Lanie Jane A. Aput: EDU 011: The Teaching Profession Student Activity Sheet #6-7

EDU 011: The Teaching Profession
Student Activity Sheet #6-7
Name: LANIE JANE A. APUT Class number: _______
Section: A-COE-01-PUERTO Schedule: THURSDAY 8-10 AM. Date: _______________
Lesson Title: Historical Development of the Teaching Profession Materials:

Lesson Objectives: At the end of the lesson, you should be able to: Student Activity Sheet
1. trace the historical development of the teaching profession in the References:
Philippines; and Bilbao et.al., The Teaching
2. analyze the policies on recruitment, disciplinary actions and Profession
deployment of professional Teachers. PD 1006, R.A 7836, R.A 9293
https://www.deped.gov.ph/
Productivity Tip:
Don’t lose sight of your goal. Continue to work hard and strive to finish the race. You can do it!
A. LESSON PREVIEW/REVIEW
1) Introduction/Review (2 mins)
Mabuhay! Happy learning! I am delighted to continue this course and be part of another learning
adventure with you. Are you ready to explore and learn new things today? Hold on tight because today will be
another day of learning to equip yourself as a future professional teacher. How’s that? Exciting, isn’t it? But
before we begin let me see if you’ve learned anything from our previous topics. Read and substantially answer
the questions below.
1.Is teaching a profession? How do we make that judgement? What are the demands of the
Profession to a teacher as an individual and as a person? What professional standards would we
expect from a professional teacher?
2. Cite at least 3 obligations of a professional teacher as stipulated in Article XI of the Code of

Ethics for Professional Teachers.
This document is the property of PHINMA EDUCATION

Activity 1: What I Know Chart, part 1 (3 mins)

Amazing! Nice work! I am thrilledto knowthat you still remember the important concepts we discussed
last meeting. After knowing the hallmark of a professional teacher and the obligations of a professional
teacher as stipulated in the Code of Ethics for Professional Teachers,today, we will discuss the
historical development of teaching as a profession in the country. But, before we delve on this,please
answer the questions below and assess how well you know the following topics.Your answer should be
written in the first column (What I Know). Do this in three (3) minutes. Goodluck?You may start now!
What I Know Questions: What I Learned (Activity 4)
1. What legal documents

professionalized teaching in the
On January 1, 1977 President
decree 1006, entitled Providing for
Philippines? What period in
the Professionalization of Philippine history did the formal
Teachers, Regulating their Practice training of teachers begin?
in the Philippines, otherwise known
as the Decree Professionalizing
Teaching was proclaimed. With this
presidential proclamation, teaching
became professionalized in the
Philippines.
2. What is the difference between

mobile, and para teacher?
Mobile Teachers are “specialized”
teachers who live among the
people in remote barangays of
the country
para-teachers are education
graduates not yet hired by DepEd

or graduates of other courses who

have the willingness to assist in the
learning process.
under this Act. refers to the 3. Compare and contrast the

Professional Regulation
policies on recruitment and
Commission. and improving the
quality of basic education. deployment in R.A. 9293, R.A.
7836, and PD1006.
All teachers are required to take

and pass Licensure Examination
for Teachers (LET).
tHE teacher education shall be

given primary concern and
attention by the government
B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)

This module, will bring you to a closer encounter with the history of the teaching profession. Let us not
keep you waiting.Read and analyze your content notes to guide you in your learning journey. Happy
learning!
Article XIV, 1987 Philippine Constitution (Education, Science & Technology,Arts, Culture & Sports) - This is the very
fundamental legal basis of education in the Philippines. It stipulates the following:
• The right of all citizens to quality education at all levels
■ Provision for complete, adequate and integrated system of education
• Free public education in the elementary and secondary levels
• Availability of scholarship grants, loan programs, subsidies and other incentives for deserving students in the
public and private schools
■ Provision for non-formal, informal and indigenous teaming systems
- Inclusion of the study of Constitution in the curriculum
• Education to put emphasis on the inculcation of nationalism & patriotism
as well as other values deemed important in developing better person and
responsible citizen
• Supervision and regulation of all educational institutions by the state
• Sole ownership of educational institutions by at least 60% of the capital
from Filipino citizen
■ Tax exemptions for. non-stock and non-profit educational Institutions
• Enjoyment of academic freedom (teachers, students, Institutions) in all
institutions of higher learning
• State's protection for academic, non-academic and non-teaching personnel
• Highest budgetary allocation for education
• Filipino as the national language; Filipino and English as official languages
for use In communication and instruction
• Creation of National Language Commission
• Promotion of science and technology
• Preservation and enrichment of Filipino culture.
• Promotion of physical education and other related programs
Presidential Decree No. 1006, s. 1976

