Research Paper in Professional Ethics and Values Education Group 5.edited2

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
DEGREE OF COMMITMENT TO ETHICAL PRINCIPLES OF

TEACHERS AT KAKAWATE NATIONAL HIGH SCHOOL
IN THE CITY OF SAN JOSE DEL MONTE, BULACAN
A Research Paper
Presented to Dr. Milagrina Gomez
of College of Education - Graduate Studies
Polytechnic University of the Philippines
Sta. Mesa, Manila
In Partial Fulfillment of the Requirements for

Professional Ethics and Values Education
Master in Educational Management
by
KATHERINE N. CALIMLIM
RACHELLE M. DELA CRUZ
SIEGFRED Z. DE LARA
2021
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Being able to identify the ethical practices or dilemmas of teaching practice is an
important first step in making ethical principles an everyday part of the teaching role.
However, it is equally important to develop skills for navigating ethically troublesome events
and making decisions that uphold ethical principles. There are 9 Ethical Principles for
Teachers; namely, (1) Content Competence (maintaining or acquiring subject matter
competence related to both their own interest), (2) Pedagogical Competence (has adequate
pedagogical knowledge and skills provides students with adequate opportunity), (3) Dealing
with Sensitive Topics (acknowledges at the outset when a particular topic is sensitive), (4)
Student Development (designing instruction that facilitates learning), (5) Dual Relationships
with Students (keeping relationships with students focused on pedagogical goals and
academic requirements), (6) Confidentiality with students grades, attendance records, and
private communications (entitling students the same level of confidentiality), (7) Respect for
Colleagues (interact among colleagues concerning teaching), (8) Valid Assessment of
Students (make use of research on the advantages and disadvantages), and lastly (9)
Respect for Institution (share a collective responsibility to work).
“Stand up for what is right even if you stand alone" (Anonymous). This quote sounds
nice, but it can be a difficult thing to do. Sometimes acting ethically comes easily, however it
can also require one to stand up for what they believe in and do what they feel is right
despite popular interest. Moral courage is the commitment to standing up for and acting
upon one’s ethical beliefs (Miller, 2005).

Morally courageous individuals act upon their ethical values to help others during
difficult ethical dilemmas, despite the adversity they may face in doing so. To be morally
courageous means standing up for what you believe even when it means that you do so
alone (Murray, 2015).
Based on the study entitled "Professional Ethics and Commitment in Teacher's
Education'', written by (Sawhney, 2015), it is stated that in this new generation of rapid
globalization and modernization, people have become the victims of materialistic desires
and attitudes that might cause them to lose their appreciation of small things. Recently there
has been a sudden increase in the teacher's educational institution in various fields that has
no doubt lead to a wealth of educational options in remote areas for all; however, it has also
resulted in dilution of educators are preparing teachers for the future there must be need
them to demonstrate the professional ethics to inculcate values in the society at large. This
kind of professional ethics may be defined as a set of self-satisfaction. A code of
professional ethics is generally based on two principles, professional integrity and the ideal
of inculcating values in the society at large. This kind of professional ethics may be defined
as a set of self-imposed professional ideals and principles necessary for the attainment of
professional excellence and self-satisfaction. Teachers, as professionals, are engaged in
one of the most ethically demanding jobs, the education of young people; thus, teachers
must constantly reflect on the ethics of their activities to ensure that they exhibit the best
ethical example possible in their work to those they are morally educating. If teachers are to
become ethically aware then the pre-service teacher’s education program is the most
important place for the inclusion of the ethical context and commitments required in the
teaching profession.
Conceptual Framework
Figure 1 shows the conceptual framework of the study, an Input-Process-Output (I-P-
O) Model. The input phase presents the respondents' profile such as Years of Teaching
Experience, Grade Level They Teach at (now), Subject They Teach, Sex, Age, and Degree.
To what degree is the teachers' commitment to professional ethics. Is there a significant
difference between respondents' commitment to professional ethics when grouped
according to years of teaching experience, grade level they teach at (now), the subject they
teach, gender, age, and degree?
INPUT PROCESS OUTPUT

1. Respondents’ Profile 1. Dissemination of Seminar Workshop
1.1 Years of Teaching Experience Survey Questionnaires for teachers of
1.2 Grade Level They Teach at 2. Gathering of data Kakawate National
(now) High School
3. Analyzing of data
1.3 Subject They Teach
1.4 Sex
1.5 Age Statistical Treatment
1.6 Degree of Data:
2. Degree of Commitment to ● Frequency Count
Ethical Principles in Teaching: ● Percentage
2.1 Content Competence Distribution
2.2 Pedagogical Competence
● Weighted Mean
2.3 Dealing with Sensitive Topics
2.4 Student Professional ● One-Way Analysis of
Development Variance (ANOVA)
2.5 Dual Relationship with
Students 4. Interpretation of data
2.6 Respect for Colleagues
2.7 Valid Assessment of Students
2.8 Respect for Institution
2.9 Confidentiality with Students
and Collaboration with Parents
Figure 1: Input-Process-Output Conceptual Framework

