KEYSTONE COLLEGE

#13, Marcos Highway, Bakakeng Central, Baguio City, Philippines

e- mail Address: keystonecollegebaguio@gmail.com
Tel. No. : (074) 442- 1890

A Module in

THE TEACHING PROFESSION

Author:

ROSE P. GENEROSA

Approval:

This is to certify that this module in The Teaching Profession is the official
module for the 1st Semester of Academic Year 2020-2021.

ROSE P. GENEROSA

Department Head-College of Teacher Education

DR. JHOSEPHINE A. FLORES

Keystone College President

Page 1 of 27|The Teaching Profession
 MODULE 1: THE TEACHER AS A PERSON IN SOCIETY

Teachers are one of the most significant members of a society. They are also one
of the most influential professionals in the community. Before a teacher becomes a
professional facilitator, motivator, initiator, and motivator, teachers are essential learner
of their own nature. Professionals will not be professionals without professional teachers
in the society. Socially speaking, teachers are active contributor in the progression and
development in a social institution. The question is, how can they manage to do that?
There are teachers’ beliefs that enable them to be professionally developed.
Initially, before a teacher can develop children’s way of learning, they should have to
develop themselves first. There are philosophies, principle, values, that are considered to
be important in teaching.
I.PHILOSOPHICAL HERITAGE
Determining one’s educational philosophy may be quite confusing, but there are
categories of philosophy that one can fall into. Philosophy is defined as mother of all
sciences for it is a quest to know the truth based on logical reasoning aside from the
observation of one’s nature. Philosophies vary in different period or era with that fact that
there is ancient, medieval, renaissance period, modern and oriental philosophies.
In the ancient philosophies that are mostly pagan beliefs, it is founded that
philosophy may be classified with wrong judgements, happy life, doubt, and combination
of positive philosophies. It was founded by different ancient philosophers, with different
beliefs. Medieval philosophies are more on the divine beliefs that is composed of
different disciplines and moral learnings. The beginning of the modern science starts in
the period of renaissance wherein the philosophy includes the realism of sense and social.
The modern philosophy of education stresses on the value and beauty of knowledge and
experiences. It focuses on mental ideas for absolute good, and composed of different
philosophies that can help a modern teacher to provide an ideal environment for learning.
Other philosophical beliefs that have something to do with religion are included in the
oriental philosophies.
A teacher can have many philosophies but there is always a dominant philosophy
for them. Even if the philosophies are different from each other, it still has similarities.
II.FORMULATING YOUR OWN PHILOSOPHY OF EDUCATION
The way that a teacher teaches their students, socialize and interact with them has
an underlying philosophy. It starts with what we believe and includes the things that we
want to happen with our students. It is composed of our goals and aims for
EDUCATION. No other person can make your own philosophy. There are guides in
making our own philosophy of education, and it is to enumerate our purposes, skills that
we want to impart, roles of teachers and students, and the way that we should assess
learners. Sometimes, answering the questions “what to teach?” and “how to teach?” can
reflect the kind of philosophy that is dominant to us. Formulating our own philosophy of
education does not require us to use solely our minds, but is not limiting us to use our
hearts in teaching.

Page 2 of 27|The Teaching Profession

 III.THE FOUNDATIONAL PRINCIPLES OF MORALITY AND YOU
Teacher should always be a person with a good moral character. I just had this
realization that teachers should have a self-assessment, in a way that they will try to know
the things that they have to improve morally. Morality is not just to know what is right
from wrong but it is also trying to make things right if it is wrong. A person should have a
good moral character, especially teachers even they are from the past, present, and in the
near future. The profession of being a teacher should provide us with our own principles
of moral. The identity of a teacher includes the moral character and the way that they
behave with their principles. It is not enough that one has the professional license,
because a true educator is educated…..and a true learner is a learned.

IV.VALUES FORMATION AND YOU

Values are CAUGHT and TAUGHT. Values formation starts in early childhood
and the way we practice the value becomes our attitude. Influences are one of the factors
that provide us the value that we have. There are known three dimensions of values and
these are the cognitive, affective and behavioural. In cognitive dimension, it is a taught
value that needs further understanding why do we have to value and acquire that VALUE.
Affective domain is not enough to know the value because it includes the conscience of
the person if he/she didn’t have the right values. The evidence of valuing a value is living
with it, and that is a behavioural dimension.

