Ed 112 The Teaching Profession

TEACHING
THE
PROFESSION:
NEW WAY FORWARD
(COMPILED NOTES AND ACTIVITIES
TO FACILITATE ONLINE/OFFLINE
HOME-BASED LEARNING)
Picture Not Mine. Credits to the owner.
Compilers:
DR. FITZGERALD C. KINTANAR

DR. LYNNETTE MATEA S. CAMELLO
1|Page T h e Te a c h i n g P r o f e s s i o n ( E d 11 2 ) : N e w Wa y F o r w a r d
- (Dr FCKintanar / Dr. LMSCamello (Disclaimer: Pictures, im a g e s a n d o t h e r
c o n t e n t s i n t h i s w o r k b o o k a r e t a k e n f r o m i n t e r n e t s o u r c e s . C r e d i t s a r e g i v e n t o t h e
c o n t e n t c r e a t o r s a n d p h o t o o w n e r s . )
PREFACE
This is a compendium of capsulated notes and activity sheets

/ journal entries which can still provide quality teaching amidst the
struggling educational arena. The notes are capsulated in form in
order for students to do self-study and reading. The activity sheets
are independent learning activities which are effective self-paced
modules for remote learning. Follow-up classes will be done
through digital platforms like Google Meet, Microsoft Teams,
Zoom, Edmodo, Schoology, Skype, Google Classroom, FB
Messenger and Rooms.
This 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.
Enjoy as you embrace new adventure from a beginning pre-
service teacher to a dedicated professional teacher in the future.
Disfruta Tu Viaje!
- Fitz Kintanar / Ms. L Camello
DEDICATION
This Compendium is dedicated to all

lovers of learning and teacher
education students whose
passion and dedication will
lead to the
fulfillment of their dreams to enter the
noblest profession of all, the Teaching.
TABLE OF CONTENTS
UNIT TITLE PAGE
Preliminary VMGO & COURSE OVERVIEW: ITS CONNECTION IN 5
MOVING TO A NEW NORMAL
Journal No. 1 6
INTRODUCTION TO THE TEACHING PROFESSION: 7
NATURE OF TEACHING AND TEACHING ROLES
1 Journal 2 15
Journal 3 17
Journal 4 19
FOUNDATIONAL PRINCIPLES AND CONCEPTS IN
EDUCATION: 20
2 HISTORICO-LEGAL FOUNDATIONS OF EDUCATION VIS
A VIS EDUCATION IN THE NEW NORMAL
Journal 5 38
Journal 6 40
THE TEACHER’S PHILOSOPHICAL HERITAGE LINKED
TO EDUCATION IN THE NEW NORMAL:
PHILOSOPHY OF EDUCATION & PERSONAL
PHILOSOPHY OF TEACHING 41
3
Journal 7 43
Journal 8 51
Journal 9 53
Journal 10 58
Journal 11 59
THE PROFESSIONALIZATION OF TEACHING:
4 TEACHER AS A PERSON IN THE NEW NORMAL 60
62
SOCIETY 69
Journal 12
Journal 13
5 TEACHER AS A PROFESSIONAL IN THE NEW NORMAL 71
Journal 14 83
Journal 15 90
OTHER LAWS RELEVANT TO THE TEACHING
6 PROFESSION: IMPACT TO NEW NORMAL EDUCATION 92
Journal 16 94
PROFESSIONAL TEACHING STANDARDS AND ITS
IMPACT TO NEW NORMAL EDUCATION:
7 PROFESSIONALISM & TRANSFORMATIVE EDUCATION 96
Journal 17 100
Journal 18 108
Journal 19 110
Journal 20 112
References 113
Appendices (Rubrics & Unified Syllabus) 115
PRELIMINARY
VMGO & COURSE OVERVIEW: ITS CONNECTION IN
MOVING TO A NEW NORMAL
Intended Learning Outcomes:
At the end of the unit, the pre-service teacher (PST) will be able to: Picture Not Mine. Credits to
the owner.
1. connect the Vision, Mission and Goals of the College and the University to the course
through collaboration; and
2. identify expectations from the subject/course, classmates and teachers based on given
standards;
3. craft personal commitment as teacher education student towards VMGO attainment.
___________________________________________________________________
SDG INTEGRATION: SDG # 4 – Quality Education (Ensure inclusive and
equitable quality education and promote life-long learning opportunities for all)
___________________________________________________________________
CAPTURE (PREPARATION):
Introductory Activity: Watch the video clip about CTU – Industry 4.0 through the link,
https://www.youtube.com/watch?v=wx3_SHmgK08
Guide Question: What is CTU 4.0 and what is CTU to you? How can this be relevant to the
new normal educational set-up?
CONNECT (PRESENTATION):
Vision of Cebu Technological University:
A premier, multidisciplinary-technological university
Mission of Cebu Technological University:
Provides advanced professional and technical instruction for special purposes, industrial trade, teacher
education, agriculture, fishery, forestry engineering, aeronautics and land-based programs, arts and sciences, health
sciences, information technology and other relevant fields of study. It shall undertake research, production and
extension services, and provide progressive leadership across the areas of specialization for global empowerment.
Goal of the University: The University shall produce scientifically and technologically oriented human capital
equipped with appropriate knowledge, skills, and attitudes. It shall likewise pursue relevant research strengthen
linkages with the industry, community, and other institutions and maintain sustainable technology for the
preservation of the environment.
Program Outcomes : (This course covers the following minimum standards for Teaching Education
programs as stipulated in the PSGs.)
6.2.a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political
contexts
6.2.b. Demonstrate mastery of subject matter/discipline.
6.2.g. Practice professional and ethical teaching standards sensitive to the changing local, national, and global
realities.
6.2.h. Pursue life-long learning for personal and professional growth through varied experiential and field-based
opportunities.
CTU Graduate Attributes and Core Values:
CTU Graduate Attribute/s CTU Core Value/s
Highly-skilled Individual EXCELLENCE
Ethically-Imbued Professional INTEGRITY
Effective Communicator UNITY
Service-Oriented Worker COMMITMENT
Ed 112
THE TEACHING PROFESSION
This course deals with the teacher as a person and a professional within the context of national and global
teachers standards and educational philosophies. It will include professional ethics, core values, awareness of
professional rights, privileges, and responsibilities as well as the teachers’ roles in the society as a transformative
agent of change. (BTIs 1.1.1; 6.3.1; 7.2.1)
At the end of the course, the pre-service teachers will be able to:
1. demonstrate understanding of the philosophical, historical, legal, socio-cultural and political factors that influence teaching and
its development as a profession (BTI 1.1.1); Page 2 of 6 pages
2. articulate a personal philosophy of teaching that is learner-centered (BTI 7.1.1);
3. demonstrate understanding of existing laws and related jurisprudence governing professional ethics, professional rights,
privileges, and responsibilities (BTI 6.3.1);
4. manifest dignity in the teaching profession through caring attitude, respect, and integrity in teaching (BTI 7.2.1); and to
5. formulate a plan to realize professional development goals based on the Philippine Professional Standards for Teachers (BTI
7.5.1).
CULTIVATE (PRACTICE):
Activity: Watch the CTU Video via url, https://www.youtube.com/watch?v=iuOtTWtqs2o&t=64s.
Make a timeline of CTU’s evolution.
CULMINATE (PERFORM):
Ed 112- The Teaching Profession

Name of
Student:________________________________Prog/Year/Sec__________________Score_____
Journal No.1
KICK-OFF UNDERTAKING: Focused Free Write
After reviewing the school’s VMGO and your course syllabus (see Appendix),
answer this activity:
From the VMGO Statements, which one/s relates to the study of this
course on Curriculum Development? Copy this statement below. Discuss your
personal role expectations on how you can contribute for its attainment.
Part of CTU System, Argao Campus and College of Education VMGO:

______________________________________________________________________________
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My expectations:
TEACHER:___________________________________________________________________
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___________________________________________________________CLASSMATES:____
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________________________________________SUBJECT:____________________________
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My Personal Commitment in order to attain the VMGO:

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UNIT I
INTRODUCTION TO THE TEACHING PROFESSION:
NATURE OF TEACHING AND TEACHING ROLES VIS-À-VIS EDUCATION
IN THE NEW NORMAL
Intended Learning Outcome:

At the end of the unit, the pre-service teacher (PST) will be able to:
1. explain what teaching is based on various perspectives (BTI 1.1.1;

CLO 1);
and to
2. describe the various roles of a teacher (BTI 1.1.1; CLO 1).
___________________________________________________________________
___________________________________________________________________
Introductory Activity: Watch the TedTalk video clip “Every kid needs a Champion
through the link, https://www.youtube.com/watch?v=SFnMTHhKdkw
Guide Question: In the light of the 21st Century, what kind of a teacher would you
like to become?
Lesson I: Concepts and Views about Teaching
THE CONCEPT OF TEACHING (Salandanan)

 could be defined in a number of ways depending on a crucial goal of teaching
that is considered worth pursuing.
 Indicates an acceptance of a mission to provide the necessary nurturance and
love for children; to pursue value formation in order to raise morally upright
children
 An aggregate of “organized strategic methodologies” aimed to produce a
desired learning outcome.
 A dynamic activity which needs careful analysis of how the learning variables
interrelate with one another.
 It is a lifelong mission characterized by a culture of committed service to
children, adults and the community.
A. VIEWS ABOUT TEACHING

 Teaching as an Art
o Signifies the way a teacher expresses her emotions and communicates
her feelings through her teaching chores.
o Teaching is a conglomeration of one’s talent, skill and expertise in
reaching out and enriching the children’s lives.
o Teaching aims to achieve an enjoyable and fruitful learning depending
on the teachers’ attributes, craft and finesse in developing their
knowledge base.
o A skillful teacher exudes a caring, compassionate and creative
approach that makes teaching a masterful act of touching the
children’s hearts and minds.
 Teaching as a Science
o Teaching seeks the application of a scientific attitude and methodology
in deciding about strategies to employ, instructional materials to use
and other best teaching practices to adopt.
o Guided by a scientific procedure, teaching is regarded as a “Practical,
consistent way of modeling a virtuous, trustworthy and humble
scientist works in raising the ethical standards of the profession”.
 Teaching as a Vocation
o Teaching is a call to do something and the call is always to serve.
o Since it is a call, there must be a caller and someone who is called.
o A call also expects a response.
o Your being part of the Teacher Education Department is a manifestation
that you answered the call to teach despite you never dreamt of
becoming a teacher.
o Teaching then is your vocation.
 Teaching as a Mission
o Teaching implies that you are sent to do an assigned task to be
faithfully accomplished.
o Your response to the call to be a teacher means your mission is to
teach.
o You are therefore called for a purpose, which is to teach, a mission that
you have to accomplish.
o To become an effective teacher, you’ve got to prepare for it.
o As a teacher, you are to influence every child entrusted in your care to

become better and happier.
 Teaching as a Profession
o Profession commonly refers to one’s occupation, job or specialty. It has
defined goals and from its performance one derives self-fulfillment.
o Teaching is considered a profession it its choice is motivated by any of
the following:
 Pursued to achieve a goal, objective or purpose.
 Involves direction, borne by proper planning.
 Provides opportunities for self-fulfillment and enhances self-
esteem
 Allows expression of love, care and compassion for children
 Contributes to one’s growth and advancement
 Provides job security
 Profession—a vocation or occupation requiring advanced education and
training and involving intellectual skills. The work is based on unique
knowledge and skills grounded in research and practice in the field.
 Professional— has completed higher education, usually at the advanced level,
and engages in and is worthy of the high standards of a profession.
 Professions and Professionals answer to a written code of ethics.
“Teaching is a profession laden with risk and responsibility that requires a

great deal from those who enter into it.”
--John I. Goodlad
B. THE TEACHER AS A PROFESSIONAL
A professional should:
 WORK in a collegial manner with colleagues
 ASSOCIATE with and learn from positive mentors
 JOIN a professional organization
 CONTINUE TO LEARN through classes, workshops, conferences, in-service
meetings, books, journals, tapes, and advanced degrees.
Other elements of a profession (Bilbao, et. al 2018)
 Initial Professional Education. Professionals must complete a university
program in a particular field. Hence, becoming a professional takes long and
arduous years of preparation.
 Accreditation. In the Philippines, graduates must ensure that they complete
their university program from a recognized higher education institution by
the Commission on Higher education (CHED) as this is used as an indicator
that they meet the national standards.
 Licensing. In the Philippines, this is mandatory and is administered by the
Professional Regulation Commission (PRC).
 Professional Development. A professional must continue to improve or
enhance his/her knowledge and skills. Tin the Philippines, known as
Continuing Professional Development as mandated by RA 10912 (CPD Act of
2016).
 Professional Societies. Professionals must advance their career by being part
of a professional organization.
 Code of Ethics. Professionals should abide by the provisions of the code of

ethics in their profession. Violation of the code of ethics means expulsion
from their membership in the professional societies and revocation of
licenses to practice their profession.
FOUR BELIEFS OF AN EFFECTIVE TEACHER

o It is the teacher who makes the difference in the classroom.
o By far the most important factor in school learning is the ability of the
teacher.
o There is an extensive body of knowledge about teaching that must be
known by the teacher.
o The teacher must be a decision maker able to translate the body of
knowledge about teaching into increased student learning.
THE STANDARDS OF PRACTICE FOR THE TEACHING PROFESSION
 Professional Knowledge
 Professional Practice
 Commitment to Students and Student Learning
 Leadership in Learning Communities
 Ongoing Professional Learning
PEDAGOGY: refers to the art and science of teaching,

The art of teaching is concerned with one’s philosophy, style and attitude
toward providing educational experiences for children, Combination of content
knowledge and teaching skills with their own abilities, characteristics, personal traits
that will be their ultimate pedagogical style. Thus, no two teachers are alike--- but
they can practice sound pedagogies despite their differences.
The science of teaching involves an understanding of the psychology behind
the task of providing appropriate education. Education undergoes continuing
research, analysis, reforms, intervention and evaluation. Aside from content to be
10 | P a g eT h e Te a c h i n g P r o f e s s i o n ( E d 11 2 ) : N e w Wa y F o r w a r d
- (Dr FCKintanar / Dr. LMSCamello (Disclaimer: Pictures, imag e s a n d o t h e r
taught, there is extensive literature on sociology of teaching, psychology of the
learner, philosophy of teaching as well economics and cost efficiency of educational
programs
PEDAGOGICAL COMPETENCIES:
PURPOSE Philosophy, attitude, and style that a person brings to the
task of teaching
CONTENT Static content is the curriculum that teachers are
responsible for teaching. It is static because it does not
change from day to day with the mood of the students or
events in the school environment
Dynamic content is the knowledge and skills about
teaching that a teacher uses to do the teaching This can
change at any time based on what is happening on the
immediate environment. A teacher must know how to
monitor and adjust throughout the day, as well as know
the procedure for presenting a lesson.
COMMUNICATIO Teachers must be prepared to communicate effectively
N SKILLS with four different audiences: students, colleagues,
parents and the community at large.
PROFESSIONAL Teachers are lifelong learners, They do additional
DEVELOPMENT coursework in their discipline, take classes in other areas
of interest, mentor new teachers and take part in
research activities.
MODELS ON TEACHER EFFECTIVENESS

(Bilbao, et al. 2018)
Charlotte James Stronge McREL Model Robert

Danielson Teacher Teacher Marzano’s Causal
Framework for Effectiveness Evaluation Teacher
Teaching Performance Standards Evaluation Model
Evaluation System
1. Planning and Instructional Planning Teachers facilitate Planning and
Preparation learning for their Preparing
Assessment of/for students
Learning Teachers know
the content they
teach
2. Instruction Professional Teachers know Classroom

Knowledge the content they Strategies and
Instructional Delivery teach behaviors
Communication Teachers facilitate
learning for their
students
3. The Classroom The Learning Teachers establish Teachers facilitate
Environment Environment a respectful learning for their
11 | P a g eT he Te a c hi ng Pr of e ssi on ( E d112) : N e w Wa y For w a r d
- (Dr FCKintanar / Dr. LMSCamello (Disclaimer: Pictures, ima g e s a n d o t h e r
environment for a students
diverse population
of students
4. Professional Professionalism Collegiality and Teachers
Responsibilities Professionalism demonstrate
Teachers reflect on leadership
their practices
Batas Pambansa Bilang 232 also known as “Education Act of 1982”
provides in Sec. 16 the Teacher's Obligations which specifies that:
Every teacher shall:
1. Perform his duties to the school by discharging his responsibilities in accordance

with the philosophy, goals, and objectives of the school.
2. Be accountable for the efficient and effective attainment of specified learning
objectives in pursuance of national development goals within the limits of available
school resources.
3. Render regular reports on performance of each student and to the latter and the
latter's parents and guardians with specific suggestions for improvement.
4. Assume the responsibility to maintain and sustain his professional growth and
advancement and maintain professionalism in his behavior at all times.
5. Refrain from making deductions in students' scholastic rating for acts that are
clearly not manifestations of poor scholarship.
6. Participate as an agent of constructive social, economic, moral, intellectual,
cultural and political change in his school and the community within the context of
national policies.
THE NATURE OF TEACHING
1. A demanding profession
 Demands on the teacher’s teaching skills and personal qualities
 Calls for a facilitator of learning and a nurturer of learners.
 Needs a leader, administrator, manager, decision maker, instructional
material developers and instant researchers
 Needs to establish a smooth relationship with parents and other members of
the community
2. Teachers play an important role

