
education or its equivalent with a major and minor, or a bachelor’s degree in arts and sciences
with at least ten (10) units in professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor’s degree in the field
of specialization or its equivalent, with at least eighteen (18) units in professional education.
Sec. 16. Report of the Results of the Examination. — The Board shall, within one hundred
twenty (120) days after the examination, report the ratings obtained by each candidate to the
Professional Regulation Commission for approval and appropriate action.
Sec. 17. Issuance of Certificate of Registration and Professional License. — The

registration of a professional teacher commences from the date his name is enrolled in the
roster of professional teachers.
Every registrant who has satisfactorily met all the requirements specified in this Act shall,
upon payment of the registration fee, be issued a certificate of registration as a professional
teacher bearing the full name of the registrant with serial number and date of issuance signed
by the chairman of the Commission and the chairman, vice-chairman, and members of the
Board, stamped with the official seal, as evidence that the person named therein is entitled to
practice the profession with all the rights and privileges appurtenant thereto. The certificate
shall remain in full force and effect until withdrawn, suspended and/or revoked in accordance
with law.cralaw
A professional license signed by the chairman of the Commission and bearing the registration
number and date of issuance thereof and the month of expiry or renewability shall likewise be
issued to every registrant who has paid the annual registration fees for three (3) consecutive
years. This license shall serve as evidence that the licensee can lawfully practice his
profession until the expiration of its validity.
Sec. 18. Oath Before Practice. — Every registrant shall be required to take his professional
oath before practicing as a professional teacher.
Sec. 19. Periodic Merit Examination of Teachers. — To encourage continuing professional

