The Demands of Society from The Teacher as a Professional

INTRODUCTION
Teachers spend at least 6 hours a day, 5 days a week in 10 months of the school year with students.
Practically , considering the 8-hours sleeping time at home, teachers spend more time with the students than
parents. That’s why parents expect so much of teachers.
Teachers have tremendous power to influence students. Society as a whole expect much from
teachers and schools. Often when the young do not behave as expected, the question raised by parents “Is
that what you are taught in school”.
Schools are expected to work with and for communities and so are teachers. The Code of Ethics for
Professional Teachers cites the state, the community, the teaching community, school officials, non-teaching
personnel and learners as groups of people with and for whom a teacher works. So a teacher works with
different groups and so plays different roles-tutor, nurse, guidance counselor, community leader, resource
speaker, consultant rolled into one. Indeed, much is demanded of teachers.
From his/her very title “teacher,” to teach well is what society primarily demands of teachers. The
learning of the learner is the teacher’s main concern. In this lesson, let us focus on this societal primarily
expectation from teachers – good teaching.
Research says that the teacher is the single most important factor in the learner’s learning. The
effective teacher makes the good and the not so good learner learn. On the other hand, the ineffective teacher
adversely affects the learning of both good and the not so good student. Consider the following research
findings shared by Dallas Public School’s Accountability System:
 Learning gains realize by students during a year in the classroom of an effective teacher were
sustained over later years and were compounded by additional years with effective teachers.
 Conversely, depressed achievement result resisted improvement even after a student was placed with
an effective teacher, and the negative impact was discernible statistically for approximately three
subsequent years.
 Learning gains realized by students during a year in the classroom of an effective teacher were
sustained over later years and were compounded by additional years with effective teachers.
 The negative effects of a poor-performing teacher on student achievement persist through three years
of high-performing teachers.
 The good news is that if students have a high-performing teacher one year, they will enjoy the
advantage of that good teaching in future years.
 Conversely, if students have a lower-performing teacher, they simply will not outgrow the negative
effects of lost learning opportunities for years to come.
 Having a better teacher not only has a sustained impact on student’s test scores at the end of the
school year but also increases their chances of attending college and their earnings as
adults.”(Hammond, D., 2000)
Clearly, a teacher’s impact on learners lasts. The teacher is the key to student achievement. Then you
have to prepare yourselves to become the best and the brightest, the most caring, competent and
compassionate teachers. The best and the brightest are those what posses the competencies expected
of professional teachers. What are these competencies? Let us present the lists of competencies from
four (4) author’s after this activity.
The Teachers as a Professional
A professional is one who went through long years of preparation to earn a teacher education degree
recognized by the Commission on Higher Education, after which he/she hurdled a Licensure Examination for
Teachers (LET) administered by the Board for Professional Teachers with the supervision of the Professional
Regulation Commission. By passing the LET, he/she obtains a license which he/she is obliged to renew every
three years on condition that he/she can show proof of continuing Professional Development. As a professional
teacher he/she is expected to abide by the Code of Ethics for Professional Teachers. Violation of the Code of
Ethics can be a ground for the revocation of license. These ensure that as a Professional Teacher, he/she
practices his/her profession with technical and ethical and moral competence.
This is exactly how the Code of Ethics of Professional Teachers define the professional teacher. The
teacher is a “licensed professional who possesses dignity and reputation with high moral values as well as
technical and professional competence… he/she adheres to, observes and practices a set of ethical and moral
principles, standards and values.
The Demands from the Teacher as a Professional
 The Code of Ethics for Professional Teachers spell out the demands of the state, community, higher
authorities and school officials and parent from teachers. You will discuss them in detail in the Chapter solely
devoted to the Code of Ethics. In this lesson, we shall focus on society’s demand of good teaching from the
professional teachers. In the first place, the word “teacher” suggests that the main responsibility of the
professional teachers is to teach. The teacher’s primary customer is the learner. So let us concentrate on
effective teaching, the professional teacher’s primary responsibility.
