CHAPTER I SOCIALLY RESPONSIBLE TEACHERS: RICH WITH PHILOSOPHICAL HERITAGE

Philosophy of Education- a set of beliefs about “what and how” education and teaching should be. This determines
whether or not he/she will enjoy and succeed in his/her teaching career or leave for another profession.

What is philosophy?

 Can be defined as a set of ideas that answer question about the nature of reality and about the meaning of life.
Some important questions that are commonly asked are.. “What is knowledge? What is worth striving for? What
is just, good, right or beautiful? These are philosophical questions that may be important in teachers’ lives.
 Originated from the Greek word “philo” which means love and “sophie” which means wisdom. Philosophy
therefore is the love of wisdom.
 Three branches:
o Metaphysics- addresses reality. Further divided into 2 categories:
 Ontology- examines issues related to nature, existence or being.
 Cosmology- is related with the nature and origin of the universe (the cosmos).
o Epistemology- concerned with the nature of knowledge- how we come to know about things or how we
acquire knowledge. We acquire our knowledge through our senses, intuition, observation and logic, and
use of scientific method.
o Axiology and its corollaries relate to value.
 Ethics relate to issues in morality and conduct.
 Aesthetics is concerned with beauty.

What is philosophy of education?

 Set of related beliefs that influence what and how students are taught. Teacher’s philosophy of education guides
their behaviour or performance in the classroom. The philosophy statement reflects their personality and values.
 Formulating your own philosophy may not be easy since you’re just beginning, but here are some questions you
may consider in framing your philosophical statement.
 What is the purpose of education?
 What content and skills should schools develop?
 How should schools teach the content of the curriculum?
 What are the roles of the students and teachers in the teaching learning process?
 How should learning be assessed?
 In education, metaphysics refers to the knowledge of most worth which is the curriculum. The subjects in the
curriculum contain or describe the knowledge which teachers should impart to the learners.
 Epistemology is concerned with the methods of teaching or how teaching and learning are to be delivered.
 Axiology relates to behaviour, civility or appreciation and expression.

PHILOSOPHICAL ROOTS OF EDUCATION

1. IDEALISM
 Contends that reality lies in our consciousness or our intellect.
 Idealists believe that perfect knowledge of the ideal resided outside humans as an Absolute or as God.
 They believe that the spiritual essence or soul is the permanent element of human nature that gives them the
power to think and feel.
 They believe that the ideas that make-up reality have already existed in the mind of the Absolute or God so that
when we know something, it means we have reached the consciousness or understanding of these ideas.

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 Idealism envisions schools that are intellectual centers of teaching and learning, where teachers guide students to
realize their intellectual potential and appreciate the finest and enduring achievements of culture.
o Idealist teachers:
 Believes that the schools are the repositories of eternal truth which have organized the hierarchal
curriculum in education.
 Believe that on top of this heirarchy are the most important subjects thaat cultivate abstract
thinking – Philosophy, Theology and Mathematics.
 Believe in the use of Socratic method—asking probing questions to stimulate consciousness of
students in discovering knowledge.
 Believe that thinking and learning are the processes od bringing latent ideas to consciousness and
logic is encouraged jn organizing their lessons.
 Believe thatvteachers should lead exemplary lives and be models for students to imitate.
 Believe that the Internet can make the great book accessible to all, but they insist that technology
should be the means rather than the end in transmitting knwoledge.
2. REALISM
 Advocates that reality is outside our minds.
 They are not internal in our minds as idealists claim.
 Realists believe that the objects we perceive exist independently of the mind; that whether or not we perceive
these objects, theybrelly exist in the world.
 Realists assert that the human mind can know about the real world and that knowledge is reliable guide to our
behavior.
 For realists the purpose of education is to teach students about the world in which they live. That the most
accurate and efficient way of learning is through the curriculum of organized and classified subject matter
discipline.
o Realist Teachers:
 Believe that teaachers should be eqqiped with a wide repertoire of methods in teching to achieve
their goals.
 Believe tht their primary responsibility is to bring student’s ideas about the world into reality.
 Believe that deductive nd inductive logic, and the scientifi method are reliable means to discover
knowledge.
 Believe that the inclusion of non-academic activities interfere with the schools’ primary purpose
as a center of disciplined inquiry.
 Believe in the use of technology as an aid in learning; they recommend computer progran to be
“realistic” and effective as possible.
3. PRAGMATISM
 Evaluates the truth and meaning of ideas according to their physical consequences and practical value.
 It emphasizes the need fi test the validity of these ideas by acting on them. The best way to validate ideas
empricially is by using the scientific method.
 For pragmatists, if something works, it is true.
 John Dewey, a pragmatist, related education as a preparation for life.
 He believed that the function of education was to enhance human potential to be able to adapt to a constantly
changing world.
 Students shoukd be trained to construct knowledge as they interact in the world.
 Pragmatism believe that students shouod be encouraged to do researches and apply them to the solution of a
problem.
o Pragmatist Teachers:

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  Believe that education is an experimental process – a method of solving problems that challenges
people as they interact with the world.
 Believe tgat children should learn how to make difficult decisiins by considering the
consequences of their actions on others.
 Believe that education should focus in real life problems to be prepared to live fully and
effectively in the society.
 Believe that students should learn the process of problem solving rather than by being passive
learners as knowledge is being transmitted to them.
 Believe in collaborative learningwhere students share their interests and problems.
 Believe that interdisciplinary education is better thab deprtmentalized curriculum education.
 Believe in taking risk in education to achieve their goal.
 Believe in values clarification rather thn blindly accepting inherited values.
 Believe that communication technologies such as email and internet provide opportunities to
share ideas, insights and experiences.

OTHER PHILOSOPHIES AND THEORIES RELATED TO EDUCATION

Educational theories are rooted from philosophies. They examine the roles and functions of schools, curriculum, teaching
and learning. Five educational theories are presented below.

1. Perennialism
 Assert that the primary purpose off education its to bring students in contact with the truth by cultivating their
intellect and sense if rationality or reasoning power.
 They contend that there are principles that students need to learn like the universality of truth, the importance of
rationality and the power of aesthetics.
 They also propose the study of religion to encourage ethical behavior.
 Perennialists urge that students read the Great Books – works by history's finest thinkers and writers and develop
their understanding of the concepts about human knowledge.
 They oppose the inclusion of non academic subjects in the curriculum because they the primary purpose off the
school which is to develop students intellectually.
 They endorse subject matter curriculum loaded with cognitive subjects that develop rationality and morality.
o Perennial Teachers:
 Believes that teachers are the intellectual mentors and models for their students.
 Believe that fundamental skills such as reading, writing, compassion and research be developed
starting the elementary grades to prepare them for lifelong learning.
 Believe that subjects with human concern like history, literature, drama and art should be
included in the secondary school curriculum.
 Believe that their role is to sharpen the student’s intellectual powers and enhance their moral
qualities.
 Believe that electronic version of great books and other classics maybe viewed by larger audience
but this could not be a substitute for reading the classics.
2. ESSENTIALISM
 Teacher centered philosophy that adheres to the belief that the basic skills of literacy (reading and writing) and
numeracy (arithmetic) as well as subject matter knowledge should be developed in schools.
 Subjects such as history, mathematics, science, languages and literature are essential subjects for secondary
education.
 They believe that these basic essential subject matter need to be mastered to be able to function effectively in
society.

