LESSON 2

THE TEACHER AS A PROFESSIONAL AND AS A PERSON

TOPICS
1. The Teacher as a Professional
2. The Teacher as a Person

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. discuss the meaning of the teacher as a professional;
2. cite the personal qualities that a professional teacher should possess; and
3. explain the demands of society from the teacher as a professional and as
a person.

The key to understanding the teaching profession is to know the personal and the
professional lives of teachers.

TOPIC 1: THE TEACHER AS A PROFESSIONAL

By virtue of Republic Act 7836, amended by Republic Act 9293, teaching was
professionalized and thereby requiring teachers to take the Licensure Examination for
Teachers (LET). As professionals, teachers are bound to perform specific duties to the
society specially to schools and students guided by a professional code of ethics.

Teaching is always regarded as a vocation by many people. However, the

government deemed it necessary to recognize teaching as a profession giving the highest
regard to teachers as professionals. This does not in any way make teaching a profession
or a job to earn money but it enables us to regard teaching in a grand manner, a noble
profession for individuals who are willing to dedicate their lives and services in the
development of future citizens and leaders of the country.

Teachers spend at least six hours a day, five days

a week in ten months of the school year with students.
Practically, considering the eight-hour sleeping time at
home, teachers spend more time with the students
than parents. That is why parents expect so much of
teachers.

Teachers have tremendous power to influence

students. Society, as a whole, expects much from
teachers and schools. Often when the young do not
behave as expected, the question raised by parents is,
“Is that what you are taught in school?”
 Schools are expected to work with and for communities and so are teachers. The
Code of Ethics for Professional Teachers cites the state, the community, the teaching
community, school officials, non-teaching personnel and learners as groups of people
with and for whom a teacher works. So a teacher works with different groups and so plays
different roles – tutor, nurse, guidance counselor, community leader, resource speaker,
consultant rolled into one. Indeed, much is demanded of teachers.

From his/her very title “teacher,” to teach well/ good teaching is what society
primarily demands of teachers. The learning of the learner is the teacher’s main concern.
Research says that the teacher is the single most important factor in the learner’s
learning. The effective teacher makes the good and the not so good learner learn. On the
other hand, the ineffective teacher adversely affects the learning of both good and the
not so good student.

A teacher’s impact on learners lasts. The teacher is the key to student

achievement. Then you have to prepare yourselves to become the best and the brightest,
the most caring, competent and compassionate teachers. The best and the brightest are
those that possess the competencies expected of professional teachers.

Since the main task of the professional teacher is to teach, society demands from
him/her teaching competence. Teaching competence means that if he/she has to teach
effectively, he/she has to:
1) prepare and plan very well for instruction;
2) execute or deliver that instruction plan very well because he/she has
professional knowledge/mastery of subject matter;
3) create conducive or favorable learning environment for diverse groups of
learners;
4) assess and report learners’ progress; and
5) demonstrate professionalism as he/she deals with superiors, colleagues,
students and parents.

The first step of competent teaching

is instructional preparation. This entails
clarifying learning outcomes and choice of
appropriate teaching-learning activities and
use of assessment tasks aligned to the
learning outcomes to check on learners’
progress. The professional teacher possesses
pedagogical content knowledge. He/She is
fully aware that pedagogical content
knowledge (how to teach particular subject
matter content) is central to teacher
effectiveness.

The Code of Ethics for Public School Teachers adopted in Section 7 of Republic Act
4670 cites integrity as one essential traits of a professional teacher. Article III of the Code
of Ethics for Professional Teachers states that a professional teacher shall live for and with
the community. The community includes internal stakeholders (learners and their
parents/guardians, teachers and the school heads) and external stakeholders (members
of the community who have no children enrolled in the school such as community non-
government officials, church leaders, non-organizations and government organizations).

At all times, in all places and for all people, do not misuse nor abuse the authority
or power bestowed on you as a professional teacher. For you to be credible, you shall
behave with honor and dignity twenty-four hours a day, seven days a week.
 Currently, there are a few teachers who are not behaving professionally. There
are teachers who are facing legal cases for sexual harassment and other forms of abuses
against students. There are those who receive money in order to give honors and other
awards to undeserving students. There are news of teachers trying to buy their tenure
and promotions by giving gifts and other forms of favors to education officials. We witness
some news of teachers who are involved in extra-marital relationships. There is also a
general observation that some teachers have very low knowledge content in the subjects
they are teaching. These acts deconsecrate teaching as a noble profession.

Amidst these frustrating facts, still there are many Filipino teachers who are doing
their best to live as outstanding professionals and citizens. A number of teachers in
various levels are recipients of various awards and recognitions such as the Metro Bank
Award for Outstanding Teachers, the Central Bank Guro ng Pag-asa Award, and other
awards from various institutions of the society.