growth and development and to provide additional basis for merit promotion, in addition to
their performance rating, teachers may take an oral and written examination at least once in
five (5) years as basis for merit promotion. In taking this examination, no fee shall be
required.
Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the merit
examination, he or she shall be allowed to take the examination for a second time. Should he
or she fail to pass the merit examination for the second time, then he or she shall be required
to take a DECS accredited refresher course or program before being allowed to retake the
examination.
Failure of any permanent teacher to pass the merit examination shall not, however, be used as
a ground for his/her dismissal or demotion.
Sec. 21. Incentives. — Teachers who pass the merit examination shall:
(a) Be awarded a diploma of merit by the Board; (b) Earn merit points for purposes of
promotion in salary or to a higher position or grade level; (c) Be placed in the priority list for
government scholarship; and (d) Enjoy such other benefits as may be promulgated by the
Board.
Similar incentives shall be given to teachers who make inventions, develop new methods of
teaching, write a book or books and create works of artistic merit.
Sec. 22. Integration of the Teaching Profession. — The teaching profession shall be
integrated into one national organization which shall be recognized by the Board and the
Commission as the one and only integrated and accredited association of professional
teachers. Upon registration with the Board, every professional teacher shall be encouraged to
become a member of the integrated national organization. Those who have been registered
with the Board but are not members of the said integrated organization shall be allowed to
register as members of the said integrated organization within three (3) years after the
effectivity of this Act. Membership in the integrated organization shall not be a bar to
membership in other associations of the teaching profession. The professional teachers shall
receive the benefits and privileges appurtenant to their membership in the said integrated and
accredited organization of professional teachers only upon payment of the required
membership fees and dues.
Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice of
the Teaching Profession, and Cancellation of Temporary or Special Permit. — The
Board shall have the power, after due notice and hearing, to suspend or revoke the certificate
of registration of any registrant, to reprimand or to cancel the temporary/special permit of a
holder thereof who is exempt from registration, for any of the following causes:
(a) Conviction for any criminal offense by a court of competent jurisdiction; (b) Immoral,
unprofessional or dishonorable conduct; (c) Declaration by a court of competent jurisdiction
for being mentally unsound or insane; (d) Malpractice, gross incompetence, gross negligence
or serious ignorance of the practice of
the teaching profession; (e) The use of or perpetration of any fraud or deceit in obtaining a
certificate of registration, professional license or special/temporary permit; (f) Chronic
inebriety or habitual use of drugs;cralaw (g) Violation of any of the provisions of this Act, the
rules and regulations and other policies of the Board and the Commission, and the code of
ethical and professional standards for professional teachers; and (h) Unjustified or willful
failure to attend seminars, workshops, conferences and the like or the continuing education
program prescribed by the Board and the Commission.
The decision of the Board to revoke or suspend a certificate may be appealed to the regional
trial court of the place where the Board holds office within fifteen (15) days from receipt of
the said decision or of the denial of the motion for reconsideration filed in due time.
Sec. 24. Registration by Reciprocity. — No teacher of a foreign nationality shall be admitted
to the examination, or be given a certificate of registration or be entitled to any of the rights
and privileges provided under this Act; unless the country or state of which he is a subject
permits Filipino professional teachers to practice within its territorial limits on the same basis
as subjects or citizens of said country or state: Provided, that the requirements of certification
of teachers with said foreign state or country are substantially the same as those required and
contemplated under this Act: Provided, further, That the laws of such state or country grant
the same privilege to Filipino professional teachers on the same basis as the subject or
citizens of such foreign country or state.
Sec. 25. Roster of Professional Teachers. — A roster of professional teachers containing the
names and addresses of professional teachers, date of registration or issuance of certificate,
and other data which in the opinion of the Board may appear pertinent shall be maintained.
Copies of the roster shall be provided by the Commission to the Board, the Department of
Education, Culture and Sports, and the integrated and accredited organization of professional
teachers.
Sec. 26. Registration and Exception. — Two (2) years after the effectivity of this Act, no
person shall engage in teaching and/or act as a professional teacher as defined in this Act,
whether in the preschool, elementary or secondary level, unless he is a duly registered
professional teacher, and a holder of a valid certificate of registration and a valid professional
license or a holder of a valid special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the certificate of
registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant, who at the time of the approval of
this Act, is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission
and the Department of Education, Culture and Sports; orcralaw (b) A registered professional
teacher with the National Board for Teachers under the Department of Education, Culture and
Sports (DECS) pursuant to Presidential Decree No. 1006; or (c) Not qualified under
paragraphs one and two but with any of the following qualifications. to wit:
(1) An elementary or secondary teacher for five (5) years in good standing and a holder of
Bachelor of Science in Education or its equivalent; or (2) An elementary or secondary teacher
for three (3) years in good standing and a holder of a master’s degree in education or its
equivalent.
Provided, That they shall be given two (2) years from the organization of the Board for
professional teachers within which to register and be included in the roster of professional
teachers: Provided, further, That those incumbent teachers who are not qualified to register
without examination under this Act or who, albeit qualified, were unable to register within the
two-year period shall be issued a five-year temporary or special permit from the time the
Board is organized within which to register after passing the examination and complying with
the requirements provided this Act and be included in the roster of professional teachers:
Provided, furthermore, That those who have failed the licensure examination for professional
teachers shall be eligible as para-teachers and as such, shall be issued by the Board a special
or
temporary permit, and shall be assigned by the Department of Education, Culture and Sports
(DECS) to schools as it may determine under the circumstances.
ARTICLE IV
PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION
Sec. 27. Inhibition Against the Practice of the Teaching Profession. — Except as
otherwise allowed under this Act, no person shall practice or offer to practice the teaching
profession in the Philippines or be appointed as teacher to any position calling for a teaching
position without having previously obtained a valid certificate of registration and a valid
professional license from the Commission.
Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less than
Five thousand pesos (P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or
imprisonment of nor less than six (6) months nor more than five (5) years, or both, at the
discretion of the court:cralaw
(a) Any person who practices the teaching profession in the Philippines without being
certified in accordance with the provisions of this Act; (b) Any person who represents or
attempts to use as his own certificate of registration that of another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the Board or any
member thereof in obtaining a certificate of registration as teacher; (d) Any person who
impersonates any registrant of the same or different name; (e) Any person who uses a revoked
or suspended certificate of registration; (f) Any person who, in connection with his name,
otherwise assumes, uses or advertises any title or description tending to convey or conveys
the impression that he is a teacher without holding a valid certificate; and (g) Any person who
violates or who abets the violation of any of the provisions of this Act.
The penalty of fine or imprisonment or both, as provided in this section, shall also apply to
any school official who shall cause or be responsible for the commission of any of the above
enumerated acts.
Sec. 29. Appropriations. — Such sums as may be necessary to carry out the provisions of
this Act shall be included in the 1996 General Appropriations Act and thereafter.
Sec. 30. Implementing Guidelines. — The Board shall formulate and adopt the necessary
guidelines for the effective implementation of the provisions of this Act within sixty (60) days
of its approval.cralaw
The Board shall submit to both Committees on Education, Arts, and Culture; and the
Committees on Civil Service and Professional Regulation of the Senate and House of
Representatives, copies of the implementing rules and guidelines within thirty (30) days after
its promulgation.
Any violation of this section shall render the official/s concerned liable under Republic Act
No. 6713, otherwise known as the “Code of Conduct and Ethical Standards for Public
Officials and Employees” and other pertinent administrative and/or penal laws.
Sec. 31. Transitory Provision. — All incumbent teachers in both the public and private
sector not otherwise certified as professional teachers by virtue of this Act, shall be given (5)
years temporary certificates from the time the Board for Professional Teachers is organized
within which to qualify as required by this Act and be included in the roster of professionals.
Provided, however, That the Professional Board Examination for Teachers (PBET) shall still
be administered by the Civil Service Commission and the Department of Education, Culture
and Sports for the year 1995.cralaw.
Sec. 32. Separability Clause. — If, for any reason, any section or provision of this Act or the
application of such section or provision to any person or circumstance is declared
unconstitutional or invalid, no other section or provision of this Act shall be affected thereby.
Sec. 33. Repealing Clause. — All laws, presidential decrees, executive orders, rules and
regulations or parts thereof inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.
Sec. 34. Effectivity Clause. — This Act shall take effect after fifteen (15) days following its
complete publication in the Official Gazette or in two (2) newspapers of general circulation.
Signed: December 16, 1994
3. Amendments to certain Sections of R.A. 7836 (RA 9293)
Republic of the Philippines