 Unwavering commitment and loyalty to the profession
 Adheres to ethical and moral standards elicited through a code
 Requires impeccable integrity, honesty and sincerity to make them worthy of
emulation by students, co-workers and professionals
3. Teaching affords unique teaching experiences

 Requires readiness to face a class as a group while attending to individual
needs of students
 Satisfies cognitive and affective objectives in every class.
 Strives to make daily sessions exciting and enjoyable.
 Rewards come in the form of winning students’ love and emulation and
parents’ acknowledgment and gratification
THE TRIAD OF TEACHING
1. The teacher
 The teacher is the critical “thread that ties” the learner to the lifelong
search for knowledge
 The teacher lays the groundwork by
initially establishing a conducive
learning environment, selects
appropriate subject matter and
matches it with a well-designed
plan to achieve a desired learning
goal.
 The teacher possesses essential
teaching skills and is infused with a
deep commitment to invest
timeless effort in fostering a
continued sharpening and
maturing of children’s minds.
2. The student
 Teaching happens because there is a student.
 Needs, interests and abilities deserve prime consideration if teaching is to
occur smoothly and creatively.
3. The content
 The subject matter to be learned- and the appropriate teaching
methodology are important concerns,
 Teachers can utilize varied strategies- one strategy may work for one class
but may not yield the same result with another.
ESSENTIAL TEACHING SKILLS

Desirable Teaching Attributes
o Caring attitude
o Enthusiasm, humor and warmth
o Honesty and sincerity
o Open mindedness
o Fairness and impartiality
Mastery of Teaching Methodologies
Teaching Proficiency
THE PASSION FOR TEACHING
Passion in teaching denotes a teacher’s strong feeling, enthusiasm and
intense love for this magnanimous profession. A teacher’s desire, emotion and
fervor for such chosen vocation is manifested in the daily teaching chores, duties
and responsibilities.
THE GLOBAL AND GLOCAL TEACHER (Bilbao, et al., 2018)

In order to compete globally, teachers must
be capable of changing lifelong education
needs. Global education results from the
shrinking world due to access in technology. As
21st century teachers, you are then to teach in
the “Flat World” or “One Planet Schoolhouse”
which demands preparing the students for the
future.
UNESCO defines global education as a goal
to develop countries worldwide and is aimed at
educating all people in accordance with world
standards.
Global education is a curriculum that is
international in scope which prepares today’s
youth around the world to function in one world environment under teachers who
are intellectually, professionally and humanistically prepared.
James Becker (1998) defined global education as an effort to help individual
learners to see the world as a single and global system and to see themselves as a
participant in the system. It is a school curriculum that has a worldwide standard of
teaching and learning. The curriculum prepares learners in an international
understanding.
On the other hand, glocal education is about diversity, understanding the
differences and teaching the different cultural groups in their own context to achieve
the goals of global education as presented by the United Nations. It is preparing
future teachers from the remote and rugged rural villages in developing countries,
to the slum areas of urbanized countries, to the highly influential and economically
stable societies of the world for their roles in the 21 st century classrooms.
A glocal teacher is therefore a global teacher who is competent and armed
with enough skills, appropriate attitude and universal values to teach learners at
home and abroad but is equipped with both time tested as well as modern
technologies in education in any time and any place in the world.
A glocal teacher is one who thinks and acts both globally and locally with
worldwide perspectives but is teaching communities, localities, towns, provinces and
regions where he or she is situated.
The Five (5) Pillars of Learning in the 21st Century
Source: https://souham.wordpress.com/a-a-prologue/
How could we create educational environments that are able to provide
learning opportunities that are authentic, relevant, integrative and more relevant for
the 21st Century?
UNESCO’S Education for Sustainable Development Initiative (2012) presented
a conceptual framework for ongoing, lifelong learning . This model organizes
learning into the following five pillars:
1) Learning to Know – the development of skills and knowledge needed to
function in this world e.g. formal acquisition of literacy, numeracy, critical thinking
and general knowledge.
2) Learning to Do – the acquisition of applied skills linked to professional success.
3) Learning to Live Together – the development of social skills and values such as
respect and concern for others, and the appreciation of cultural diversity.
4) Learning to BE – the learning that contributes to a person’s mind, body, and
spirit. Skills include creativity and personal discovery, acquired through reading, the
Internet, and activities such as sports and arts.
5) Learning to Transform Oneself and Society – when individuals and groups
gain knowledge, develop skills, and acquire new values as a result of learning, they
are equipped with tools and mindsets for creating lasting change in organizations,
communities, and societies.
 Brainstorming session will serve as an initiating activity on “What Teaching Is”
and “What Teaching Is Not”, and on the “Roles of a Teacher”.
 Interview a teacher in the field.

- PSTs will interview teachers to learn how they dealt with or overcame specific
challenges in their professional practice.
CULMINATE (PERFORM) Part 1

Name of
Journal No.2
PERSONAL VIEW OF TEACHING
Answer the following questions honestly.

1. Why do I want to be a teacher?
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2. How have the following helped shape my ideas about teaching>

a. Childhood experiences
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b. Role models
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c. Working with others in an informal learning environment (clubs,
community and church organizations)
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3. What is my description of a good teacher?

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4. How do my past and present experiences influence my becoming a teacher?

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5. Put T for true and F for false in the space provided as you think about these
statements.
___1. When I think of people I admire the most, many of them are teachers.
___2. A teacher is born, not made.
___3. I am really proud of my decision of becoming a teacher.
___4. One of the advantages of teaching is that I would not have to work in
the summer.
___5. As a child, I liked playing school.
___6. If I had to choose a summer job, I would rather work in a store or an
office than with students.
___7. I would prefer to teach in a culturally diverse setting.
___8. Teaching is something I do if other career choices do not work out.
___9. I want to teach even if I was advised to do something more
challenging.
___10. All that is needed to teach is knowledge of subject matter.
___11. Liking what I do is more important than making a lot of money.
___12. I enjoy learning about the subject that I plan to teach.

Name of
Journal No. 3
I WANT TO BE A TEACHER LIKE…
Take a moment to think about the person or persons you would like to emulate
as a teacher. Perhaps a particular teacher left a significant impression on you. Or
perhaps, several people together represent “the best” of what it means to you to be
a teacher. Whether you describe one person or build a composite is up to you.
Describe your best teacher with regard to each of these attributes:
Attitude (likes to laugh/ all business/ really interested in learning/ maintains a

professional distance)
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Teaching Ability (expects students to do the learning/could explain any topic

clearly/could make any topic interesting/very organized and methodical)
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Appearance (looked like a student/ very prim and proper/ always dressed very well/
didn’t seem to emphasize appearance)
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Wisdom (had a thorough knowledge of the topic and kept all discussions on that
level/ I could ask anything/ had a wide range of knowledge)
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The Intangibles (made me feel good about myself/ never seemed like she had a
bad day/ everyone had worth/ earning her trust was important to me)
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Now, ask yourself: Does this describe the person I am? Does this describe the person
I could become?
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Name of
Journal No.4
I CAN MAKE A DIFFERENCE!
Task: Let us watch this video/short film “Make a Difference” via youtube link,
https://www.youtube.com/watch?v=2xkQHh0HUxU and write your personal
reflection guided by the following points:
a. The teacher, her profession and how she made a difference in the
life of a learner.
b. My personal thoughts, insights and commitment towards the
teaching profession after watching the video/short film.
UNIT 2
FOUNDATIONAL PRINCIPLES AND CONCEPTS IN EDUCATION:
HISTORICO-LEGAL FOUNDATIONS OF EDUCATION AND ITS
IMPACT TO NEW NORMAL ACADEMIC SET-UP

1. trace the evolution and development of the Philippine educational system
(BTI 1.1.1; CLO 1); and to
2. draw out implications based on historical and legal foundations of
Philippine educational system. (BTI 1.1.1; CLO 1) Picture Not
Mine. Credits to the owner.
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Introductory Activity: Watch the video clip about “The History of Philippine
Education” through the link, https://www.youtube.com/watch?v=CcOIAftgbR4.
Guide Question: How did Philippine Education evolve? Describe its transformation,
Education then and now.
Lesson I: Historical Foundations of Education

The beliefs and experiences of education today rest on the history of this field
of endeavor. By knowing what accomplishments of leaders in the past, today’s
educators attempt to build on their achievements.
1) Primitive Education
Life among primitive or tribal people was very simple
compared with the complex life that people have today.
Their means of livelihood were hunting and gathering
wild fruits and vegetables. There was no reading or
writing and information was transmitted through word of
mouth, songs, gestures, ceremonial, rites and the like.
* Aims of Education
1. Security and survival
2. Conformity
3. Preservation and transmission of traditions
* Some characteristics of primitive culture:

- Relatively simple Relatively narrow social and cultural contacts
- Extraordinary conservative and prone to superstitions
- The organization of primitive life is tribal not political so that one function of
education is to enable one to live with his relatives
- Absence from primitive cultures of reading and writing
* Types of Education
1. Vocational. This includes learning the skills in procuring basic necessities
of life like hunting, constructing a hut, etc.
2. Religious (animistic). Consisted in learning how to participate in
ritualistic practices to please or to appease the unseen spirits roaming around.
21 | P a g e T h e Te a c h i n g P r o f e s s i o n ( E d 11 2 ) : N e w Wa y F o r w a r d
* Content to be Studied
1. Ways of procuring the basic necessities in life and of protecting life from
dangers.
2. Superstitious. Included as how to worship before the dwelling of an unseen
spirit such as big tree, a big rock, a river, etc.
1. Ways of procuring the basic necessities in life and of protecting life from
dangers.
2. Superstitious. Included as how to worship before the dwelling of an unseen
spirit such as big tree, a big rock, a river, etc.
* Effects of Primitive Education

- Culture was passed on and preserved for generation.
- Tribes were able to meet their economic needs and were able to survive.
- People were able to adjust and adapt to social and political life.
2) Egyptian Education
Egypt, the gift of the Nile, is
situated in the northern part of the
African continent. Ancient Egypt was a
desert country watered only by the Nile
River which flooded the country from
August to October, leaving behind a
very rich black earth. The government
of Egypt was autocratic, ruled by a king
called Pharaoh who had absolute power.
* Aims of Egyptian Education

1. Training of Scribes
2. Religious
3. Utilitarian
4. Preservation of cultural patterns
1. Religious Education
2. Vocational- professional education
3. Military Education
4. Public Administration
5. Priesthood Education 6. Home Arts Education
1. Reading, writing, and language
2. Religious and secular literature
3. Artistry in metals and lapidary
4. Mathematics, especially geometry and surveying, were studied due to the
frequent inundations of their field which washed away the landmarks which had to
be replaced.
5. Subjects in astronomy, engineering, architecture, physics, medicine,
embalming, dentistry, and law were taught in the temple schools by the priests.
6. Music, dancing, playing the harp, cymbals, drum, lyre, guitar, tambourine,
and clapping to rhythm.
7. Sports, games, and physical education with swimming, wrestling, archery,
and hunting and fishing taken as vocations and avocations.
8. The military schools offered training in the use of the bow and arrow, battle
axe, lance, mace, and shield. Egypt became a military power in the ancient world
from 1600 to 1400 B.C.
* Outstanding Contribution of Egypt Education

The outstanding contributions of the early Egyptians to education were
probably geometrical measurement and surveying.
3) Greek Education
The Greeks are a mixture of the Aryan and
Germanic people, two great races. But because of the
presence of natural barriers such as mountain and
bodies of water, they lived in tribal isolation and
developed differences. They considered it as an honor to
serve their country in any capacity. There were many
Greek city-state but two of them rose above all others.
These were Sparta and Athens.
A) Spartan Education
Sparta was in the south of Corinth in the southern section of the
Peloponessian peninsula. Spartan education was based upon the laws of Lycurgus. It
was the basis of Spartan political, social and educational system. This turned Sparta
into a totalitarian soldier state. This system lasted for 700 years from the 9th to the
2nd century B.C. especially during the 5th century.
* Aim of Education
1. Military. To make every citizen invincible in war, possessing physical
perfection and complete obedience to the state.
2. Discipline. To develop conformity and obedience, courage strength,
cunning, endurance and patriotic efficiency.
1. Intensive gymnastics and paramilitary exercises.
2. Practice in moral and social habits for the state such as controlling the
appetite, modesty, obedience and respect and listening intently to elders, etc.
3. Reading and writing to a limited extent to understand the Lycurgus laws
and some poems of Homer.
4. Music with serious, moral and martial rhythm to arouse patriotism.
5. Speech had to be laconic and terse.
6. For girls, gymnastics to make them strong to bear strong children.
B) Athenian Education
Ancient Athens was the leading cultural center of the Greek world. Many of
the most gifted writers of Greece lived there. They wrote works of drama, history,
lyric poetry and philosophy that have influenced literature up to the present time. In
many ways, the city was a birthplace of Western civilization. Education was
supervised by the State although education was not compulsory. It was not clear,
however, if the State maintained public schools.
* Aims of Education
1. Good citizenship
2. Individual excellence
3. Man-sided development
1. Civic Training
2. Moral Training
3. Physical Education
4. Intellectual Education
5. Art
1. Reading by the alphabet method
2. Writing on wax and tablets
3. Arithmetic for market use
4. Homeric and other poems
5. Gymnastic exercises
6. Physical education exercises
7. Military training subjects
C. Later Athenian Education

Athens became an empire in 479 B.C. when Greeks defeated the Persians at
the Battle of Plataea. Athens, the head of the Delian Confederation, contributed
largely to the victory. The triumph brought about attitudinal changes toward
education among Athenians.
* Aims of Education
1. By the Sophist, pragmatic and utilitarian.
2. By Socrates, development of the power of thinking.
3. By Plato, control by individual rulers.
4. By Aristotle, rational living.
1. Moral Training
2. Professional Training
3. Intellectual Training
4. Vocational Training
5. Domestic Training
6. Physical, Military and Civic Training
7. Science and Philosophy Education
8. Aesthetic and Cultural Education
9. Sports and Games
1. Lower elementary level – reading, writing, arithmetic, poetry and
gymnastics.
2. Higher elementary level – physical and military exercises
grammar,declamation, argumentation and public speaking.
3. Secondary schools – geometry, astronomy, drawing, grammar and
rhetorics.
4. Higher level – philosophy, mathematics and science.
* Outstanding Contributions to Education and Humanity
1. The Socratic Method of teaching as far as the method is concerned.
2. Another is in the realm of philosophy. The greatest world philosophers
came from Greece, among whom were Socrates, Plato, Aristotle and others.
3. Another is in the field of mathematics. Euclidean geometry has been
studied for 2 thousand years up to the present.
4. Arts and classical literature are also great contributions.
4) Roman Education
Italian peninsula was occupied by Italians, Etruscans,
and Greeks who settled in Sicily and the south. The Italian
tribes were the Sabellians, the Umbrians and the Latins. Out
of the mixture of these peoples emerged the strong
energetic Romans. These peoples also develop city-states,
and Latium, the city-states of Rome, became the most
powerful. The romans judge things by their usefulness.
* Aims of Education
1. Utilitarian. Education was for practical purpose, to produce men who
would be active and efficient in daily life.
2. Moral. To produce good citizens who knew how to exercise their rights,
fulfil their duties and obligations, and acquire virtues such as piety, obedience,
manliness, courage, bravery, industry, honesty, prudence, etc.
3. Military. To train to be good soldiers and conquerors in war. 4. Civic and
political. To train men to be participative and wise in politics. 5. Religious. To train
men to have reverence for the gods.
* Content to Be Studied
- In the elementary education were included rudiments of reading, writing, and
calculation.
- Arithmetic was primitive because of the cumbersome Roman notation.
- The Twelve Tables later gave way to the Latin translation of homer
- In secondary school, grammar was the chief study with the inclusion of literature,
prose, poetry, and language. Greek and Latin authors reflecting the new literary
attitudes were studied.
- In higher schools, rhetorics was the chief study. This included declamation,
extemporaneous speaking, debates on points of Roman law and moral principles,
especially, ethical and cultural content, history, music, astronomy, philosophy, etc.
- In the university, applied science and professions such as law, medicine,
architecture, and mechanics were in the curriculum.
* Outstanding Contributions to Education and Civilization
- The major contributions of the Romans to education and civilization are their
methods of organization, management, and administration. They had constructed a
carefully organized education ladder which probably became the forerunner of many
ladderized education systems of today. Another was the Roman organized body of
civil law which became the basis of the legal systems in many countries including
the Philippines.
Lesson 2: Historical Foundations of Education in the Philippines