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 These skills will prepare them to be competent and skilled individuals for the competitive global village.
 Essentialists argue that schools and teachers must be committed to their primary academic function – to teach
students with knowledge and skills that will prepare them to function effectively and efficiently in a democratic
society.
 Essentialists favor a subject matter curriculum which should be cumulative and sequentially arranged, starting
with low order thinking skills to more complex higher order level.
 Essentialists do not favor innovative or process – learning approaches like constructivism, which allows students
to construct knowledge based on past knowledge/experiences.
 They adhere more on teacher directed instruction because they believe teachers are trained professionals who
should guide and direct the learning of students.
o Essentialist Teachers:
 Believe that teachers have authority to discipline students.
 Believe that teachers should have mastery of the knowledge and skills they teach.
 Believe in the user of deductive method of teaching.
 Believe that students should learn the “essentials.”
 Believe that only when the students have mastered the required competencies can they be printed
to the higher level.
 Believe that test scores are the basics for evaluating student’s progress.
3. PROGRESSIVISM
 Belong to a return movement that opposed the traditional education. They were against:
o Authoritarian teachers
o Book based instruction
o Note memorization
o Authoritarian classroom management
 Progressivists contend that although knowledge may come from based sources, the best way to learn is by
actively exploring/or by engaging in direct experiences.
 They believe that the school should be a laboratory for experimentation.
 They organize schools around the concerns, curiosity and real world experiences of the learners.
 They advocate using the project method and problem solving which promotes democratic learning communities
in the classroom.
o Progressivist Teachers:
 Believe that teachers should possess a repertoire of learning activities to be used in the teaching
learning process like problem solving, field trips, creative artistic expression and projects.
 Believe that the child should be free to develop naturally.
 Believe in the interest motivated by direct experience stimulates learning.
 Believe that the teacher is a facilitator of learning.
 Believe that there should be close cooperation between home and the school
 Believe that student’s needs, interest, and readiness should be considered in constructing the
curriculum.
4. SOCIAL RECONSTRUCTIVISM
 A theory rooted in progressivism. In fact, social reconstructionists were considered as the more socially oriented
progressivists.
 They sought to make schools the center of larger social reforms.
 They contended that schools need to investigate and work to solve social, political, and economic problems and
eventually create a new society.
 Social reconstructionists believe that people are responsible door for their social conditions.

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  They have the power to take control of their lives, improve their human conditions, and build a just and good
society.
 Education therefore, should prepare the students to meet the demands of the society.
o Social Reconstructionists Teachers :
 Believe that the school is the ideal place to begin alleviating social problems.
 Believe in using project method and problem solving methods in teaching.
 Believe that research is an effective means in solving problems of society.
 Believe that the intellectual, emotional, and personal needs of the students should be considered
in the learning process.
 Believe that teachers must model democratic principles.
5. EXISTENTIALISM
 Is a philosophy that emphasizes the subjectivity of human experiences. It is more a process of philosophizing than
it is a philosophy.
 Existentialism asserts that the purpose of education is to help students find meaning and directions in their lives.
 Existentialist author, Jean-Paul Sartre often quoted the phrase “Existence precedes essence, ”meaning, we owe
our existence to nature but we define ourselves through our action.
 We create our own essence by making our personal choices.
 When we are thrust into choice making situations, we are what we choose to be. We must take responsibility for
our choices.
 Existentialist maintain that we create our own definition and make our own essence by making personal choices
in our lives.
o Existentialist Teachers :
 Believe that the purpose of education is to awaken our consciousness about our freedom to
choose and to create our own self awareness that contributes to our identity.
 Believe that students should be trained to philosophize, to question, and to participate in
dialogues about meaning of life.
 Believe that self expression, creativity, self awareness, and self responsibility should be
developed in the students.
 Believe that open classrooms maximize freedom of choice
 Believe in self directed instruction.
 Believe that students should decide what they want to learn and when to learn it.

CHAPTER 2 SOCIALLY RESPONSIBLE TEACHERS: ACTIVE MEMBERS OF SOCIAL INSTITUTION

What is a professional teacher?

The mountain is a huge creation that stands towering over all other structures in the land. It
stands majestic and impressive providing a soothing effect when viewed from a distance. Its stature
is a symbol of strength and stability.

Because of its own elevated position, the mountain receives the first rays of the sun at dawn.
The radiance of the sun’s rays on the summit creates a beautiful panorama to behold. It is a
spectacular scene to lay the eyes on.

The mountain provides shelter to animals and other creatures living in it. At times when the
rain comes, the soil in the mountain is eroded and water flows freely to the land and rivers below.
The rainwater from the mountain fertilizes the land at the foot of the mountain. The plants grow
and produce abundant harvest for the people living in the area.