Congress of the Philippines
Metro Manila
Begun and held in Metro Manila, on Monday, the twenty-eighth day of July, two thousand
three.
[REPUBLIC ACT NO. 9293]
AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED SEVENTY

EIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS THE
“PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994”
Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:
SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as follows:
“SEC. 15. Qualification Requirements of Applicants. – No applicant shall be admitted to take

the examination unless, on the date of filing of the application, he shall have complied with
the following requirements:
“(e) A graduate of a school, college or university recognized by the government and possesses
the minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor’s degree in early childhood education (BECED) or
its equivalent;
(2) For teachers in the elementary grades, a bachelor’s degree in elementary education
(BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor’s degree in education or its equivalent
with a major and minor, or a bachelor degree in arts and sciences with at least eighteen (18)
units in professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor’s degree in the field
of specialization or its equivalent, with at least eighteen (18) units in professional education.”
SEC 2. Section 26 of the same Act is hereby amended to read as follows:
“SEC. 26. Registration and Exception. – No person shall engage in teaching and/or act as a
professional teacher as defined in this Act, whether in the preschool, elementary or secondary
level, unless the person is a duly registered professional teacher, and a holder of a valid
certificate of registration and a valid professional license or a holder of a valid
special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the certificate of
registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant, who is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission
and the Department of Education, Culture and Sports; or
(b) A registered professional teacher with the National Board for Teachers under the
Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree No.
1006.
Professional teachers who have not practiced their profession for the past five (5) years shall
take at least twelve (12) units of education courses, consisting of at least six (6) units of
pedagogy and six (6) units of content courses, or the equivalent training and number of hours,
to be chosen from a list of courses to be provided by the Board and the Department of
Education, before they can be allowed to practice their profession in the country.
Those who have failed the licensure examination for professional teachers, with a rating of not
lower than five percentage points from the passing general average rating, shall be eligible as
para-teachers upon issuance by the Board of a two-year special permit, renewable for a non
extendible period of two (2) years. The para-teachers shall be assigned to areas where there is
a shortage or absence of a professional teacher, as identified and provided by the Department
of Education and the Autonomous Region for Muslim Mindanao (ARMM) education
department to the Board for professional teachers and to the Commission. The special permit
shall indicate the area of assignment of the para-teacher.
A special permit may also be issued by the Board to a person who has excelled and gained
international recognition and is a widely acknowledged expert in his or her respective field of
specialization.”
SEC 3. Section 31 of the same Act is hereby amended to read as follows:
“SEC. 31. Transitory Provision. – Special permits, with a validity of three (3) and five (5)
years, issued to para-teachers by the Board for Professional Teachers before the effectivity of
this Act shall be allowed to expire based on the period granted therein: Provided, That only
special permits with a validity of three (3) years may be renewed upon expiration for a non
extendible period of two (2) years.”
SEC 4. References to the term “Department of Education, Culture and Sports”, in section 4
(a) and section 25, and the term “DECS” in section 20, of the same Act, are hereby amended
to read as “Department of Education” and “DepEd”, respectively.
SEC 5. Separability Clause. – If, for any reason, any section or provision of this Act or the
application of such section or provision to any person or circumstance is declared
unconstitutional or invalid, no other section or provision of this Act shall be affected thereby.
SEC 6. Repealing Clause. – All laws, decrees, circulars, administrative orders, rules and
regulations, and other issuances which are inconsistent with the provisions of this Act are
hereby repealed or modified accordingly.
SEC 7. Effectivity. – This Act shall take effect upon approval.
(Sgd.) JOSE DE VENECIA JR. (Sgd.) FRANKLIN M. DRILON
Speaker House of Representatives President of the Senate
This Act, which is a consolidation of Senate Bill No. 2698 and House Bill No. 5411 was
finally passed by the Senate and the House of Representatives on February 6, 2004 and
February 7,2004,respectively.
(Sgd.) ROBERTO P. NAZARENO (Sgd.) OSCAR G. YABES
Secretary General Secretary of the Senate
House of Representatives
Approved: APR 21 2004
(Sgd.) GLORIA MACAPAGAL-ARROYO