There are also many unsung heroes and heroines among the teaching population
especially those who are assigned to teach in local and indigenous communities. These
teachers are the volunteer and mobile teachers who have dedicated their lives in order
to help students learn and develop. Many of them are dedicated and committed in
performing their sacred duty to help students become functionally literate and be
responsible citizens.

Task/Activity
 An LPT pin is worn by a Licensed Professional Teacher (LPT) and the letters LPT are
attached to the name of every professional teacher in the Philippines in the same
way that M.D. (Doctor of Medicine) is attached to the name of a professional
medical doctor, R.N. for a Registered Nurse and CPA for a Certified Public
Accountant. When you wear that pin and write LPT after your name, you are
announcing to the world that you are a professional teacher. Send me a picture of
the professional you envision yourself to be in the near future.

TOPIC 2: THE TEACHER AS A PERSON

It is important for us to understand that teachers are products of the family where
they belong. The family values and the home environment that shaped their beliefs,
character, and personal values are reflected in their personality, values, and personal
philosophy. We need to recognize that teachers are also shaped by the society where
they live. The society’s culture, values,
norms, religion, and environment are
influential in shaping their life as an individual
and a professional. Teachers are servant
leaders in their own community. They are
beacons of light to all people whom they
encounter. It is also a fact that the schools
they attended are contributory to the
development of their expertise, talents,
knowledge, skills, and educational
philosophy.

Understanding the teaching profession requires deeper appreciation of the lives of

teachers as individuals in society. Teachers are given high regard in society for the
multiple roles they perform aside from teaching. As society becomes more complex and
its values become more pluralistic, the areas of responsibility for teachers become wider.
(Pelletier, 2004). Hence, teacher education institutions (TEIs) should embrace the
challenge of preparing teachers who will soon carry the task of preparing the young
generation to meet the different challenges brought by an ever-changing world. This will
prepare them to become effective professionals in all tasks in various communities where
they will be assigned to serve.

Cohen, Manion, and Morrison (1996) pointed out that teaching is more than just
a simple job. Some people, especially those who choose it to be their profession, regard
teaching as a higher calling and a commitment to make positive changes in society and in
the lives of all people they teach. Teachers are modern heroes and heroines. They are
servant leaders, knowledge providers, and community organizers. It is then important to
understand the life of a teacher as an individual person.

Teachers have different talents and skills. It is always

desirable for teachers to possess various skills that they can
use and share as they perform their teaching tasks. In terms
of skills, many teachers are very creative in designing
classroom environments and in organizing school activities.
They master the art of selecting instructional methods and
strategies appropriate for their students. They are skillful in
improvising different types of teaching devices and other
instructional materials.

Teachers have different needs. They have emotional,

social, spiritual, physical, and economic needs to be fulfilled
every day but many times, their call to duty make them set
aside their individual needs. It must be known, however, that
teachers need time to relax, rest, and enjoy with their
families.

Teachers have individual rights. These rights are enshrined in Article III of the
1987 Philippine Constitution. As an individual, every teacher is entitled to enjoy all human
rights identified by the state. In their work, labor laws ensure that their employers give
their privileges and fair treatment in doing their duties. The Manual of Regulations for
Private School Teachers and the Magna Carta for Public School Teachers guarantee that
all teachers enjoy their rights and ensure justice in the conduct of their duties as
professionals. As individuals, teachers have the right to enjoy a dignified life. A life that is
free from any forms of threat and danger. They are entitled to be protected by the state
from any form of lawlessness. Article XIII Sections 1-3 of the Philippine Constitution
enshrine the commitment of the state to ensure social justice, human rights, and labor
rights of each individual that includes teachers.

“I am only a teacher!” Often times this is what we hear when a teacher introduces
him/herself amidst a group of professionals like doctors, lawyers, nurses, accountants,
engineers, etc. And yet, admittedly, so much is expected or demanded of a teacher. More
than any other professional, teachers are subjected to scrutiny to the minutest detail by
those they associate with. Teachers are judged more strictly than other professionals.
When a teacher fails to meet expectations of the public, like when she wears an ultra mini
skirt or fails to pay debt on time, the remark from the scrutinizing eye of the public is
“teacher pa mandin,” (to think that he/she is a teacher).
 To be effective in the teaching profession,
teachers must possess personal traits. Here are the
twelve characteristics of an effective teacher
gathered from a fifteen-year longitudinal,
qualitative study on more than one thousand essays
of Teacher Education students. (Walker, Robert, J.
twelve Characteristics of an Effective Teacher: A
Longitudinal, Qualitative, Quasi-Research Study of
In-Service and Pre-Service Teachers)