V.TEACHING AS YOUR VOCATION, MISSION, AND PROFESSION

Teaching is a VOCATION that is a calling from god.
Teachers are professionals that make it PROFESSION.
Teaching is a MISSION and not just a job.
Teachers are called for a duty, and that is to teach the students and impart the
sense of responsibility, good attitudes, and personality. Like other courses or degree, yes,
it is a profession. Being professional takes a lot of effort, dedication, sacrifice, and a long
preparation. Teaching is something that needs accomplishment, it is a mission. Whether a
teacher considers teaching as vocation, profession, or mission, the most important thing is
the goal in teaching. Initially, we can all combine these things together, as tool in
teaching and learning process. Teachers should know the importance and essence of their
existence inside and outside the classroom.

——-as a member of society, teachers should be a responsible individual to impart

his/her philosophies, morality, and values with the students and even with the members of
the community.

Page 3 of 27|The Teaching Profession

ACTIVITY #1: Venn Diagram
By means of Venn Diagram compare and contrast the different philosophies of education.

Progressivism Perennialism
Essentialism

Existentialism Behaviourism

Page 4 of 27|The Teaching Profession

ACTIVITY #2: Philosophy of Education
Formulate your personal philosophy of education.

MY PERSONAL PHILOSOPHY OF EDUCATION

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________

ACTIVITY #3: Reflection

Reflect on your own philosophy using the following questions as your guide.
a) With that educational philosophy
b) What will you teach?
c) How will you teach?

REFLECTION
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________
Page 5 of 27|The Teaching Profession
 MODULE 2: TEACHER COMPETENCIES

1. Knowledge of Students and Their Development

 Understands and appreciates diversity
 Forms constructive relationships with students
 Connects students' prior learning, life experiences and interests with learning
goals
 Uses a variety of instructional strategies and resources to respond to students'
diverse needs
 Facilitates learning experiences that promote autonomy, interaction and choice
 Engages students in problem solving, critical thinking and other activities that
make subject matter meaningful
2. Creates an Effective Learning Environment
 Establishes a climate that promotes fairness and students
 Establishes a collaborative learning environment
 Creates a physical environment that engages all students
 Plans and implements classroom procedures and routines that support student
learning
 Uses instructional time effectively
3. Understands Subject Matter
 Demonstrates knowledge of subject matter content and skills
 Interrelates ideas and information within and across subject matter areas
 Uses instructional strategies that are appropriate to the subject matter
 Uses materials, resources and technologies to provide meaningful learning
4. Plans and Designs Appropriate Learning Experiences
 Establishes goals for student learning
 Develops and sequences instructional activities for student learning
 Modifies instructional plans to meet the needs of all students
 Uses resources to meet the needs of student
5. Uses On-going Assessment to Monitor Student Learning
 Communicates learning goals to students
 Collects and uses multiple sources of information to assess learning
 Assists students in assessing their own learning
 Maintains up-to-date records a analyzes data
 Communicates with students and families about student progress
6. Develops Professional Practice
 Reflects on teaching practice to extend knowledge and skills
 Establishes goals for professional development
 Meets the responsibilities of a professional educator
 Works with families in supporting student learning
 Maintains positive relationships with other professionals
 Works with colleagues to improve professional practice

Page 6 of 27|The Teaching Profession

 ACTIVITY #4: Embedding Key Competence in Activities

THINKING?
THINKING?

PARTICIPATING
AND
RELATING TO
PARTICIPATING
CONTRIBUTING How might you OTHERS AND Example: RELATING TO
build in richer
CONTRIBUTING OTHERS
opportunities Taking part in
before, during or and writing a
after that familiar
activity for.....
report about
athletics day.

USING
MANAGING USING
SYMBOLS MANAGING
SELF? SYMBOLS
AND TEXT? SELF?
AND TEXT?