President of the Philippines
Lesson 2: Code of Ethics for Professional Teachers
1. Code of Conduct for Professional Teachers

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 decent 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 its publication in the official Gazette or any
newspaper of general circulation, whichever is earlier.
2. Code of Conduct for Public Officials and Employees (RA 6713)
Republic Act No. 6713 February 20, 1989
AN ACT ESTABLISHING A CODE OF CONDUCT AND ETHICAL STANDARDS

FOR PUBLIC OFFICIALS AND EMPLOYEES, TO UPHOLD THE TIME-
HONORED PRINCIPLE OF PUBLIC OFFICE BEING A PUBLIC TRUST,
GRANTING INCENTIVES AND REWARDS FOR EXEMPLARY SERVICE,
ENUMERATING PROHIBITED ACTS AND TRANSACTIONS AND PROVIDING
PENALTIES FOR VIOLATIONS THEREOF AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:
Section 1. Title. - This Act shall be known as the "Code of Conduct and Ethical Standards for
Public Officials and Employees."
Section 2. Declaration of Policies. - It is the policy of the State to promote a high standard of
ethics in public service. Public officials and employees shall at all times be accountable to the
people and shall discharge their duties with utmost responsibility, integrity, competence, and
loyalty, act with patriotism and justice, lead modest lives, and uphold public interest over
personal interest.
Section 3. Definition of Terms. - As used in this Act, the term:
(a) "Government" includes the National Government, the local governments, and all
other instrumentalities, agencies or branches of the Republic of the Philippines
including government-owned or controlled corporations, and their
subsidiaries.lawphi1.net
(b) "Public Officials" includes elective and appointive officials and employees,
permanent or temporary, whether in the career or non-career service, including
military and police personnel, whether or not they receive compensation, regardless of
amount.
(c) "Gift" refers to a thing or a right to dispose of gratuitously, or any act or liberality,
in favor of another who accepts it, and shall include a simulated sale or an ostensibly
onerous disposition thereof. It shall not include an unsolicited gift of nominal or
insignificant value not given in anticipation of, or in exchange for, a favor from a
public official or employee.
(d) "Receiving any gift" includes the act of accepting directly or indirectly, a gift from
a person other than a member of his family or relative as defined in this Act, even on
the occasion of a family celebration or national festivity like Christmas, if the value of
the gift is neither nominal nor insignificant, or the gift is given in anticipation of, or in
exchange for, a favor.
(e) "Loan" covers both simple loan and commodatum as well as guarantees, financing
arrangements or accommodations intended to ensure its approval.
(f) "Substantial stockholder" means any person who owns, directly or indirectly,
shares of stock sufficient to elect a director of a corporation. This term shall also
apply to the parties to a voting trust.
(g) "Family of public officials or employees" means their spouses and unmarried
children under eighteen (18) years of age.
(h) "Person" includes natural and juridical persons unless the context indicates
otherwise.
(i) "Conflict of interest" arises when a public official or employee is a member of a

board, an officer, or a substantial stockholder of a private corporation or owner or has
a substantial interest in a business, and the interest of such corporation or business, or
his rights or duties therein, may be opposed to or affected by the faithful performance
of official duty.
(j) "Divestment" is the transfer of title or disposal of interest in property by

voluntarily, completely and actually depriving or dispossessing oneself of his right or
title to it in favor of a person or persons other than his spouse and relatives as defined
in this Act.
(k) "Relatives" refers to any and all persons related to a public official or employee
within the fourth civil degree of consanguinity or affinity, including bilas, inso and
balae.
Section 4. Norms of Conduct of Public Officials and Employees. - (A) Every public official
and employee shall observe the following as standards of personal conduct in the discharge
and execution of official duties:
(a) Commitment to public interest. - Public officials and employees shall

always uphold the public interest over and above personal interest. All
government resources and powers of their respective offices must be employed
and used efficiently, effectively, honestly and economically, particularly to
avoid wastage in public funds and revenues.
(b) Professionalism. - Public officials and employees shall perform and

