EDUC 55
excellence.
MODULE 2: TEACHING AS A
VOCATION AND MISSION
• Vocation comes from the Latin word “vocare”
which mean ‘’to call’’.
• If there is a call, there must be a caller and
someone who is called. There must also be a
response.
• For those who believe, it is God’s call for you to
teach.
• Teaching is also a mission.
• The word mission comes from the Latin word
“misio” which means “to send”.
• The Webster’s New Collegiate Dictionary
defines mission as “task assigned”.
• You are sent to accomplish an assigned task,
your mission is to teach, it is entrusted to you.
• “Once a teacher, forever a student.”
• Teaching is a vocation, a calling.
Teaching: Mission and/or Job?
If you are doing only because you are paid for it, it’s a
job;
If you are doing it not only for the pay but also for
service, it’s a mission.
If you quit because your boss or colleague criticized you,
it’s a job;
If you keep on teaching out of love, it’s a mission;
If you teach because it does not interfere with your other
activities, it’s a job;
If you are committed to teaching even if it is means
letting go of other activities, it’s a mission;
If you quit because no one praises or thanks you for what
you do, it’s a job;
If you remain teaching even though nobody recognizes
your efforts, it’s a mission.
It’s hard getting excited about a teaching job;
It’s almost impossible not to get excited about a mission.
If our concern is success, it’s a job;
If our concern is success plus faithfulness, it’s a mission.
An average school is filled by teachers doing their job; a
great school is filled with teachers involved in a mission
of teaching.
• A profession requires “long and arduous years
of preparation” and “a striving for excellence”
because the end goal of a profession is
service.
• “DO MORE, HAVE MORE IN ORDER TO BE
MORE! “- Pope Paul VI
• If you take teaching as your profession, this
means that you must be willing to go through
a long period of preparation and a continuing
professional development.
• The “PWEDE NA” mentality eludes us to
• If we remain true to our calling and mission
as a professional teacher. We have no
choice but to take the endless and the “less
travelled road” to excellence.
• The quality of our professional service is
determined greatly by our long and arduous
preparation, continuing professional
education, and our commitment to ethical
and moral values.
The following are the R’s that professional
teachers need to do and learn as professionals
• REMEMBER to perform your duties with a high
degree of professionalism. A teacher should not
allow his or her integrity to be destroyed due to
personal greed and bad politics. Teachers should
avoid cheating on their student’s grades and
practice favoritism in the classes.
• RESPOND to the needs of each student with the
utmost level of concern for the welfare and well-
being of each student.
• RECOGNIZE that as professionals, you must
continuously seek professional career
advancements through joining professional
associations, attending continuing education
activities for teachers, and doing graduate studies.
• REAWAKEN your passion and sense of mission to
serve all types regardless of their religion, socio-
economic status, gender, race, intellectual ability,
and learning modalities.
• RENEW your commitment to help each learner to
learn to have a better future. A teacher must
believe that each learner can have a good future if
he/she equips each learner with the right
knowledge and skills that each learner may use in
the future.
• RE-EVALUATE your attitudes towards students and
your work ethics.
• RELEARN, LEARN, AND UNLEARN many things to
keep you updated with new knowledge and
information. A teacher must be always active in the
business of lifelong learning.