Signed on September 22, 1976

MALACAÑANG
MANILA
PRESIDENTIAL DECREE NO 1006
PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS, REGULATING THEIR PRACTICE IN THE

PHILIPPINES AND FOR OTHER PURPOSES.
WHEREAS, the Constitution provides that “All educational institutions shall be under the supervision of; and subject
to regulation by, the State”, and requires that “the State shall establish and maintain a complete, adequate and
integrated system of education relevant to the goals of national development”;
WHEREAS, in the pursuit on these objectives, the Department of Education and Culture has adopted ways and
means of overseeing all the educational institutions in the country;
WHEREAS, this supervisory function of the DEC has been primarily beamed towards insuring that the educational
institutions inculcate in the studentry love of the country, teach the duties of citizenship, and develop moral character,
personal discipline, and scientific, technological and vocational efficiency;
WHEREAS, to implement these objectives, the institutions have relied upon their teachers whose direct and
continuing interaction with the young people and the children make them potent forces for the development of proper
attitudes among the citizenry;
WHEREAS, this accounts for the tremendous growth of the teaching population, comprising in the civil service sector
alone more than 300,000 teachers deployed all over the country;
WHEREAS, to insure that in the immediacy and urgency of teacher recruitment qualitative requirements are not
overlooked, it has become necessary to regulate the teaching profession;
WHEREAS, although teaching requires a number of years of collegiate study, it is the only course that it is not yet
considered a profession;
WHEREAS, in recognition of the vital role of teachers in nation-building and as an incentive to raise the morale of
teachers, it is imperative that they be considered as professionals and teaching be recognized as a profession.
NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by virtue of the powers vested in me
by the Constitution, do hereby decree and order:
Section 1. Title. This Decree shall be known as the Decree Professionalizing Teaching.
Section 2. Declaration of Policy. It is hereby declared a policy that teacher education shall be given primary concern
and attention by the government and shall be of the highest quality, and strongly oriented to Philippine conditions and
to the needs and aspirations of the Filipino people even as it seeks enrichment from adoptable ideas and practices of
other people.
Section 3. Definition of Terms. As used in this Decree, the following shall be construed as follows:

(a) Teaching refers to the profession primarily concerned with the classroom instruction, at the elementary and
secondary levels, in accordance with the curriculum prescribed by National Board of Education, whether on part-time
or full-time basis in the public or private schools.
(b) Teachers refers to all persons engaged in teaching at the elementary and secondary levels, whether on a full-time
or part-time basis, including guidance counselors, school librarians, industrial arts or vocational teachers and all other
persons performing supervisory and/or administrative functions in all schools in the aforesaid levels and legally
qualified to practice teaching under this Decree.
Section 6. Qualification requirements for examination applicants. No applicant shall be admitted to take the
examination unless, on the date of filing of the application, he shall have complied with the following requirements:
(a) Except those who have been engaged in teaching as herein defined for at least five years in schools in the
Philippines not organized exclusively for nationals of a foreign country at the time of the effectivity of this Decree, the
applicant must be a citizen of the Philippines;
(b) That he is of good moral character;

(c) That he is free from any physical and/or mental defect which will incapacitate him to render efficient service; and
(d) That he possesses the following minimum educational qualifications:
1) For teachers in the kindergarten and elementary grades, Bachelor’s degree in Elementary Education (B.S.E.Ed.) or
its equivalent;
2) For teachers of the secondary schools, Bachelor’s degree in Education or its equivalent with a major and minor, or
a Bachelor’s degree in Arts or Sciences with at least eighteen units in professional education; and
3) For teachers of secondary vocational and two-year technical courses, Bachelor’s degree in the field of
specialization with at least eighteen units in professional education.
All applications shall be filed with an office or offices designated by the Board, preferably the offices of the Civil
Service Commission and the Department of Education and Culture.
These offices shall screen and approve such applications and issue the corresponding permits to take the
examination to qualify applicants.
Section 7. Appointment of examiners. The Board shall appoint a set of examiners for every examination who are
recognized authority in teacher education, and their names shall not be disclosed until after the release of the results
of the examination. They shall each receive as compensation the sum of not less than P5.00 for each examinee as
may be determined by the Board but in no case shall each examiner receive more than P18,000 per examination.
Any examiner who is in the service of the Government shall receive the compensation herein provided in addition to
his salary.
Section 8. Scope of the examination. The examination shall consist of written tests, the scope of which shall be
determined by the Board, taking into consideration the teaching plan of the schools legally constituted in the
Philippines.