Philippine Educational System
 Spanish Contribution
 American Contribution
 Japanese Contribution
 Present Educational System
1) Pre- Spanish Period (Before 1512)
a. Pre-colonial Period
1.The type of education is informal and unstructured
2. The home serves as their school
3. The parents serves as their teachers
4. Focused more on vocational than academics
5. tribal tutors (for example, the babaylan)
6. most communities, stories, songs, poetry, dances,
medicinal practices and advice regarding all sorts of
community life issues were passed from generation to
generation mostly through oral tradition.
7. Some communities utilised a writing system known
as baybayin
8. Alibata - composed of 17 symbols representing the letters of the
alphabet.
* Method of Education:
1. “Tell Me” or “Show Me” or demonstration method
2. Alibata (Baybayin )which is composed of 14 consonants and 3 vowels
3. Oral, practical and hands on KNIP
2) Spanish Period (1521-1896)

* Spanish Contribution
 education was formal
 established schools from the
primary level to the tertiary level
of education.
 focused on the Christian
Doctrines
 separate school for boys (colegios) and girls (beaterio)
 Ilustrados were accommodated in the schools
 missionary teachers (friars) replaced the tribal tutors
 Catholic doctrine schools that were set up initially became
parochial schools which taught reading and writing along with
catechism.
 Education Decree of 1863 - mandated the establishment of free
primary schools in each town, one for boys and one for girls, with
the precise number of schools depending on the size of the
population.
 There were 3 grades: entrada, acenso, and termino
 The curriculum required the study of Christian doctrine, values
and history as well as reading and writing in Spanish,
mathematics, agriculture, etiquette, singing, world geography,
and Spanish history. Girls were also taught sewing.
 The Normal School, run by the Jesuits, was also established
which gave men the opportunity to study a three-year teacher
education for the primary level. Normal schools for women
teachers were not established until 1875, in Nueva Caceres.
* Method of teaching:
a. catechetical instruction,
b. use of corporal punishment
c. rote memorization
d. instruction was in dialect
* Spanish Contribution Roles:

1.The friars controlled the educational system
2. The missionaries took charge in teaching, controlling and maintaining the
rules and regulations
3. Parochial schools were led by Dominicans and Jesuits
4. Establishment of normal school for male teachers under the supervision of
the Jesuits
3) American Contribution (1898-1935)

- American Contribution
 Course of study is prescribed uniform
and centralized
 Formal structured and existence of an
educational system
 1899 - more schools were opened,
this time, with 24 English-language
teachers and 4500 students
 Act No. 74 - a highly centralized,
experimental public school system
was installed in 1901 by the Philippine Commission . between 1901 and 1902
- Philippine Commission authorized the Secretary of Public Instruction to bring
more than 1,000 teachers from the United States, who were called the
Thomasites, to the Philippines . These teachers were scattered throughout the
islands establish barangay schools. The same law established the Philippine
Normal School (now the Philippine Normal University) to train aspiring Filipino
teachers. The high school system was supported by provincial governments
and included special educational institutions, schools of arts and trades, an
agricultural school, and commerce and marine institutes, which were
established in 1902 by the Philippine Commission. Act No. 372 - authorised
the opening of provincial high schools.
 Act No. 1870 initiated the opening of the University of the Philippines, now the
country's national university. (1908) attainment. Act No. 1381, also known as
Gabaldon Law, was passed in 1907, which provided a fund of a million pesos
for construction of concrete school buildings Filipinization policy of the
government, the Reorganization Act of 1916 provided that all department
secretaries except the Secretary of Public Instruction must be a natural-born
Filipino.
4) Japanese Contribution (1941- 1944)

- Japanese Contribution
Characteristics:
* Course of study:
a. Prescribed;
b. Uniform; and
c. Centralized
* 6 Basic Principles of Japanese Education

1. To stop depending on western countries like the U.S., and Great Britain.
Promote and enrich the Filipino culture.
2. To recognize that the Philippines is a part of the Greater East Asia Co-
Prosperity Sphere so that the Philippines and Japan will have good relations.
3. To be aware of materialism to raise the morality of the Filipinos
4. To learn and adopt Nippongo and to stop using the English language.
5. To spread elementary and vocational education.
6. To develop love for work
5) The Present Education System in the Philippines (1946 to present)

- The Philippine Education System
 was patterned to the educational systems of
SPAIN and of the UNITED STATES After the
Liberation of the Philippines in1946, Filipinos
 had moved in various directions of its own
 Elementary and high school is compulsory which is administered by the
DEPARTMENT OF EDUCATION
EDUCATION IN THE PHILIPPINES

Managed and regulated by the:
 Department of Education (DepEd) • Commission on Higher Education (CHED)
 Technical Education and Skills Development Authority (TESDA) DepEd is
responsible for the K–12 basic education; it exercises full and exclusive control
over public schools and nominal regulation over private schools, and it also
enforces the national curriculum that has been put in place since 2013.
Picture Not Mine. Credits to the Owner.

 2010 - Senator Benigno Aquino III expressed his desire to implement the K–12
basic education cycle to increase the number of years of compulsory
education to thirteen years
 the K–6–4–2 basic education system
 Kindergarten Education Act of 2012 - kindergarten compulsory
 Enhanced Basic Education Act of 2013.
 SY 2011–2012 DepEd - has already implemented the K–12 Program it was still
enacted into law to guarantee its continuity in the succeeding years.
* General Features of K to 12 Education Program

 Srengthening Early Childhood Education (Universal Kindergarten)
 Making the Curriculum Relevant to Learners (Contextualization and
Enhancement)
 Ensuring Integrated and Seamless Learning (Spiral Progression)
 Building Proficiency through Language (Mother Tongue- Based Multilingual
Education)
 Gearing Up for the Future (Senior High School) • Nurturing the Holistically
Developed Filipino (College and Livelihood Readiness, 21st Century Skills)
* Pre-school (Ages 3 to 5 )
 Students learn the alphabet, numbers, shapes, and colors through games,
songs, and dances in their Mother Tongue.
 Pre-school education is optional before entering elementary level since not
everyone could afford it
 Recent events and activities show a high need for young children to undergo
preschool education first before stepping into formal education
* Primary Education (Age of 6 to 11)

 consists of compulsory six grades (Grades 1-6)
 Primary level (grades 1-3) • Intermediate level (grades 4-6)
Subjects taught:
 Mathematics, Science, Filipino, English, HEKASI (Heyograpiya, Kasaysayan at
Sibika)
 Minor subjects: Music, Arts, Physical Education and Health • Computer
Education and HELE are the additional minor subjects for private schools
* Secondary Education (Ages 12-17)

 Prerequisite of which is the completion of elementary education
 Four years of junior high school and two years of senior high school
 Junior high school is composed of grade 7 to grade 10
 Senior high school is from grade 11 to grade 12
* Junior High School

 Subjects are taught from the simplest concepts to more complicated concepts
through grade levels in spiral progression
 Subjects are connected and integrated from Grades 7 to 10
* Senior High School

 two years of specialized upper secondary education
 choice of career track will define the content of the subjects a student will
take in Grades 11 and 12
 subjects fall under either the Core Curriculum or specific
* Tracks Senior high school-

CORE CURRICULUM
 7 Learning Areas under the Core Curriculum and these are: Languages
Mathematics Social Sciences Literature Natural Science Philosophy
Communication
* Senior high school tracks

- TECHNICAL – VOCATIONAL – LIVELIHOOD
 TVET (Technical Vocational Education & Training) NATIONAL
CERTIFICATE student can obtain Certificates of Competency (COC) or a
National Certificate Level I (NC I) after finishing grade 10
 After finishing a Technical-Vocational Livelihood track in Grade 12, a
student may obtain a National Certificate Level II (NC II): provided that
he/she passes the competency- based assessment of the Technical
Education and Skills Development Authority (TESDA) Technical -
Vocational -Livelihood
- Arts and Design

Track Arts and Design Track will prepare student for the creative industries in
various creative and artistic fields such as but not limited to: music, dance,
creative writing and literature, visual arts, media arts, broadcast arts, film and
cinema, applied arts, architecture and design, theater, entertainment, etc.
- Sports Track
Sports track will prepare students with sports science, sports-related, physical
education- related, health- related, and movement-related courses which will let
them explore and specialize in fields like sports fundamental coaching, student-
athlete development, sports officiating and activity management, recreational and
fitness or sports leadership.
* Tertiary Education/ Higher Education

CHED is responsible in the formulation and implementation of policies, plans
and programs for the development and efficient operation of the higher education
system in the country. The delivery of higher education in the Philippines is provided
by private and public higher education institutions (HEIs)
- Three Degree Stages of Higher Education

 Bachelor Degrees - minimum of 4 years in duration
 Master Degrees - typically span 2 years for full-time students, culminating
with minor thesis or comprehensive examination
 PhD Degrees - Doctor of Philosophy, involve great deal of coursework, as well
as dissertation that may comprise from 1/5 - 1/3 of the final grade.
Lesson 3: Legal Bases of Philippine Educational System
MAJOR LEGAL BASES

The Philippine Constitutions
1. 1935 CONST. Article XIV Section 5
2. 1973 CONST. Article XV Section 8 (1-8)
3. 1987 CONST. Article XIV Sections 1-5(5)
THE 1987 CONSTITUTIONS

Article XIV Sections 1-5(5)
Section 1. The state shall protect and promote the right of all the citizens to quality
education at all levels and shall take appropriate steps to make such education
accessible to all.
Section 2. The state shall:

 Establish, maintain and support a complete, adequate and integrated system
of education relevant to the needs of the people and society;
 Establish and maintain s system of free public education in the elementary
and high school levels. Without limiting the natural rights of parents to rear
their children, elementary education is compulsory for all children of school
age;
 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;
 Encourage non- formal, informal and indigenous learning system, as well as
self- learning independent and out-of-school study programs particularly those
that respond to community needs; and
 Provide adult citizens, the disabled and out-of-school youth with training in
civics, vocational efficiency and skills.
Section 3.
All educational institutions shall include the study of the Constitution as part of the
curricula.
They shall inculcate patriotism and nationalism, foster love of humanity, respect for
human rights, appreciation of the role of national heroes in the historical
development of the country, teach the rights and duties of citizenship, strengthen
ethical and spiritual values, develop moral character and personal discipline,
encourage critical and creative thinking, broaden scientific and technological
knowledge and promote efficiency.
At the option expressed in writing by the parent or guardians, religion shall be

allowed to be taught to their children or wards in the public elementary and high
schools within the regular class hours by instructors designated or approved by the
religious authorities of the religion to which the children or wards belong, additional
cost to the Government.
Section 4.
The state recognizes the complementary roles of the public and private institutions
in the educational system and shall exercise reasonable supervision and regulation
of all educational institutions.
Educational institutions, other than those established by religious groups and

mission boards, shall be allowed solely by citizens of the Philippines or corporations
or associations at least sixty per centum of the capital of which is owned by such
citizens. The Congress may, however, require increased Filipino equity participation
in all educational institutions. The control and administration of educational
institutions shall vested in citizens of the Philippines. No educational institution shall
be established exclusively for aliens and no group of aliens shall comprise more than
one third of the enrollment in any school. The provisions of this subsection shall not
apply to schools established for foreign diplomatic personnel and their dependents
and, unless otherwise provided by law, for other foreign temporary residents.
All revenues and assets of non- stock, non- profit educational institutions used
actually, directly and exclusively for educational purposes shall be exempt from
taxes and duties. Upon the dissolution or cessation of the corporate existence of
such institutions, their assets shall be disposed of in the manner provided by law.
Proprietary educational institutions, including those cooperatively owned, may
likewise be entitled to such exemptions subject to the limitations provided by law
including restrictions on dividends and provisions for reinvestment.
Subject to conditions prescribed by law, all grants endowments, donations or
contributions used actually, directly and exclusively for educational purposes shall
be exempt from tax.
Section 5.
The State shall take into account regional and sectoral needs and conditions and
shall encourage local planning in the development of educational policies and
programs.
Academic freedom shall be enjoyed in all institutions of higher learning.
Every citizen has a right to select a profession or course of study, subject to fair,
reasonable and equitable admission and academic requirements.
The State shall enhance the right of teachers to professional advancement. Non-
teaching academic and non-academic personnel shall enjoy the protection of the
State.
The State shall assign the highest budgetary priority to education and ensure that
teaching will attract and retain its rightful share of the best available talents through
adequate remuneration and other means of job satisfaction and fulfillment.
BATAS PAMBANSA BLG. 232 (THE EDUCATION ACT OF 1982)

This was an act providing for the establishment and maintenance of an integrated
system of education. In accordance with Section 2, this act shall apply to and govern
both formal and non- formal system in public and private schools in all levels of the
entire educational system.
As provided by this Act, the national development goals are as follows:
 To achieve and maintain an accelerating rate of economic development and

social progress.
 To assure the maximum participation of all the people in the attainment and
enjoyment of the benefits of such growth; and
 To achieve and strengthen national unity and consciousness and preserve,
develop and promote desirable cultural, moral and spiritual values in
changing world.
It is also stated in Section 3 that:
The State shall promote the right of every individual to relevant quality education,
regardless of sex, age, creed socio- economic status, physical and mental
conditions, racial or ethnic origin, political or other affiliation. The State shall
therefore promote and maintain equality of access to education as well as the
benefits of education by all its citizens.
RIGHTS OF STUDENTS IN SCHOOL (Section 9)

 The right to receive competent instruction, relevant quality education.
 The right to freely choose their field of study subject to the existing curricula
and continue their course up to graduation, except in cases of academic
deficiency or violations of disciplinary regulations.
 The right to school guidance and counseling services.
 The right to access to his owns school records and the confidentiality of it.
 The right to issuance of official certificates, diplomas, transcript of records,
grades, transfer credentials and similar document within thirty days from
request.
 The right to publish a student newspaper and invite resource persons during
symposia, assemblies and other activities.
 The right to free expression of opinions and suggestions and to effective
channels of communication with appropriate academic and administrative
bodies of the school or institutions.
 The right to form or establish, join and participate in organizations and
societies recognized by the school…, or to form, join and maintain
organizations and societies for purposes not contrary to law.
 The right to be free from involuntary contributions except those approved by
their organizations and societies.
RIGHT OF ALL SCHOOL PERSONNEL (Section 10)

Free expression of opinions and suggestions.
 To be provided with free legal service by the appropriate government office in
case of public school personnel and the school authorities concerned in case
of private school personnel, when charged in administrative, civil and/or
criminal proceedings, by parties other than the school authorities concerned,
for actions committed directly in the lawful discharged of professional duties
and/or in defense of school policies.
 Establish join, maintain labor organization of their choice to promote their
welfare and defend their interest.
 To be free from involuntary contributions except those imposed by their own
organizations.
SPECIAL RIGHTS and/or PRIVILEGES OF TEACHING OR ACADEMIC STAFF
(Section 11)
 Right to be free compulsory assignment not related to their duties defined in
their appointment or employment contracts unless compensated thereof.
(additional compensation Sec. 14 R.A. 4670- at least 25% his regular
remuneration)
Right to intellectual property………

 Teachers are persons in authority when in lawful discharge of duties and
responsibilities… shall therefore be accorded due respect and protection
(Commonwealth Act No. 578)
 Teachers shall be given opportunity to choose career alternatives for
advancements.
RIGHTS OF ADMINISTRATORS (Section 12)

School administrators shall be deemed persons in authority while in the lawful
discharge of their duties and responsibilities…. Shall be accorded due respect and
protection (Commonwealth Act No. 578)
RIGHTS OF SCHOOLS (Section 13)

 The right of their governing boards…….to adopt and enforce administrative or
management systems.
 The right of institutions of higher learning to determine on academic grounds
who shall be admitted to study, who may teach, and who shall be the subjects
of the study and research.
MAINTENANCE OF QUALITY EDUCATION

Voluntary Accreditation (Section 29)
 Teachers and Administrators obligations and qualification (Sections 176 and
17)
 Government Financial Assistance to Private Schools (Section 41)
OTHER LEGAL BASES

1. Act No. 74
This law was enacted on January 21, 1901 by the Philippine Commission, and
provided:
a. establishment of the Department of Public Instruction headed by the
General superintendent
b. the archipelago was divided into school divisions and districts for effective
management of the school system.
c. English was made as medium of instruction in all levels of schooling
d. optional religious instructions in all schools (Section 16)
e. establishment of a Trade school in Manila (Philippine College of Arts and
Trade- PCAT now known as Technological University of the Philippines), a school of
Agriculture in Negros, a Normal school in Manila (Philippine Normal School) (Section
18)
• Philippine Normal School, however, was renamed Philippine Normal College (PNC)
by virtue of Republic Act No. 416 on June 18, 1949. And on December 26, 1991, the
PNC was converted to Philippine Normal University as provided by Republic Act No.
7168.
2. Act No. 2706

This was known as the “Private School Law”, enacted on March 10, 1917 by
the Philippine Legislature, which made obligatory the recognition and inspection of
private schools and colleges by the Secretary of Public Instruction so as to maintain
a standard of efficiency in all private schools and colleges in the country.
This law was amended by Commonwealth Act No. 180 passed on November
13, 1936 which provided that:
The Secretary of Public Instruction was vested with power to “supervise,

inspect and regulate said schools and colleges in order to determine the efficiency of
instruction given in the same.”
And all private schools come under the supervision and regulation of the
Secretary of DPI, thus eliminating “diploma mills” and substandard schools.
3. Commonwealth Act No. 1 (Amended by R.A. 9163)

 Known as the “National Defense Act” passed by the Philippine Assembly on
December 21, 1935, which provided in Section 81 that:
 “Preparatory Military training shall be given with the youth in the elementary
grade school at the age of ten years and shall extend through the remainder
of his schooling into college or post-secondary education.
 By virtue of Presidential Decree 1706, issued by the late President Marcos on
August 8, 1980, otherwise known as the “National Service Law”,
Commonwealth Act No. 1 was amended, and required all citizens to render,
civic welfare service, law enforcement service and military service.
4. Commonwealth Act No. 80

This law created the Office of Adult Education on October 26, 1936, so as to
eliminate illiteracy and to give vocational and citizenship training to adult citizens of
the country.