There are a number of models/frameworks of effective teaching. In the country, we have the Philippine
Professional Standards for Teachers (PPST). These PPST are standards of good teaching, which will also be
discussed in the succeeding lessons. In addition we shall present four (4) evaluation models of effective
teaching here.
Models of Effective Teaching
Let us take a look at models of effective teaching which also serve as bases for evaluation of teaching.
A. Robert Marzano’s Casual Teacher Evaluation Model of four domains:
1. Classroom strategies and behaviors
- involve routine events such as communicating learning goals and feedback and establishing
rules and procedures.
- involve addressing content by helping students interact with new knowledge, practice and
deepen new knowledge.
- helping students generate and test hypothesis.
- involve events enacted on the spot such as engaging student’s, recognizing adherence to rules
and procedures, establishing and maintaining effective relationships with students and
communicating high expectations for all students.
2. Planning and Preparing
- Planning and preparing for lessons
- For use of technology
- For needs of students receiving Special education
- For needs of students who lack support for schooling
3. Reflection on Teaching
- Evaluating personal performance such as identifying areas of pedagogical strengths and
weaknesses.
- Developing, implementing and monitoring a professional growth plan.
4. Collegiality and Professionalism
- Promoting positive interactions with colleagues, students and parents.
- Seeking mentorship for areas of need/interest.
- Mentoring other teachers and sharing ideas and strategies.
- Adhering to school rules and procedures.
- Participating in school initiatives (Source: www.marzanocenter.com/Teacher-
Evaluation/#a,accessed 01-31-16)
B. Charlotte Danielson Framework for Teaching
1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
- Reflecting on Teaching
- Maintaining accurate records
- Communicating with families
- Participating in the Professional Community
- Growing professionally
- Showing professionalism (Source: tpep-wa.org/wp-content/uploads/Danielson-at-a-
glance.pdf, Accessed 02-01-16)
C. James Stronge – Teacher Effectiveness Performance Evaluation System (TEPES) System:
Seven performance standards:
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
 4. Assessment of/for Learning
5. The Learning Environment
6. Professionalism – maintains a commitment to professional ethics, communicates effectively and
takes responsibility for participates in professional growth that results in enhanced learning.
7. Students Progress – the work of the teacher result in acceptable, measurable and appropriate
student academic progress. (Teacher Effectiveness Performance Evaluation System, Handbook
2012-2013-www.mcvea.org/extra/StrongeBook.pdf, Accessed 02-23-26).
Teacher Evaluation Standards – The McREL model (Mid-Continent Research for Education and Learning.
1. Teachers demonstrate leaderships.
- Lead in their classrooms
- Demonstrate leadership in the school
- Lead the teaching profession
- Advocate for schools and students
- Demonstrate high ethical standards
2. Teachers establish a respectful environment for a diverse population of students.
3. Teachers know the content they teach.
4. Teachers facilitate learning for their students.
5. Teacher’s reflect on their practices. (www.edison.k12.nj.us/Page/5052, Accessed 02-03-16)
Since the main task of the professional teacher is to teach, society demands from him/her teaching
competence. Teaching competence is spelled put in the PPST and in the four models of effective teaching
given in the preceding paragraphs. This means that if he/she has to teach effectively he/she has to: 1) prepare
and plan very well for instruction; 2) execute or deliver that instruction plan very well because he/she has
professional knowledge (mastery of subject matter); 3) create a conducive or favorable learning environment
for diverse groups of learners; 4) asses and report learner’s progress; 5) demonstrate professionalism as
he/she deals with superiors, colleagues, students and parents.
The first step of competence teaching is instructional preparation. This entails clarifying learning
outcomes and choice of appropriate teaching-learning activities and use of assessment tasks aligned to the
learning outcomes to check on learner’s progress. The professional teacher possesses pedagogical content
knowledge. He/She is fully aware that pedagogical content knowledge (how to teach particular subject matter
content) is central to teacher effectiveness.