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 A. Personal Qualities
 Good Personality
o Personality – refers to the character and appeal the teachers exude as they walk and relate with others.
o Good Personality – serves as inspiration to the students. They are motivated to learn and get involved in
the learning process under teachers who have pleasing personality.
 Honest
o Honest teachers possess good sense of value. They are trustworthy and viable to manifest integrity as
professionals.
 Enthusiastic
o Enthusiastic teachers have pleasant outlook, optimism and sense of humor
 Caring
o Includes being compassionate and interested in others. It is expressed through understanding how other
people feel and react.
 Role Model
o Models good behaviour and sets a good example for other to emulate.
 Fair
o Fairness denotes impartiality, open-mindedness and objective judgement and decision-making.
 Friendly
o Friendly teachers demonstrate pleasant, warm hearted and loving relation with their students.
 Respectful
o Being respectful means being well-behaved. Teachers show politeness and courtesy in dealing with their
students and the public.
 Dedicated
o The teachers are devoted, loyal and committed to the profession.
 Creative
o Creative teachers do things in their own way. They have the ability to create new and original ideas. They
are able to influence their students to be creative themselves.
 Flexibility
o Flexibility is the ability of teachers to adapt to situations. They do not easily get disturbed or upset when
unexpected situations and problem arise.

B. Attitude of Professional Teachers are Manifested in Terms of:

a. Empathy towards students
b. Commitment and dedication to the profession
c. Reflective practitioner
d. Passion for teaching

THE TEACHER AS A PROFESSIONAL

Teachers are professionals. They belong to a profession which society regard as a noble profession.

What is profession?

- An occupation that claims exclusive technical competence, service, ideals and ethics of professional conduct
- Application of intellectual technique to the ordinary business of life acquired as a result of prolonged and
specialized training.

Criteria of Professional Teachers

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 1. Professional Academic Preparation
o Have finished a four-year degree course in education.
2. Licensure and Commitment to the Service
o Licensed professional as certified by the Professional Regulation Commission (PRC).
o They possess extensive knowledge in their own field and are committed to the service of the youth.
3. Public Service and Altruism
o Teachers are aware that teaching is service.
o They entered the profession in the hope that they could help influence the students to become better
persons and live more meaningful life.
4. Legal Practice of Profession
o The teaching profession is recognized by the government as its partner in educating the youth.
o Society views the teachers as the second parents of their children.
5. Adherence to Professional Ethics
o Teachers are governed by the Code of Ethics of Professional Teachers. The code provides for ethical
behaviour expected of the teachers for discipline purposes.
6. Membership to Professional Organizations
o Professional organizations have been organized for teachers to take care of their welfare. Examples:
National Organization of Professional Teachers Inc. (NOPTI), Manila Public School Teachers
Association (MPSTA), Mathematics Teachers Association of the Philippines (MTAP).

Teachers are active members of social institutions

Social Institutions- special structures which are organized to meet the basic needs of society.

- Social institutions include the family, education, religion and government.

1. Family
- Group of people who are related by marriage, blood, or adoption and who often live together sharing a common
residence and common economic resources.
- It is the most universal social institution.
- Its primary function is to provide for the physical and emotional needs of its members.
- Those who are deprived of the family’s affection and attention often times grow with personality problems.
- It is where development of socialization starts.
- Parents are regarded as the first teachers.

2. Education
- The process in which knowledge, skills, values and pattern of behavior are transmitted from an individual or
group to another.
- Schooling is formal education which involves instruction based on curriculum by professional teachers. Schools
and teachers are responsible for formal education. They are tasked to transmit knowledge and technical skills for
survival, transmit shared values and beliefs and prepare the students for their role in society.
- School acts as agents of socialization. The lessons that children learned from the home are fully and intelligently
discussed in school.
- Teachers of the 21st century are expected to prepare the students to be lifelong learners. Here are some
expectations of society from them.
o 1. Help the students succeed in the knowledge of society
 Academic achievement
 Communication skills
 Creative and critical thinking
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  Social problem solving
 Workplace skills
- The teacher is expected to create a community of learners who will become independent thinkers and problem-
solvers.
o 2. Prepare the students to be functioning members of society.
o 3. Teach virtues such as punctuality, truth, hard work, honesty, hygiene, patriotism, love and sincerity,
obedience etc. Society needs these values to be propagated.
o 4. Act as the bridge between the school and the community.
o 5. Identify pressing issues and provide enlightenment to society.