Enacted on June 8, 1940, conferred the status of “persons in authority” upon
the teachers, professors, and persons charged with the supervision of public or duly
recognized private schools, colleges and universities.
This Act also provided a penalty of imprisonment ranging from six months and
one day to six years and a fine ranging from 500 to 1, 000 pesos upon any person
found guilty of assault upon those teaching personnel.
6. Commonwealth Act No. 586 (Repealed by R.A. 896)

This is known as Education Act of 1940. It was approved on August 7, 1940 by
the Philippine Assembly.
The law provided for the following:
a. reduction of seven- year elementary course to six- year elementary course.
b. fixing the school entrance age to seven.
c. national support of elementary education.
d. compulsory attendance in the primary grades for all children who enroll in
Grade I.
e. introduction of double- single session- one class in the morning and another
in the afternoon under one teacher to accommodate more children.

This law, approved on August 19, 1940, established a school ritual in all public
and private elementary and secondary schools in the Philippines.
The ritual consists of solemn and patriotic ceremonies that include the singing
of the National Anthem and Patriotic Pledges.
8. Republic Act No. 139 (Repealed by R. A. 8047)

Enacted on June 14, 1947, and the Board of Textbooks. This law provided that
all public schools must only use books that are approved by the Board for a period of
six years from the date of their adoption.
The private schools may use books of their choice, provided the Board of
Textbooks has no objections with those books.
9. Republic Act No. 896

Enacted on June 20, 1953 and known as the Elementary Education Act of
1953, it repealed Commonwealth Act 586 and provided for the following:
a. restoration of Grade VII (but never implemented due to lack of funds)
b. abolition of the double- single session and return to the former practice of
only one
c. class under one teacher in the primary and three teachers to two classes or
five teachers to three classes in the intermediate level
d. compulsory completion of the elementary grades
e. compulsory enrollment of children in the public schools upon attaining
seven years of age.
10. Republic Act No. 1124 (Repealed by R. A. 7722)

Approved on June 16, 1954, this law created the Board of National Education
charged with the duty of formulating general educational policies and directing the
educational interests of the nation.
However, this Board which was later renamed National Board of Education
(P.D. No. 1), was abolished bu virtue of the Creation of the board of Higher Education
as stipulated in Batas Pambansa Blg. 232. The Board’s function is now assumed by
the commission on Higher Education or CHED by virtue of Republic Act No. 7722.
11. Republic Act No. 1265 (amended by R. A. 8491)

This law was approved on June 11, 1955, and provided that a daily flag
ceremony shall be compulsory in all educational institutions. This includes the
singing of the Philippine National Anthem.
It was approved on June 12, 1956, it prescribed the inclusion in the curricula
of all schools, both public and private, from elementary schools to the universities,
the life, works and writings of Jose Rizal especially the Noli Me Tangere and El
Filibusterismo.

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

 Recruitment qualifications for teachers
 Code of Professional Conduct for Teachers
 Teaching hours- 6 hours of classroom teaching (maximum load)
 Additional compensation- 25% of the regular remuneration
 Health and injury benefits (thru the GSIS)
 One year study leave (sabbatical leave) after seven years of continuous
teaching, the teacher should receive 60% of the monthly salary.
 One range salary increase upon retirement (basis computing the retirement
fee).
 Freedom to form organizations.

Approved on June 15, 1959, it provided that Civil Service eligibility shall be
permanent and shall have no time limit.

Known as the “Free Public Secondary Education Act of 1988”, it was approved
on May 26, 1988 and provided for:
a. Free public secondary education to all qualified citizens and promote
quality education at all level.
b. No tuition or other fees shall be collected except fees related to
membership in the school community such I.D., student organization and
publication.
c. Non- payment of these shall not hinder a student from enrollment or
graduation.
d. Nationalization of all public secondary schools ( Section 7)
e. A student who fails in majority of his academic subjects for two consecutive
years could no longer avail of their program.
 Socialized recitation on the historical and legal context of education (via
Google Meet or Messenger)
 Small group presentation of outputs. Alternatively, respective groups are
given topics to be presented on an appropriate graphic organizer. The graphic
organizer should show and explain the influence of historico-legal movements to
education and teaching in terms of educational goals, educational structure,
policies and pedagogy.

Name of
Journal No. 5
FILL ME UP HISTORICALLY!
Fill in the following matrix with salient points with historical foundation of
education:
Education Salient Points

1) PRIMITIVE
2) EGYPTIAN
3) GREEK
4) ROMAN
PHILIPPINES
1) PRE-SPANISH
2) SPANISH
3) AMERICAN
4) JAPANESE
5) PRESENT
EDUCATIONAL
ASYSTEM
Reflect:
In knowing these contents, what do you think is its impact to the New Normal
Education?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________

Name of
Journal No. 6
TAKE ME LEGALLY!
Task: Watch this video via youtube (Teacher – Related Laws in the Philippines using
this link,
https://www.youtube.com/watch?v=Bt19uoO82Uo
What is your TAKE-AWAY based on what has been transpired after watching
the video?
UNIT 3
THE TEACHER’S PHILOSOPHICAL HERITAGE LINKED
TO EDUCATION IN THE NEW NORMAL:
PHILOSOPHY OF EDUCATION & PERSONAL
PHILOSOPHY OF TEACHING

1. discuss the philosophical foundations of the present educational system
(BTI 1.1.1; CLO 1);
2. connect philosophy, education and the teaching profession(BTI 1.1.1;
CLO 1); and to
3. formulate expressed a personal, learner-centered philosophy of teaching
(BTI 7.1.1; CLO 2). Picture Not Mine. Credits to
the Owner.
___________________________________________________________________
___________________________________________________________________
What is your philosophical disposition?
(Ebert and Culyer, 2012)
Read the statements below and mark the four statements that you
consider most important with regard to education and teaching. You might
find yourself struggling between two or three of them, but try to identify
the four that you consider to be the most fundamental perspectives.
1. There are certain works of literature, such as the Odyssey, Romeo and Juliet, and a
Tale of Two Cities that everybody should read.
2. The job of the schools is to produce citizens who can improve our society and solve
the problems it faces.
3. We use science even more than we think we do. For instance, we use it in cooking all
the time, so it is necessary that people understand basic science principles such as
forces, motions, and changes in states of matter.
4. We must understand math in order to survive in the world. For example, we use math
when measuring things or when buying something. We need to know basic math
because it is part of daily living.
5. Things change, fads come and go, but certain values remain the same, such as
honesty, integrity and personal responsibility. This is what students need to learn.
6. A child knows what his or her interests are, and that knowledge should guide the
curriculum.
7. The problem with children today is poor parenting, and the best way to solve that
problem is for the schools to teach adolescents how to become good parents.
8. Students should learn to appreciate beauty in the world because beauty is eternal.
For instance, paintings that were considered beautiful hundreds of years ago are still
considered beautiful today.
9. If the country is to survive, we must share the same values. All children should learn
those basic values at school, as well as at home.
10. If children are to function effectively in society, schools should provide them with
experiences that reflect society, such as exercises in democracy and good work
habits.
11. Our public schools should level the playing field by providing equal opportunities for
12.We canand
the social begin solving development
intellectual the problemsofof
allthe
the future by what we teach children
learners.
today.
13.School is about more than just what’s in books. It includes how one lives
his or her life, worthy home membership and wise use of leisure time.
14.Math is a constant; the idea of 2+2=4 does not change. Children need to
learn these basic and enduring lessons.
15.The language of the US is English, so everybody ought to learn, read, write
and speak proper English.
16.Schools educate individuals, not masses. The emphasis of schools should
be on the development of each individual.
Name of
Journal No. 7
MY PHILOSOPHICAL PREDISPOSITION
Use this guide to determine your philosophical disposition as you begin reading this
chapter. If you have selected two or more items from a particular philosophy, it
indicates that your thinking might match well with that perspective. If each of the
items you c1hose is from a different category, your philosophy might be called
eclectic, that is, a combination of philosophies.
Perrenialism Essentialism Progressivism Social Reconstructionism

Items:
1, 5, 8, 14 3,4,9,15 6, 10, 13, 16 2, 7, 11, 12
Let’s discuss our philosophical predispositions with our groupmates.
My philosophical predispositions:
I believe these are true because…
Lesson 1: Philosophy and its Branches
Whether you have articulated it or not,

philosophy is at the heart of your
perspective of the world and of life. And it
is, on this earth, at least on the province
of humankind- for no other life formthat
we know is capable of considering
philosophies.
When individuals start searching for

answers to questions about human
existence, such as: “What is life?”, “ who am I?”, “why am I here?”, “what am I living
for?” , and so on, this reflective thinking is man’s desire to arrive at answers and
start forming his own ways of thinking.
Philosophy is what has driven people to understand their world, explore other
worlds, create works of art, create tools and machinery that extend our capabilities.
Yet philosophy is what has driven humans to war, destruction and incredible cruelty
to human beings. There is perhaps no more powerful subject that you could
entertain, or another as intellectually challenging. It is also implicit in the work of
teachers. Not surprisingly, the world’s great philosophers were also teachers. The
teacher, more so than most in our society, has an obligation to understand and
articulate a clear philosophy.
Meaning of Philosophy
 Philo=love, sophos or Sophia=wise or wisdom; Philosophy therefore is love of
wisdom.
 The quest for truth based on logical reasoning aside from factual observation
of nature’s multifarious phenomena. Its purpose is to seek and prove the
ultimate and absolute truth and for this , it is considered as the mother of all
sciences. (Duka,1999)
 A set of ideas about the nature of reality and about the meaning of life.
McNergney
 A group of theories or system of thoughts by which it sought to understand
the world, its meaning and its values. It is a systematic study of life and the
universe as a whole in order to frame a logical and necessary system of
general idea so that every element of human experience may be interpreted.
Gregorio
 An unusually stubborn attempt to think clearly. William James
Branches of Philosophy
1. Metaphysics is the branch of philosophy

that considers questions about the
physical universe. The word “physics”
refers to those things physical. The prefix
“meta” implies considerations that go
beyond mere physics, a consideration that
transcends the physical world. What
conditions go with going beyond the
physical world?
Metaphysics then deals with the nature of being and reality. Education would
be deemed incomplete unless it is founded with the end of catering to the
development of the individual’s natural and innate capacities. It is also
advocated that curricula must be designed to liberate the mind of a person
and must offer subjects that will give provisions for the moral and intellectual
development of the students. It also stressed that schools should enjoy
academic freedom that is vital to self-development.
a) Ontology- explores issues related to nature, existence or being. It tries

to resolve the question of whether existence is identical with space,
time, nature and spirit.
b) Cosmology- is concerned with the nature of origin of the universe
(cosmos). It tries to explain the theories, origin and development of the
nature of the universe (cosmos).
b.1 Evolutionism-theorize that universe evolve of itself
b.2 Creationism- theorize that universe was the result of the working of
a creative cause of Personality
c) Teleology- tries to elucidate subjects pertaining to whether or not there
is purpose in the universe
2. Epistemology-is concerned with nature of knowledge or how we come to

know things. It theorized that
knowledge of truth develops through
thought from observations and from
logical reasoning and come from
scientific inquiry, intuition and the
senses. It adhered the view that
education must be aimed at
developing the person intellectually
through acquisition of knowledge
imparted by the teacher. Education to be effective must then develop the
total personality of the individual with emphasis on the intellectual growth of
the learner. It must develop their capacity to think rationally, reason out
logically and act prudently. It accepted the maxim of Comenius that education
must enable man to know all things, to say all things and do all things.
a) Agnosticism- is a position that conclusive knowledge of ultimate reality
is an outright impossibility
b) Skepticism- is based on the idea that everything is open to doubt. It is
also considered as a questioning attitude toward the possibility of
having any knowledge.
c) A posteriori- is a Latin term which means “from behind”. It is the term
used to determine knowledge that comes from experience. It
postulates that experience comes first and the knowledge afterwards.
d) A priori- a Latin term used to describe knowledge which, it is urged, can
be acquired through pure reason alone, independently and perhaps,
before experience.
3. Axiology- seeks to ascertain what is of value. It specifically

deals with the problem of value. It stressed that education
should not only give provisions for intellectual and personality
development but should also emphasize value formation as
well as appreciation of what is beautiful in the world where
one lives.
a) Ethics- explores the issue of morality and conduct. It is therefore, the

determiner of whether the action is good or evil
b) Aesthetics- is concerned with beauty and standards of tests and value
especially in art
4. Logic- deals with the science of correct thinking and reasoning. It held the
view that education is expected to develop
the young minds to think and reason out
logically based on concrete facts and not on
mere speculation or hearsay. This is based
on the premise that the person who thinks right and reasons out right does
the right actions. It also helps to distinguish valid thinking from fallacious
thinking.
a) Induction- reasoning from particulars to general conclusion. It is usually
done through the process of inferring a general law or principle from
the observation of particular instance to a general conclusion
b) Deduction- that is the opposite of induction. A kind of reasoning from
general to particulars
c) Syllogism- derives conclusion from two propositions called premises
(major premise and minor premise)
d) Dialectic- conflict or contrast of ideas is utilized as a means of detecting
the truth (thesis, antithesis and synthesis)
Lesson 2: Philosophies of Education
 On what philosophies are our educational system based?
Philosophies/ IDEALISM REALISM THOMISM HUMANISM

Philosophers Plato Aristotle Thomas Erasmus
Aquinas
Metaphysic Reality is an Reality is Reality is an Reality is also
s unchanging observable ordered world humanity’s
world of perfect events, objects created by God creation. People
ideas and and matter that people can strive for
universal truths independent of come to know. personal
human knowing People strive meaning in their
for eternity experience and
with God. interpretation of
life on earth.
Epistemolo Knowledge is Knowledge is A combination Exploration,

gy obtained when obtained when of reason and questioning, and
ideas are students are faith enables critical thinking
brought into taught ideas students to eable students
consciousness that can be acquire and to discover or
through self- verified and use bodies of construct and
examination skills that knowledge use their own
and discourse enable them to knowledge
know objects
they encounter
Axiology Wisdom of Self-control, Knowing, loving Knowing and
goodness, clear judgment and serving loving God and
discipline, order, and rational God serving
self-control, thought, humanity.
preservation of personal
cultural heritage excellence,
of the past balance and
moderation
 What philosophies influence Western Education?
Philosoph Goal of Role of Teaching Subjects Studied

y Education Teachers Methods
Idealism  Education  Creation of  Informal  Subjects offered
must exist as an educational dialect are essential for
institution of environment  Question and mental, moral
human society  Chief source discussion and spiritual
concerned on one’s of inspiration,  Lecture development
spirituality and not knowledge  Excursion and such as:
because of natural and field trip Philosophy,
necessity alone information  Project Theology, History,
 0Education  Excellent method Mathematics,
develops the mentally,  Meditation Literature, Values
individual morally and  Reading Education, GMRC
spiritually, mentally spiritually and Christian
and morally  A reserved Living
person/conve
rsant
Realism  Give direction  Help  Scientific  Combination of
to individual’s students methods/pro subject matter
basic realize the blem solving and problem-
potentialities irresistible  Process centered
concepts,
and talents necessity of approach
acquisition of
 Determine the earth’s  Experimentat
desirable habits,
direction of physical ion study habits,
one’s forces  Discovery research skills,
inherited  Develop method evaluation,
tendencies initiative observation,
 Provide an and ability experimentation,
education to control analytical
that could their thinking, critical
thinking,
produce experiences
application of
individuals  Help realize
principles,
who can meet that they effective use of
their principal can enter words and habits
needs into the of enjoyment
meaning of
their
experiences
Pragmati  For social  Keep order  Experimental  Integrated and
sm efficiency in the class and scientific based on the
 Train  Facilitate method problems of
students to group work  Creative and society
continuously  Encourage/ construction  Social duties
and actively offer projects and
quest for suggestion  Motivation responsibilities
information s and helps  Laboratory  Subjects are
and in planning work interdisciplinary
production of  Self activity  Combined
new ideas  Library work academic and
needed to vocational
adjust to an discipline
ever-
changing
society
Perennial  Internalize  Known  Subject  Arts and
ism truths that are masters of centered sciences
universal and Method of
constant disciplines   Great ideas or
 Discipline disciplining the universal
 Develop rational
mind through
thinking and pupils principles
intellectual reading and
intellectual discussion  Moral,
mind
 Develop learner
ly through  Lecture aesthetic,
into a rational a study of  Discussion religion and
and intuitive literature intellectual
being topics
Progressi  Produce the  Act as  Problem solving,  No structured