The Philippine Professional Standards for Teachers (PPST)
The PPST, the revised National Competency – based Teacher Standards (NCBTS), give the teacher
professional competencies in seven domains, 37 strands and 148 performance indicators for four career
stages. According to the PPST, quality teachers in the Philippines need to possess the following
characteristics:
 Recognize the importance of mastery of content knowledge and it’s interconnectedness within and
across curriculum areas, coupled with a sound 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. This display proficiency in Mothers Tongue,
Filipino and English to facilitate the teaching and learning process, as well as exhibit the needed skills
in the us 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 learner’s diverse
characteristics and experiences as inputs to the planning and design of learning opportunities. They
encourage the celebration of diversity in he classroom and need for teaching practices that are
differentiated to encourage all learners to be successful citizens in a changing local and global
environment.
 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 collaboration
with colleagues, well-structed and sequenced lessons that are contextually relevant, responsive to
 learner’s 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 learner’s 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 inform 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, interest 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.

For the 7 domains, 37 strands and 148 performance indicators of the PPST, refer to Appendix L.
Professionalism: The Hallmark of a Professional
No doubt, society expects the teacher as a professional to demonstrate professionalism in all that
he/she does. Professionalism is both a professional and a personal trait.
Professionalism will be discussed again the next lesson on The Demands of Society form The Teacher
as a Person.
The Code of Ethics for Public School Teachers adopted in Section 7 RA 4670 explains professional
conduct:
It behooves every teacher to assume and maintain professional attitude to his work and in
dealing with his associates in the profession. It should be his self-imposed duty to constantly improve himself
professionally.
Criticism, when necessary, should clearly reflect friendly motivation and a sincere desire to
uphold the standard and dignity of the profession.
In dealing with his pupils or students, the teacher should ever strive to be professionally
correct, friendly, and sympathetic.

The Demands of Society from the Teacher as a Person

“I am only a teacher!” often times this is what we hear when a teacher introduces herself/himself amidst
a group of professional like doctors, lawyers, nurses, accountants, engineers etc. And yet, admittedly, so much
is expected or demanded of a teacher. More than any other professional, teachers are subjected o scrutiny to
the minutest detail by those they associate with. Teacher are judged more expectations of the public, like when
she wears an ultra mini skirt or fails to pay debt on time, he remark from the scrutinizing eye of he public is
“teacher pa man din,” (to think that he/she is a teacher).
What are the demands of the teaching profession from the teacher as a person? This can be re-stated
as “what personal qualities or attributes of teachers are demanded by the teaching profession” or “what
personal traits must a teacher posses in order to function well as a professional teacher?”
Referring to the professional teacher, the Code of Ethics give big words like “possesses dignity and
reputation, with high moral values… adheres to, observes and practices a set of ethical and moral principles,
standards and values,” what are these big words in more specific teacher attributes? Let ‘s find out in this
Lesson.

The qualities of your favorite teachers may not be very far from one another. Let’s compare them with the
twelve (12) characteristics of an effective teacher gathered from a fifteen-year longitudinal, qualitative study on
more than on thousand essays of teacher education students. (Walker, Robert, J. Twelve Characteristics of an
Effective Teacher: A Longitudinal, Qualitative, Quasi-Research Study of In-Service and Pre-Service Teachers:
1. Prepared – come to class each day ready to teach
2. Positive – have optimistic attitudes about teaching and about students
 3. Hold high expectations – set no limits on students and believe everyone can be successful
4. Creative – are resourceful and inventive in how they teach their classes
5. Fair – handle students and grading fairly
6. Display a personal touch – approachable
7. Cultivate a sense of belonging – have a way to make students feel welcome and comfortable in
their classrooms
8. Compassionate – are concerned about students personal problems and can relate to them and
their problems
9. Have a sense of Humor – make learning fun and do not take everything seriously
10. Respect students – do not deliberately embarrass students: teachers who give the highest respect
get the highest respect
11. Forgiving – do not hold grudges
12. Admit mistake – quick to admit being wrong
These twelve traits of good teachers are the same traits given by the students of these writers every
time they asked various classes to list down traits of effective teachers. The most common word given is
caring. A caring teacher is fair. He/She displays a personal touch and so is approachable. He/She makes
every learner belong and feel welcome. He/She feels with his/her students and so is compassionate. He/She is
forgiving, does not keep grudges against learner. He/She is humble enough to admit mistakes.