1. Prepared – Come to class each day ready to teach

2. Positive – Have optimistic attitudes about teaching and about students
3. Hold high expectations – Set no limits on students and believe everyone can be
successful
4. Creative – Resourceful and inventive in how they teach their classes
5. Fair – Handle students and grading fairly
6. Display a personal touch – Approachable
7. Cultivate a sense of belonging – Have a way to make students feel welcome and
comfortable in their classrooms
8. Compassionate – Concerned about students’ personal problems and can relate
to them and their problems
9. Have a sense of humor – Make learning fun and do not take everything seriously
10. Respect students – Do not deliberately embarrass students; teachers who give
the highest respect get the highest respect
11. Forgiving – Do not hold grudges
12. Admit mistakes – Quick to admit being wrong

All of these personal traits emanate from teachers’ genuine respect for others. The
trait professionalism catches all the personal qualities expected of teachers.
Professionalism is something demanded of teachers both as professionals and as persons.
Professionalism is succinctly described in Article XI of the Code of Ethics for Professional
Teachers.

Task/Activity

 Recall your most memorable

teacher/s who had the greatest impact on
your life. What special personal qualities did
he/she/they possess? Write them down. Be
sure to be like him/her/them when you
become a professional teacher yourself very
soon.
 LESSON 3
THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS

TOPICS
1. The Preamble of the Code of Ethics for Professional Teachers
2. The Code of Ethics for Professional Teachers
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. recite from memory the Preamble of the Code of Ethics for Professional
Teachers;
2. explain how professional teachers should relate to all education
stakeholders; and
3. explain how a professional teacher should conduct him/herself as a
professional and as a person.

2019 Code of Ethics for Professional Teachers Explained

 by DepEd Tambayan (DepEd Tambayan is a new platform for professional teachers to voice out their
genuine ideas and brilliant aspirations that concern the field of education.)
 November 28, 2018

The Code of Ethics for Professional Teachers serves as guide for teachers
specifically to new teachers for them to exhibit proper behavior to the learning
community at all times. It is imperative that you observe and practice this set of ethical
and moral principles, standards, and values.

In everyday life, teachers are confronted with the challenges to do the right thing.
When faced with professional decisions that seem to have ethical implications, there are
conditions and provisions of the Code of Ethics that will guide them to determine the best
actions. Teachers have the responsibility to push their learners to their full potential and
to develop their personality. They have great influence in the lives of their learners. They
are expected to be professionally competent in the practice of their profession.
Moreover, they need also to possess good reputation not only in the school but in the
entire community. Having this big responsibility in the learning environment, teachers
must be guided by this document which comprehensively discuss the different
expectations from a teacher.

As mandated in the Code of Ethics for Professional Teachers, teachers have the
responsibility to interact positively with parents, community members, and other
stakeholders of the school. Contact with parents must be conducted regularly and be kept
professional and free from arguments. If they have an issue with parents, community
members, or stakeholders, it must be presented during meetings and conferences. Being
a teacher, one must recognize that education is a public service
and strive to keep the public informed of the programs, projects
and activities.

In the school, teachers are expected to collaborate

with school administrators, co-teachers, and other
personnel in order to provide a safe, friendly learning
experiences for the learners.
 As part of the DepEd organization, teachers are further expected to follow the
directions and instructions of the school administrators and higher DepEd officials.

Being a teacher, one should consider his/her co-teachers and other personnel in
achieving the goals of education. They must be treated with courtesy, consideration, and
mutual respect. Teachers should also be punctual in the submission of office reports and
other tasks to facilitate the completion of the work by the support personnel.

Task/Activity

Answer this.
1. Toward the end of the school year, the mother of one of the candidates for honor
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 an 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 competence.
a. Professional Enhancement
b. Maximizing Learning Competence
c. Continuing Educational Enhancement
d. Continuing Professional Education
1. 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.
2. Miss Reyes is a new teacher. 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
 Glossary of Terms
Terms Definition

Code of a guide of principles designed to help professionals act with honesty and
Ethics integrity. A written set of rules and management to help them conduct their
actions in accordance with its primary values and standards. (Oxford English
Dictionary)

Teacher a person who facilitates learners to gain knowledge, skills, and values that
enhance development. A person who has the knowledge, skills, attitude, and
special trainings in teaching, explaining, and educating. (R.A. 9155)

Professional a person who is characterized by or is conforming to the technical or ethical

standards of a profession. A person who exhibits courtesy, conscientiousness,
and generally, manners that are acceptable resulting improvement of the
organization he belongs.

Behavior the way in which one acts or conducts oneself, especially toward others and
to the organization he or she is serving.