vism “whole man” resource reflective curriculum,
strategies
who will person  Cooperative subject
become a  Serve as learning centered
responsible advisers, strategies curriculum
member of counselors  Socialized group  Emphasis on life
activities and
society and guides situations
experience
 Gives  Teach  Conferences/Synt  4 h’s (health,
strength and students hesison head, heart.
meaning to how to  Observation and Hand) for
community learn and participation physical,
life become  Experiential and intellectual,
social
active development social and
problem manipulative
solvers skills
Essentiali  Develops  Provide  Deductive  Core skills like
sm individuals to stimulating method reading, writing
perform activities  Recitation and arithmetic
justly, for  Assignments  Teaching the
essential facts
skillfully and learning or homework
and concepts of
magnanimou  Prepare  Analysis and Science,
sly well- ynthesis Literature, Health
 Adjust to organized  Race and and Physics
cultural lessons to social heritage  Hard sciences,
demands prove he is over technical and
and live an experiences vocational
together in authority courses
peace of  Arts for aesthetic
instruction expression
 Values of
 Authoritati
discipline, hard
ve work and respect
 disciplinari for authority
an
Existenti  Focus on  Present  Scientific  Sciences
alism individual principles dialog  Humanities
humanity and values  Inquiry  Philosophy
 Produce reasoning approach  Arts for
 Good
individuals  Question- aesthetic
provider of
who are experience/ answer expression
aware of opportunitie method  History
their s  Literature
freedom of  Effective  Drawing  Mathematics
choice questioner responses  Ethics/values
and
communicat  Social heritage
or over
experiences
Reconstr  Awareness of  Lead the  Problem-  National/
uc- societal young in solving international/
designing
tionism needs and programs for method global issues
problems social,  Democratic  Societal needs
 Quest for a educational, discussion and problems
better practical and  Socialized  Educational
economic
society change
recitation philosophies
 Conscious of  Encourage  Forum/confere  Social
students’ pupils to nce change/philosop
role in nation solve  Brainstorming hy
building problems  Project method
 Encourage
 Concept
community approach
based
projects
Behaviori  Engineer  Manipulate  Programmed  Learning tasks
sm environment the instruction on which
s that learning that provides behavior can be
efficiently environme feedback on directly
maximize nt and performance, observed,
learning present behavioral measured and
 Modify and stimuli contracts, evaluated
shape using reinforcement
students’ conditionin
behavior by g and
providing social
favorable learning to
environment shape
student
behavior
Linguistic  Develop the  Develop  Experiential  How to send
Philosoph communicati the Learning clear, concise
y on skills of learner’s  Dialogue messages and
the learners skill in Method how to receive
and correctly
sending  Socialized
understand
messages Recitation messages sent
clearly and  Multilingual  Verbal, nonverbal
receive Approach and paraverbal
messages communication
correctly  Uses of language
 Socialized recitation on the philosophical foundations of education (via Google
Meet or Messenger)
Name of
Journal No. 8
EDUCATIONAL PHILOSOPHIES IN APPLICATION
I. Take a stand on the following education issues. If your stance were

adopted, what would be the immediate consequences. To what
educational philosophy is your stand anchored on?
Educational Issue My Stand (Based on Consequences

what philosophy?)
Single Sex Schools
School Uniforms
Voucher Programs
Change in School
Calendar
II. From the presented philosophies, identify one that you seemed comfortable with
your thinking. What appeals to you about that philosophical perspective?
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________
III. The perspectives you have seen characterize individual teachers, particular
schools, or even entire districts. Thinking in broad terms, should a particular
philosophy characterize all schools in the Philippines? If so, which one and why? If
not, what do you see as the benefit of differing philosophical perspective?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________
IV. Are these philosophical perspective still relevant to the current educational set-up
– the NEW NORMAL EDUCATION? Expound its relevance if YES. If NO, why not?
_____________________________________________________________________________________
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_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________

Name of
Journal No. 9
YOUR PHILOSOPHICAL HERITAGE
1. From among all the philosophies taken up in class, choose one and
draw a symbol to represent this philosophy. Explain your symbol.
My symbol represents
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________
2. Explain the following quotations. With which philosophy do you
associate these quotations?
a. “Education is life, not a preparation for life” (Dewey)
_____________________________________________________________________________________
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b. “Man is nothing else but what he makes of himself”. (Sartre)
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c. “Life is what you make it”. (Thackeray)

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Lesson 3: My Personal Philosophy of Education
Videoke Time
A. Let’s sing along to a video of the song “The Greatest Love of All” via
youtube link, https://www.youtube.com/watch?v=6o6q4T7emCA.
B. Write down significant lines from the song
C. Share this with your group and explain their significance in light of the
teaching profession
After having gone through the previous lesson on the different philosophies of
education, you may now start considering your own philosophy of teaching. You
have had much time to reflect on those ideas and discussed the education issues
leading into this lesson. So, let’s get more specific about the philosophies that
influence formal education and look to see which (or perhaps a combination of
several) would best help to articulate your own thinking.
Keep in mind that a personal philosophy is a personal matter. Nobody is trying

to tell you what to think. Philosophy influences the messages we sent to students
formally and informally.
What does a philosophy of education contain or include? Bilbao , et.al. ( 2015)

tells us that a personal philosophy of education must contain the following concepts
about:
1. The human person, the learner in particular and the educated person.
2. What is true and good and therefore must be taught.
3. How a learner must be taught in order to come close to the truth.
Let’s consider these samples : (from http://oregonstate.edu/instruct/ed416)
Sample #1 My Philosophy Statement on Education
I believe that each child is a unique individual who needs a secure, caring,
and stimulating atmosphere in which to grow and mature emotionally,
intellectually, physically, and socially. It is my desire as a educator to help
students meet their fullest potential in these areas by providing an
environment that is safe, supports risk-taking, and invites a sharing of ideas.
There are three elements that I believe are conducive to establishing such an
environment, (1) the teacher acting as a guide, (2) allowing the child's natural
curiosity to direct his/her learning, and (3) promoting respect for all things
and all people.
When the teacher's role is to guide, providing access to information rather

than acting as the primary source of information, the students' search for
knowledge is met as they learn to find answers to their questions. For
students to construct knowledge, they need the opportunity to discover for
themselves and practice skills in authentic situations. Providing students
access to hands-on activities and allowing adequate time and space to use
materials that reinforce the lesson being studied creates an opportunity for
individual discovery and construction of knowledge to occur.
Equally important to self-discovery is having the opportunity to study things

that are meaningful and relevant to one's life and interests. Developing a
curriculum around student interests fosters intrinsic motivation and stimulates
the passion to learn. One way to take learning in a direction relevant to
student interest is to invite student dialogue about the lessons and units of
study. Given the opportunity for input, students generate ideas and set goals
that make for much richer activities than I could have created or imagined
myself. When students have ownership in the curriculum, they are motivated
to work hard and master the skills necessary to reach their goals.
Helping students to develop a deep love and respect for themselves, others,
and their environment occurs through an open sharing of ideas and a
judicious approach to discipline. When the voice of each student is heard, and
environment evolves where students feel free to express themselves. Class
meetings are one way to encourage such dialogue. I believe children have
greater respect for their teachers, their peers, and the lessons presented
when they feel safe and sure of what is expected of them. In setting fair and
consistent rules initially and stating the importance of every activity, students
are shown respect for their presence and time. In turn they learn to respect
themselves, others, and their environment.
For myself, teaching provides an opportunity for continual learning and

growth. One of my hopes as an educator is to instill a love of learning in my
students, as I share my own passion for learning with them. I feel there is a
need for compassionate, strong, and dedicated individuals who are excited
about working with children. In our competitive society it is important for
students to not only receive a solid education, but to work with someone who
is aware of and sensitive to their individual needs. I am such a person and will
always strive to be the best educator that I can be.
Sample #2 Philosophy Statement
I believe the children are our future...

I believe each and every child has the potential to bring something unique
and special to the world. I will help children to develop their potential by
believing in them as capable individuals. I will assist children in discovering
who they are, so they can express their own opinions and nurture their own
ideas. I have a vision of a world where people learn to respect, accept, and
embrace the differences between us, as the core of what makes life so
fascinating.
Teach them well and let them lead the way...

Every classroom presents a unique community of learners that varies not only
in abilities, but also in learning styles. My role as a teacher is to give children
the tools with which to cultivate their own gardens of knowledge. To
accomplish this goal, I will teach to the needs of each child so that all learners
can feel capable and successful. I will present curriculum that involves the
interests of the children and makes learning relevant to life. I will incorporate
themes, integrated units, projects, group work, individual work, and hands-on
learning in order to make children active learners. Finally, I will tie learning
into the world community to help children become caring and active members
of society.
Show them all the beauty they possess inside. Give them a sense of
pride...
My classroom will be a caring, safe, and equitable environment where each
child can blossom and grow. I will allow children to become responsible
members of our classroom community by using strategies such as class
meetings, positive discipline, and democratic principles. In showing children
how to become responsible for themselves as well as their own learning, I am
giving them the tools to become successful in life, to believe in themselves,
and to love themselves.
Let the children's laughter remind us how we used to be...

Teaching is a lifelong learning process of learning about new philosophies and
new strategies, learning from the parents and community, learning from
colleagues, and especially learning from the children. Children have taught
me to open my mind and my heart to the joys, the innocence, and the
diversity of ideas in the world. Because of this, I will never forget how to smile
with the new, cherish the old, and laugh with the children.
Discuss based on the sample philosophies:
a. What philosophies of education are reflected in the samples?

b. What are the teacher’s concepts of the learner?
c. What are the teacher’s concepts on values?
d. What does the teacher believe to be her primary task?
Small group presentation of outputs. Alternatively, respective groups are given

topics to be presented on an appropriate graphic organizer. The graphic organizer
should show and explain the influence or connection of the philosophies to
education and teaching in terms of goals of education, teaching approaches, teacher
roles and real-life examples.
Name of
Journal No. 10
MY PERSONAL PHILOSOPHY OF EDUCATION
Your philosophy of education is your “window” to the world and your

“compass” in life. Your philosophy is your own thought and formulation, never
formulated for you by another. Write your own philosophy of education.

Name of
Journal No. 11
REFLECTIONS ON MY PERSONAL PHILOSOPHY
1. With the philosophy you have formulated,
a. How will you treat your students?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________
b. What will you teach?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________
c. How will you teach?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________
2. From which philosophies did you draw your personal philosophy of education?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________3. Do you think your philosophy will change
as you grow in knowledge?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________
UNIT 4
TEACHER AS A PERSON
IN THE NEW NORMAL SOCIETY
1. manifest a caring attitude, respect, integrity and dignity in teaching

through situational analysis (BTI 7.2.1; CLO 4).
Picture Not Mine.
Credits to the Owner.
___________________________________________________________________
___________________________________________________________________
Introductory Activity: Watch the video clip about “Our Return on Investment:
Sabsy Ongkiko at TEDxADMU”
through the link, https://www.youtube.com/watch?v=FgOi4ZR57fA&t=3s
Guide Question: Describe the professionalism of Sabrina Ongkiko? Are there still
Sabrina Ongkiko in this new normal educational arena? Describe one you know and
why do you say so?
Lesson 1: Ethics and the Law
In Chapter 2, we discussed a branch of philosophy known as

axiology which is the study of values. Ethics, as you will recall
was one aspect of axiology (aesthetics was the other). In
particular, we indicated that a study of ethics focuses on the
ideas and beliefs that are valued by a society in a moral
sense. MORALS for a society, represent a collective view of
what is right and wrong, whereas ethics represent the code of
conduct for abiding by that view. You may have your own
morals and ethics and ethics, but they are likely influenced
greatly by those of the society in which you live.
Because of that variation from one individual to the next, societies typically write
laws that clearly specify behaviors that are and are not acceptable. In essence, laws
seek to iron out the ethical differences that might exist between people. Law does
not mandate that you accept the social version of appropriate behavior, but you are
expected to abide by that version if you are to live in that environment. For all
people, some sort of ethical standard, some code of ethics, guides their behavior-
particularly in this social sense. For teachers, this is an even more important
matter because morals, ethics and laws are a prominent part of their
work- and their lives away from work- everyday
Ethics: from the Greek word “ethos” which means “characteristic way of
acting” which includes cultural mannerism, religion, politics, laws and
social aspirations of a group of people revealed in:
1. man’s ability to distinguish between good and evil, right and wrong, moral
and immoral.
2. man’s obligation to do what is good and to avoid evil.
3. man’s accountability for his actions, expecting reward or punishments.
 The science of morality of human acts; the study of human motivation, and
ultimately of rational human behavior.
 Essentially a relation to oneself, to a fellowman, to others, the environment or
to one’s colleagues or associates the sole purpose of which is to promote and
realize the good due to oneself, the other, to humankind, to the environment
or to the Supreme Being.
KINDS OF ETHICS AND THEIR COMPONENTS:

 Personal Ethics: a relationship to oneself to promote, maintain and protect
the good of the person in question. This good includes physical, intellectual,
emotional and spiritual kinds as the values of intelligence, cleanliness, good
manners, gratitude, cheerfulness, sympathy, quietness, diligence, etc.
 Moral Ethics: brings the promotion, advocacy, protection, pursuit, and
performance of the essential good between persons as persons, and between
human beings as such. The principles are reverence for life, tolerance,
respect for human life, justice, responsibility, altruism and trust.
 Social Ethics: the promotion , advocacy, pursuit, maintenance of common
(social, public, people’s) good on the part of the individual members and
collective entities of society. Principles of this include peace and order,
preservation, social justice, economic development, social tolerance, etc.
 Professional Ethics: concerned with the promotion, pursuit, advocacy,
protection, performance and maintenance if the good between clients and
professionals; professionals and the public; professionals and associates, and
professionals in relation to their profession. The principles are honesty,
fairness in compensation charges, economic empathy, fairness to associates,
respect for clients, etc.
 Family Ethics: the promotion, advocacy, protection, performance and
maintenance of the good of the family as a unit of relationships. These
consist of faithfulness, loyalty, cooperation, sacrifice, filial love, trust,
responsibility and unity.
 Environmental Ethics: concerned with the promotion, advocacy,
protection, performance and maintenance of that is good for the environment
on the part of its human inhabitants and beneficiaries. Principles include
conservation, protection, care, restoration, balance, stewardship, formal
integrity, sustainability, etc.
 Religious Ethics: concerned with the promotion, advocacy, protection,
performance and maintenance of the good or a Supreme Being. Principles
include faith, worship, thanksgiving, obedience, reverence, and piety.
In the following page, let’s answer the exercise/journal and determine

situations as legal or ethical dilemmas.