Section 9. Ratings in the examination. In order that a candidate may be deemed to have successfully passed the
examinations, he must have obtained a general average of at least 70 per cent in all subjects, with no rating below 50
per cent in any subject.
Section 10. Report of the results of examination. The examiners shall report the ratings obtained by each candidate to
the Board within 150 days after the last day of the examination, unless extended by the latter.
Section 11. Issuance of Certificates. Teachers who have passed examinations given by the Civil Service Commission
or jointly by the Civil Service Commission and the Department of Education and Culture shall be considered as
having passed the board examinations for teachers. The Board may consider their certificates of rating as certificates
of eligibility or issue an entirely new certificate upon registration of the teacher and payment of the corresponding
fees.
This provision shall likewise apply to those teachers who have permanent appointment under the Magna Carta For
Public School Teachers and all others who may be qualified for registration as professional teachers under this
Decree.
Section 12. Registration. The Civil Service Commission shall, as an arm of the Board, register holders of Professional
Teacher Certificate which registration shall evidence that the registrant is entitled to all the rights and privileges of a
Professional Teacher until and unless the certificate is suspended or cancelled by the Board for just cause.
Section 13. Reissuance of revoked certificates and replacement of lost certificates. The Board may, for reason of
equity and justice, and upon proper application therefore, issue another copy, original or duplicate, upon payment of
the required fee, of a certificate which has been revoked. A new certificate to replace a lost, destroyed or mutilated
certificate may be issued subject to the rules of the Board.
Section 14. Registration by reciprocity. The Civil Service Commission shall, upon approval of the Board, effect the
registration, without examination, of a teacher validly registered under the laws of any foreign state or country;
Provided, That the requirements for registration in said foreign state or country are substantially the same as those
required and contemplated by this Decree, and the laws of such foreign state or country allow citizens of the
Philippines to practice the profession on the same basis and grant the same privileges as the citizens or subjects of
such foreign state or country; Provided finally, That the applicant shall submit competent and conclusive documentary
evidence, confirmed by the Department of Foreign Affairs, showing that his country’s existing laws permit citizens of
the Philippines to practice teaching profession under the rules and regulations governing citizens thereof.
Section 15. Prohibition. Three years after the effectivity of this Decree, no person shall engage in teaching and/or act
as a teacher as defined in this Decree, whether in the public or private elementary or secondary school, unless he is
holder of a Professional Teacher Certificate or is considered a Professional Teacher under this Decree.
Section 16. Penal Provision. Any person who shall practice the teaching without a valid Professional Teacher
Certificate, or any person presenting as his or her own the certificate of another, or any person giving any false or
forged evidence in order to obtain a Professional Teacher Certificate or admission to an examination, or any person
assuming himself as a registered professional teacher or any person violating any provision of this Decree shall be
penalized by a fine of not less than One Thousand Pesos nor more than Five Thousand Pesos with subsidiary
imprisonment or to suffer an imprisonment of not less than six months nor more than two years, or both such fine and
imprisonment at the discretion of the Court.