Because he/she cares, goes to class prepared. He/she believes in his/her students and so sets high
expectations. He/she cares that students learn and so makes learning fun by injecting humor. His/her genuine
care for learners is grounded on his/her great respect for every learner.

PROFESSIONALISM
Professionalism is something demanded of teachers both as professionals and as persons.
Professionalism is succinctly described in Article XI of the Code of Ethics for Professional Teachers, to wit:
Section 1. A teacher shall live with dignity at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline as the principle of
personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as model
worthy of emulation by learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or being as guide of his own destiny and
of the destinies of men and nations.
The Code of Ethics for public school teachers adopted in Section 7 of Republic Act 4670 cites integrity
as one essential trait of a professional teacher. This is given below:
C. INTEGRITY: since the teacher’s work is not confined merely to the development of certain
fundamental skills and abilities encompassed by the teaching of the 3R’s but also includes the
development by desirable habits and attitudes that go into the formation of character, his manner of
living should provide a worthy example for his pupils and students to emulate for his fellow teachers
to be proud of, and for the community to feel as being enriched by it .
The personal traits cited above as attributes expected of teachers as person are well included in the
big words – “live with dignity”, ”premium on self-respect and self-discipline.” “model, worthy of
emulation” found in the Code of Ethics of Professional Teachers. They are not only personal traits,
they are also professional traits expected of a teacher. In one word, these are all manifestations of
professionalism, the hallmark of a professional.

On Becoming a Glocal Teacher

INTRODUCTION
Our world has been called a “global village.” Satellite communications make possible television,
telephone and documents transmitted through fax and electronic mails across thousands of miles in
thousandths of a second. Our students can view global warfare in the Middle East, famine in Africa, industrial
pollution in Europe or industrial breakthrough in Korea or Japan through a worldwide web (www) of the
information highway.
Global education poses a variety of goals ranging from increased knowledge about the peoples of he
world o resolutions of global problems, from increased fluency in foreign languages to the development of
more tolerant attitudes towards other cultures and peoples. Global education embraces today’s challenges as
national borders are opened. It paves the way for borderless education to respond to the needs of educating
children of the world they are entering. It offers new curricular dimensions and possibilities, current scientific
and technological breakthroughs for completely new frontiers in education.
Contemporary curricula respond to the concept of this global village. The increased use of technology
in the classroom, the incorporation of the changing realities of our world’s society, and the ease of mobility of
peoples of the world have become a challenge to your preparation as prospective teachers.
Hence, future teachers like you should prepare to respond to these multiple challenges. To become a
global teacher you should be equipped with a wider range of knowledge of he various educational systems
outside the country; master skills and competencies which can address global demands; and possess attitudes
and values that are acceptable to multicultural communities. When you are able to satisfy these benchmark
requirements, then you can safely say, you have prepared well to be a great teacher of the world.
But why a shift in the use of GLOBAL to GLOCAL as our chapter title?
Roland Robertson (1992) a sociologist, in his article “Glocalization: Time – Space and Homogeneity –
Heterogeneity, suggests replacing the concept of globalization to glocalization with the view in mind to blur the
boundaries between global and local. Robertson offers to see the local as on aspect of globalization. It may
mean, a global outlook adapted to the local condition or a local outlook adapted to the global condition.
Further, he said that the term glocalization means it is local culture which assigns meaning to global influences,
and that the two are interdependent and enable each other.
Glocalizaition in Oxford Dictionary of New Words (1991:134) define the world glocal and the process
noun word glocalization as a blending of global and local conditions a global outlook adapted to local condition
and the local condition to global perspective.