Name of
Journal No. 12
LEGAL AND ETHICAL DILEMMAS
I. Consider each of these situations and decide whether it is more aptly

described as a legal or ethical issue. In some cases, you may check both
columns.
LEGA ETHICA
L L
1. A teacher likes to drop by high school parties on the
weekend.
2. A girl in your class shows up with bruises on her legs
and arms that she tries to hide.
3. You smell alcohol on Johnny’s breath when he comes to
school.
4. Jane often misses school to take care of her younger
siblings.
5. You notice that in your lower level classes, pupils are
absent during harvest season.
6. A group of your students asks you to start your classes
with a prayer because you do not do so.
7. You plan on reading a story about a Muslim boy and his
circumcision rite and the parents object.
8. Suzy is supposed to be mainstreamed in your class but
the door is not wide enough to accommodate her
wheelchair.
9. A co-teacher is known to borrow money from the parent
of your pupil.
10.One of your male co-teachers is always going out with
your Grade 9 students.
11.You ignore the fact that one of your students is
physically abused by her mother.
12.You think that one of the teachers in your school gave
out answers to her students so that they will get high
marks during the National Assess ment Test.
13.You overhear students talking about their teacher who
verbally abused them in a class.
14.A student submits a paper as her own to the teacher
that she copied from the internet.
II. Choose 1 situations from above, explain why you consider each a legal
and/or an ethical issue.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
III. If you were in the situation, what would you do?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________
Lesson 2: The Teacher as an Ethical Person
As a pre-service teacher,
you are not expected to
have adopted or defined a
code of ethics. However,
you have ethical beliefs that
characterize the person you
are. Let’s take a moment to
consider some of these
beliefs.
A. Honesty. Situations such as turning in projects copied from someone else as

your own, or paying someone to write or make a project that you are going to
submit as yours. The morality of the question is clear: It would not be right to
do so. What does your personal code of ethics say/tell you to do? Should you
say nothing? Your personal code of ethics will direct your action-or non-action
that you take.
B. Humane Treatment of Others. Questions of how you treat others have an
ethical component. Humane treatment means not making fun of people who
may be different from you or may speak differently from you. And though you
may like some people more than others, you do not allow your preferences to
be translated into favoritism on one hand and discrimination on the other.
C. Loyalty. When one can be counted upon through thick and thin and never
abandon a friend in need—such is a situation calling for loyalty.
On Being an Ethical Teacher
An ethical teacher is one who understands what rules to accomplish for people and
how to apply these rules in situations that come with their own unique
circumstances. Joyce Garrett (2006) prefers to conceptualize being an ethical
teacher in terms of four characteristics:
1. Teachers of honor care about humanity. They are good listeners and
communicators who embrace the needs of others before their own.
2. Teachers of honor live by the credo “Who dares teach must never
cease to learn”. They continuously engage themselves in the scholarship of
their discipline and bring their own sense of curiosity inside the classroom, thus
establishing safe environments for student curiosity.
3. Teachers of honor give back to their professional and civic

communities. They mentor, take leadership roles continue their professional
development and take the spirit of giving into their classrooms and community-
based projects.
4. Teachers of honor work hard. They work diligently to guarantee that all
students have equal access and equal opportunity and they devise ways to
engage all learners in meaningful endeavors.
Lesson 3: The Code of Ethics for Professional Teachers
In Chapter I, we made a distinction between profession and professionals. Profession

is a type of job that requires special training and gives status and prestige to an
individual. A professional is one who has competent skills, observes high standards
of the job and abides by the code of ethics.
Who is the professional teacher? She/He is the “licensed professional who possess
dignity and reputation, with high moral values as well as technical and professional
competence… and adheres to, observes and practices a set of ethical and moral
principles, standards and values”. (Code of Ethics for Professional Teachers).
Now, let’s take a closer look at the Code of Ethics for Professional Teachers:
Professional Regulation Commission

Board of Professional TEACHERS
CODE of ETHICS for PROFESSIONAL TEACHERS
Resolution No. 435, s.of 1997

Pursuant to the provision of paragraph (e), Article II, of RA No. 7836, otherwise known as
the “ Philippine Teachers Professionalization Act of 1994” and Paragragh (a), Section 6, PD
No.223, as amended, the Board for Professional Teachers hereby adopts and promulgates
the following “ Code of Ethics for Professional Teachers.”
PREAMBLE
Teachers are duly licensed professionals who possess dignity and reputation with high moral values as
well as technical and professional competence. In the practice of their noble profession, they strictly
adhere to, observe, and practice this set of ethical and moral principles, standards, and values.
ARTICLE 1. SCOPE and LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institutions shall offer quality
education for all Filipino citizens, a vision that requires professionally competent teachers committed to
is full realization. The provisions of this code shall apply , therefore, to all teachers in all 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 schools 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 the nurseries of the 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 respect for all duly constituted authorities, and promote obedience to
the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of the state,
and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher
shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize 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, service,
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 responsibilities.
Section 7. A teacher shall not use his position or official authority or influence to coerce any other
person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have the privilege of sharing the
product of his researches and investigations, provided that, if the results are inimical to the declared
policies of the State, they shall be drawn 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 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 a 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 an 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 possesses freedom to attend church and worship, as appropriate , but shall not
use his position and influence to proselyte others.
ARTICLE IV. THE TEACHER and THE PROFESSION

Section 1. Every teacher shall actively help 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, shll make the
best preparation for the career of teaching, and shall be at his best at all times 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 for 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 a dignified means
for earning a decent living.
ARTICLE V. THE TEACHER and TEACHING COMMUNITY

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 learners, the school, or the profession is at satke
in any controversy, teachers shall support one another.
Section 2. A teacher is not entitled to claim for work not 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 and leave to his successor 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 have not yet been officially released, or
remove records from the files without official 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. 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 any 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 PHILIPPINES

Section 1. A 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 accusation 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 reforms are advocated but are opposed by the immediate
superior, in which case the teachers shall appeal directly to the appropriate higher authority.
Section 4. A teacher , individually or as part of a group, has a right to seek redress against injustice and
discrimination and, to the extent possible, shall raise his grievances within democratic processes. In so
doing, he shall avoid jeopardizing the interest and welfare of learners whose right to learn must be
respected.
Section 5. A teacher has a right to invoke the principle that appointments, promotions, and transfers of
teachers are made only on the basis of merit and need 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 the employment terms and conditions.
ARTICLE VII. SCHOOL OFFICIALS, TEACHERS and OTHER PERSONNEL

Section 1. 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 direction.
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 to 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 and training programs.
Section 4. No school official shall dismiss or recommend for dismissal a teacher or other subordinates
except for a cause.
Section 5. School authorities concerned 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, and, provided, further, that they are duly
registered and licensed professional teachers.
ARTICLE VIII. THE TEACHER and THE LEARNERS

Section 1. A teacher has the right and duty to determine the academic marks and the promotion of
learners in the subjects they handle, 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 action, observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are his first and foremost
concern, and shall handle each learner justly and impartially.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminatory against any 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 than
what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work on 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 manifestations of poor
scholarship.
Section 9. A teacher shall ensure that conditions contributive 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 TEACHER and PARENTS

Section 1. A teacher shall establish and maintain cordial relations with parents, and shall conduct
himself to merit their confidence and respect.
Section 2. A teacher shall inform parents, through proper authorities, of the progress, or deficiencies of
learners under him, exercising utmost candor and tact in pointing out learner’s deficiencies and in
seeking parent’s cooperation for the proper guidance and improvement of 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 a right to engage, directly , or indirectly, in legitimate income generation,
provided that it does not relate to or adversely affect his work.
Section 2. A teacher shall maintain a good reputation with respect to financial matters such as in the
settlement of his just debts, loans and other 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 that such shall be in accordance with existing
regulations.
ARTICLE XI. THE TEACHER AS A PERSON

Section 1. A teacher shall live with dignity in all places and at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline as the principles of
personal behavior in all relationships with others and in all situations.
Section3. A teacher shall maintain at all times a dignified personality which could serve as model
worthy of emulation by learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or SUPREME Being as guide of his destiny
and of the destinies of men and nations.
ARTICLE XII. DISCIPLINARY ACTION
Section 1. Any violation of any provision of this Code shall be sufficient ground for the imposition
against the erring teacher of disciplinary action consisting of revocation of his Certificate of
Registration and License as Professional Teacher, suspension from the practice of the teaching
profession, reprimand, or cancellation of his temporary/ special permit under causes specified in Sec
23, Article 111 or RA No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations
Implementing RA No. 7836.
ARTICLE XIII. EFFECTIVITY
Section 1. This Code shall be approved by the Professional Regulation Commission and shall take effect
sixty (60) days following its publication in the Official Gazette or any newspaper of general circulation,
whichever is earlier.
Done in the City of Manila this 11th day of November 1997.
 Facilitated Discussion of concepts supplemented by active learning activities

via Google Classroom and Google Meet.

Name of
Journal No. 13
LEGAL AND ETHICAL DILEMMAS—REAL STORIES
Ethics are the guidelines we use to stay true to our moral

beliefs. Laws are a formalized version of ethics that speak
for a society’s values. Because teachers occupy positions
of influence, their ethical character must be beyond
reproach.
I. The news article involving a teacher: (You may attach the news clip)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________
II. Who are the personalities of the case?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________
III. What was the complaint?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________
IV. What legal and ethical issues can be raised relevant to the issue?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________
V. What provisions in the code of ethics are being violated?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________
UNIT 5
TEACHER AS A PROFESSIONAL
IN THE NEW NORMAL
1. discuss the various laws governing teacher rights, privileges, welfare and
responsibilities (BTI 6.3.1; CLO 3); and to
2. draw out implications on how they apply in real life (BTI 6.3.1; CLO 3).
___________________________________________________________________
___________________________________________________________________
Introductory Activity: Watch the video clip about “Being A Professional Teacher
through the link, https://www.youtube.com/watch?v=U58EFAwnKpw
Guide Question: What are characteristics of a Professional teacher? Describe a
Professional Teacher in the new normal.
Lesson 1: Basic Laws on the Professionalization of Teaching
Let’s read and study the following laws on the professionalization of teaching in the
Philippines:
A. PD 1006
OFFICIAL GAZETTE OF THE REPUBLIC OF THE PHILIPPINES

H ACT NO. 638
Presidential Decree No. 1006, s. 1976
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 Regulations
Commission
Member
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 subjectsof 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
B. REPUBLIC ACT NO. 7836
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.
ARTICLE I
TITLE
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 vice-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;
chan robles virtual law library
(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;
(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.
Approved: December 16, 1994
C. 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.
Approved: APR 21

Name of
Journal No. 14
LEGAL BASES ON THE PROFESSIONALIZATION OF TEACHING
I. Compare PD 1006 and RA 7836 along the following items then give your
observations:
ITEM PD 1006 RA7836 OBSERVATIONS
1. Definition of
a teacher
2. Teacher’s
examination
a. Scope of
Examinati
on
b. Qualificati
on
Requirem
ents for
Examinee
s
c. Rating
d. Report of
Results
3. The Board for
Professional
Teachers
4. Causes of
Revocation of
certificate/
license
II. RA 9293 stipulated amendments to RA 7836. What are the

amendments on the following items?
1. Number of units in professional education required of non-education

graduates
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________
2. Registration of those engaged in teaching without examination

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________
3. Required rating for para-teachers

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________
Lesson 2: Privileges of Teachers Under the Magna Carta

__________________________________________________________________
RA 4670-Magna Carta for Teachers
I. DECLARATION OF POLICY COVERAGE

Sec. 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, 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.
Sec. 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 professional 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
Sec. 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 (BSEEd);
(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 qualification: 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.
Sec. 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 possess 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 possess 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.
Sec. 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.
Sec. 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 affected by the school superintendent who shall previously notify the teacher concerned
of the transfer and the reason or reasons therefore. 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 transfer 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.
Sec. 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 thee 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.
Sec. 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.
Sec. 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.
Sec. 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.
Sec. 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.
Sec. 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
Sec. 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 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.
Sec. 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 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 he additional compensation required under
this section. Education authorities shall refuse to allow the rendition of services of teachers for other
government agencies without he assurance that the teaches shall be paid the remuneration provided
under this section.
Sec. 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 an 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 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.
Sec. 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.
Sec. 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 provide for
teachers of the National Government.
Sec. 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 is employ.
Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such as
difficulty in commuting to the place o 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.
Sec. 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.
Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever from the salaries of
teachers except under specific authority of law authorizing such deductions: Provided, however, That upon
written authority executed by the teacher concerned, (1) lawful dues and fees owing to the Philippine
Public School Teachers Association, and (2) premiums properly due on insurance policies, shall be
considered deductible.
IV. HEALTH MEASURES AND INJURY BENEFITS
Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be provided free
of charge for all teachers before they take up teaching, and shall be repeated not less than once a year
during the teacher’s professional life. Where medical examination show that medical treatment and/or
hospitalization is necessary, same shall be provided free by the government entity paying the salary of the
teachers.
In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary
medical care with the right to be reimbursed for their traveling expenses by the government entity
concerned in the first paragraph of this Section.
Sec. 23. Compensation For Injuries. Teachers shall be protected against the consequences of
employment injuries in accordance with existing laws. The effects of the physical nervous strain on the
teacher’s health shall be recognized as a compensable occupational disease in accordance with existing
laws.
V. LEAVE AND RETIREMENT BENEFITS
Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public
schools, they shall be entitled to study leave not exceeding one school year after seven years of service.
Such leave shall be granted in accordance with a schedule set by the Department of Education. During
the period of such leave, the teachers shall be entitled to at least sixty percent of their monthly salary:
Provided, however, That no teacher shall be allowed to accumulate more than one year study leave,
unless he needs an additional semester to finish his thesis for a graduate study in education or allied
courses: Provided, however, That no compensation shall be due the teacher after the first year of such
leave. In all cases, the study leave period shall be counted for seniority and pension purposes.
The compensation allowed for one year study leave as herein provided shall be subject to the
condition that the teacher takes the regular study load and passes at least seventy-five percent of his
courses. Study leave of more than one year may be permitted by the Secretary of Education but without
compensation.
Sec. 25. Indefinite Leave. An indefinite leave of absence shall be granted to teachers when the nature
of the illness demands a long treatment that will exceed one year at the least.
Sec. 26. Salary Increase upon Retirement.
 Facilitated Discussion of concepts supplemented by active learning activities

via Google Classroom and Google Meet.
 Socialized recitation on laws pertaining to teachers and the teaching
profession and DepEd Orders relevant to New Normal Education Implementation.

Name of
Journal No. 15
TEACHERS’ BENEFITS AND PRIVILEGES
Reflect and write your answers on the following questions:
1. Do you think the provisions of this law (the Magna Carta for
Public School Teachers) are observed in all public schools in
the country?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What are the positive and negative practices on the systems

of hiring, promotion and tenure of public school teachers?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Interview a public school teacher. What are the benefits they

are receiving from the government?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
UNIT 6
OTHER LAWS RELEVANT TO THE TEACHING PROFESSION:
IMPACT TO NEW NORMAL EDUCATION
1. discuss the details and provisions of laws significant to the teaching

profession (BTI 6.3.1; CLO 3); and to
2. give its significance on its application to the teaching profession (BTI
6.3.1; CLO 3).
___________________________________________________________________
___________________________________________________________________
Introductory Activity: Watch the video clip about “Teacher-Related Laws in the
Philippines through the link, https://www.youtube.com/watch?v=Bt19uoO82Uo
Guide Question: What are the laws mentions in the video clip and describe them?
Law Description
Source
RA 6728 otherwise known as the "Government Assistance to https://peac.org.ph/wp-
Students and Teachers in Private Education Act," is content/uploads/2017/0
hereby amended to read as follows: "SECTION 1. ... –
This Act shall be known as the 'Expanded
9/Republic-Act-8545-s.-
Government Assistance to Students and Teachers in 1998-1-1.pdf
Private Education Act.
RA 8545 https://www.officialgaze
AN ACT AMENDING REPUBLIC ACT NO. 6728, tte.gov.ph/1998/02/24/r
OTHERWISE KNOWN AS “AN ACT PROVIDING epublic-act-no-8545/
GOVERNMENT ASSISTANCE TO STUDENTS AND
TEACHERS IN PRIVATE EDUCATION AND
APPROPRIATING FUNDS THEREFOR,” ESTABLISHING A
FUND FOR THE PURPOSE OF SUBSIDIZING SALARIES
OF PRIVATE SCHOOL TEACHERS, AND APPROPRIATING
FUNDS THEREFOR
SECTION 1. Republic Act No. 6728, otherwise known

as the “Government Assistance to Students and
Teachers in Private Education Act,” is hereby
amended to read as follows:
RA 7877 AN ACT DECLARING SEXUAL HARASSMENT UNLAWFUL http://hrlibrary.umn.edu
IN THE /research/Philippines/RA
EMPLOYMENT, EDUACATION OR TRAINING
ENVIRONMENT, AND
%207877%20-%20Anti-
FOR OTHER PURPOSES Sexual%20Harassment
%20Law.pdf
Section 1. Title. – This Act shall be known as the "Anti-
Sexual Harassment Act of 1995."
RA 8190 AN ACT GRANTING PRIORITY TO RESIDENTS OF THE https://www.chanrobles.
BARANGAY, MUNICIPALITY OR CITY WHERE THE com/republicactno8190
SCHOOL IS LOCATED, IN THE APPOINTMENT OR
ASSIGNMENT OF CLASSROOM PUBLIC
.htm#.XxVU7p4zbIU
SCHOOLTEACHERS.
AN ACT DEFINING VIOLENCE AGAINST WOMEN AND tte.gov.ph/2004/03/08/r
THEIR CHILDREN, PROVIDING FOR PROTECTIVE epublic-act-no-9262-s-
MEASURES FOR VICTIMS, PRESCRIBING PENALTIES
THEREFORE, AND FOR OTHER PURPOSES
2004/
SECTION 1. Short Title.- This Act shall be known as
the “Anti-Violence Against Women and Their Children
Act of 2004”.
AN ACT PROVIDING FOR THE MAGNA CARTA OF tte.gov.ph/2009/08/14/r
WOMEN epublic-act-no-9710/
SECTION 1. Short Title. — This Act shall be
known as “The Magna Carta of Women”.
AN ACT PRESCRIBING THE CODE OF THE NATIONAL tte.gov.ph/1998/02/12/r
FLAG, ANTHEM, MOTTO, COAT-OF-ARMS AND OTHER epublic-act-no-8491/
HERALDIC ITEMS AND DEVICES OF THE PHILIPPINES.
SECTION 1. Short Title — This act shall be known as
the “Flag and Heraldic Code of the Philippines.”
AN ACT INSTITUTIONALIZING THE KINDERGARTEN tte.gov.ph/2012/01/20/r
EDUCATION INTO THE BASIC EDUCATION SYSTEM epublic-act-no-10157/
AND APPROPRIATING FUNDS THEREFOR
SECTION 1. Short Title. – This Act shall be known as