It starts in the first frame, which is Input with the respondent’s profile.
Basically, this means that potential research participants must be informed about the
procedures and the risks associated with them and obtain their consent to determine
their degree of commitment to ethical principles in teaching in terms of the following
principles: Content Competence, Pedagogical Competence, Dealing with Sensitive
Topics, Student Professional Development, Dual Relationship with Student, Respect
for Colleagues, Valid Assessment of Students, Respect for Institution, and
Confidentiality with Students and Collaboration with Parents. And of course, to
determine if there is a significant difference between respondents’ commitment to
professional ethics when grouped according to years of teaching experience, grade
level they teach at (now), the subject they teach, gender, age, and degree?
In the next frame, which is Process, the data collection would be conducted
by determining the Teacher’s Degree of Commitment into Ethical Principles through
Analysis of the Variables. This study used a Descriptive Survey Questionnaire.
Furthermore, the Statistical Treatment of Data would be Frequency Count,
Percentage Distribution, and Weighted Mean.
And lastly, the Output, which is the conduct of Workshop Training Program
for teachers of Kakawate National High School.
Statement of the Problem
This study aims to determine the degree of commitment to ethical principles of junior
high school teachers at Kakawate National High School in the City of San Jose del Monte,
Bulacan.
Specifically, it seeks to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 Years of Teaching Experience;
1.2 Grade Level They Teach at (now);
1.3 Subject They Teach
1.4 Sex;
1.5 Age; and
1.6 Degree?
2. To what degree is the teachers’ commitment in terms of the following ethical
principles:
2.1 Content Competence;
2.2 Pedagogical Competence;
2.3 Dealing with Sensitive Topics;
2.4 Student Development;
2.5 Dual Relationship with Students;
2.6 Confidentiality;
2.7 Respect for Colleagues;
2.8 Valid Assessment of Students; and
2.9 Respect for Institution?
3. Is there a significant difference between respondents’ degree of commitment to
ethical principles when grouped according to years of teaching experience, grade
level they teach at (now), the subject they teach, sex, age, and degree?
Hypothesis:
There is no significant difference between respondents’ degree of commitment to
professional ethics when grouped according to years of teaching experience, grade
level they teach at (now), the subject they teach, gender, age, and degree.
Significance of the Study

The concern of this study is to determine the teachers' degree of commitment to
ethical principles. The results that will be collected in this study may provide information and
it can be beneficial to learners, teachers, school heads, and future researchers.
Learners. This study can be of benefit to the learners because they will have an idea
about their teacher's commitment to ethical principles. They will also be aware of the
different ethical values in teaching.
Teachers. This study will be a benefit to the teachers in terms of professional ethics.
They will be more conscious of their ethical and moral values and they will be able to assess
their commitment with regards to these principles.
School Heads. This study can be of great help to school heads as it will serve as
their guiding principle to professional ethics in teaching. This will help them in dealing with
and managing the teachers having ethical and moral conflicts.
Future Researchers. This study will serve as a reference for future researchers who
wish to pursue this kind of study. All the results collected in this study can be expanded and
improved in the future.
Scope and Limitation
This study focuses on the degree of commitment to ethical principles of the teachers
at Kakawate National High School. It utilizes the 9 Ethical Principles developed by the
Society for Teaching and Learning in Higher Education (STLHE) as a model for ethical
guidelines. It includes (1) content competence, (2) pedagogical competence, (3) dealing with
sensitive topics, (4) student development, (5) dual relationships with students, (6)
confidentiality, (7) respect for colleagues, (8) valid assessment of students, and (9) respect
for institutions. It provides a clear and consistent benchmark that schools can use to
encourage the self-improvement and commitment of teachers to attain the best performance
of the school.
In addition, it will investigate the profile of the respondents in terms of years of
teaching, grade level they teach at present, the subject they teach, sex, age, and degree. It
will also examine the degree of commitment of teachers to ethical principles. The
respondents of this study are limited to Junior High School Teachers only of Kakawate
National High School in the Schools Division of the City of San Jose del Monte in Bulacan
this School Year 2020-2021.

Chapter 2
METHODOLOGY
Data Gathering Procedures
The researchers read literature about the study in journals, articles, and books to
form the concepts of the study before drafting the survey instrument. The researchers
approached the headteachers and master teachers for suggestions, criticisms, and
recommendations. They considered all their advice, then revised the draft. The revised draft
was presented to experts like the M.A. and Ph.D. graduates and graduate school
professors. Then, the researchers considered their comments in constructing the final draft.
The researchers secured a letter of approval to conduct the study addressed to the
Officer-in-Charge of the Office of the School Principal at Kakawate National High School.
After receiving the consent, the researchers determined the total number of respondents.
Since there are 45 junior high teachers, the sample size was calculated using the
following formula:
Z 2
n=( ) p(1− p)
e
Where:
Z is the z-score corresponding to level of confidence
e is the margin of error
p is the population proportion
Given the confidence level of 95% and a margin of error of 0.05, the computed
sample size using the sample size calculator is 41. Thus, 41 junior high teachers served as
the total number of respondents in this research study.

The researchers utilized the simple random sampling technique in selecting the
respondents who answered the survey questionnaire. In identifying the 41 respondents, the
researcher prepared first the list of the population. Then each teacher was marked with a
specific number. The researchers selected the random samples using research randomizer
software.
After determining the respondents, the researchers started administering the survey
questionnaire by sending the google form link to the respondents.
After gathering all the needed data, the researchers, with the help of the statistician,
tabulated, tallied, and analyzed them. The results will serve as the basis for the conduct of
the Seminar-Workshop for teachers of Kakawate National High School
The Instrument
To obtain the needed data in this study, the researchers used the survey
questionnaire through Google form. The printed questionnaire was one of the most common
instruments for data gathering; however, in the new normal way, the researchers used
Google form. The research instrument has two parts. Part I asked for the profile of the
respondents. It determined the respondents' years of teaching experience, grade level the
respondents teach at present, the subject they teach, sex, age, and degree.
Part II was the tool used to determine the respondents’ degree of commitment to
ethical principles in teaching. A five-point Likert scale, 5 – extremely committed, 4 – very
much committed, 3 – moderately committed, 2 – slightly committed, and 1 – not at all
committed was used to determine the degree of commitment of the respondents to nine
ethical principles; namely, (1) content competence, (2) pedagogical competence, (3) dealing
with sensitive topics, (4) student development, (5) dual relationship with students, (6)
confidentiality, (7) respect for colleagues, (8) valid assessments of students, and (9) respect
for the institution. Each principle is consisting of five-item benchmark statements. These
statements are based on the ideas found from readings of the researchers in journals,
articles, books, including interviews with teachers and other school authorities. The
questionnaire was validated before its distribution to the respondents.
Statistical Treatment
The data gathered was tallied, tabulated, and subjected to the following statistical
treatment:
1. Frequency and Percentage Distribution
To answer SOP 1 or to determine the profile of the respondents in terms of years of
teaching experience, grade level the respondents teach at (now), the subject they teach,
sex, age, and degree, the frequency and percentage distribution were applied. The
following formula was used:
Formula:
F
P= x 100
N
Where:
P= percentage
F= frequency / number of respondents
N= total number of respondents
2. Weighted Mean
To answer SOP 2 or to measure the degree of commitment of the respondents to
ethical principles in terms of content competence, pedagogical competence, dealing with
sensitive topics, student development, dual relationship with students, confidentiality,