As future teachers, you have to blend both global and local perspective. As the saying goes: “think
globally, but ac locally “ or “think local but act global.” You can be a global teacher and at the same time a
glocal teacher, if the local perspective based on the culture, traditions and contexts are considered.

The Global and Glocal Teacher Professional: Is there a Difference?

INTRODUCTION
Lesson I will introduce the general concept of global or glocal education and define the global or glocal
teacher. This introductory lesson will give you a clear perspective on how you would become that kind of
teacher. After understanding the two concepts, you will be able to prepare yourself for the succeeding lessons.
How do you prepare yourselves as teachers for a challenging task of making learners of today live
meaningful lives tomorrow? As you prepare children for their future, teachers need to explore what the future
holds. Teachers have to envision creative, innovative ways to prepare diverse learners in their own cultural
context without forgetting that they live in their local communities but within a global village.
To compete globally means to prepare teachers who are capable of changing lifelong education needs.
How do you prepare for these needs? What are the emerging technologies that will shape the future? How can
we use our technologies for best learning advantage? What will be the jobs of he future and how should
curricula be shaped to prepare students for their future?
You will be teaching in the “Flat World” or “One Planet Schoolhouse.” These tow terms imply global
education as a result of he shrinking world due to access in technology. He internet globalizes communication
by allowing users from around the world to connect to one another.
A. Global and Glocal Teacher Education
Global education has been best described by two definitions:
 UNESCO defines global education as a goal to develop countries worldwide and is aimed at
educating all people in accordance with world standards.
 Another definition is that 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.
UNESCO’s Education 2030 Incheon Declaration during the World Education Forum established a
vision “Towards inclusive and equitable quality educational lifelong learning for all.” Sustainable Development
Goal (SDG) 4 for education is one of the seventeen goals of the United Nation’s SDG’s. The seven of the ten
targets are expected outcomes while three are means of achieving the outcomes. These outcome targets bring
together all member nations to expand beyond their geographical territories for global education.
By 2030, the seven outcome targets of SDG 4 must have been achieved. These are:
4.1 Universal primary and secondary education. Ensure all girls and boys complete, free, equitable and
quality primary and secondary education leading to relevant and effective learning outcomes.
4.2 Early childhood development and universal pre-primary education. Ensure that all boys and girls have
access to quality early childhood development care and pre-primary education so that they are ready for
primary education.
4.3 Equal access to technical/vocational and higher education. Ensure equal access for all women and
men to affordable and quality technical vocational and tertiary education including university.
4.4 Relevant skills for decent work. Substantially increase the number of youth and adults who have
relevant skills including technical and vocational skills, for employment, decent jobs and entrepreneurs.
4.5 Gender equality and inclusion. Eliminate gender disparities in education and ensure equal access to all
levels of education and vocational trainings for vulnerable, including persons with disabilities, indigenous
peoples and children in vulnerable situations.
4.6 Universal youth literacy. Ensure that all youth and substantial proportion of adults, both men and
women achieve literacy and numeracy.
4.7 Education for sustainable development and global citizenship. Ensure all learners acquire knowledge
and skills needed to promote sustainable development, including among others through education for
sustainable development and sustainable lifestyle, human rights, gender equality, promote culture of peace
and non-violence, global citizenship and appreciation of cultural diversity and cultures contribution to
sustainable development.
One of the means to achieve the targets is to increase the supply of qualified teachers, through
international cooperation for teacher training in developing countries, especially the least developed countries
and island developing states.
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 that system. It is a school curriculum
that has a worldwide standard of teaching and learning. This curriculum prepares learners in an international
marketplace with a world view of international understanding. In this article “Goals of Global Education,”
Becker emphasized that global education incorporates into the curriculum and educational experiences of each
student a knowledge and empathy of cultures of the nation and the world. Likewise students are encouraged to
see the world as a whole, learn various cultures to make them better relate and function effectively within
various cultural groups.
