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DAY 11 The Teacher and the Parents
As a PARENT
Article 218 of the Family Code
“The school, its administrators and teachers, or the
individual, entity or institution engaged in child care
shall have special parental authority and responsibility
over the minor child while under their supervision,
instruction or custody.”
Article 219 of the Family Code
“Those given the authority and responsibility under
(Article 218) shall principally and solidarily liable for
damages caused by acts or omissions of the
unemancipated minor.
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
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 candour and tact in
pointing out the learner's 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.
BATAS PAMBANSA BLG. 232
CHAPTER 2: Rights
Section 8 Rights of Parents
In addition to other rights under existing laws, all
parents who have children enrolled in a school have the
following rights:
1. The right to organize by themselves and/or with
teachers for the purpose of providing a forum for the
discussion of matters relating to the total school
program, and for ensuring the full cooperation of
parents and teachers in the formulation and efficient
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implementation of such programs.
2. The right to access to any official record directly
relating to the children who are under their parental
responsibility.
CHAPTER 3: Duties and Obligations
Section 14 Duties of Parents
In addition to those provided for under existing laws, all
parents shall have the following duties and obligations:
1. Parents, individually or collectively, through the
school systems, shall help carry out the educational
objectives in accordance with national goals.
2. Parents shall be obliged to enable their children to
obtain elementary education and shall strive to enable
them to obtain secondary and higher education in the
pursuance of the right formation of the youth.
3. Parents shall cooperate with the school in the
implementation of the school program curricular and
co-curricular.
Teachers need to build strong relationships with school
stakeholders
By: Business Mirror
July 19, 2018
As teachers, our primary goal for our students is to
promote learning, inspire them to bring out their best
and help them become productive members of the
community.
Some teachers are more popular than others among
students. These teachers become popular by building
good relationships with their students, and by treating
them with respect. However, this ideal situation would
not be possible without the help and support of all
school stakeholders.
Stakeholders are individuals or groups who have an
interest or concern for the school. They include parents,
school administrators, board members, local
government officials, alumni and socio-civic groups who
contribute to the development of the school community.
Thus, a healthy relationship between the teachers and
stakeholders is important, as this will enable everybody
to harmoniously work together, which will have a

positive impact on the students.
Parents desire a successful educational system for their
children; while the students themselves want to receive
good education. It’s easy to imagine the influence the
education system has on government officials, like city
councilors and district representatives, as voters also
base their decision on the way public officials show
their support to the school system.
Individuals at this age are pulling away from adults.
Being accepted by their peers is the key to develop their
self-esteem. When children feel good about themselves,
it’s much easier to motivate them to become
academically proficient.
For example, a stakeholder’s input and relationship with
other stakeholders are important in the planning,
implementation and evaluation of, say, health
promotion and education programs in schools. Their
personal perceptions and understanding can help
motivate children in the school environment. Parents,
on the other hand, can support and influence the
adoption and implementation of a solid school
curriculum. In addition, the parents can help monitor
and evaluate the implementation of the curriculum by
keeping abreast with the performance of their children,
particularly by monitoring their homework activities.
Furthermore, the parents can help teachers by
monitoring the behavior and social development of
their children at home, especially for children with
special education needs.
As teachers, we know we are dealing with fragile beings.
Adolescence, for example, brings insecurities.
Individuals at this age are pulling away from adults.
Being accepted by their peers is the key to develop their
self-esteem. When children feel good about themselves,
it’s much easier to motivate them to become
academically proficient.
DAY 12 The Teacher and the Community
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Article III: The Teacher and the Community
Section 1
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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 honour and
dignity at all times and refrain from 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 counselling 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 possesses freedom to attend church and
worships as appropriate, but shall not use his positions
and influence to proselyte others.

DAY 13 The Teacher and Higher Authorities
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Article VI: The Teacher and Higher Authorities in the
Profession
Section 1
Every teacher shall make it his duty 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 who’s 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.
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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 enlightened 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.
REPUBLIC ACT NO. 4670
THE MAGNA CARTA FOR PUBLIC SCHOOL 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.