Section 17. Repealing Clause. All Acts, Decrees, Executive Orders, Administrative Orders, rules and regulations or
parts thereof inconsistent with the provisions of this Decree are hereby repealed or modified accordingly.
Section 18. Separability Clause. In case any provision of this Decree or any portion thereof is declared
unconstitutional by a competent court, other provisions shall not be affected thereby.
Section 19. Effectivity. This Decree shall take effect January 1, 1977.
DONE in the City of Manila, this 22nd day of September, in the year of Our Lord, nineteen hundred and seventy-six.
(Sgd.) FERDINAND E. MARCOS

President of the Philippines
REPUBLIC ACT NO. 7836

AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF TEACHING IN THE
PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER
PURPOSES.
ARTICLE I
TITLE
SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers Professionalization Act of 1994."
Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in nation-building and development
through a responsible and literate citizenry. Towards this end, the State shall ensure and promote quality education
by proper supervision and regulation of the licensure examination and
professionalization of the practice of the teaching profession.
Sec. 3. Objectives. — This Act has the herein objectives:
(a) The promotion, development and professionalization of teachers and the teaching profession; and
(b) The supervision and regulation of the licensure examination.
Sec. 4. Definition of Terms. — For purposes of this Act, the following terms shall mean:
(a) "Teaching" — refers to the profession concerned primarily with classroom instruction, at the elementary and
secondary levels in accordance with the curriculum prescribed by the Department of Education, Culture and Sports,
whether on part-time or full-time basis in the private or public schools.
(b) "Teachers" — refers to all persons engaged in teaching at the elementary and secondary levels, whether on full-
time or part-time basis, including industrial arts or vocational teachers and all other persons performing supervisory
and/or administrative functions in all schools in the aforesaid levels and qualified to
practice teaching under this Act.
(c) "Board" — refers to the Board for Professional Teachers duly established and constituted under this Act.
(d) "Commission" — refers to the Professional Regulation Commission.
ARTICLE III EXAMINATION AND REGISTRATION

Sec. 13. Examination, Registration and License Required. — Except as otherwise specifically allowed under the
provisions of this Act, all applicants for registration as professional teachers shall be required to undergo a written
examination which shall be given at least once a year in such places and dates as the Board may determine upon
approval by the Commission. A valid certificate of registration and a valid professional license from the Commission
are required before any person is allowed to practice as a professional teacher in the Philippines, except as otherwise
allowed under this Act.
Sec. 14. Scope of Examination. — The examinations for the elementary and secondary school teachers shall be
separate. The examination for teachers in the elementary level shall consist of two (2) parts, namely: professional
education and general education. The examination for teachers in the secondary level shall consist of three (3) parts,
namely: professional education, general education, and field of specialization.
Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to take the examination unless,
on the date of filing of the application, he shall have complied with the following requirements: (a) A citizen of the
Philippines or an alien whose country has reciprocity with the Philippines in the practice of the teaching profession; (b)
At least eighteen (18) years of age; (c) In good health and of good reputation with high moral values; (d) Has not been
convicted by final judgment by a court for an offenseinvolving moral turpitude; (e) A graduate of a school, college or
university recognized by the government and possesses the minimum educational qualifications, as follows: (1) For
teachers in preschool, a bachelor's degree in early childhood education (BECED) or its equivalent; (2) For teachers in
the elementary grades, a bachelor's degree in elementary education (BSEED) or its equivalent;(3) For teachers in the
secondary grades, a bachelor's degree in education or its equivalent with a major and minor, or a bachelor's degree
in arts and sciences with at least ten (10) units in professional education; and (4) For teachers of vocational and two-
year technical courses, a bachelor's degree in the field of specialization or its equivalent, with at least eighteen (18)
units in professional education.
Sec. 16. Report of the Results of the Examination. — The Board shall, within one hundred twenty (120) days after the
examination, report the ratings obtained by each candidate to the Professional Regulation Commission for approval
and appropriate action.
Sec. 17. Issuance of Certificate of Registration and Professional License. — The registration of a professional teacher
commences from the date his name is enrolled in the roster of professional teachers. Every registrant who has
satisfactorily met all the requirements specified in this Act shall, upon payment of the registration fee, be issued a
certificate of registration as a professional teacher bearing the full name of the registrant with serial number and date
of issuance signed by the chairman of the Commission and the chairman, vice-chairman, and members of the Board,
stamped with the official seal, as evidence that the person named therein is entitled to practice the profession with all
the rights and privileges appurtenant thereto. The certificate shall remain in full force and effect until withdrawn,
suspended and/or revoked in accordance with law. A professional license signed by the chairman of the Commission
and bearing the registration number and date of issuance thereof and the month of expiry or renewability shall
likewise be issued to every registrant who has paid the annual registration fees for three (3) consecutive years. This
license shall serve as evidence that the licensee can lawfully practice his profession until the expiration of its validity.
Sec. 18. Oath Before Practice. — Every registrant shall be required to take his professional oath before practicing as
a professional teacher.
Sec. 19. Periodic Merit Examination of Teachers. — To encourage continuing professional growth and development
and to provide additional basis for merit promotion, in addition to their performance rating, teachers may take an oral