respect for colleagues, valid assessments of students, and respect for the institution,
weighted mean was computed. The responses were categorized into five and were given
their corresponding weight. The weights were multiplied by the number of responses in
each category and were added to the sum of the product and were divided by the total
number of respondents.
To quantify the responses on the rating scale, the five-point Likert Scale method of
measuring attitudes was used. Each statement has five possible responses. In this study,
the responses were classified under five degrees of frequency with the weights of 5,4,3,2,
and 1. The following formula was used:
Formula:
Fx
Wm=
N
Where:
Wm= weighted mean
Fx= frequency of each weight
N= number of respondents
Five-Point Likert Scale. The researchers used scaled variables using the relative weight
of 1-5 with numbered values and interpretation that are found below:
Table 1
Description of the Scale
Point Description Scale

5 Extremely committed 4.50-5.00
4 Very much committed 3.50-4.49
3 Moderately committed 2.50-3.49
2 Slightly committed 1.50-2.49
1 Not at all committed 1.00-1.49
3. One-Way ANOVA
To answer SOP 3 or to answer if there is a significant difference between
respondents' degree of commitment to ethical principles when grouped according to years
of teaching experience, grade level they teach at (now), the subject they teach, gender,
age, and degree, the analysis of variance (ANOVA) was used. The researchers computed
this through SPSS statistical software.
RESULT AND DISCUSSIONS
This part of the research paper presents the findings, analysis, and interpretation of
the data gathered. The analytical procedures are arranged according to the sequence of
specific questions.
1. Profile of the Respondents
Table 2
Frequency and Percentage Distribution of the

Respondents in terms of Years of Teaching Experience
Years of Teaching
Frequency Percentage (%)
Experience
Below 5 8 19.5
5 to 10 20 48.8
11 to 15 10 24.4
16 to 20 1 2.4
21 and above 2 4.9
Total 41 100.0
Table 2 shows the frequency and percentage distribution of the respondents in terms
of years of teaching experience. Out of 41 respondents, twenty (20) or 48.8% have years of
teaching experience ranging from 5 to 10 years, which constitutes the majority. It is followed
by ten (10) or 24.4% who have years of teaching experience ranging from 11 to 15 years.
Next is eight (8) or 19.5% respondents have teaching experience ranging below five (5)
years. Then two (2) or 4.9% have 21 and above years of teaching experience. And the least
is one (1) or 2.4% who has 16 to 20 years of teaching experience. Thus, majority of the
respondents have 5 to 10 years of teaching experience.
Table 3

Respondents in terms of Grade Level They Teach at (now)
Grade Level They Teach

Frequency Percentage (%)
at (now)
Grade 7 8 19.5
Grade 8 12 29.3
Grade 9 14 34.1
Grade 10 7 17.1
Total 41 100.0
of the grade level they teach at (now). Out of 41 respondents, fourteen (14) or 34.1% are
teaching Grade 9 learners; followed by twelve (12) or 29.3% are teaching Grade 8 learners;
next is eight (8) or 19.5% are teaching Grade 7 learners; finally, seven (7) or 17.1% are
teaching Grade 10 learners this School Year 2020-2021.
Table 4

Respondents in terms of Subject They Teach
Subject They Teach Frequency Percentage (%)

Filipino 5 12.2
English 7 17.1
Mathematics 6 14.6
Science 6 14.6
Araling Panlipunan (AP) 4 9.8
Technology & Livelihood
5 12.2
Education (TLE)
Edukasyon sa
2 4.9
Pagpapakatao (ESP)
Music, Arts, PE, & Health
6 14.6
(MAPEH)
Total 41 100.0
of the subject they teach. Out of 41 respondents, seven (7) or 17.1% teach English. Second
are Mathematics, Science, and Music, Arts, PE, & Health (MAPEH), with six (6) or 14.6%
respondents each. Next are Filipino and Technology & Livelihood Education (TLE), with
both five (5) or 12.2% respondents. Then Araling Panlipunan (AP) with four (4) or 9.8%
respondents. The least is Edukasyon sa Pagpapakatao (ESP) with two (2) or 4.9%
respondents.
Table 5

Respondents in terms of Sex
Sex Frequency Percentage (%)

Male 11 26.8
Female 30 73.2
Total 41 100.0
of sex. As presented on the table, out of 41 respondents, thirty (30) or 73.2% are female,
while eleven (11) or 28.8% are male. Thus, female teachers dominate male teachers.
Table 6

Respondents in terms of Age
Age Frequency Percentage (%)

20 to 29 10 24.4
30 to 39 19 46.3
40 to 49 10 24.4
50 to 59 2 4.9
60 and above 0 0
Total 41 100.0
of age. The ages ranging from 30 to 39 years old got the highest frequency with nineteen
(19) or 46.3%; followed by 20 to 29 and 40 to 49 age brackets with both ten (10) or 24.4%
respondents. While the 50 to 59 age bracket has two (2) or 4.9% respondents.
Table 7

Respondents in terms of Degree
Degree Frequency Percentage (%)