December 1, 2006
DepEd Order No. 49, s. 2006
REVISED RULES OF PROCEDURE OF THE DEPARTMENT
OF EDUCATION IN ADMINISTRATIVE CASES
Section 1 Disciplining Authority
The disciplining authorities in the Department of
Education shall be the Secretary and the Regional
Directors in their respective regions. The
Superintendents of Schools shall also be the disciplining
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authorities for administrative actions against non-
teaching personnel in their respective school divisions,
For disciplinary actions or administrative cases against
officers and employees of the Department of Education
at its Central Office and against Presidential appointees,
namely: Assistant Superintendents, Superintendents,
Assistant Regional Directors, Regional Directors,
Assistant Secretaries and Undersecretaries of Education,
the Secretary shall have original and exclusive
jurisdiction. Decisions of the Secretary of Education
over administrative cases against said Presidential
appointees shall be subject to confirmation, disapproval
or modification by the President of the Philippines.
Section 2 Grounds for Disciplinary Action
An administrative complaint may be filed for any of the
following grounds for disciplinary action:
a. Dishonesty
b. Oppression
c. Neglect of duty
d. Misconduct
e. Disgraceful and immoral conduct
f. Being notoriously undesirable
g. Discourtesy in the course of official duties
h. Inefficiency and incompetence in the
performance of official duties
i. Receiving for personal use of a fee, gift or
other valuable thing in the course of official
duties or in connection therewith when such
fee, gift or other valuable thing is given by any
person in the hope or expectation of receiving a
favor or better treatment than that accorded
other persons or committing
acts punishable under the anti-graft laws
j. Conviction of a crime involving moral
turpitude
k. Improper or unauthorized solicitation of
contributions from subordinate employees and
by teachers or school officials from school
children.
l. Violation of existing Civil Service Law and
Rules or reasonable office regulations
m. Falsification of official documents
n. Frequent unauthorized absences or tardiness
in reporting for duty, loafing or frequent
unauthorized absences from duty during regular

office hours
o. Habitual drunkenness
p. Gambling prohibited by law
q. Refusal to perform official duty or render
overtime service
r. Disgraceful, immoral or dishonest conduct
prior to entering the service
s. Physical or mental incapacity or disability
due to immoral vicious habits
t. Borrowing money by superior officers from
subordinates or lending by subordinates to
superior officers
u. Lending money at usurious rates of
interest
v. Willful failure to pay just debts or willful
failure to pay taxes due the government
w. Contracting loans of money or other
property from persons with whom the office of
the employees concerned has business relations
x. Pursuit of private-business, vocation or
profession without the permission required by
the Civil Service rules and regulations
y. Insubordination
z. Engaging directly or indirectly in partisan
political activities by one holding a non
political office.
aa. conduct prejudicial to the best interest
of the service
bb. lobbying for personal interest or gain in
legislative halls or offices without authority.
cc. Promoting the sale of tickets in behalf of
private enterprises that are not intended for
charitable or public welfare purposes and even
in the fatter cases if there is no prior authority
dd. Nepotism as defined in Section 59,
Chapter 8, Subtitle A, Title I, Book V of E.O.
No. 292
ee. Sexual Harassment as defined and penalized
under CSC Resolution No. 01 0940.
A Grievance Committee is not allowed to hear and
decide administrative disciplinary cases. If a
complainant charges the respondent with the
commission of administrative offenses, the same shall
be disposed of accordingly by the Disciplining Authority.
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Section 3
Procedure in Commencing Administrative Cases
Administrative proceedings may be commenced motu
proprio by the Secretary of Education, the Regional
Director, in case of DepED Officials and teaching and
non-teaching personnel, and the Schools Division
Superintendents in case of non-teaching personnel
within their jurisdiction. Said proceedings may also be
commenced upon sworn written complaint of any other
persons.
Section 4
Form of Complaint
A complaint shall be under oath and shall be written in a
clear, simple, and concise language so as to inform the
person complained of, about the nature and cause of
accusation against him to enable him to intelligently
prepare his defense or answer.