Page 7 of 27|The Teaching Profession

Page 8 of 27|The Teaching Profession
 MODULE 3: THE GLOBAL TEACHER

  A GLOBAL TEACHER is a competent teacher who is armed with enough skills,

appropriate attitude and universal values to teach students with both time tested as well as
modern technologies in education in any place in the world. He or she is someone who
thinks and acts both locally and globally with worldwide perspectives, right in the
communities where he or she is situated.
More specifically a global Filipino teacher should have the following qualities
and characteristics in addition to knowledge, skills and values:
 Understands how this world is interconnected;
 Recognizes that the world has rich variety of ways if life;
 Has a vision of the future and sees what the future would be for himself/herself and the
students;
 Must be creative and innovative;
 Must understand, respect and be tolerant of the diversity of cultures;
 Must believe and take action for education that well sustain the future;
 Must be able to facilitate digitally-mediated learning;
 Must have depth knowledge; and
 Must possess good communication skills (for Filipino teachers to be multilingual).
And lastly but more importantly,
 Must possess the competencies of a professional teacher as embodies in the National
Competency-Based Standards for Teachers (NCBTS).
The need for global teacher is on the rise in several countries worldwide. Even
develop countries are in dire need of competent teachers who will man the countries’
Page 9 of 27|The
rural andTeaching Profession
urban classrooms. This is true with our neighboring countries like Singapore,
Cambodia and Thailand. The regional data of United Nations show the number of
teaching posts needed by 2015.
ACTIVITY #5: ESSAY
Answer the following questions in a paragraph form.
1. How can new teachers learn to incorporate a global perspective into the curriculum and teach in
ways that encourage co-operation, critical thinking and democratic values and practices?
2. How do they find out how to help children deal with prejudice and value diversity, to develop
self-esteem and a commitment to justice and sustainable development?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Page ______________________________________________________________________________
10 of 27|The Teaching Profession
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
MODULE 4: THE PROFESSIONALIZING OF TEACHING

Professionalization is a process whereby occupations have become, or seek to

become, publicly recognized as professions according to the degree to which they meet
the alleged criteria. Professionalization can be seen as having two strands. One strand is
concerned with the improvement of status. The other strand is concerned with the
improvement of the capacity of members to enhance the quality of service which is
provided. It is generally assumed that these two elements proceed pari passu but this need
not be the case. The terminology in relation to this distinction is confusing, however,
recent usage distinguishes between professionalization as the pursuit of status and
professionalism as the improvement of skills and hence service. The latter terminology
will therefore be used here.
One can perhaps refer to ‘early’ professionalization as the process whereby the
elite professions established their position and ‘late’ professionalization as the period
beginning in the late nineteenth century when with ‘the rise of professional society’
(Perkin 1989) a large number of occupations, including teaching, began their quest for
professional status by taking measures to meet the alleged criteria. In these terms, it can
be said that teaching was in the process of professionalization from the mid-1870s to the
mid-1970s, increasingly so after World War II. The length of the period of teacher
education was extended. An increasingly higher proportion of teachers were
graduates. Teacher training institutions became integrated into the universities. The
knowledge base of teaching became more extensive. Teachers enjoyed a high degree of
pedagogical autonomy within a loosely-coupled school structure. Teachers' organizations
increased their influence with government. And in some systems, e.g. Malta, teaching
achieved the legal status of a profession. However within this general process of
professionalization are acute gender differences (Gitlin and Labaree 1996).
Professionalization involves the development of skills, identities, norms, and
Page 11 of 27|The Teaching Profession
values associated with becoming part of a professional group. Through this process,
recruits to the social and behavioural sciences acquire both substantive and
methodological knowledge and develop understandings of their roles that permit them to
function as professionals in these fields. Also, by training newcomers, these professions
ACTIVITY #6: ESSAY
Now that times are tough the educational landscape is becoming more competitive than ever. You
should consider putting together a teaching portfolio just in case you need it. Yes, it is great to have a
portfolio on hand to hand a potential employer, but it will have a tremendous impact on you as a teacher.
QUESTION: How can teaching portfolio can advance your career?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Page 12__________________________________________________________________________
of 27|The Teaching Profession
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Teachers are professionals who operate with educational systems. After a certain number of years as a
practicing professional, some teachers will obtain teacher tenure. Many people do not really know what
teacher tenure is. This article addresses the questions of what teacher tenure is, how it is obtained and
whether it is beneficial for teachers and educational systems.
Teacher tenure is conferred upon teachers of senior rank, not new teachers. Tenure generally
makes it very difficult to remove a teacher or professor from their job position. The purpose and rationale
behind the concept of tenure is simply that academia rests and relies upon the idea of professors being
able to be free thinkers and free speakers. In the old days before teacher tenure, it was supposed that if
teachers were in fear of their jobs, they would not "rock the boat" by coming up with concepts that could
be considered radical lines of thought. This ability of professors to be free thinkers that cannot lose their
jobs for newer notions and ideas, is one of the things that protects universities as places of true intellectual
promise. Teacher tenure therefore, is an important safeguard to intellectual freedom.
QUESTION: How is Teacher Tenure Obtained? Is Teacher Tenure Beneficial?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Page 13__________________________________________________________________________
of 27|The Teaching Profession
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
MODULE 5: GUIDE FOR THE PROFESSIONAL TEACHERS