The Historical Development of Teaching as
Profession in the Philippines
• PRESIDENTIAL DECREE 1006 issued by Ferdinand
Marcos (1976)
✓ first legal document that professionalized
teaching
✓ known as the decree Professionalizing
Teaching that teacher in the Philippines
became professionalized
✓ in recognition of the vital role of teachers in
nation-building and as an incentive to raise
the morale of teachers
 • RA No.7836 of 1994 also known as • THE TARNISHED IDEALIST
PROFESSIONAL ACT of 1994 (Sec. 2) was passed
to promote quality education by proper
WHAT TEACHERS SHOULD KNOW AND BE
supervision and regulation of the licensure ABLE TO DO
examination and professionalization of the 1. TEACHERS ARE COMMITTED TO STUDENTS AND THEIR
practice of the teaching profession LEARNING
• Paz Ramos, once Dean of the College of 2. TEACHERS KNOW THE SUBJECTS THEY TEACH AND
Education of the University of the Philippines, HOW TO TEACH THOSE SUBJECTS TO STUDENTS
Diliman, claims: 3. TEACHERS ARE RESPONSIBLE FOR MANAGING AND
✓ foundation of teacher education in the MONITORING STUDENT LEARNING
Philippines were laid by the Spanish 4. TEACHERS THINK SYSTEMATICALLY ABOUT THEIR
PRACTICE AND LEARN FROM EXPERIENCE
government during the mid-eighteenth
5. TEACHERS ARE MEMBERS OF LEARNING
century
COMMUNITIES
✓ said to have begun on August 4, 1765, when
King Charles of Spain issued a Royal Decree CHARACTERISTICS AND DEMANDS OF
requiring each village to have a “maestro” TEACHING PROFESSION
on November 28, 1722
✓ not until 1863 that there was a specific 1. Professional Knowledge
attempt to systematize and update the 2. Instructional Effectiveness
education of Filipino teachers 3. Good Communicator
• Act No. 74 of 1901 also provided for the 4. Critical Chinking
establishment of the Philippine Normal School 5. Interpersonal Skills
(PNS) in Manila 6. Integration of Discipline
✓ The PNS formally opened in September 7. Technology Integration
1901, as an institution training for 8. Organization and Classroom Management
9. True Compassion for Students
teachers
✓ For more than two decades, PNS offered a
two-year general secondary education
TEACHING COMPETENCIES
program
The teaching skills and life-long learning
✓ In 1928, it became a junior college competencies of professional teachers
offering a two-year program to graduates comprise
of secondary schools the following:
✓ In 1949, PNS, renamed Philippine Normal
College, offered the four-year Bachelor of 1. to perform complex pedagogical duties
Science in Elementary Education. Other 2. to be well-spoken, in good mental and physical
four-year teacher education courses health, stable and tolerant
followed after. 3. to have a propensity to work with the younger
✓ SUMMARY: This means that the present generation, good communicative and
four-year preparation for the professional 4. observational skills, tact, a vivid imagination, and
leadership (Shmelev, 2002)
teacher began as a two-year program
only. Teacher preparation became four
years only in 1949 and thereafter.
FOUR COMPETENCIES THAT MUST BE
POSSESSED BY TEACHER

MODULE 3: DEMANDS OF SOCIETY FROM • Pedagogy

THE TEACHER AS A PROFESSIONAL AND ✓ The discipline that deals with the theory and
AS A PERSON practice of teaching.
✓ The teachers inform teaching strategies,
methods, and teacher actions toward the
A TEACHING CAREER theories of learning.
• Professionalism
THE GOOD NEWS...
✓ In general context, professional is related to a
• I AM PROUD TO BE A TEACHER profession or any person who deals with their
• TO TOUCH A LIFE, TO MAKE A DIFFERENCE job or profession.
✓ Professional also describes the standards of
THE BAD NEWS... education and training that prepare the
teacher to really understand their
• I DON’T GET NO RESPECT professionalism as the knowledge and skills
 necessary to perform their specific role
within that profession.
• Personality
✓ Can be defined as the way to interact with
the circumstance and other individuals.
✓ Teachers must be good interactive people in
their work field.
• Social
✓ This competency builds a capacity how to
deal with social things, teachers must be
sensitive to the problems around them.
✓ Reflects the capacity of teacher to take
another's perspective or idea concerning a
situation.
The Characteristics of a Good Teacher
Pedagogical Knowledge and Competency
• Knowledge of key concepts.
• Knowledge of governing curriculum.
• The teaching of relevant and engaging content.
• Knowledge of available resources and technologies.
• Awareness of different learning styles.
• Awareness of different pedagogical strategies.
• Encouragement of self-directed learning.
• Flexible and diverse teaching practice.
• Building student security and confidence.
• Challenge student abilities.
• Clear communication of tasks, goals, and expectations.
• Application of effective classroom management
strategies.
• Encouragement of self-directed learning
• Flexible and diverse teaching practice.
• Building student security and confidence.
• Challenge student abilities.
• Clear communication of tasks, goals, and expectations.
• Application of effective classroom management
strategies.
Personal Attributes
• Modeling student respect.
• Empathic understanding.
• Nurturing.
• Passionate about learning.
• Personally committed to teaching as a vocation.