Section 5
Content of Complaint
A complaint shall contain the following;
a. Full name and address of the complainant
b. Full name and address of the person
complained as well as his position and office in
the Department of Education
c. A narration of the relevant and material facts
which should show the acts or omissions as
allegedly committed by the person
d. Certified true copies of documentary evidence
and affidavits of his witnesses if any; and
e. Certification or statement on non-forum
shopping
Section 6
When and Where to File a Complaint
Sworn written administrative complaints may be filed at
any time with the School Superintendents concerned
for cases against non-teaching personnel in their
respective divisions or with the Regional Directors
concerned for cases against teachers and against their
personnel at their respective regional offices or at the
Legal Division of the Central Office for cases against
Presidential Appointees and employees at the Central
Office. The Secretary of Education can take cognizance
of any complaint or administrative case filed before any

office of the Department of Education.
Section 7
Withdrawal of the Complaint
The withdrawal of the complaint does not result in its
outright dismissal nor in the discharge of the person
complained of from any administrative liability. Where
there is obvious truth or merit to the allegations in the
complaint or where there is documentary evidence that
would tend to prove the guilt of the person complained
of, the same should be given due course.
Section 8
Actions on the Complaint
a. The disciplining authority concerned shall
dismiss outright a complaint if on its face, there
is obviously no truth or merit to the allegations
therein.
b. The Disciplining Authority shall also dismiss the
complaint if the same is not in accordance with
the required form and /or if it does not comply
with the required content of a complaint,
c. If the complaint is sufficient in form and
substance, the disciplining authority shall give
due course to the complaint by appointing
within ten (10) days from receipt of the
complaint an investigator(s) who shall conduct
fact-finding investigation or preliminary
investigation.
d. No action shall be taken on an anonymous
complaint, unless the Disciplining
e. After the termination of the hearing(s) for
clarificatory questions, the investigator(s) shall
make an ex parte examination of records and
documents submitted by the complainant and
by the person complained of as well as the
documents readily available from other
government offices.
f. A fact-finding investigation or preliminary
investigation shall commence not later than five
(5) days from receipt by the investigator(s) of
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the Order of the disciplining authority
appointing him/them as investigator(s) and
shall be terminated within thirty (30) days
thereafter.
g. Investigation Report – Within five (5) days from
the termination of the preliminary investigation
or fact-finding investigation, the investigator(s)
shall submit the complete records of the case to
the Disciplining Authority together with
his/their investigation report which should
contain his/their findings and recommendations,
h. If a prima facie case is established during the
investigation, a formal charge shall be issued by
the Disciplining Authority. A prima facie case
shall mean that there is reasonable ground to
believe that the respondent is probably guilty of the
charge/s against him, and should be investigated
accordingly.
Section 10 Formal Charge
The Formal Charge shall contain a specification of
charge(s), a brief statement of material or relevant facts
accompanied by certified true copies of documentary
evidence, if any, sworn statements covering the
testimony of witnesses, if any, a directive to answer
under oath the charge(s) in writing in not less than
seventy-two (72) hours from receipt thereof, an advice
for the respondent’ to indicate in his answer whether or
not he elects a formal investigation of the charge (s) and
a notice that he is entitled to be assisted by a counsel of
his choice.
Section 11 Submission of Additional Evidence
If the respondent had already submitted his Comment
under oath or Counter-Affidavit during the Fact Finding
Investigation or Preliminary Investigation, he shall be
given the opportunity to submit additional evidence.
Section 12 Prohibited Pleadings
The Disciplining Authority shall not entertain dilatory
requests for clarification, bills of particulars, or motions
to suspend proceedings on account of a pending court
case in the absence of a temporary restraining order or
injunctive writ. If any of these pleadings are interposed

by respondent, the same shall be considered as an
answer and shall be evaluated as such.
Section 13 Answer
The Answer, which shall be in writing and under oath,
shall be specific and shall contain material facts and
applicable laws, if any, including documentary evidence,
sworn statements covering testimonies of witnesses, if
there be any, in support of his defense(s). It shall also
include a statement indicating whether or not he elects
a formal investigation.
Section 14 Failure to File an Answer
If the respondent fails or refuse to file his Answer to the
Formal Charge within five (5) days from receipt thereof,
he shall be considered to have waived his right thereto
and the Formal Investigation may commence.