 Academic
o The school provides for the development of a brand array of knowledge and intellectual skills.
o The school develops problem-solving and critical thinking skills among the students.
 Vocational
o The school prepares the individual for the world of work and his economic responsibilities.
 Social and civic
o The school acts as an agent of socialization. Students learn how to get along with others through various
activities they engage in.
o Social ethics are discussed in schools to make students aware of their moral and ethical obligation as a
person and as a member of society.
 Personal
o Pertains to the development of individual talent and self-expression. The school provides the total
development of the individual including creativity and authenticity.

3. Religion (Church)
- System of roles and norms that involves faith which binds people together in social groups.
- It is an institutional organization of religion believers following a body of doctrine or dogma.
o Function of religion
o Social cohesion
 Encourages strengthening of bonds among people and cultivate social solidarity and collective
conscience among the believers.
o Social control
 Guides the people to conform to the norms and values of society. Specific religious norms of
conduct and values control the behavior of members.
o Emotional support
 Provides meaning for life. It fosters closeness, love, cooperation and helpfulness among its
members.
4. Government
- An institution that holds the power to make and enforce the rules and laws of society. The ruling body must be
recognized by its people to enforce that laws or rules and govern them.
- In democratic type of government, the citizens elect their official periodically to govern them for the period.

CHAPTER III SOCIALLY RESPONSIBLE TEACHERS: MORAL AND ETHICAL

Morals and ethics are often used interchangeably but they almost mean the same.

Ethics – refers to a system of principles of conduct that guide the behavior of a person.
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 - It is concerned with individual character like being a “good person”. It is also concerned with the character of an
entire society, culture or profession.

Morals – values related to a system of beliefs – religious system, business or political system.

- These values get their authority from outside of higher authority. Moral values include honesty, integrity,
compassion, courage, honor, responsibility, patriotism, respect and fairness.

Morality – refers to a subset of ethical rules of special importance. It is a guide to behavior for individuals who want
to govern the behaviors of others.

- Ethics of morality studies the “good and bad” of human behavior, thoughts and feelings. It analyses how man
should treat others as well as himself.
- Ethics is about actions and decisions. A person acts in accordance with his values. A person who behaves
according to the core values he upholds, is said to be acting ethically.
- Morality may be divided into three stages:
o Morality of self-interest - characterized by doing the act or the behavior to gain rewards or avoid
punishment. In other words, it is the reward or punishment consequences that guide people’s action.
o Morality of law and social rules – apply when the action or behavior of the individual is determined by
the rule and authority, meaning peoples’ action are motivated by obedience and respect for law. They also
aim to gain approval and avoid disapproval of their behavior.
o Morality of abstract principles – exhibited by people who assume personal responsibility in their
behavior.
 They no longer aim for approval or disapproval for their action. Their behavior is guided by their
ethical principles and moral values.

Respect – teachers need to demonstrate respect for spiritual and cultural values, diversity, social justice, freedom and
democracy. This is in relation to their role to address and promote human dignity.

Integrity – teachers are persons of integrity. This means being honest, reliable and morally upright. They should be true to
their commitment and responsibilities and teachers.

Care – being second parents of the students, teachers should take the best interest of the students as their credo. These
students have been entrusted to them and therefore should be treated with love and care and compassion.

Trust – it is the foundation of a strong relationship. Trust means being fair, honest and being open to people. Trust begets
trust; teachers should show they believe and trust their students.

CODE OF ETHICS FOR PROFESSIONAL TEACHER

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the Philippine Teachers
Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223, as amended, the Board for Professional
Teachers hereby adopt the Code of Ethics for Professional Teachers.

Preamble
Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well as technical
and professional competence in the practice of their noble profession, and they strictly adhere to, observe, and practice
this set of ethical and moral principles, standards, and values.

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 Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all
competent teachers. Committed to its full realization, the provision of this Code shall apply, therefore, to all teachers in
schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary,
elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term “teacher”
shall include industrial arts or vocational teachers and all other persons performing supervisory and /or administrative
functions in all school at the aforesaid levels, whether on full time or part-time basis.

Article II: The Teacher and the State

Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the cultural and
educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate
national morality, promote national pride, cultivate love of country, instill allegiance to the constitution and for all duly
constituted authorities, and promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help 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 a full commitment and devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not,
directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person
or entity for such purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.