Code of Ethics for Professional Teachers

Pursuant to the provisions of paragraph (e). Article 11, of R. A.. No. 7836.
otherwise known as the Philippines 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 a duly licensed professional who possesses dignity and reputation with high
moral values as well as technical and professional competence in the practice of their
noble profession, they strictly adhere to observe and practice this set of ethical and moral
principles, standards, and values.
ARTICLE I – SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provides that all educational institution shall offer
quality education for all competent teachers committed of it’s 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
Page 14 of 27|The Teaching Profession
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 6. Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.
Section 7. A teacher shall not use his position or facial 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 for such activities as
gambling, smoking, drunkenness, and other excesses, much less illicit relations.

Page 15 of Section
27|The 4.Teaching
Every teacher shall live for and with the community and shall, therefore, study
Profession
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
 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. Teacher 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, teacher 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
Page 16 ofassociates
27|The Teaching Profession
and the school, and shall not divulge to anyone documents which has not been
officially released, or remove records from the files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what he
may appear to be an unprofessional and unethical conduct of any associates. However,
 ARTICLE VI – THE TEACHER AND HIGHER AUTHORITIES IN THE
PROFESSIONS
Section 1. Every teacher shall make it his duties to make an honest effort to understand
and support the legitimate policies of the school and the administration regardless of
personal feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors,
especially under anonymity. However, if there are valid charges, he should present such
under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when
special conditions warrant a different procedure, such as when special conditions are
advocated but are opposed by immediate superiors, in which case, the teacher shall appeal
directly to the appropriate higher authority..
Section 4. Every teacher, individually or as part of a group, has a right to seek redress
against injustice to the administration and to extent possible, shall raise grievances within
acceptable democratic possesses. In doing so. they shall avoid jeopardizing the interest
and the welfare of learners 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
enlighten directions.
Section 2. School officials, teachers, and other school personnel shall consider it their
cooperative
Page 17 of 27|The responsibility
Teaching to formulate policies or introduce important changes in the
Profession
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
 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, 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, of serving
due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first
and foremost concerns, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against
by the 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.
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.
Page 18 of 27|The TeachingARTICLE
ProfessionIX – 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.
 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 principles 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
Page 19 of 27|The Teaching
Section 1. Any Profession
violation of any provisions 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, reprimand or cancellation of his temporary/special
ACTIVITY #7: The Code of Ethics for Professional Teachers Activities and Assessments
After reading the key concepts, work on the following:
Self-Reflection
I realized that …
Teacher as role model
Teacher’s personality
Teacher’s social adjustment
Teacher’s professional growth and development
Teacher’s accountability

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Page 20 of 27|The Teaching Profession
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
ACTIVITY #8: Case Study
Study the following cases. Guided by your understanding of the Code of Ethics for Professional
Teachers, identify the article and the provision that can guide the teacher to come up with his best action.
Write your answers on the space provided in each number.