Bachelor 34 82.9
M.A. 7 17.1
Ph.D. 0 0
Total 41 100.0
of degree. Out of 41 respondents, thirty-four (34) or 82.9% are bachelor’s degree holders,
seven (7) or 17.1% are M.A. degree holders, and no one is a Ph.D. degree holder.
2. Assessment on the Degree of Respondents’ Commitment to Ethical Principles
Table 8
Assessment on the Degree of Respondents’ Commitment to Ethical Principles

in Teaching in terms of Content Competence
Content Competence Mean Verbal Interpretation

I teach subjects that are aligned with my field of
4.34 Very Much Committed
specialization.
I ensure the appropriateness and
representativeness of the course content in 4.56 Extremely Committed
teaching.
I design lesson plans in conformity with the
learning competencies set by the Department of 4.59 Extremely Committed
Education.
I plan and deliver developmentally sequenced
4.59 Extremely Committed
lessons to meet the learners' needs and interests.
I prepare local and contextualized instructional
materials to suit the needs and interests of the 4.29 Very Much Committed
learners.
Very Much
Grand Mean 4.47
Committed
Legend: “Not at All Committed (1.00 – 1.49)”, “Slightly Committed (1.50 – 2.49)”, “Moderately Committed
(2.50 – 3.49)”, “Very Much Committed (3.50 – 4.49)”, “Extremely Committed (4.50 – 5.00)”
Table 8 presents the degree of respondents’ commitment to ethical principles in
teaching in terms of content competence. The grand mean or the overall weighted mean is
4.47 which is interpreted as “Very Much Committed”. Looking closely at the table item per
item, it was observed that “I design lesson plans in conformity with the learning
competencies set by the Department of Education” and “I plan and deliver developmentally
sequenced lessons to meet the learners' needs and interests” have the highest mean
which is interpreted as “Extremely Committed”. Three of the items are interpreted as
“Extremely Committed” and the rest are all interpreted as “Very Much Committed”.
Table 9

in Teaching in terms of Pedagogical Competence
Pedagogical Competence Mean Verbal Interpretation

I apply a range of teaching strategies to
develop logical, critical, and creative thinking 4.41 Very Much Committed
skills.
I design teaching-learning activities and
performance tasks suited to the needs, 4.49 Very Much Committed
abilities, and skills of learners.
I develop technological pedagogical content
knowledge instructional materials to achieve 4.41 Very Much Committed
learning objectives.
I use effective teaching strategies to
encourage learners’ active participation and 4.49 Very Much Committed
engagement in learning.
I use strategies for providing timely, accurate,
and constructive feedback to improve learner 4.49 Very Much Committed
performance.
Very Much
Grand Mean 4.46
Committed
teaching in terms of pedagogical competence. The grand mean or the overall weighted
mean is 4.46 which is interpreted as “Very Much Committed”. Looking closely at the table
item per item, it was observed that “I design teaching-learning activities and performance
tasks suited to the needs, abilities, and skills of learners”, “I use effective teaching
strategies to encourage learners’ active participation and engagement in learning” and “I
use strategies for providing timely, accurate, and constructive feedback to improve learner
performance” have the highest mean which is interpreted as “Very Much Committed”. All
the items are interpreted as “Very Much Committed”.
Table 10

in Teaching in terms of Dealing with Sensitive Topics
Dealing with Sensitive Topics Mean Verbal Interpretation

I deal with sensitive or discomforting topics in
an open, honest, and positive way.
I explain why it is necessary to include in the
curriculum a particular sensitive topic.
I identify my perspective on the topic and
compare it to alternative approaches or
interpretations to provide learners with an
understanding of the complexity of the issue
and the difficulty of achieving a single
objective conclusion.
I invite all learners to state their position on
the issue and set ground rules for discussion.
I encourage learners to be respectful of one
another even when it is necessary to 4.66 Extremely Committed
disagree.
Extremely
Grand Mean 4.55
Committed
teaching in terms of dealing with sensitive topics. The grand mean or the overall weighted
mean is 4.55 which is interpreted as “Extremely Committed”. Looking closely at the table
item per item, it was observed that “I encourage learners to be respectful of one another
even when it is necessary to disagree” has the highest mean which is interpreted as
“Extremely Committed”. Three of the items are interpreted as “Extremely Committed” and
the other two are interpreted as “Very Much Committed”.
Table 11

in Teaching in terms of Student Development
Student Development Mean Verbal Interpretation

I develop each learner's innate
potentialities to the highest level.
I provide learners with a safe, comfortable,

and supportive learning environment.
I come to class well-prepared and provide
quality teaching.
I enhance the learners’ independent
learning and their sense of self-worth.
I encourage the learners to strive for
academic excellence and to value learning.
Extremely
Grand Mean 4.59
Committed
teaching in terms of student development. The grand mean or the overall weighted mean
is 4.59 which is interpreted as “Extremely Committed”. Looking closely at the table item per
item, it was observed that “I encourage the learners to strive for academic excellence and
to value learning” has the highest mean which is interpreted as “Extremely Committed”.
Four of the items are interpreted as “Extremely Committed” and the other one is
interpreted as “Very Much Committed”.
Table 12

in Teaching in terms of Dual Relationship with Students
Dual Relationship with Students Mean Verbal Interpretation

I avoid favoritism or unfairness in my classes. 4.78 Extremely Committed
I keep my relationship with my learners 4.68 Extremely Committed
focused on pedagogical goals and academic

requirements.
I form a professional relationship with my
learners, including their family members, even 4.56 Extremely Committed
outside the school premises.
I design creative activities to enhance
students’ engagement in learning.
I evaluate students’ performance objectively
according to standards set by the Department 4.68 Extremely Committed
of Education.
Extremely
Grand Mean 4.65
Committed
teaching in terms of dual relationship with students. The grand mean or the overall
weighted mean is 4.65 which is interpreted as “Extremely Committed”. Looking closely at
the table item per item, it was observed that “I avoid favoritism or unfairness in my classes”
has the highest mean which is interpreted as “Extremely Committed”. All items are
interpreted as “Extremely Committed”.
Table 13

in Teaching in terms of Confidentiality
Confidentiality Mean Verbal Interpretation