and written examination at least once in five (5) years as basis for merit promotion. In taking this examination, no fee
shall be required.
Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the merit examination, he or she shall be
allowed to take the examination for a second time. Should he or she fail to pass the merit examination for the second
time, then he or she shall be required to take a DECS accredited refresher course or program before being allowed to
retake the examination. Failure of any permanent teacher to pass the merit examination shall not, however, be used
as a ground for his/her dismissal or demotion.
Sec. 21. Incentives. — Teachers who pass the merit examination shall: (a) Be awarded a diploma of merit by the
Board; (b) Earn merit points for purposes of promotion in salary or to a higher position or grade level; (c) Be placed in
the priority list for government scholarship; and (d) Enjoy such other benefits as may be promulgated by the Board.
Similar incentives shall be given to teachers who make inventions, develop new methods of teaching, write a book or
books and create works of artistic merit.
Sec. 22. Integration of the Teaching Profession. — The teaching profession shall be integrated into one national
organization which shall be recognized by the Board and the Commission as the one and only integrated and
accredited association of professional teachers. Upon registration with the Board, every professional teacher shall be
encouraged to become a member of the integrated national organization. Those who have been registered with the
Board but are not members of the said integrated organization shall be allowed to register as members of the said
integrated organization within three (3) years after the effectivity of this Act. Membership in the integrated organization
shall not be a bar to membership in other associations of the teaching profession. The professional teachers shall
receive the benefits and privileges appurtenant to their membership in the said integrated and accredited organization
of professional teachers only upon payment of the required membership fees and dues.
Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching Profession, and
Cancellation of Temporary or Special Permit. — The Board shall have the power, after due notice and hearing, to
suspend or revoke the certificate of registration of any registrant, to reprimand or to cancel the temporary/special
permit of a holder thereof who is exempt from registration, for any of the following causes: (a) Conviction for any
criminal offense by a court of competent jurisdiction; (b) Immoral, unprofessional or dishonorable conduct; (c)
Declaration by a court of competent jurisdiction for being mentally unsound or insane; (d) Malpractice, gross
incompetence, gross negligence or serious ignorance of the practice of the teaching profession; (e) The use of or
perpetration of any fraud or deceit in obtaining a certificate of registration, professional license or special/temporary
permit; (f) Chronic inebriety or habitual use of drugs; (g) Violation of any of the provisions of this Act, the rules and
regulations and other policies of the Board and the Commission, and the code of ethical and professional standards
for professional teachers; and (h) Unjustified or willful failure to attend seminars, workshops, conferences and the like
or the continuing education program prescribed by the Board and the Commission. The decision of the Board to
revoke or suspend a certificate may be appealed to the regional trial court of the place where the Board holds office
within fifteen (15) days from receipt of the said decision or of the denial of the motion for reconsideration filed in due
time.
Sec. 24. Registration by Reciprocity. — No teacher of a foreign nationality shall be admitted to the examination, or be
given a certificate of registration or be entitled to any of the rights and privileges provided under this Act; unless the
country or state of which he is a subject permits Filipino professional teachers to practice within its territorial limits on
the same basis as subjects or citizens of said country or state: Provided, that the requirements of certification of
teachers with said foreign state or country are substantially the same as those required and contemplated under this