Section 15 Preventive Suspension
Upon motion of the complainant or Motu Proprio, the
proper Disciplining Authority may issue an Order of
Preventive Suspension upon issuance of the Formal
Charge immediately thereafter to any subordinate
officer or employee under his authority pending an
investigation, if the charges involve:
a. Dishonesty
b. Oppression
c. Grave Misconduct
d. Neglect in the Performance of Duty; or
e. If there are reasons to believe that the
respondent is guilty of charges which would
warrant his removal from the service.
Section 16 Reason for Preventive Suspension
An Order of Preventive Suspension may also be issued
by the Disciplining Authority to temporarily remove the
respondent from the scene of his misfeasance or
malfeasance and to preclude the possibility of exerting
undue influence or pressure on the witnesses against
him or tampering of documentary evidence on file with
his Office.
Section 17 Substitute for Preventive Suspension
In lieu of Preventive Suspension, for the same purpose,
the proper disciplining authority or head of office, may
reassign respondent to other units of the agency during
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the formal hearings.
Section 18 Duration of Preventive Suspension
When the administrative case against an officer or
employee under Preventive Suspension is not finally
decided by the disciplining authority within the period
of ninety (90) days after the date of the Preventive
Suspension, unless otherwise provided by special law,
he shall be automatically reinstated in the service,
provided that when the delay in the disposition of the
case is due to the fault, negligence or petition of
respondent, the period of delay should not be included
in the counting of the ninety (90) calendar day period of
Preventive Suspension.
Section 19 Remedies from the Order of Preventive
Suspension
The respondent may file a Motion for Reconsideration
with the disciplining authority or may elevate the same
to the Civil Service Commission by way of an Appeal
within fifteen (15) days from receipt thereof.
Section 20 Formal Investigation
Although the respondent does not request a Formal
Investigation, one shall nevertheless be conducted
when the allegations of the complaint and the Answer
of the respondent, including the supporting documents
of both parties, the merits of the case cannot be
decided judiciously without conducting investigation.
DAY 14 The Teacher and the Profession The Teacher
and Business
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
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
Teachers 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, teachers 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.
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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 files
without permission.
Section 5
It shall be the responsibility of every teacher to seek
correctives for what may appear to be an
unprofessional and unethical conduct of any associate.
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.
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
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.
DAY 15 Teaching as a Vocation and Mission
TEACHING AS A VOCATION
Etymology of the word “vocation”
 Vocation comes from latin word “vocare” which
means to call. Based on the etymology of the
word, vocation, therefore means a call. If there
is a call, there must be a caller and someone
who is called. There must also be a respond.
 A teacher who practices teaching as his
vocation responds to the strong feeling, or
calling for service, just like the historic biblical
figures, with utmost dedication.
 There is PERSONAL COMMITMENT, assume a
teaching role out of SERVICE, SELF-LESS Choice
TEACHING AS A MISSION
 Comes from the Latin word “misio” which
means to send
 Task or Job that someone is given to do.
 a body of persons sent to perform a service
TEACHING AS A MISSION:
3 Elements
1. THE TEACHER
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- The doer of Mission.
2. THE MISSION
a) To Impart Knowledge to our students
b) To teach the child the fundamental concepts
and help him master basic skills so he can
continue acquiring higher level skills in order to
become a productive member of society
c) To influence every child entrusted in our care to
become better and happier because life
becomes more meaningful, thereby making a
lasting impact.
d) To help the child become more human.
“To Inform and Transform”
 Knowledge and Skill
 Character
 Passion
3. THE LEARNER
- The OBJECT of the Mission
- The outcome of the learners determines the
achievement of the mission.
Teaching as a Profession
 A paid occupation, especially one that involves
prolonged training and a formal qualification
 A calling requiring specialized knowledge and
often long and intensive academic preparation
(Merriam Webster)
 The term PROFESSIONAL is one of the most
exalted in the English language, denoting as it
does, long and arduous years of preparation. A
striving of excellence, a dedication to the public
interest, and commitment to moral and ethical
values.
(Hon. Hermogenes P. Pobre Chairperson, PRC)
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