I respect the learners’ privacy. 4.93 Extremely Committed
I maintain the confidentiality of information 4.93 Extremely Committed
unless disclosure serves a compelling
professional purpose or is required by law, or

unless the personal safety of the learner is at
risk.
I handle learners’ information with honesty
and integrity.
I do not divulge learners’ opinions,
suggestions, and recommendations to others.
I ensure the learners understand relevant
rules, regulations, and procedures about data 4.83 Extremely Committed
privacy.
Extremely
Grand Mean 4.88
Committed
teaching in terms of confidentiality. The grand mean or the overall weighted mean is 4.88
which is interpreted as “Extremely Committed”. Looking closely at the table item per item, it
was observed that “I respect the learners’ privacy” and “I maintain the confidentiality of
information unless disclosure serves a compelling professional purpose or is required by
law, or unless the personal safety of the learner is at risk” have the highest mean which is
interpreted as “Extremely Committed”. All items are interpreted as “Extremely Committed”.
Table 14

in Teaching in terms of Respect for Colleagues
Respect for Colleagues Mean Verbal Interpretation

I treat my colleagues with respect and
fairness.
I collaborate with my colleagues in a manner 4.83 Extremely Committed
that supports academic achievement and
promotes learners' best interests.

I maintain professional relationships with my
colleagues.
I settle conflicts amicably and privately with
my colleagues.
I recognize and appreciate the inherent
potentialities of my colleagues.
Extremely
Grand Mean 4.79
Committed
teaching in terms of respect for colleagues. The grand mean or the overall weighted mean
is 4.79 which is interpreted as “Extremely Committed”. Looking closely at the table item per
item, it was observed that “I collaborate with my colleagues in a manner that supports
academic achievement and promotes learners' best interests” and “I maintain professional
relationships with my colleagues” have the highest mean which is interpreted as
“Extremely Committed”. All items are interpreted as “Extremely Committed”.
Table 15

in Teaching in terms of Valid Assessment of Students
Valid Assessment of Students Mean Verbal Interpretation

I design valid and reliable assessments that
are congruent with academic standards.
I conduct parents’ orientation at the start of
the school year to inform them about the 4.68 Extremely Committed
grading system of the school.
I grade learners' exams, assignments, and

outputs objectively.
In case of doubts, I present the computation
of learners’ final grades to the parents.
I give feedback immediately after assessing
the learners’ performance.
Extremely
Grand Mean 4.65
Committed
teaching in terms of valid assessment of students. The grand mean or the overall weighted
mean is 4.65 which is interpreted as “Extremely Committed”. Looking closely at the table
item per item, it was observed that “In case of doubts, I present the computation of
learners’ final grades to the parents” has the highest mean which is interpreted as
“Extremely Committed”. All items are interpreted as “Extremely Committed”.
Table 16

in Teaching in terms of Respect for Institution
Respect for Institution Mean Verbal Interpretation

I follow the rules and regulations of the
school.
I contribute to the attainment of the vision,
mission, and goals of the school as well as 4.78 Extremely Committed
the curriculum objectives.
I share a collective responsibility to work for 4.78 Extremely Committed
the good of the school.

I follow and respect the decision of my
immediate superiors in the school.
I support the projects and programs initiated
by the head of the school to enhance the 4.83 Extremely Committed
climate of learning.
Extremely
Grand Mean 4.81
Committed
teaching in terms of respect for institution. The grand mean or the overall weighted mean is
4.81 which is interpreted as “Extremely Committed”. Looking closely at the table item per
item, it was observed that “I follow the rules and regulations of the school” has the highest
mean which is interpreted as “Extremely Committed”. All items are interpreted as
“Extremely Committed”.
3. Difference/Comparison on the Assessment on the Degree of Respondents’
Commitment to Ethical Principles in Teaching When Grouped According Their
Profile
Table 17
One – Way Analysis of Variance (ANOVA): Comparison on the Assessment on the

Degree of Respondents’ Commitment to Ethical Principles When
Grouped According to Years of Teaching Experience
Ethical Years of
Principles in Teaching Mean f value p- value Decision Remarks
Teaching Experience
Content Below 5 4.63 0.766 0.554 Retain Ho Not
Competence 5 to 10 4.37 Significant
11 to 15 4.52
16 to 20 5.00
21 and above 4.40
Below 5 4.50
5 to 10 4.43
Pedagogical Not
11 to 15 4.50 0.660 0.623 Retain Ho
Competence Significant
16 to 20 5.00
21 and above 4.10
Below 5 4.78
Dealing with 5 to 10 4.48
Not
Sensitive 11 to 15 4.54 1.058 0.391 Retain Ho
Significant
Topics 16 to 20 5.00
21 and above 4.10
Below 5 4.73
5 to 10 4.53
Student Not
11 to 15 4.62 0.813 0.525 Retain Ho
Development Significant
16 to 20 5.00
21 and above 4.30
Below 5 4.58
Dual 5 to 10 4.62
Not
Relationship 11 to 15 4.80 1.045 0.398 Retain Ho
Significant
with Students 16 to 20 5.00
21 and above 4.30
Below 5 4.88
5 to 10 4.91
Not
Confidentiality 11 to 15 4.88 1.067 0.387 Retain Ho
Significant
16 to 20 5.00
21 and above 4.50
Below 5 4.85
5 to 10 4.74
Respect for Not
11 to 15 4.88 0.683 0.608 Retain Ho
Colleagues Significant
16 to 20 5.00
21 and above 4.50
Below 5 4.60
Valid 5 to 10 4.58
Not
Assessment 11 to 15 4.82 0.844 0.507 Retain Ho
Significant
of Students 16 to 20 5.00
21 and above 4.50
Below 5 4.83
5 to 10 4.77
Respect for Not
11 to 15 4.92 0.728 0.578 Retain Ho
Institution Significant
16 to 20 5.00
21 and above 4.50
Overall Below 5 4.71 1.003 0.419 Retain Not
Principles 5 to 10 4.60 Ho Significant
11 to 15 4.72
16 to 20 5.00
21 and above 4.36