• Personal authenticity. Empathic understanding.
• Effective interpersonal skills.
• Advanced communication skills.
• Confident teacher presence.
• Self-insight and self-control.
• Professional Attributes
• Participation and collaboration with the school and
wider community.
• Effective stress management.
• Appropriate modeling.
• Responsible behavior (legal, ethical etc.).
• Appropriate personal presentation.
TEACHERS ARE PUBLIC SERVANTS
ACCOUNTABLE TO THE PEOPLE
1. Society has high expectations of teachers. Today's
teachers are expected to have advanced knowledge
and skills and high academic and ethical standards.
2. Teachers are expected to promote students' academic
progress as well as further students' social, emotional,
and moral development and to safeguard students'
health and well-being.
3. Teachers and schools are expected to address social
problems and risk factors that affect student success.
WHY TEACHERS ARE IMPORTANT
1. Teachers can shape leaders of the future in the best
way for society to build positive and inspired future
generations and therefore design society, both on a
local and global scale.
2. Teachers can act as a support system that is lacking
elsewhere in students’ lives. They can be a role model
and an inspiration to go further and dream bigger.
3. Teachers of all walks of life and subjects can shape
opinions and help form ideas about society, life, and
personal goals.
4. Teaching is a tough job, but it is one where you can
make the most impact in another person’s life. If you’re
thinking of becoming a teacher, here are even more
reasons why you should invest in a teaching career.
5. Teachers are the ultimate role models for students.
The fact that students meet many different types of
teachers in their academic career means that more
likely than not, there will be a teacher that speaks to
them.
6. The teacher-student connection is invaluable for some
students, who may otherwise not have that stability.
7. Knowledge and education are the basis for all things
that can be accomplished in life. Teachers provide the
power of education to today’s youth, thereby giving
them the possibility for a better future.
8. Teachers simplify the complex and make abstract
concepts accessible to students.
9. Teachers do not accept failure, and therefore, students
are more likely to succeed. Teachers know when to
push students when to give a gentle nudge in the right
direction, and when to let students figure it out on
their own. But they won’t let a student give up.
10. Teachers provide guidance to students of all types.
11. They will help to reveal student’s best skills and teach
valuable life skills as well, such as communication,
compassion, presentation, organization, following
directions, and more.
12. They are also a source of inspiration and motivation.
13. One of the most important parts of teaching is
having dedication.
14. Teachers do what they do because they want to help
others.
 15. Finally, teachers’ dedication is shown by their ‘round-
the-clock work habits. Teachers do not stop working
when the school bell rings. They are grading papers,
making lessons, and communicating with parents
after school and on weekends. Most teachers arrive
earlier than school starts to set up their day and
provide extra assistance to struggling students.
The following attributes make the difference
between a good teacher and a truly great
teacher who becomes an inspiration to their
students.
• Compassion: Compassion is important not only when
dealing with the students but also with other teachers,
other school staff, and parents.
• Passion for Learning and Children: Teaching can be
incredibly stressful, so great teachers must have a deep
passion to keep them going every day.
• Understanding: Teachers need a deep
understanding of where their students are coming
from — their backgrounds, their struggles, and
their abilities.
• Patience: Patience is key. This is very true of teaching,
and not just patience with the students! Teachers also
need patience in dealing with the school system,
bureaucracy, and parents as well.
• Ability to Be a Role Model: Teachers must come to work
every day knowing their students will soak up their
actions like sponges. They must show how to be a good
person not just by telling, but also by being.
• Communication Across Generations and Cultures:
Teachers need to be able to effectively communicate
with students from multiple cultures and generations,
as well as teaching staff and superiors with various
backgrounds and from other generations.
• Willingness to Put in the Effort: If a teacher does not
care or doesn’t make the effort, their students won’t
either. If a teacher shows students that they do truly
care, they will do the same.
MODULE 4: THE CODE OF ETHICS FOR
PROFESSIONAL TEACHERS
• The term professional has become a global
nomenclature for people who excel in their respective
careers.
• By semantics, and profession is a type of job that
requires special training and gives status and prestige
to the 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?
• He/ She is the licensed professional who possesses
dignity and reputation, with high moral Values as well
as technical and professional competence.
• She/ He adheres to, observes, and practices a set of
ethical and moral principles, standard and values.