discharge their duties with the highest degree of excellence, professionalism,
intelligence and skill. They shall enter public service with utmost devotion and
dedication to duty. They shall endeavor to discourage wrong perceptions of
their roles as dispensers or peddlers of undue patronage.
(c) Justness and sincerity. - Public officials and employees shall remain true to
the people at all times. They must act with justness and sincerity and shall not
discriminate against anyone, especially the poor and the underprivileged. They
shall at all times respect the rights of others, and shall refrain from doing acts
contrary to law, good morals, good customs, public policy, public order, public
safety and public interest. They shall not dispense or extend undue favors on
account of their office to their relatives whether by consanguinity or affinity
except with respect to appointments of such relatives to positions considered
strictly confidential or as members of their personal staff whose terms are
coterminous with theirs.
(d) Political neutrality. - Public officials and employees shall provide service to
everyone without unfair discrimination and regardless of party affiliation or
preference.
(e) Responsiveness to the public. - Public officials and employees shall extend
prompt, courteous, and adequate service to the public. Unless otherwise
provided by law or when required by the public interest, public officials and
employees shall provide information of their policies and procedures in clear
and understandable language, ensure openness of information, public
consultations and hearings whenever appropriate, encourage suggestions,
simplify and systematize policy, rules and procedures, avoid red tape and
develop an understanding and appreciation of the socio-economic conditions
prevailing in the country, especially in the depressed rural and urban areas.
(f) Nationalism and patriotism. - Public officials and employees shall at all
times be loyal to the Republic and to the Filipino people, promote the use of
locally produced goods, resources and technology and encourage appreciation
and pride of country and people. They shall endeavor to maintain and defend
Philippine sovereignty against foreign intrusion.
(g) Commitment to democracy. - Public officials and employees shall commit

themselves to the democratic way of life and values, maintain the principle of
public accountability, and manifest by deeds the supremacy of civilian
authority over the military. They shall at all times uphold the Constitution and
put loyalty to country above loyalty to persons or party.
(h) Simple living. - Public officials and employees and their families shall lead
modest lives appropriate to their positions and income. They shall not indulge
in extravagant or ostentatious display of wealth in any form.
(B) The Civil Service Commission shall adopt positive measures to promote (1)
observance of these standards including the dissemination of information programs
and workshops authorizing merit increases beyond regular progression steps, to a
limited number of employees recognized by their office colleagues to be outstanding
in their observance of ethical standards; and (2) continuing research and
experimentation on measures which provide positive motivation to public officials
and employees in raising the general level of observance of these standards.
Section 5. Duties of Public Officials and Employees. - In the performance of their duties, all
public officials and employees are under obligation to:lawphi1.net
(a) Act promptly on letters and requests. - All public officials and employees shall,
within fifteen (15) working days from receipt thereof, respond to letters, telegrams or
other means of communications sent by the public. The reply must contain the action
taken on the request.
(b) Submit annual performance reports. - All heads or other responsible officers of
offices and agencies of the government and of government-owned or controlled
corporations shall, within forty-five (45) working days from the end of the year, render
a performance report of the agency or office or corporation concerned. Such report
shall be open and available to the public within regular office hours.
(c) Process documents and papers expeditiously. - All official papers and documents
must be processed and completed within a reasonable time from the preparation
thereof and must contain, as far as practicable, not more than three (3) signatories
therein. In the absence of duly authorized signatories, the official next-in-rank or
officer in charge
shall sign for and in their behalf.
(d) Act immediately on the public's personal transactions. - All public officials and
employees must attend to anyone who wants to avail himself of the services of their
offices and must, at all times, act promptly and expeditiously.
(e) Make documents accessible to the public. - All public documents must be made
accessible to, and readily available for inspection by, the public within reasonable
working hours.
Section 6. System of Incentives and Rewards. - A system of annual incentives and rewards is
hereby established in order to motivate and inspire public servants to uphold the highest
standards of ethics. For this purpose, a Committee on Awards to Outstanding Public Officials
and Employees is hereby created composed of the following: the Ombudsman and Chairman
of the Civil Service Commission as Co-Chairmen, and the Chairman of the Commission on
Audit, and two government employees to be appointed by the President, as members.
It shall be the task of this Committee to conduct a periodic, continuing review of the
performance of public officials and employees, in all the branches and agencies of
Government and establish a system of annual incentives and rewards to the end that due
recognition is given to public officials and employees of outstanding merit on the basis of the
standards set forth in this Act.
The conferment of awards shall take into account, among other things, the following: the
years of service and the quality and consistency of performance, the obscurity of the position,
the level of salary, the unique and exemplary quality of a certain achievement, and the risks
or temptations inherent in the work. Incentives and rewards to government officials and
employees of the year to be announced in public ceremonies honoring them may take the form
of bonuses, citations, directorships in government-owned or controlled corporations, local and
foreign scholarship grants, paid vacations and the like. They shall likewise be automatically
promoted to the next higher position with the commensurate salary suitable to their
qualifications. In case there is no next higher position or it is not vacant, said position shall be
included in the budget of the office in the next General Appropriations Act. The Committee
on Awards shall adopt its own rules to govern the conduct of its activities.
Section 7. Prohibited Acts and Transactions. - In addition to acts and omissions of public
officials and employees now prescribed in the Constitution and existing laws, the following
shall constitute prohibited acts and transactions of any public official and employee and are
hereby declared to be unlawful:
(a) Financial and material interest. - Public officials and employees shall not, directly
or indirectly, have any financial or material interest in any transaction requiring the
approval of their office.
(b) Outside employment and other activities related thereto. - Public officials and
employees during their incumbency shall not:
(1) Own, control, manage or accept employment as officer, employee,