Note: “If p-value is less than or equal to the level of significance (0.05) reject Ho, otherwise failed to reject Ho.”
Table 17 shows that the overall principles with p-value of 0.419 are not significantly
different to the respondents’ years of teaching. The variables content competence (p-value =
0.554), pedagogical competence (p-value = 0.623), dealing with sensitive topics (p-value =
0.391), student development (p-value = 0.525), dual relationship with students (p-value =
0.398), confidentiality (p-value = 0.387), respect for colleagues (p-value = 0.608), valid
assessment of students (p-value = 0.507), and respect for institution (p-value = 0.578) have
no significant difference to the respondents’ years of teaching.
Table 18

Grouped According to Grade Level They Teach at Present
Grade
Ethical Level They
Principles in Teach at Mean f value p- value Decision Remarks
Teaching Present
Grade 7 4.53
Content Grade 8 4.52 Not
0.227 0.877 Retain Ho
Competence Grade 9 4.47 Significant
Grade 10 4.34
Pedagogical Grade 7 4.28 0.610 0.613 Retain Ho Not
Competence Grade 8 4.45 Significant
Grade 9 4.56
Grade 10 4.49
Grade 7 4.60
Dealing with
Grade 8 4.57 Not
Sensitive 0.068 0.976 Retain Ho
Grade 9 4.50 Significant
Topics
Grade 10 4.54
Grade 7 4.50
Student Grade 8 4.58 Not
0.324 0.808 Retain Ho
Development Grade 9 4.67 Significant
Grade 10 4.54
Grade 7 4.45
Dual
Grade 8 4.63 Not
Relationship 1.001 0.403 Retain Ho
with Students
Grade 10 4.71
Grade 7 4.75
Confidentialit Grade 8 4.97 Not
1.942 0.140 Retain Ho
y Grade 9 4.94 Significant
Grade 10 4.74
Grade 7 4.68
Respect for Grade 8 4.83 Not
0.365 0.779 Retain Ho
Colleagues Grade 9 4.83 Significant
Grade 10 4.77
Grade 7 4.40
Valid
Grade 8 4.68 Not
Assessment 1.276 0.297 Retain Ho
of Students
Grade 10 4.71
Grade 7 4.70
Respect for Grade 8 4.85 Not
0.503 0.683 Retain Ho
Institution Grade 9 4.87 Significant
Grade 10 4.74
Grade 7 4.54
Overall Grade 8 4.68 Retain Not
0.454 0.716
Principles Grade 9 4.70 Ho Significant
Grade 10 4.62
different to the grade level the respondents are teaching at present . The variables
content competence (p-value = 0.877), pedagogical competence (p-value = 0.613), dealing
with sensitive topics (p-value = 0.976), student development (p-value = 0.808), dual
relationship with students (p-value = 0.403), confidentiality (p-value = 0.140), respect for
colleagues (p-value = 0.779), valid assessment of students (p-value = 0.297), and respect
for institution (p-value = 0.683) have no significant difference to the grade level the
respondents are teaching at present.
Table 19

Grouped According to Subject They Teach
Ethical Subject
Principles in They Teach Mean f value p- value Decision Remarks
Teaching
Filipino 3.96
English 4.49
Mathematics 4.77
Science 4.83
Araling
Panlipunan 4.25
(AP)
Technology &
Content
Livelihood 2.328 0.048 Reject Ho Significant
Competence 4.52
Education
(TLE)
Edukasyon sa
Pagpapakatao 4.20
(ESP)
Music, Arts,
PE, & Health 4.43
(MAPEH)
Pedagogical Filipino 4.20 1.524 0.194 Retain Ho Not
Competence English 4.37 Significant
Mathematics 4.60
Science 4.50
Araling
Panlipunan 4.15
(AP)
Technology &
Livelihood
4.40
Education
(TLE)
Edukasyon sa 4.30
Pagpapakatao
(ESP)
Music, Arts,
PE, & Health 4.90
(MAPEH)
Filipino 4.32
English 4.34
Mathematics 4.70
Science 4.73
Araling
Panlipunan 4.35
(AP)
Dealing with Technology & Not
Sensitive Livelihood 1.170 0.346 Retain Ho
4.40 Significant
Topics Education
(TLE)
Edukasyon sa
Pagpapakatao 4.40
(ESP)
Music, Arts,
PE, & Health 4.93
(MAPEH)
Filipino 4.44
English 4.46
Mathematics 4.80
Science 4.67
Araling
Panlipunan 4.40
(AP)
Technology &
Student Not
Livelihood 1.086 0.395 Retain Ho
Development 4.48 Significant
Education
(TLE)
Edukasyon sa
Pagpapakatao 4.40
(ESP)
Music, Arts,
PE, & Health 4.87
(MAPEH)
Dual Filipino 4.52 0.489 0.835 Retain Ho Not
Relationship English 4.54 Significant
with Students Mathematics 4.77
Science 4.77
Araling
Panlipunan 4.65
(AP)
Technology & 4.52
Livelihood
Education
(TLE)
Edukasyon sa
Pagpapakatao 4.50
(ESP)
Music, Arts,
PE, & Health 4.80
(MAPEH)
Filipino 4.72
English 4.94
Mathematics 4.77
Science 5.00
Araling
Panlipunan 4.80
(AP)
Technology &
Confidentialit Not
y 4.80 Significant
Education
(TLE)
Edukasyon sa
Pagpapakatao 5.00
(ESP)
Music, Arts,
PE, & Health 5.00
(MAPEH)
Filipino 4.64
English 4.86
Mathematics 4.73
Science 4.97
Araling
Panlipunan 4.60
(AP)
Technology &
Respect for Not
Colleagues 4.80 Significant
Education
(TLE)
Edukasyon sa
Pagpapakatao 4.50
(ESP)
Music, Arts,
PE, & Health 4.93
(MAPEH)
Valid Filipino 4.56 0.292 0.952 Retain Ho Not
Assessment English 4.51 Significant
of Students Mathematics 4.67
Science 4.70
Araling 4.65
Panlipunan
(AP)
Technology &
Livelihood
4.72
Education
(TLE)
Edukasyon sa
Pagpapakatao 4.50
(ESP)
Music, Arts,
PE, & Health 4.80
(MAPEH)
Filipino 4.64
English 4.86
Mathematics 4.77
Science 5.00
Araling
Panlipunan 4.65
(AP)
Technology &
Respect for Not
Institution 4.80 Significant
Education
(TLE)
Edukasyon sa
Pagpapakatao 4.40
(ESP)
Music, Arts,
PE, & Health 5.00
(MAPEH)
Filipino 4.44
English 4.59
Mathematics 4.73
Science 4.80
Araling
Panlipunan 4.50
(AP)
Overall Technology & Retain Not
Livelihood 1.155 0.354
Principles 4.60 Ho Significant
Education
(TLE)
Edukasyon sa
Pagpapakata 4.47
o (ESP)
Music, Arts,
PE, & Health 4.85
(MAPEH)
different to the subject the respondents are teaching . The variable content competence
(p-value = 0.048) has significant difference. However, pedagogical competence (p-value =
0.194), dealing with sensitive topics (p-value = 0.346), student development (p-value =
0.395), dual relationship with students (p-value = 0.835), confidentiality (p-value = 0.509),
respect for colleagues (p-value = 0.573), valid assessment of students (p-value = 0.952),
and respect for institution (p-value = 0.326) have no significant difference to the subject the
respondents are teaching.
Table 20