Case 1
Mr. Antonio B. Baguio received a complaint from the guardian of one of his students regarding the grade
of his daughter in English. Mr. Baguio listened to the complaint of the guardian with sympathy and
referred it to the teacher concerned for clarification.
Article in the Code of Ethics: __________________________________________________________
Provisionstatement: ___________________________________________________________________
Is Mr. Baguio right in his action? (Explain based on the provision of the article):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

Case 2

Page 21 of 27|The Teaching Profession

During barangay fiesta, Mr. Ben Y. Maya, a public school teacher, was designated as the fiesta directorate
chairman. Because of his talent, he accepted the task willingly even without any honorarium. He
facilitated the culture-based activities that resulted to a very organized celebration of their barrio fiesta. Is
it alright for Mr. Maya not to receive payment for the services he rendered during the barrio fiesta?
Article in the Code of Ethics: __________________________________________________________
Provisionstatement: ___________________________________________________________________
Is Mr. Baguio right in his action? (Explain based on the provision of the article):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

Case 3
Mrs. Jenny San Jose is a new teacher in Malaban National High School. The school is scheduled to hold
its Reading Camp on a Saturday. Relative to this activity, Mrs. Josie Rivera, the school principal, advised
the faculty to attend and help the organizers to facilitate the event.
Mrs. San Jose who is enrolled in a master’s degree program informed the principal that she could not
make it for she needs to attend her Saturday class.
Is it correct not to render service on a Saturday because of her studies?
Article in the Code of Ethics: __________________________________________________________
Provisionstatement: ___________________________________________________________________
Is Mr. Baguio right in his action? (Explain based on the provision of the article):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

Case 4

Page 22 of 27|The Teaching Profession

Mrs. Anna Lee A. Amores does not want her student named Joel to be the highest honor awardee but she
prefers Leonard, another student to get the recognition. In order to ensure that Leonard will get the
highest honor award, she gave Joel low grades in recitation and in performance tasks. Is it right to give
Joel low grades just to make Leonard the awardee?
Article in the Code of Ethics: __________________________________________________________
Provisionstatement: ___________________________________________________________________
Is Mr. Baguio right in his action? (Explain based on the provision of the article):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

Case 5
Mr. Mario B. Reyes has been teaching for the last 15 years. Every time his principal would ask him to
attend training, he would always decline and would ask another teacher to attend the said training. Is this
proper?
Article in the Code of Ethics: __________________________________________________________
Provisionstatement: ___________________________________________________________________
Is Mr. Baguio right in his action? (Explain based on the provision of the article):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

Page 23 of 27|The Teaching Profession

ACTIVITY #9: The Code of Ethics for Professional Teachers Reflection
Study the following situations. Choose the best option by putting a check on the space provided
for each choice. Explain your answer.

Situation no. 1
Being a person known for his integrity and credibility, Mr. Elbert R. Tolentino has been serving as part of
the Board of Election Canvassers for the past 10 years. However, in the coming elections, his mother will
be running as barangay captain. Because of this, he is asked to campaign for her. Is it alright for him to
campaign for his mother’s candidacy? Explain your answer.
Situation no. 2
Mr. Mario Ocampo, who has been teaching for the last 25 years, refused to attend an important
conference in Mindanao. Every time he is asked by the principal to attend such an activity, he always
requests a new teacher to attend. As a professional teacher, is it right to express refusal in attending
conferences.
Situation no. 3
Ms. Rose Q. Reyes posted two-piece swimwear picture of herself in her Facebook page. She received
negative comments from the community and stakeholders. Ms. Reyes justified that she has the right to
post anything on her Facebook account since it was her personal account. Is it right for Mrs. Reyes to do
such?
Situation no. 4
During barangay fiesta, Mr. Ben Y. Maya was designated as the fiesta directorate chairman. Because of
his talent, he accepted the task willingly even without any honorarium. He facilitated culture-based
activities that made their barangay fiesta a significant one. Is it alright for Mr. Maya not to receive any