consultant, counsel, broker, agent, trustee or nominee in any private enterprise
regulated, supervised or licensed by their office unless expressly allowed by
law;
(2) Engage in the private practice of their profession unless authorized by the
Constitution or law, provided, that such practice will not conflict or tend to
conflict with their official functions; or
(3) Recommend any person to any position in a private enterprise which has a
regular or pending official transaction with their office.
These prohibitions shall continue to apply for a period of one (1) year after
resignation, retirement, or separation from public office, except in the case of
subparagraph (b) (2) above, but the professional concerned cannot practice his
profession in connection with any matter before the office he used to be with, in
which case the one-year prohibition shall likewise apply.
(c) Disclosure and/or misuse of confidential information. - Public officials and

employees shall not use or divulge, confidential or classified information officially
known to them by reason of their office and not made available to the public, either:
(1) To further their private interests, or give undue advantage to anyone;
or (2) To prejudice the public interest.
(d) Solicitation or acceptance of gifts. - Public officials and employees shall not solicit
or accept, directly or indirectly, any gift, gratuity, favor, entertainment, loan or
anything of monetary value from any person in the course of their official duties or in
connection with any operation being regulated by, or any transaction which may be
affected by the functions of their office.
As to gifts or grants from foreign governments, the Congress consents to:
(i) The acceptance and retention by a public official or employee of a gift of

nominal value tendered and received as a souvenir or mark of courtesy;
(ii) The acceptance by a public official or employee of a gift in the nature of a

scholarship or fellowship grant or medical treatment; or
(iii) The acceptance by a public official or employee of travel grants or