Grouped According to Sex
Ethical
Principles in Sex Mean f value p- value Decision Remarks
Teaching
Content Male 4.58 Not
0.783 0.382 Retain Ho
Competence Female 4.43 Significant
Pedagogical Male 4.67 Not
3.341 0.075 Retain Ho
Competence Female 4.38 Significant
Dealing with Male 4.69 1.196 0.281 Retain Ho Not
Sensitive Female 4.49 Significant
Topics
Student Male 4.72 Not
1.69 0.201 Retain Ho
Development Female 4.54 Significant
Dual Male 4.82
Not
Relationship 2.866 0.098 Retain Ho
Female 4.59 Significant
with Students
Confidentialit Male 4.87 Not
0.005 0.941 Retain Ho
y Female 4.88 Significant
Respect for Male 4.85 Not
0.465 0.499 Retain Ho
Colleagues Female 4.77 Significant
Valid Male 4.85 4.092 0.050 Reject Ho Significant
Assessment Female 4.57
of Students
Respect for Male 4.85 Not
0.231 0.633 Retain Ho
Institution Female 4.79 Significant
Over-all Male 4.77 Retain Not
2.252 0.141
Principles Female 4.60 Ho Significant
different to the sex of the respondents. The variables content competence (p-value =
0.098), confidentiality (p-value = 0.941), respect for colleagues (p-value = 0.499), and
respect for institution (p-value = 0.633) have no significant difference to the subject the
respondents are teaching. However, the variable valid assessment of students (p-value =
0.050) has significant difference to the subject the respondents are teaching.
Table 21

Grouped According to Age
Ethical Age Mean f value p- value Decision Remarks

Principles in
Teaching
20 to 29 4.44
30 to 39 4.51
Content Not
40 to 49 4.56 1.140 0.346 Retain Ho
50 to 59 3.90
60 and above 0.00
20 to 29 4.48
30 to 39 4.48
Pedagogical Not
40 to 49 4.46 0.400 0.754 Retain Ho
50 to 59 4.10
60 and above 0.00
20 to 29 4.68
Dealing with 30 to 39 4.53
Not
Sensitive 40 to 49 4.46 0.318 0.813 Retain Ho
Significant
Topics 50 to 59 4.50
60 and above 0.00
20 to 29 4.66
30 to 39 4.61
Student Not
40 to 49 4.58 1.061 0.377 Retain Ho
50 to 59 4.10
60 and above 0.00
20 to 29 4.64
Dual 30 to 39 4.66
Not
Relationship 40 to 49 4.66 0.099 0.960 Retain Ho
Significant
with Students 50 to 59 4.50
60 and above 0.00
20 to 29 4.96
30 to 39 4.88
Confidentialit Not
40 to 49 4.86 1.65 0.195 Retain Ho
y Significant
50 to 59 4.50
60 and above 0.00
20 to 29 4.84
30 to 39 4.78
Respect for Not
40 to 49 4.84 0.894 0.453 Retain Ho
Colleagues Significant
50 to 59 4.40
60 and above 0.00
20 to 29 4.70
Valid 30 to 39 4.57
Not
Assessment 40 to 49 4.78 0.711 0.552 Retain Ho
Significant
of Students 50 to 59 4.50
60 and above 0.00
20 to 29 4.80
30 to 39 4.80
Respect for Not
40 to 49 4.90 0.704 0.556 Retain Ho
Institution Significant
50 to 59 4.50
60 and above 0.00
20 to 29 4.69
30 to 39 4.65
Over-all Retain Not
40 to 49 4.68 0.718 0.548
Principles Ho Significant
50 to 59 4.33
60 and above 0.00
different to the age of the respondents. The variable content competence (p-value =
no significant difference to the age of the respondents.
Table 22