School is an educational institution, private, and public, understating operation with

a specific age group of pupils or students pursuing defined studies at defined
level, receiving instruction from teachers, usually located in a building or a
group of buildings in a particular physical site. (R.A. 9155)

Learner any individual seeking basic literacy skills and functional life skills or support
services for the improvement of the quality of his/her life (R.A. 9155)

Pursuant to the provisions of paragraph (e) Article 11 of R. A. No. 7836 otherwise known
as the Philippine 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 OF
THE CODE OF
ETHICS FOR
PROFESSIONAL
TEACHERS
CODE OF ETHICS FOR PROFESSIONAL TEACHERS

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 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 schools at the aforesaid levels, whether on full time or
part-time basis.

ARTICLE II – THE TEACHER AND THE STATE

Section 1. The schools are the 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
responsibilities.

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 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 an intellectual leader in

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

Section 7. Every teacher shall maintain harmonious

and pleasant personal and official relations with
other professionals, with government officials, and
with the people, individually or collectively.

Section 8. A teacher possesses freedom to attend church and worships as appropriate,

but shall not use his position and influence to proselyte others.

ARTICLE IV – THE TEACHER AND THE PROFESSION

Section 1. Every teacher shall actively 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 (PRC), 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 decent living.

ARTICLE V – THE TEACHER AND THE TEACHING COMMUNITY

Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty,
mutual confidence, and faith in one another, self-sacrifice for the common good, and full
cooperation with colleagues. When the best interest of the learners, the 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 for 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 have not been officially
released, or remove records from the files without official permission.

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

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

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.

Section 2. A teacher shall not make any false accusation or charges against superiors,
especially under anonymity. However, if there are valid charges, he should present such
under oath to competent authority.

Section 3. A teacher shall transact all official business through channels except when
special conditions warrant a different procedure, such as when 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 processes. In doing so, he 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 responsibility to
formulate policies or introduce important changes in the
system at all levels.

Section 3. School officials shall encourage and attend to the

professional growth of all teachers under them such as
recommending them for promotion, giving them due recognition
for meritorious performance, and allowing them to participate in
conferences and training programs.

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

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

ARTICLE VIII – THE TEACHER AND LEARNERS

Section 1. A teacher has the 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 concern, and shall deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced nor discriminatory against

any learner.

Section 4. A teacher shall not accept favors or gifts

from learners, their parents or others in their
behalf in exchange for requested concessions,
especially if undeserved.

Section 5. A teacher shall not accept, directly or

indirectly, any remuneration from tutorials other
than what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only on merit and
quality of academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop between
teacher and learner, the teacher shall exercise utmost professional discretion to avoid
scandal, gossip and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending

learners nor make deductions from their scholastic ratings as a punishment
for acts which are clearly not manifestations of
poor scholarship.

Section 9. A teacher shall insure that

conditions contributive to the maximum
development of learners are adequate, and
shall extend needed assistance in preventing
or solving learner’s problems and difficulties.

ARTICLE IX – THE TEACHER AND PARENTS

Section 1. 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 learners under him, exercising utmost candor and tact in pointing out
learners’ deficiencies and in seeking parent’s cooperation for the proper guidance and
improvement of 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 financial matters
such as in the settlement of his just debts and loans and other financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially

interested in any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official influence,
except only when his assignment is inherently related to such purchase and disposal,
provided that such shall be in accordance with existing regulations.
 ARTICLE XI – THE TEACHER AS A PERSON
Section 1. A teacher 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-respect and 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 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 ACTION

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 Certificate of Registration and License as Professional Teacher, suspension from the
practice of teaching profession, 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. No. 7836.

ARTICLE XIII – EFFECTIVITY

Section 1. This Code shall take effect upon approval by the Professional Regulation
Commission after sixty (60) days following its publication in the official Gazette or any
newspaper of general circulation, whichever is earlier.

Task/Activity

1. Memorize the Preamble of the Code of Ethics for Professional Teachers.

2. Every teacher shall enjoy academic freedom. What does academic freedom mean?

3. Do you honestly believe that teaching is the noblest profession? If not, what is?
Elaborate your answer.

4. Here are survey results from the American Federation of Teachers: 78% of teachers
express overwhelming levels of stress but only 17% leave the profession within the
first five years. Why is this so? Share your personal opinion.

5. As a professional teacher, he/she is a facilitator

6. What is meant by “helicopter parents”? Research on it.

7. How do you want your teacher to be? What are your wishes for your teacher?

8. Should love develop between you and your student, the professional teacher is
expected to be fair because he/she shall exercise utmost professional discretion to
avoid scandal, gossip, and preferential treatment of the learner. This is what
Article VIII Section 7 of the Code of Ethics for Professional Teachers states. If and
when you will be in this situation, personally, what will you do?

9. There are more women than men in the teaching profession. Does this indicate
that less men are able to face the challenge of the teaching profession?

10. Books go with teaching and learning. Books go with teachers and students but
why is it unethical for teachers to supply books in school?