the “Kindergarten Education Act”.
RA 10533 AN ACT ENHANCING THE PHILIPPINE BASIC https://www.officialgaze
EDUCATION SYSTEM BY STRENGTHENING ITS tte.gov.ph/2013/05/15/r
CURRICULUM AND INCREASING THE NUMBER OF
YEARS FOR BASIC EDUCATION, APPROPRIATING
epublic-act-no-10533/
FUNDS THEREFOR AND FOR OTHER PURPOSES
SECTION 1. Short Title. — This Act shall be known as
the “Enhanced Basic Education Act of 2013”.
AN ACT PROMOTING UNIVERSAL ACCESS TO QUALITY tte.gov.ph/2017/08/03/r
TERTIARY EDUCATION BY PROVIDING FOR FREE TUITION
AND OTHER SCHOOL FEES IN STATE UNIVERSITIES AND epublic-act-no-10931/
COLLEGES, LOCAL UNIVERSITIES AND COLLEGES AND
STATE-RUN TECHNICAL-VOCATIONAL INSTITUTIONS,
ESTABLISHING THE TERTIARY EDUCATION SUBSIDY AND
STUDENT LOAN PROGRAM, STRENGTHENING THE UNIFIED
STUDENT FINANCIAL ASSISTANCE SYSTEM FOR TERTIARY
EDUCATION, AND APPROPRIATING FUNDS THEREFOR
Annotated summary. PSTs, in small groups (thru their created group chat via
messenger), will make annotated summaries of pre-assigned laws. The annotations
and discussions shall focus on the significance, applications, and implications of the
provisions of laws to the teaching profession.
Process: Group presentation and discussion of outputs to the whole class via
scheduled google meet.
Output: Annotated Summary to be submitted via teacher’s gmail account.
CULMINATE (PERFORM):
Name of
Journal No. 16
MY SIGNIFICANT INSIGHTS ON OTHER LAWS RELEVANT TO THE TEACHING
PROFESSION
Fill in the matrix below:
Law Salient Points Why I Need to know
this law?
RA 6728
RA 8545
RA 7877
RA 8190
RA 9262
RA 9710
RA 8491
RA 10157
RA 10533
RA 10931
UNIT 7
PROFESSIONAL TEACHING STANDARDS AND ITS IMPACT
TO NEW NORMAL EDUCATION:
PROFESSIONALISM & TRANSFORMATIVE EDUCATION
1. describe the evolution of competencies and standards in response to

changing societal demands on the teaching profession (BTI 1.1.1; CLO 1);
and to
2. set plans for personal growth and professional development based on the
Philippine Professional Standards for Teachers-PPST (BTI 7.5.1; CLO 5).
___________________________________________________________________
___________________________________________________________________
Introductory Activity: Watch the video clip about “Why Some Students Fail and
Others Succeed” through the link, https://www.youtube.com/watch?v=e1uijt3Ydqs
Guide Question: In the re-landscaping of the educational system of the country,
what kind of teachers do we need? What new normal teaching standards can be
added to improve the kind of teachers that we have?
Lesson 1: Standards of Good Teaching: 21st Century Skills of Teachers
(Borabo, 2012)
What are the ideal traits that characterize the A-1 teacher of the 21 st century? What
do teachers need to be attuned with to the paradigm shifts in education? These
shifts that are present in the educational system revolve around these areas:
 The learner
 The access to various forms of information
 The ability to network
 The emergence of a new breed of teachers
The 21st century teacher performs various roles which are really very different from
the traditional or classic educator. Andrew Churches illustrates a detailed picture of
the new breed of educators.
the risk taker

the
collaborator
the adaptor
21st
the
communicat
or
Century the model
Teacher
the learner the leader
the visionary
TRAITS CHARACTERISTICS
 The Adaptor  Able to adapt the curriculum and the
requirements in innovative and creative ways.
 The Visionary  Able to see across disciplines and through the
curricula.
 Able to use energizing tools and web
technologies.
 Able to see ideas and use these in his/her
classes.
 The Learner  Able to continue learning and absorb
experiences and knowledge and must
endeavor to stay current.
 The  Is fluent in tools and technologies for
Communicator communication and collaboration.
 The Leader  Able to lead in the process of ICT integration
 The Model  Able to exemplify model behaviors that one
expects from his/her students.
 Able to model tolerance, global awareness and
reflective practice.
 The Collaborator  Able to use collaboration tools to enhance and
motivate learners to share, contribute, adapt
and invent.
 The Risk Taker  Able to take risks and surrenders oneself to
students’ knowledge.
 Able to trust his/her students.
According to the Partnership for 21 st Century Skills, these are the teaching skills we
need to include:
 Information, media literacy and communication skills
 Thinking and problem solving
 Interpersonal, collaborative and self-direction skills
 Global awareness
 Economic and business literacy including entrepreneurial skills
 Civic literacy
The systems in schools/operation have considerably changed. The key difference is

that the emerging technologies have paved the way in employing new set of tools to
apply to the multi-faceted tasks that our students confront in every learning task.
The core of John Dewey’s philosophy is “learning by doing”. Teachers don’t want to
teach theories and principles alone but to apply these learnings in their daily life.
With all the varied resources available today, the learners get closer to the sources
of information than they could before. The stress on problem solving and critical
thinking is really vital in the teaching-learning process. Group work and social skills
play a vital role in the functioning of a globalize economy. The students need to
learn through collaborative learning projects. Social responsibility and integrating
community projects into the curriculum enhance/enrich students’ awareness of life
beyond schools.
Tony Wagner in his book The Global Achievement Gap stresses the seven survival
skills for 21st century educators:
100 | P a g e
T h e Te a c h i n g P r o f e s s i o n ( E d 11 2 ) : N e w Wa y F o r w a r d
- (Dr FCKintanar / Dr. LMSCamello (Disclaimer: Pictures, image s a n d o t h e r
Initiative and
Entrepreneurship
Agility and Efferctive Oral

Adaptability Communication
Seven
Collaboration
Survival Assessing
Across
networks and
Learning by
Skills and
Analyzing
Influence Information
Critical
Curiosity
Thinking and
and
Problem
Imagination
Solving
Wagner cited that today’s learners are called digital learners and today’s teachers
are digital immigrants. Teachers are now working with learners whose lives have
been totally immersed in the 21 st century media culture. Therefore, teachers of the
21st century must be able to access and utilize multimedia tasks to enable students
to be truly media literate.
The P21 Century learning consists of core subjects and themes that revolve around
three (3) core skills:
LEARNING AND LIFE AND CAREER INFORMATION-MEDIA

INNOVATION SKILLS SKILLS AND TECHNOLOGY
(The 4Cs) SKILLS
 Critical thinking  Flexibility and  Information

and problem- adaptability literacy
solving
 Initiative and self-  Media literacy

 Creativity and direction
innovation
 ICT literacy
 Social and cross-
 Communication cultural interaction
 Collaboration  Productivity and

accountability
101 | P a g e
 Leadership and
responsibility
 Online group research on the 21st century teacher characteristics and

transformative education.

Name of
Journal No. 17
REFLECTIONS ON THE 21ST CENTURY SKILLS OF A TEACHER
A. As a future teacher, what are the most critical skills

that I need to master as a 21st century educator?
102 | P a g e
B. Write a pledge of commitment to become one of the
best teachers of the 21st century:
Lesson 2: The Philippine Professional Standards for Teachers
Role of teachers
Teachers play a crucial

role in nation building.
Through quality
teachers, the
Philippines can develop
holistic learners who
are steeped in values,
equipped with 21st
century skills, and able
to propel the country to
development and
progress. This is in
consonance with the
Department of
Education vision of producing: “Filipinos who passionately love their country and
whose values and competencies enable them to realize their full potential and
contribute meaningfully to building the nation” (DepED Order No. 36, s. 2013).
Evidences show unequivocally that good teachers are vital to raising student
achievement, i.e., quality learning is contingent upon quality teaching.
103 | P a g e
Hence, enhancing teacher quality becomes of utmost importance for long-term and
sustainable nation building.
The changes brought about by various national and global frameworks such as the K
to 12 Reform and the ASEAN integration, globalization, and the changing character
of the 21st century learners necessitate improvement and adaptability of education,
and a call for the rethinking of the current teacher standards.
Professional standards for teachers
The Philippine Government has consistently pursued teacher quality reforms through
a number of initiatives. As a framework of teacher quality, the National Competency-
Based Teacher Standards (NCBTS) was institutionalized through CHED Memorandum
Order No. 52, s. 2007 and DepED Order No. 32, s. 2009. It emerged as part of the
implementation of the Basic Education Sector Reform Agenda (BESRA), and was
facilitated by drawing on the learning considerations of programs, such as the Basic
Education Assistance for Mindanao (BEAM), the Strengthening Implementation of
Visayas Education (STRIVE) project and the Third Elementary Education Project
(TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher
quality requirements in the Philippines. The reform process warrants an equivalent
supportive focus on teacher quality – high quality teachers who are properly
equipped and prepared to assume the roles and functions of a K to 12 teacher.
Philippine Professional Standards for Teachers
The Philippine Professional Standards for Teachers, which is built on NCBTS,

complements the reform initiatives on teacher quality from pre-service education to
in-service training. It articulates what constitutes teacher quality in the K to 12
Reform through well-defined domains, strands, and indicators that provide measures
of professional learning, competent practice, and effective engagement. This set of
standards makes explicit what teachers should know, be able to do and value to
achieve competence, improved student learning outcomes, and eventually quality
education. It is founded on teaching philosophies of learner-centeredness, lifelong
learning, and inclusivity/inclusiveness, among others. The professional standards,
therefore, become a public statement of professional accountability that can help
teachers reflect on and assess their own practices as they aspire for personal growth
and professional development.
Teacher quality in the Philippines
The Philippine Professional Standards for Teachers defines teacher quality in the
Philippines. The standards describe the expectations of teachers’ increasing levels of
knowledge, practice and professional engagement. At the same time, the standards
allow for teachers’ growing understanding, applied with increasing sophistication
across a broader and more complex range of teaching/learning situations.
104 | P a g e
The following describes the breadth of 7 Domains that are required by teachers to
be effective in the 21st Century in the Philippines. Quality teachers in the Philippines
need to possess the following characteristics:
 recognize the importance of mastery of content knowledge and its

interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and
learning. They apply developmentally appropriate and meaningful pedagogy
grounded on content knowledge and current research. They display proficiency in
Mother Tongue, Filipino and English to facilitate the teaching and learning process,
as well as exhibit the needed skills in the use of communication strategies, teaching
strategies and technologies to promote high-quality learning outcomes.
 provide learning environments that are safe, secure, fair and supportive in
order to promote learner responsibility and achievement. They create an
environment that is learning-focused and they efficiently manage learner behavior in
a physical and virtual space. They utilize a range of resources and provide
intellectually challenging and
stimulating activities to encourage
constructive classroom interactions
geared towards the attainment of
high standards of learning.
 establish learning environments

that are responsive to learner
diversity. They respect learners’
diverse characteristics and
experiences as inputs to the
planning and design of learning
opportunities. They encourage the
celebration of diversity in the
classroom and the need for
teaching practices that are
differentiated to encourage all
learners to be successful citizens in
a changing local and global
environment.
Philippine Professional
Standards for Teachers
 interact with the national and

local curriculum requirements.
They translate curriculum content
into learning activities that are
relevant to learners and based on
the principles of effective teaching
and learning. They apply their
professional knowledge to plan and
design, individually or in
105 | P a g e
collaboration with colleagues, well-structured and sequenced lessons that are
contextually relevant, responsive to learners’ needs and incorporate a range of
teaching and learning resources. They communicate learning goals to support
learner participation, understanding and achievement.
 apply a variety of assessment tools and strategies in monitoring, evaluating,

documenting and reporting learners’ needs, progress and achievement. They use
assessment data in a variety of ways to inform and enhance the teaching and
learning process and programs. They provide learners with the necessary feedback
about learning outcomes that informs the reporting cycle and enables teachers to
select, organize and use sound assessment processes.
 establish school-community partnerships aimed at enriching the learning

environment, as well as the community’s engagement in the educative process.
They identify and respond to opportunities that link teaching and learning in the
classroom to the experiences, interests and aspirations of the wider school
community and other key stakeholders. They understand and fulfill their obligations
in upholding professional ethics, accountability and transparency to promote
professional and harmonious relationships with learners, parents, schools and the
wider community.
 value personal growth and professional development and exhibit high

personal regard for the profession by maintaining qualities that uphold the dignity of
teaching such as caring attitude, respect and integrity. They value personal and
professional reflection and learning to improve their practice. They assume
responsibility for personal growth and professional development for lifelong learning.
The 7 Domains collectively comprise 37 strands that refer to more specific

dimensions of teacher
Domain 1, Content Knowledge and Pedagogy, is composed of seven

strands:
1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:

106 | P a g e
1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs
Domain 6, Community Linkages and Professional Engagement, consists of

four strands:
1. Establishment of learning environments that are responsive to community
contexts
2. Engagement of parents and the wider school community in the educative
process
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five

strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
107 | P a g e
108 | P a g e
Career stages
Teacher professional development happens in a continuum from beginning to
exemplary practice. Anchored on the principle of lifelong learning, the set of
professional standards for teachers recognizes the significance of a standards
framework that articulates developmental progression as teachers develop, refine
their practice and respond to the complexities of educational reforms.
The following statements, which define the work of teachers at different
career stages, make explicit the elements of high-quality teaching for the 21st
century. They comprise descriptors that have been informed by teachers’
understandings of what is required at each of the four Career Stages. The
descriptors represent a continuum of development within the profession by
providing a basis for attracting, preparing, developing and supporting teachers.
Career Stage 1 or Beginning Teachers have gained the qualifications recognized

for entry into the teaching profession. They have a strong understanding of the
subjects/areas in which they are trained in terms of content knowledge and
pedagogy. They possess the requisite knowledge, skills and values that support the
teaching and learning process. They manage learning programs and have strategies
that promote learning based on the learning needs of their students. They seek
advice from experienced colleagues to consolidate their teaching practice.
Career Stage 2 or Proficient Teachers are professionally independent in the

application of skills vital to the teaching and learning process. They provide focused
teaching programs that meet curriculum and assessment requirements. They
display skills in planning, implementing, and managing learning programs. They
actively engage in collaborative learning with the professional community and other
stakeholders for mutual growth and advancement. They are reflective practitioners
who continually consolidate the knowledge, skills and practices of Career Stage 1
teachers.
Career Stage 3 or Highly Proficient Teachers consistently display a high level of

performance in their teaching practice. They manifest an in-depth and sophisticated
understanding of the teaching and learning process. They have high education-
focused situation cognition, are more adept in problem solving and optimize
opportunities gained from experience. Career Stage 3 Teachers work collaboratively
with colleagues and provide them support and mentoring to enhance their learning
and practice. They continually seek to develop their professional knowledge and
109 | P a g e
practice by reflecting on their own needs, and those of their colleagues and
students.
Career Stage 4 or Distinguished Teachers embody the highest standard for

teaching grounded in global best practices. They exhibit exceptional capacity to
improve their own teaching practice and that of others. They are recognized as
leaders in education, contributors to the profession and initiators of collaborations
and partnerships. They create lifelong impact in the lives of colleagues, students
and others. They consistently seek professional advancement and relevance in
pursuit of teaching quality and excellence. They exhibit commitment to inspire the
education community and stakeholders for the improvement of education provision
in the Philippines.
 Document analysis. Facilitated analysis of the NCBTS and D.O. 42, s. 2017 –
National Adoption and Implementation of the Philippine Professional Standards
for Teachers.
 Video presentation.
The explainer video on PPST may be downloaded from
https://www.youtube.com/watch?v=aA5cD474aIU&t=37s and presented to the class.
 Small Group presentation of outputs. Groups choose an appropriate
graphics organizer to describe the evolution of competencies and standards
based on the changing societal demands on the teaching profession.

Name of
Journal No. 18
THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
110 | P a g e
T he Te a c hi ng Pr of e ssi on ( E d112) : N e w Wa y For w a r d
I. Cite one concrete example of an activity which a
teacher does to be able to develop under each
domain of the PPST focusing on new normal
educational scenarios
PPST Domain Teacher Activity

1. Content
Knowledge
and
Pedagogy
2. Learning
Environmen
t
3. Diversity of
Learners
4. Curriculum
and
Planning
5. Assessment
and
Reporting
6. Community
Linkages
and
Professional
Engagement
7. Personal
Growth and
Professional
Developmen
t
II. From among the domains of the PPST, choose one

which you may find the most challenging and
explain why.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Name of
Journal No. 19
CAREER STAGES OF TEACHER PROFESSIONAL DEVELOPMENT
112 | P a g e
I. With your groupmates, interview one teacher under
each career stage of teacher professional
development and reflect whether they have reached
the level of development as described in each
stage.
Career Stage Teacher Interviewee Current Roles

Name Age Scho Experi in the
ol ence Profession
(in
years)
1. Beginnin
g
2. Proficient
3. Highly
Proficient
4. Distingui
shed

II. What are the challenges encountered by these
teachers in the new normal teaching-learning
processes?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
III. Reflect on the interview experience. Why should

teachers, as they spend years in the profession,
reach these 4 career stages? Are all teachers able
to attain these stages? Explain.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
114 | P a g e T he Te a c hi ng Pr of e ssi on ( E d112) : N e w Wa y For w a r d


Name of
Journal No. 20
MY CAREER PLAN IN THE TEACHING PROFESSION
Congratulations! You have hurdled your first semester

in your journey towards becoming a Licensed Professional
Teacher! It’s time for you to think of the next steps and
look further towards your future in the profession. Write
your personal plans and goals in your journey towards
becoming a professional teacher moving to the NEW
NORMAL.