(Code of Ethics for Professional Teachers, 1997)
Resolution No. 435 Series of 1997
Pursuant to the provisions of Paragraph (e), Article II,
R.A. No. 7836 otherwise known as the “Philippines
Teachers Professionalization Act of 1994” and
Paragraph (a), Section 6. P.D 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 and practice this set of ethical and moral principles,
standards, and values.
ARTICLE I (SCOPE AND LIMITATION)
• Section 1: the Philippines 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, therefore to all teachers in all
schools.
• 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 art or vocational
teachers and all other persons performing
supervisory and/or administrative functions in all
school at the aforesaid levels, whether on full-
time or part-time basis.
ARTICLE II (THE TEACHER AND THE
STATE)
• Section 1: The schools are the nurseries of the citizens
of the state. Each teacher is 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 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 of duty.
• Section 5: A teacher shall not engage in the promotion
of any political, religious, or other partisan interest
and shall not directly or indirectly, solicit, require,
collect, or receive any money, or 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 of 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 research 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 services 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 always behave
with honor and dignity and refrain from such activities
as gambling, smoking, drunkenness and other
excesses, much less illicit relations.
• Section 4: Every teacher shall help the school keep the
people in the community and shall therefore, study
and understand local customs and traditions 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 the school’s work
and accomplishments as well as its needs and
problems.
• Section 6: Every teacher in the intellectual leader in
the community, especially in the barangay, and shall
welcome the opportunity to provide such leadership
when needed, to extend counseling service 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 and collectively.
• Section 8: A teacher possesses freedom to attend
church and worship, as appropriate, but shall not use
his positions and influence to proselyte others.
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 learners’ 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.
MODULE 5: THE CODE OF ETHICS FOR
PROFESSIONAL TEACHERS
ARTICLE IV (THE TEACHER AND THE
LEARNERS)
• Section 1: A teacher has the right and duly determine
the academic marks and the promotion of learners in
the subject 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 the process.
• Section 2: A teacher shall recognize that the interest
and welfare of the 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 not discriminatory against any learner.
• Section 4: A teacher shall not accept favors or gifts from
learners, their parents, or others behalf in exchange for
requested concessions, especially if underserved.
• 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 will 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 learners are adequate and
shall extend needed assistance in preventing or solving
learner’s problems and difficulties.
ARTICLE V (THE TEACHER AND THE
TEACHING COMMUNITY)
• Section 1: Teachers shall always, be imbued with the
spirit of professional loyalty, mutual confidence and faith
in one another, self-sacrifice for the common good, and
full cooperation with colleagues. When the best interest
of the learners, the school, or the profession is at stake
in any controversy, teachers shall support one another.
• Section 2: A teacher is not entitled to claim 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 that 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 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 professional 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 the competent authority.
. situations.
• 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 has a right to seek redress against injustice
and discrimination and to the extent possible shall
raise his grievances within democratic processes. In
doing so.
• Section 4: A teacher individually or as part of a group
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
transfer of teachers are made only based on 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 IV (THE TEACHER AND THE
PROFESSION)
•Section 1: Every teacher shall actively help ensure
that teaching is the noblest profession and shall
manifest genuine enthusiasm and pride in teaching
as a noble calling.
• Section 2: Every teacher shall uphold the highest
possible standards of quality education, shall make
the best 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 practice in the
Continuing Professional Education (CPE) program of
the Professional Regulations Commission and shall
pursue such other studies as well as 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 misinterpretations 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 XI (THE TEACHER AS A
PERSON)
• Section 1: A teacher shall live with dignity in all places
at all times.
• Section 2: A teacher shall place a premium upon self-
respect and self-discipline as the principle of personal
behavior in all relationships with others and in all
• Section 3: A teacher shall always maintain a dignified
personality that could serve as a model worthy of
emulation by learners, peers, and others.
• Section 4: A teacher shall always recognize the
Almighty God or Being as a guide of his own destiny
and of the destinies of men and nations.

ARTICLE X (THE TEACHER AND

BUSINESS)
• Section 1: A teacher has a right to engage, directly or
indirectly, in legitimate income generation, provide that
it does not relate to or adversely 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 furnishes 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.

MODULE 6: THE RIGHTS AND PRIVILEGES