Grouped According to Degree
Ethical
Principles in Degree Mean f value p- value Decision Remarks
Teaching
Bachelor 4.51
Content Not
M.A. 4.31 0.944 0.337 Retain Ho
Ph.D. 4.47
Bachelor 4.49
Pedagogical Not
M.A. 4.31 0.800 0.377 Retain Ho
Ph.D. 0.00
Dealing with Bachelor 4.58
Not
Sensitive M.A. 4.37 0.978 0.329 Retain Ho
Significant
Topics Ph.D. 0.00
Bachelor 4.61
Student Not
M.A. 4.89 0.537 0.468 Retain Ho
Ph.D. 0.00
Dual Bachelor 4.70
Not
Relationship M.A. 4.40 3.53 0.068 Retain Ho
Significant
with Students Ph.D. 0.00
Bachelor 4.90
Confidentialit Not
M.A. 4.77 1.275 0.266 Retain Ho
y Significant
Ph.D. 0.00
Respect for Bachelor 4.82 1.138 0.293 Retain Ho Not
Colleagues M.A. 4.66 Significant
Ph.D. 0.00
Valid Bachelor 4.68
Not
Assessment M.A. 4.49 1.351 0.252 Retain Ho
Significant
of Students Ph.D. 0.00
Respect for Bachelor 4.82 0.290 0.593 Retain Ho Not
Institution M.A. 4.74 Significant
Ph.D. 0.00
Bachelor 4.68
Over-all Retain Not
M.A. 4.50 1.735 0.195
Principles Ho Significant
Ph.D. 0.00
different to the degree of the respondents. The variable content competence (p-value =
no significant difference to the degree of the respondents.
Chapter 3
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

References
9 Ethical Principles. (2021). Retrieved August 8, 2021, from Queensu.ca website:
https://www.queensu.ca/teachingandlearning/modules/ethics/04_s2_01_nine_ethical_
principles.html#:~:text=A%20university%20teacher%20respects%20the,with%20the
%20development%20of%20students
Hamid Ashraf, Mansooreh Hosseinnia, & Javad Gh. Domsky. (2017, March 17). EFL
teachers’ commitment to professional ethics and their emotional intelligence: A
relationship study. Retrieved August 8, 2021, from ResearchGate website:
https://www.researchgate.net/publication/315343513_EFL_teachers_commitment_to_
professional_ethics_and_their_emotional_intelligence_A_relationship_study
Neena Sawhney. (2015, June 3). Professional Ethics and Commitment in Teacher
Education. Retrieved August 8, 2021, from ResearchGate website:
https://www.researchgate.net/publication/277632176_PROFESSIONAL_ETHICS_AN
D_COMMITMENT_IN_TEACHER_EDUCATION

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

DEGREE OF COMMITMENT TO ETHICAL PRINCIPLES OF

In Partial Fulfillment of the Requirements for

THE PROBLEM AND ITS SETTING

Being able to identify the ethical practices or dilemmas of teaching practice is an

Teachers; namely, (1) Content Competence (maintaining or acquiring subject matter

Colleagues (interact among colleagues concerning teaching), (8) Valid Assessment of

Respect for Institution (share a collective responsibility to work).

upon one’s ethical beliefs (Miller, 2005).

alone (Murray, 2015).

Based on the study entitled "Professional Ethics and Commitment in Teacher's

kind of professional ethics may be defined as a set of self-satisfaction. A code of

professional excellence and self-satisfaction. Teachers, as professionals, are engaged in

Figure 1 shows the conceptual framework of the study, an Input-Process-Output (I-P-

To what degree is the teachers' commitment to professional ethics. Is there a significant

difference between respondents' commitment to professional ethics when grouped

teach, gender, age, and degree?

INPUT PROCESS OUTPUT

Figure 1: Input-Process-Output Conceptual Framework

their degree of commitment to ethical principles in teaching in terms of the following

principles: Content Competence, Pedagogical Competence, Dealing with Sensitive

Topics, Student Professional Development, Dual Relationship with Student, Respect

for Colleagues, Valid Assessment of Students, Respect for Institution, and

Confidentiality with Students and Collaboration with Parents. And of course, to

determine if there is a significant difference between respondents’ commitment to

professional ethics when grouped according to years of teaching experience, grade

by determining the Teacher’s Degree of Commitment into Ethical Principles through

Analysis of the Variables. This study used a Descriptive Survey Questionnaire.

Furthermore, the Statistical Treatment of Data would be Frequency Count,

Percentage Distribution, and Weighted Mean.

for teachers of Kakawate National High School.

Statement of the Problem

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Years of Teaching Experience;

1.2 Grade Level They Teach at (now);

1.3 Subject They Teach

1.5 Age; and

2. To what degree is the teachers’ commitment in terms of the following ethical

2.1 Content Competence;

2.2 Pedagogical Competence;

2.3 Dealing with Sensitive Topics;

2.4 Student Development;

2.5 Dual Relationship with Students;

2.7 Respect for Colleagues;

2.8 Valid Assessment of Students; and

2.9 Respect for Institution?

3. Is there a significant difference between respondents’ degree of commitment to

ethical principles when grouped according to years of teaching experience, grade

There is no significant difference between respondents’ degree of commitment to

professional ethics when grouped according to years of teaching experience, grade

Significance of the Study

Scope and Limitation

In addition, it will investigate the profile of the respondents in terms of years of

this School Year 2020-2021.

Data Gathering Procedures

Z is the z-score corresponding to level of confidence

e is the margin of error

p is the population proportion

the total number of respondents in this research study.

questionnaire by sending the google form link to the respondents.

the Seminar-Workshop for teachers of Kakawate National High School

ethical principles in teaching. A five-point Likert scale, 5 – extremely committed, 4 – very