expenses for travel taking place entirely outside the Philippine (such as
allowances, transportation, food, and lodging) of more than nominal value if
such acceptance is appropriate or consistent with the interests of the
Philippines, and permitted by the head of office, branch or agency to which he
belongs.
The Ombudsman shall prescribe such regulations as may be necessary to carry out the
purpose of this subsection, including pertinent reporting and disclosure requirements.
Nothing in this Act shall be construed to restrict or prohibit any educational, scientific
or cultural exchange programs subject to national security requirements.
Section 8. Statements and Disclosure. - Public officials and employees have an obligation to
accomplish and submit declarations under oath of, and the public has the right to know, their
assets, liabilities, net worth and financial and business interests including those of their
spouses and of unmarried children under eighteen (18) years of age living in their
households.
(A) Statements of Assets and Liabilities and Financial Disclosure. - All public officials
and employees, except those who serve in an honorary capacity, laborers and casual or
temporary workers, shall file under oath their Statement of Assets, Liabilities and Net
Worth and a Disclosure of Business Interests and Financial Connections and those of
their spouses and unmarried children under eighteen (18) years of age living in their
households.
The two documents shall contain information on the following:
(a) real property, its improvements, acquisition costs, assessed value and
current fair market value;
(b) personal property and acquisition cost;
(c) all other assets such as investments, cash on hand or in banks, stocks,
bonds, and the like;
(d) liabilities, and;
(e) all business interests and financial connections.
The documents must be filed:
(a) within thirty (30) days after assumption of office;
(b) on or before April 30, of every year thereafter; and
(c) within thirty (30) days after separation from the service.
All public officials and employees required under this section to file the aforestated
documents shall also execute, within thirty (30) days from the date of their assumption
of office, the necessary authority in favor of the Ombudsman to obtain from all
appropriate government agencies, including the Bureau of Internal Revenue, such
documents as may show their assets, liabilities, net worth, and also their business
interests and financial connections in previous years, including, if possible, the year
when they first assumed any office in the Government.
Husband and wife who are both public officials or employees may file the required
statements jointly or separately.
The Statements of Assets, Liabilities and Net Worth and the Disclosure of Business
Interests and Financial Connections shall be filed by:
(1) Constitutional and national elective officials, with the national office of the
Ombudsman;
(2) Senators and Congressmen, with the Secretaries of the Senate and the
House of Representatives, respectively; Justices, with the Clerk of Court of the
Supreme Court; Judges, with the Court Administrator; and all national
executive officials with the Office of the President.
(3) Regional and local officials and employees, with the Deputy Ombudsman
in their respective regions;
(4) Officers of the armed forces from the rank of colonel or naval captain, with
the Office of the President, and those below said ranks, with the Deputy
Ombudsman in their respective regions; and
(5) All other public officials and employees, defined in Republic Act No. 3019,
as amended, with the Civil Service Commission.
(B) Identification and disclosure of relatives. - It shall be the duty of every public official or
employee to identify and disclose, to the best of his knowledge and information, his relatives
in the Government in the form, manner and frequency prescribed by the Civil Service
Commission.
(C) Accessibility of documents. - (1) Any and all statements filed under this Act, shall be
made available for inspection at reasonable hours.
(2) Such statements shall be made available for copying or reproduction after ten (10)
working days from the time they are filed as required by law.
(3) Any person requesting a copy of a statement shall be required to pay a reasonable
fee to cover the cost of reproduction and mailing of such statement, as well as the cost
of certification.
(4) Any statement filed under this Act shall be available to the public for a period of
ten (10) years after receipt of the statement. After such period, the statement may be
destroyed unless needed in an ongoing investigation.
(D) Prohibited acts. - It shall be unlawful for any person to obtain or use any statement filed
under this Act for:
(a) any purpose contrary to morals or public policy; or
(b) any commercial purpose other than by news and communications media for
dissemination to the general public.
Section 9. Divestment. - A public official or employee shall avoid conflicts of interest at all
times. When a conflict of interest arises, he shall resign from his position in any private
business
enterprise within thirty (30) days from his assumption of office and/or divest himself of his
shareholdings or interest within sixty (60) days from such assumption.
The same rule shall apply where the public official or employee is a partner in a partnership.
The requirement of divestment shall not apply to those who serve the Government in an
honorary capacity nor to laborers and casual or temporary workers.
Section 10. Review and Compliance Procedure. - (a) The designated Committees of both
Houses of the Congress shall establish procedures for the review of statements to determine
whether said statements which have been submitted on time, are complete, and are in proper
form. In the event a determination is made that a statement is not so filed, the appropriate
Committee shall so inform the reporting individual and direct him to take the necessary
corrective action.
(b) In order to carry out their responsibilities under this Act, the designated
Committees of both Houses of Congress shall have the power within their respective
jurisdictions, to render any opinion interpreting this Act, in writing, to persons
covered by this Act, subject in each instance to the approval by affirmative vote of the
majority of the particular House concerned.
The individual to whom an opinion is rendered, and any other individual involved in a
similar factual situation, and who, after issuance of the opinion acts in good faith in
accordance with it shall not be subject to any sanction provided in this Act.
(c) The heads of other offices shall perform the duties stated in subsections (a) and (b)
hereof insofar as their respective offices are concerned, subject to the approval of the
Secretary of Justice, in the case of the Executive Department and the Chief Justice of
the Supreme Court, in the case of the Judicial Department.
Section 11. Penalties. - (a) Any public official or employee, regardless of whether or not he
holds office or employment in a casual, temporary, holdover, permanent or regular capacity,
committing any violation of this Act shall be punished with a fine not exceeding the
equivalent of six (6) months' salary or suspension not exceeding one (1) year, or removal
depending on the gravity of the offense after due notice and hearing by the appropriate body
or agency. If the violation is punishable by a heavier penalty under another law, he shall be
prosecuted under the latter statute. Violations of Sections 7, 8 or 9 of this Act shall be
punishable with imprisonment not exceeding five (5) years, or a fine not exceeding five
thousand pesos (P5,000), or both, and, in the discretion of the court of competent jurisdiction,
disqualification to hold public office.
(b) Any violation hereof proven in a proper administrative proceeding shall be

sufficient cause for removal or dismissal of a public official or employee, even if no
criminal prosecution is instituted against him.
(c) Private individuals who participate in conspiracy as co-principals, accomplices or