Section 7. A teacher shall not use his position or 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 privilege of expounding the product of his
researches and investigations; provided that, if the results are inimical to the declared policies of the State, they shall be
brought to the proper authorities for appropriate remedial action.

Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best
service by providing an environment conducive to such learning and growth.

Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral,
social, educational, economic and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and
dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and other excesses, much less
illicit relations.

Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local customs
and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the community informed about the school’s work and
accomplishments as well as its needs and problems.

Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the
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 opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be
involved in matters affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals,
with government officials, and with the people, individually or collectively.

Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use his positions and
influence to proselyte others.

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine
enthusiasm and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations
for the career of teaching, and shall be at his best at all times and in the practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional
Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the
profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally
competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper
misrepresentations through personal advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a descent
living.

Article V: The Teachers and the Profession

Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in
one another, self-sacrifice for the common good, and full cooperation with colleagues. When the best interest of the
learners, the school, or the profession is at stake in any controversy, teachers shall support one another.

Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of others
which he may use.

Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and other
data as are necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not
divulge to anyone documents which has not been officially released, or remove records from files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional
and unethical conduct of any associate. However, this may be done only if there is incontrovertible evidence for such
conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in
writing, without violating the right of the individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he respects the system of
selection on the basis of merit and competence; provided, further, that all qualified candidates are given the opportunity to
be considered.

Article VI: The Teacher and Higher Authorities in the Profession

Section 1. Every teacher shall make it his duty to make an honest effort to understand and support the legitimate policies
of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry them out.
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 Section 2. A teacher shall not make any false accusations or charges against superiors, especially under anonymity.
However, if there are valid charges, he should present such under oath to competent authority.

Section 3. A teacher shall transact all official business through channels except when special conditions warrant a
different procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which
case, the teacher shall appeal directly to the appropriate higher authority.

Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the
administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so, they
shall avoid jeopardizing the interest and the welfare of learners whose right to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of teachers are
made only on the basis of merit and needed in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full
knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel

Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards teachers
and other personnel, such practices being standards of effective school supervision, dignified administration, responsible
leadership and enlightened directions.

Section 2. School officials, teachers, and other school personnel shall consider it their cooperative responsibility to
formulate policies or introduce important changes in the system at all levels.

Section 3. School officials shall encourage and attend the professional growth of all teachers under them such as
recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to
participate in conferences in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates except for cause.

Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with pertinent
civil service rules, and private school teachers are issued contracts specifying the terms and conditions of their work;
provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing laws.

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in the subject or
grades he handles, provided that such determination shall be in accordance with generally accepted procedures of
evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions,
observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall
deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for
requested concessions, especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for
such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance.

12 Prepared by: Dianna Rose O. Belen, RN, LPT – The Teaching Profession Instructor, Amando Cope College
 Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher
shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic
ratings as a punishment for acts which are clearly not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and
shall extend needed assistance in preventing or solving learner’s problems and difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit
their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner under
him, exercising utmost candor and tact in pointing out the learner's deficiencies and in seeking parent’s cooperation for the
proper guidance and improvement of the learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair
criticism.

Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation; provided that it does
not relate to or adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his
debts and loans in arranging satisfactorily his private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture
which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official
influence, except only when his assignment is inherently, related to such purchase and disposal; provided they shall be in
accordance with the existing regulations; provided, further, that members of duly recognized teachers cooperatives may
participate in the distribution and sale of such commodities.

Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for which it is the highest obligation to live with
dignity at all times whether in school, in the home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary 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 a model worthy of emulation
by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and
nations.

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition against the erring
teacher of the disciplinary action consisting of revocation of his Certification of Registration and License as a Professional
Teacher, suspension from the practice of teaching profession, or reprimand or cancellation of his temporary/special permit
under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and
Regulations Implementing R.A. 7836.

Article XIII: Effectivity

13 Prepared by: Dianna Rose O. Belen, RN, LPT – The Teaching Profession Instructor, Amando Cope College
Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after sixty (60) days
following its publication in the Official Gazette or any newspaper of general circulation, whichever is earlier.

14 Prepared by: Dianna Rose O. Belen, RN, LPT – The Teaching Profession Instructor, Amando Cope College