Thus, to mee the various global challenges of the future, the 21 st Century Learning Goals have been
established as bases of various curricula worldwide. These learning goals include:
1. 21st century content: emerging content areas such as global awareness; financial, economic, business,
and entrepreneurial literacy; civic literacy; health and environmental awareness.
2. Learning and thinking skills: critical thinking and problem solving skills, communication, creativity and
innovation, collaboration, contextual learning, information and media literacy.
 ICT literacy: using technology in the context of learning so students know how to learn.
 Life skills: leadership, ethics, accountability, personal responsibility, self-direction, other
 21st century assessments: authentic assessments that measure the areas of learning.
On the other hand, glocal education is about diversity, understanding the difference and teaching the
different cultural groups in their own context to achieve the goals of global education as present 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 21st century classrooms. Global teacher education addresses the need of the smallest schools
to the largest classrooms in the world. It responds to borderless education that defies distance and
geographical location. This makes education glocal.
Thus, glocal education provides equal opportunity and access to knowledge and learning tools which
are the basic rights of every child in every community, locality within the global community.
Are our pre-service teachers preparing to provide glocal education in their respective future school
assignments
? Do they possess a strong foundation of their rootedness in culture so as to blend what is local with what is
global? Will you be a glocal teacher who is a true Filipino teacher with a solid value of nationalism and
Filipinism but who is capable of addressing the global challenges and needs of educating the children for the
future?
B. From Global Teacher to Glocal Teacher Professionals
 Looking back at the concept of global education, how do we define now a glocal teacher? Is this
teacher somebody who teaches abroad? Is this a person teaching anywhere in the world, and is able to teach
the 21st century learning goals? These are some of the fundamental questions that are raised regarding global
teacher as new concept of globalization and the recognition of localization in the same concept is fast
emerging and recognized.
Hence, a glocal teacher is a global teacher who is competent and armed with enough skills,
appropriate attitude and universal values to teach learners at home or 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
someone who thinks and acts both locally and globally with worldwide perspectives, but is teaching in the
communities, localities, towns, provinces and regions where he or she is situated.
More specially, a glocal Filipino is characterized by several qualities and attributes in addition to in-
depth knowledge, functioning skills and embedded values. Glocal teachers:
 Understand how this world is interconnected;
 Recognize that the world has rich variety of ways of life;
 Have a vision of the future and sees what the future would be for himself/herself and the students;
 Are creative and innovative;
 Understand, respect and tolerant of the diversity of cultures;
 Believe and take action for education that will sustain the future;
 Facilitate digitally-mediated learnings;
 Possess good communication skills (for Filipino teachers to be multilingual);
 Aware of international teacher standards and framework; and
 Master the competencies of the Beginning Teacher in the Philippine Professional Standards for
Teachers (PPST, 2017).
Further, glocal teachers in addition to the above qualities must possess the following distinct characteristics
and core values of Filipino teachers: (Master Plan for Teacher Education, 2017):
 Cultural and historical rootedness by building on the culture and the history of the learners and the
place;
 Ability of contextualize teaching-learning by using local and indigenous materials, content and
pedagogy whenever appropriate;
 Excellence in personal and professional competence, leadership, research, technology, innovation and
creativity;
 Responsiveness through social involvement and service, learner-centeredness, respect and sensitivity
for diversity and inclusiveness;
 Accountability and integrity by being a positive role model with strong moral character, committed
and conscientious, credible, honest and loyal;
 Ecological sensitivity by being resilient and a steward of the environment for sustainability;
 Nationalism/Filipinism by being a responsible citizen and upholding the Filipino identity amidst
globalization (glocalization); and
 Faith in the Divine Providence by being humane, just, peace-loving and respectful of human rights.
The need for glocal teachers is on the rise in several countries worldwide. Even developed countries are in
dire need of competent teachers who will teach in rural and urban classrooms imbued with the
characteristics and attributes of a glocal teacher.