accessories, with public officials or employees, in violation of this Act, shall be subject
to the same penal liabilities as the public officials or employees and shall be tried
jointly with them.
(d) The official or employee concerned may bring an action against any person who
obtains or uses a report for any purpose prohibited by Section 8 (D) of this Act. The
Court in which such action is brought may assess against such person a penalty in any
amount not to exceed twenty-five thousand pesos (P25,000). If another sanction
hereunder or under any other law is heavier, the latter shall apply.
Section 12. Promulgation of Rules and Regulations, Administration and Enforcement of this
Act. - The Civil Service Commission shall have the primary responsibility for the
administration and enforcement of this Act. It shall transmit all cases for prosecution arising
from violations of this Act to the proper authorities for appropriate action: Provided, however,
That it may institute such administrative actions and disciplinary measures as may be
warranted in accordance with law. Nothing in this provision shall be construed as a
deprivation of the right of each House of Congress to discipline its Members for disorderly
behavior.
The Civil Service Commission is hereby authorized to promulgate rules and regulations
necessary to carry out the provisions of this Act, including guidelines for individuals who
render free voluntary service to the Government. The Ombudsman shall likewise take steps to
protect citizens who denounce acts or omissions of public officials and employees which are
in violation of this Act.
Section 13. Provisions for More Stringent Standards. - Nothing in this Act shall be construed
to derogate from any law, or any regulation prescribed by any body or agency, which provides
for more stringent standards for its official and employees.
Section 14. Appropriations. - The sum necessary for the effective implementation of this Act
shall be taken from the appropriations of the Civil Service Commission. Thereafter, such sum
as may be needed for its continued implementation shall be included in the annual General
Appropriations Act.
Section 15. Separability Clause. - If any provision of this Act or the application of such
provision to any person or circumstance is declared invalid, the remainder of the Act or the
application of such provision to other persons or circumstances shall not be affected by such
declaration.
Section 16. Repealing Clause. - All laws, decrees and orders or parts thereof inconsistent
herewith, are deemed repealed or modified accordingly, unless the same provide for a heavier
penalty.
Section 17. Effectivity. - This Act shall take effect after thirty (30) days following the
completion of its publication in the Official Gazette or in two (2) national newspapers of
general circulation.
Approved, February 20, 1989.
Lesson 3: Teacher Welfare and Privileges
The Magna Carta for Public School Teachers (RA 4670)
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.

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FTC 3 - THE

FTC 3 - THE TEACHING PROFESSION

Learning Module Development Team

Chapter/Lesson 2: Historico-Legal Foundations Mary Antonette C. Nievera

Chapter/Lesson 3: Philosophy of Education Mary Antonette C. Nievera

Chapter/Lesson 4: Teacher as a Person in Society Mary Antonette C. Nievera

Chapter/Lesson 5: The Teacher as a Professional Mary Antonette C. Nievera

Chapter/Lesson 6: Laws Relevant to the Mary Antonette C. Nievera

Chapter/Lesson 7: Professionalism and Mary Antonette C. Nievera

(First Name, Middle Initial, Last Name), Position

Course General Objectives

Learning Management System

Assessment with Rubrics

Chapter/Lesson 1: Nature of Teaching and Teacher Roles

Nature of Teaching and Teacher Roles

• explain what teaching is and describe the various roles of a teacher; •

B. The Roles of a Teacher

3. As a Community Leader and Social Advocate

The foundation of classroom management and effective teaching relies on creating a

It is one of the promising products of the progressive movement in education. It refers

7. Children with Special Needs

D. UNESCO’s 4 Pillars of Education

Name: ______________________Course/Year/Section: ___________ Score: _________

5 - Outstanding Well written and very organized.

4 – Good Writes fairly clear.

3 – Fair Minimal effort.

2 – Poor Somewhat unclear.

1 - Very Poor Very poor grammar mechanics.

Learner’s Feedback Form

Name of Student: ___________________________________________________

Learning Module : Number: _________ Title: ______________________

How do you feel about the topic or concept presented?

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

If No, state your reason?

How do you want it to be enhanced?

“Without hard work and discipline, it is difficult to be a top

Historico-Legal Foundations of Education

• explain historical and legal foundations of education;

Historical Foundations of Education

1.4 Modern/Contemporary Period- is the implementation of learning activities which draw

Lesson 2: Legal Foundations of Education

8 Types of Law for Paralegals

d. Commercial law - Commercial law—sometimes called trade law or business law—deals

2. Sources of Philippine Educational Jurisprudence

b. Statutes – It includes Acts of Congress, municipal charters, municipal legislation, court

e. Ordinance – It is an authoritative order or a rule or law enacted by local government. A

g. Resolutions – According to Webster: the act of finding an answer or solution to a conflict,

b. Educational Policies - Generally education policies are programs based on decisions by

c. Curriculum and Instruction - is a field within education which pursue to research,

Name: ______________________Course/Year/Section: ___________ Score: _________

Direction: Write the correct answer before each number.

__________________2. Education during this period was mainly composed of ancient

__________________4. This is the system of rules which a particular country or community

__________________6. A law governs the interactions between different countries. These

__________________7. It oversees the relationship between employers and employees. Their

__________________8. It is an authoritative order or a rule or law enacted by local

__________________9. A field within education which pursue to research, develop, and

Name: ________________Course/Year/Section: _ Score: _____

Learning Module : Number: _ Title: ______________

Name: ________________Course/Year/Section: _ Score: _____

Learning Module : Number: _ Title: ______________

Name: ________________Course/Year/Section: _ Score: _____

Learning Module : Number: _ Title: ______________

Name: ________________Course/Year/Section: _ Score: _____ A.

Learning Module : Number: _ Title: ______________