Page 24 of 27|The Teaching Profession

compensation for his services rendered since this will be a precedent for the succeeding activity
coordinator?
Situation no. 5
Mrs. Dae P. Habalo, of Sibulan National High School refused to admit a student for not being a resident
of the said barangay where the school is located. Is it right for her to do so?
Situation no. 6
Traditionally, a civic parade is held with school participating during Independence Day. All teachers and
students are required to attend. All of Mrs. Katherine Y. Sedillo’s students are excited to join the said
parade but she did not join them due to personal reason and only asked the president of the class to check
the attendants of his classmates. Is the decision of Mrs. Sedillo not answerable for any untoward incident
to happen to the students?
Situation no. 7
Madam Estelita Ramos, a teacher III at Malunta Elementary School has a takehome pay of P 7,500.00
every month. She decided to borrow money from Provincial Savings Bank with a monthly deduction of
P3,500. In the same month she also borrowed money to First Diamond Lending Company with a monthly
deduction of P 3,500.00. In the first 2 months she enjoyed a take home pay of P7,500.00 because the 2
lending institutions will deduct on the 3rd month from the date she borrowed. Is it alright for Mrs. Ramos
to borrow the amount considering that she don’t have enough take home pay when the deduction will take
effect?

Situation no. 8
Mr. Ricky dela Cruz is one of the youngest teacher in Silab Community High School. Due to his young
age he has lots of friends and barkadas. After school hours, he is always seen with his friends in an
internet cafe playing Dota, in gambling dens, and in beerhouses. He also frequently seen in discos during
weekends. Is Mr. Cruz acting as a good model to his students?

EXPLANATION
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Page 25______________________________________________________________________
of 27|The Teaching Profession
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
ACTIVITY #10: Encircle the letter of the correct answer.
1. Toward the end of the school year, the mother of one of the candidates for honors visits you to ask
about her child’s chances of graduating with honors. She brings a basket of fruits in season for you. What
should you do?
a. Reject the basket of fruits and tell her that you have enough at home.
b. Accept the fruits and assure the mother that the daughter will be given honor student.
c. Respectfully reject the offer and explain that you might be accused of bribery.
d. Explain the chance of the daughter objectively and graciously accept the offer.

2. Which of the following is NOT correct under the Code of Ethics for Teachers regarding teacher and
business?
a. 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.
b. A teacher has no right to engage, directly or indirectly, in legitimate income generation.
c. 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.
d. None of the above.

3. Every teacher shall participate in the_____ program of the PRC and shall pursue other studies as will
improve his efficiency, prestige, and strengthen his or her competence.
a. Professional Enhancement
b. Maximizing Learning Competence
c. Continuing Educational Enhancement
d. Continuing Professional Education

Page 26 of 27|The Teaching Profession

4. During the distribution of the report card, which of the following must be the foremost concern of a
teacher?
a. Discuss the projects of the school.
b. Discuss the progress as well as the deficiencies of the students.
c. Discuss the unsettled bill of the students.
d. Discuss the complaints of other teachers and classmates of the students.

5. Miss Reyes is a new teacher like you. During her first few weeks in school, she felt like quitting
teaching. At the end of the day she is totally burned out. If you were in her place from whom will you ask
assistance?
a. from the principal
b. from the parents
c. from co-teachers
d. from pupils
References:
1. Bilbao, Purita P., Corpuz, Brenda B., Llgas, Avelina T., Salandanan, Gloria G., The Teaching
Profession:Lorimar Publishing Co. Inc, 2006
2. Bilbao, Purita P., Corpuz, Brenda B., Llgas, Avelina T., Salandanan, Gloria G., The Teaching
Profession:Lorimar Publishing Co. Inc, 2012
3. Bauzon, Prisciano T,. Fumdamental Philosophies Of Education, National Book Store, 4 th
Ed.,2012
4. Omas-as, Roberta L., Foundations of Education 2, Great Books Publishing, 2005
5. Custodio, Lourdes J., Secret Readings: Philosophy of Education, Cultures, and Values, UST
Publishing House, 2003

Page 27 of 27|The Teaching Profession