REFERENCES
A. BOOKS
Bilbao, Purita, et al. (2015). The Teaching Profession, 3rd Edition. Quezon City :
Lorimar
Publishing, Inc.
Bilbao, Purita, et. Al. (2018). The Teaching Profession, Fourth Edition. Quezon
City :
Lorimar Publishing, Inc.
Corpus, Brenda B. et al. (2012). Student Teachers’ Manual for Observation &
Participation, PAFTE. Quezon City : Katha Publishing.
Ebert, Edward S. and Richard C. Culyer. ( 2012). Introduction to Education.
Singapore :
Cengage Learning Asia.
Ornstein, Allan C., et. al. (2017). Foundations of Education. Singapore : Cengage
Learning
Asia.
Salandanan, Gloria G. (2013). Teaching and the Teacher. Lorimar Publishing
Company, Inc.
Wiseman, Donna L. , Stephanie L. Knight and Donna D. Conner. (2012). Becoming a
Teacher
in a Field-Based Setting. New York: Thomson Wadsworth.
B. LAWS AND OTHER RELATED LEGAL DOCUMENTS
 Anti-sexual Harassment Act of 1995 (R.A. 7877). Approved, February 14,

1995.
 Board for Professional Teachers, Professional Regulation Commission. Code
of Ethics for Professional Teachers. Resolution No. 435, s 1997)
 First Call for Children: Reprint.1994. UNICEF-Manila.
 Special Protection of Children Against Child Abuse, Exploitation and
Discrimination Act (R.A. 7610). Approved, November 9, 1993.
 The Child and Youth Welfare Code. Presidential Decree No. 603, As
Amended. Reprint. 2002. Manila.
 The Early Childhood Care and Development Act (R.A. 8980). October 16,
2002.
 The Family Code of the Philippines, Executive Order No. 209. As Amended
by Executive Order No. 227. With Addendum of 1998. Manila: A.V.B.
Printing Press, 2001.
C. WEB REFERENCES
 http://iflex.innotech.org/GURO21/module1/l1_20.html
116 | P a g e
 http://mapsaz.org/tmhs/staff/jcgowdy/instruction/files/qualities_of_effective_te
achers.pf
 http://oregonstate.edu/instruct/ed416/PP3.html
 http://philippinelaw.info/statutes/pd1006-decree-professionalizing-
teaching.html
 http://philippinelaw.info/statutes/ra4670-magna-carta-for-public-school-
teachers.html
 http://prime.deped.gov.ph/wp-
content/uploads/downloads/2011/09/22June_POPULAR-VERSION-FINAL.pdf
 http://uefap.com/reading/exercise/ess2/dent.htm
 http://www.chanrobles.com/bataspambansabilang232.htm#.XUoejY4zbIU
INS Form 1
 http://www.chanrobles.com/bataspambansabilang232.htm#URH12fLzz1U
November 2015
 Revision:1
Page 8 of9 pages
 http://www.ehow.com/info_7870344_personal-characteristics-necessary-
effective
 teaching.html

 http://www.ehow.com/info_8345920_personal-characteristics-make-effective
 teacher.html

 http://www.mapsa.edu.ph/Uploads/Forms/Circular/MAPSASummer2009%28Dr.
MilaBora
 opresentation%29_10244.pdf
 http://www.uclm.es/ab/education/ensayos/ensayos24/pdf24_4.pdf
 https://www.youtube.com/watch?v=Bt19uoO82Uo
 http://oregonstate.edu/instruct/ed416
 https://peac.org.ph/wp-content/uploads/2017/09/Republic-Act-8545-s.-1998-1-
1.pdf
 https://www.officialgazette.gov.ph/1998/02/24/republic-act-no-8545/
 http://hrlibrary.umn.edu/research/Philippines/RA%207877%20-%20Anti-Sexual
%20Harassment%20Law.pdf
 https://www.chanrobles.com/republicactno8190.htm#.XxVU7p4zbIU
 https://www.officialgazette.gov.ph/2004/03/08/republic-act-no-9262-s-2004/
117 | P a g e
 https://www.youtube.com/watch?v=wx3_SHmgK08
 https://www.youtube.com/watch?v=iuOtTWtqs2o&t=64s
 https://www.youtube.com/watch?v=e1uijt3Ydqs
 https://www.youtube.com/watch?v=SFnMTHhKdkw
 https://www.youtube.com/watch?v=CcOIAftgbR4.
 http://oregonstate.edu/instruct/ed416
 https://www.youtube.com/watch?v=U58EFAwnKpw
 https://www.youtube.com/watch?v=aA5cD474aIU&t=37s
 https://www.youtube.com/watch?v=e1uijt3Ydqs
APPENDICES
118 | P a g e
RUBRICS FOR GROUP/TEAM OUTPUT PRESENTATION
Group Name:_____________________
Prog./Year/Section: _____________________Date of Presentation: ________________
Subject: _______________________________
Topic:__________________________________________________________________
Exceptional Good (4) Acceptable (3) Amateur (2) Poor (1) Scor
(5) e
Conte □ Main topics or □ Main topics or □ Some topics or □ Some topics or □ Topics or problems
problems are problems are problems are problems are are not defined.
nt clearly defined. defined. defined. somehow defined.
□ The level is □ The level is □ The level is □ The level is □ The level is not
appropriated. appropriated. sometimes sometimes appropriated.
□ Shows full □ Shows good appropriated. appropriated. □ Shows no
knowledge of the knowledge of the □ Shows some □ Not comfortable knowledge of the
topic. topic. knowledge of the with the topic. topic.
□ Provides □ Provides some topic. □ Provides non □ Does not provides
relevant and relevant and □ Provides relevant examples examples or are no
interesting interesting examples examples □ Supports some relevant
examples □ Supports main □ Supports some points □ Does not support
□ Supports all the points points any point
points
Organiz □ Gives excellent □ Gives good □ Appropriated □ Fair introduction □ No introduction to
ation introduction to the introduction to the introduction to the to the main topic the main topic
and main topic main topic main topic □ Information is □ Information is not
□ Information is □ Information is □ Information is somehow organized organized
Coher well organized and organized and organized □ Topics are loosely □ There are no
ence follows logical follows logical □ There are connected connections between
sequence sequence connections □ Somewhat topics
□ Transitions □ Transitions between topics maintains focus on □ Does not maintain
between topics between topics are □ Usually maintains the topics. focus on the topics.
are smooth and good focus on the topics. □ Conclusions are □ No conclusions or
connections clear □ Maintains focus □ Presents not clear or non non related to the
□ Maintains focus on most of the conclusions related to the main main topic
on the topics. topics. topic
□ Clear and good □ Good conclusions
conclusions
□ Excellent use of □ Good use of □ Uses of □ Use of multimedia □ Bad or none use of
Mate multimedia multimedia multimedia is not appropriated multimedia
□ Size and □ Size and amount □ Size and amount □ Size and amount □ Size and amount of
119 | P a g e T he Te a c hi ng Pr of e ssi on ( E d112) : N e w Wa y For w a r d

amount of text is of text is good of text is of text is somewhat text is bad
rials excellent □ Uses graphics to appropriated appropriated
□ Uses explain presentation □ Uses some □ Barely uses □ Does not use
appropriated graphics to explain graphics to explain graphics to explain
graphics to explain presentation presentation presentation or are not
presentation appropriated
□ Shows □ Shows □ Shows some □ Barely shows □ Shows no
Deliv enthusiasm enthusiasm enthusiasm enthusiasm enthusiasm
ery □ Makes good eye □ Makes eye □ Most of the time □ Sometimes makes □ Does not make eye
contact contact makes eye contact eye contact contact
□ Uses □ Uses good voice □ Voice volume is □ Voice volume is bad
appropriated voice □ Uses good voice volume not always good □ Does not provide
volume volume □ Most of the time □ Barely provides additional
□ Provides □ Provides provides additional additional explanations
excellent additional explanations explanations □ Time is not well
additional explanations □ Use of the time is □ Use of the time is used
explanations □ Good use of the acceptable not always
□ Excellent use of time appropriated
the time
Teamw □ Attended to all □ Attended most of □ Attended most of □ Attended some of □ Did not attend the
the team meetings the team meetings the team meetings the team meetings team meetings
ork □ Take an active □ Good participation □ Participated □ Participated in the □ Did not participate
(if role in the work enough in the work work in the work
□ Allows the □ Most of the time □ Let the others □ Rarely let the □ Did not let the
applica others to allows the others to contribute others participate others participate
ble) participate participate □ Treats the other □ Sometimes do not □ Did not treat the
□ Treats the other □ Treats the other team members with treat the other team other team members
team members team members with respect members with with respect
with respect respect □ Contributed to the respect □ Did not contribute
□ Excellent □ Good group presentation □ Contributed a to the group
contributions to contributions to the little to the group presentation
the group group presentation presentation
presentation
Total
Score
RUBRICS FOR EVALUATING A JOURNAL ENTRY

Name: ____________________________________ Prog./Year/Section: ____________
Date of Presentation: ____________________________ Subject: _________________
Topic: __________________________________________________________________
Grading Excellent Acceptable Minimal Unaccepta Score
Criteria (4) (3) (2) ble (1)
Content Response to Response Response Response
assigned topic thoughtful adequately consists of
thorough and well and fairly well addresses some unsupported
written, with varied written; most aspects of the opinions
sentence structure opinions assigned topic; only
and vocabulary; supported opinions marginally
opinions always with facts sometimes related to
supported with based on the topic.
facts. incorrect
information.
Idea Excellent use of Good Incomplete Ideas not
Developme examples and reliance upon development of clearly
nt details to explore examples ideas; details stated or
and develop ideas and details to and examples developed.
and opinions. illustrate and not always
develop ideas evident.
and opinions.
Organizatio Very logically Contains Topics and Entry is
n organized; introduction, ideas discussed unstructured
contains some somewhat .
introduction; development randomly; entry
development of of ideas, and may lack clearly
main idea (or conclusion. defined
ideas), and introduction or
conclusion. conclusion.
Mechanics Flawless spelling Few or no Several spelling Many
and punctuation. spelling and punctuation instances of
errors; some errors. incorrect
minor spelling and
punctuation punctuation.
mistakes.
Grand Total
Rated by:
_________________________________
________________________________
COLLEGE OF EDUCATION
Gatekeeping for Competence and Excellence
RUBRICS FOR ORAL REPORTING EVALUATION
Name: ______________________________________ Prog./Year/Section: __________
Date of Presentation: __________________________ Subject: ____________________
Topic: _______________________________________________________________
Below Basic Score
CATEGORY Advanced (4) Proficient (3) Basic (2) (1)
Stands up straight, Stands up straight Sometimes stands Slouches and/or
looks relaxed and and establishes eye up straight and does not look at
Posture confident. contact with establishes eye people during
Establishes eye everyone in the room contact. the
and Eye contact with during the presentation.
Contact everyone in the presentation.
room during the
presentation.
Volume is loud Volume is loud Volume is loud Volume is not
enough to be heard enough to be heard enough to be loud enough to
by all audience by all audience heard by all be heard by all
members members throughout audience audience
throughout the all of the members members and is
Volume presentation. presentation with throughout most shaky and/or
little shakiness or of the mumbling.
mumbling. presentation with
some shakiness
or mumbling.
121 | P a g e
Shows a full Shows a full Shows a full Does not show
understanding of understanding of the understanding of a full
Preparedne the topic; does not topic; seldom reads the topic; understanding
read off cards; off cards; confident sometimes reads of the topic;
ss confident in in subject. off cards; reads off cards;
subject. confident in not confident in
subject. subject.
Presentation was Presentation was Presentation was Presentation
clear throughout; mostly clear mostly clear was not clear
focus on the topic throughout; focus on throughout; focus throughout;
Focus was maintained. the topic was on the topic was focus on the
maintained. mostly topic was not
maintained. maintained.
Introduction grabs Introduction grabs Introduction grabs Introduction
audience and audience and audience and attempts to
previews well; body previews content; previews content; grabs audience
Organizatio flows naturally; body mostly flows body somewhat and preview;
n conclusion naturally; conclusion flows; conclusion body is present;
summarizes without summarizes without summarizes while conclusion
repeating repeating repeating some mostly
content summarizes
Grand Total
Rated by:
_______________________________________
_______________________________________
COLLEGE OF EDUCATION
Gatekeeping for Competence and Excellence
RUBRICS FOR ESSAY / WRITING EVALUATION
Name: ______________________________________ Prog./Year/Section: _________
Date of Presentation: ____________________________ Subject: __________________
Topic___________________________________________________________________
SCORE TARGET ACCEPTABLE UNACCEPTABLE

HIGH LOW
4 3 1 1
Content Interesting Some interesting Conventional Cursory; gives the

content and content; points not ideas or clichés; impression of
presentation; sustained or not little supporting writing just to
ideas well fully developed. detail included. complete the
conceived and assignment.
developed with
sufficient
examples.
Structure, Logic Logical Logical progression Gaps in logic or no Disorganized;
and Transitions progression of of ideas but often transitions. appears to have
ideas with well- lacks transitions. been written as
executed thoughts occurred
transitions. to the writer.
Grammatical Appropriate Confined to simpler Errors frequently Message is largely

Accuracy level of sentences or affect incomprehensible
complexity in structures with very comprehensibility, due to inaccurate
syntax with very few errors OR or very basic grammar, which
few errors, if shows variety and types of errors alters or obscures
any. complexity in (subject-verb it, OR reader must
syntax with errors agreement; noun- know English to
that do not affect adjective comprehend
comprehensibility. agreement, etc.) much of the
message.
Vocabulary/ Word Uses sufficient, Usually uses Often uses Uses only
Choice appropriate, and appropriate inappropriate, or elementary
varied vocabulary with non-specific vocabulary;
vocabulary; some variety; some vocabulary; lack of creates
English errors in usage that variety in word nonexistent words
influence not do not affect the choice; avoids use from English OR
apparent; rich message; of Spanish idioms; uses words in
variety of occasional English-inluenced English;
Spanish idioms; appropriate use of word choice. translates English
no literal Spanish idioms. idioms verbatim.
translation from
English.
Punctuation, Correct spelling Occasional Frequent English spelling

Spelling, and (including mechanical errors. mechanical errors. and punctuation:
Presentation accents) and no accents;
punctuation; mechanical errors
neatly typed in most
with correct sentences.
format as
specified (MLA).
Total
UNIFIED SYLLABUS IN ED 112
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124 | P a g e

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TEACHING

Picture Not Mine. Credits to the owner.

DR. FITZGERALD C. KINTANAR

This is a compendium of capsulated notes and activity sheets

This course deals with the understanding of the roles of

- Fitz Kintanar / Ms. L Camello

This Compendium is dedicated to all

Appendices (Rubrics & Unified Syllabus) 115

Ed 112- The Teaching Profession

Part of CTU System, Argao Campus and College of Education VMGO:

My Personal Commitment in order to attain the VMGO:

Intended Learning Outcome:

1. explain what teaching is based on various perspectives (BTI 1.1.1;

THE CONCEPT OF TEACHING (Salandanan)

A. VIEWS ABOUT TEACHING

o Teaching then is your vocation.

o As a teacher, you are to influence every child entrusted in your care to

“Teaching is a profession laden with risk and responsibility that requires a

B. THE TEACHER AS A PROFESSIONAL

Other elements of a profession (Bilbao, et. al 2018)

 Code of Ethics. Professionals should abide by the provisions of the code of

FOUR BELIEFS OF AN EFFECTIVE TEACHER

PEDAGOGY: refers to the art and science of teaching,

MODELS ON TEACHER EFFECTIVENESS

Charlotte James Stronge McREL Model Robert

2. Instruction Professional Teachers know Classroom

Every teacher shall:

1. Perform his duties to the school by discharging his responsibilities in accordance

THE NATURE OF TEACHING

2. Teachers play an important role

3. Teaching affords unique teaching experiences

THE TRIAD OF TEACHING

ESSENTIAL TEACHING SKILLS

THE PASSION FOR TEACHING

THE GLOBAL AND GLOCAL TEACHER (Bilbao, et al., 2018)

Picture Not Mine. Credits to the owner.

 Interview a teacher in the field.

CULMINATE (PERFORM) Part 1

Answer the following questions honestly.

2. How have the following helped shape my ideas about teaching>

3. What is my description of a good teacher?

4. How do my past and present experiences influence my becoming a teacher?

CULMINATE (PERFORM) Part 2

Ed 112- The Teaching Profession

Attitude (likes to laugh/ all business/ really interested in learning/ maintains a

Teaching Ability (expects students to do the learning/could explain any topic

CULMINATE (PERFORM) Part 3

Ed 112- The Teaching Profession

Intended Learning Outcome:

Lesson I: Historical Foundations of Education

* Some characteristics of primitive culture:

* Effects of Primitive Education

* Aims of Egyptian Education

* Outstanding Contribution of Egypt Education

C. Later Athenian Education

Lesson 2: Historical Foundations of Education in the Philippines

2) Spanish Period (1521-1896)