Act: Provided, further, That the laws of such state or country grant the same privilege to Filipino professional teachers
on the same basis as the subject or citizens of such foreign country or state.
Sec. 25. Roster of Professional Teachers. — A roster of professional teachers containing the names and addresses
of professional teachers, date of registration or issuance of certificate, and other data which in the opinion of the
Board may appear pertinent shall be maintained. Copies of the roster shall be provided by the Commission to the
Board, the Department of Education, Culture and Sports, and the integrated and accredited organization of
professional teachers.
Sec. 26. Registration and Exception. — Two (2) years after the effectivity of this Act, no person shall engage in
teaching and/or act as a professional teacher as defined in this Act, whether in the preschool, elementary or
secondary level, unless he is a duly registered professional teacher, and a holder of a valid certificate of registration
and a valid professional license or a holder of a valid special/temporary permit. Upon approval of the application and
payment of the prescribed fees, the certificate of registration and professional license as a professional teacher shall
be issued without examination as required in this Act to a qualified applicant, who at the time of the approval of this
Act, is: (a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the
Department of Education, Culture and Sports; or (b) A registered professional teacher with the National Board for
Teachers under the Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006;
or (c) Not qualified under paragraphs one and two but with any of the following qualifications. to wit: (1) An elementary
or secondary teacher for five (5) years in good standing and a holder of Bachelor of Science in Education or its
equivalent; or (2) An elementary or secondary teacher for three (3) years in good standing and a holder of a master's
degree in education or its equivalent. Provided, That they shall be given two (2) years from the organization of the
Board for professional teachers within which to register and be included in the roster of professional teachers:
Provided, further, That those incumbent teachers who are not qualified to register without examination under this Act
or who, albeit qualified, were unable to register within the two-year period shall be issued a five-year temporary or
special permit from the time the Board is organized within which to register after passing the examination and
complying with the requirements provided this Act and be included in the roster of professional teachers: Provided,
furthermore, That those who have failed the licensure examination for professional teachers shall be eligible as para-
teachers and as such, shall be issued by the Board a special or temporary permit, and shall be assigned by the
Department of Education, Culture and Sports (DECS) to schools as it may determine under the circumstances.
ARTICLE IV PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION
Sec. 27. Inhibition Against the Practice of the Teaching Profession. — Except as otherwise allowed under this Act, no
person shall practice or offer to practice the teaching profession in the Philippines or be appointed as teacher to any
position calling for a teaching position without having previously obtained a valid certificate of registration and a valid
professional license from the Commission.
Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less than Five thousand pesos
(P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or imprisonment of nor less than six (6) months nor
more than five (5) years, or both, at the discretion of the court: (a) Any person who practices the teaching profession
in the Philippines without being certified in accordance with the provisions of this Act; (b) Any person who represents
or attempts to use as his own certificate of registration that of another; (c) Any person who gives any false, or
fraudulent evidence of any kind to the Board or any member thereof in obtaining a certificate of registration as
teacher; (d) Any person who impersonates any registrant of the same or different name; (e) Any person who uses a
revoked or suspended certificate of registration; (f) Any person who, in connection with his name, otherwise assumes,
uses or advertises any title or description tending to convey or conveys the impression that he is a teacher without

holding a valid certificate; and (g) Any person who violates or who abets the violation of any of the provisions of this
Act. The penalty of fine or imprisonment or both, as provided in this section, shall also apply to any school official who
shall cause or be responsible for the commission of any of the above-enumerated acts.
Sec. 29. Appropriations. — Such sums as may be necessary to carry out the provisions of this Act shall be included in
the 1996 General Appropriations Act and thereafter.
Sec. 30. Implementing Guidelines. — The Board shall formulate and adopt the necessary guidelines for the effective
implementation of the provisions of this Act within sixty (60) days of its approval. The Board shall submit to both
Committees on Education, Arts, and Culture; and the Committees on Civil Service and Professional Regulation of the
Senate and House of Representatives, copies of the implementing rules and guidelines within thirty (30) days after its
promulgation. Any violation of this section shall render the official/s concerned liable under Republic Act No. 6713,
otherwise known as the "Code of Conduct and Ethical Standards for Public Officials and Employees" and other
pertinent administrative and/or penal laws.
Sec. 31. Transitory Provision. — All incumbent teachers in both the public and private sector not otherwise certified
as professional teachers by virtue of this Act, shall be given (5) years temporary certificates from the time the Board
for Professional Teachers is organized within which to qualify as required by this Act and be included in the roster of
professionals. Provided, however, That the Professional Board Examination for Teachers (PBET) shall still be
administered by the Civil Service Commission and the Department of Education, Culture and Sports for the year
1995.
Sec. 32. Separability Clause. — If, for any reason, any section or provision of this Act or the application of such
section or provision to any person or circumstance is declared unconstitutional or invalid, no other section or provision
of this Act shall be affected thereby.
Sec. 33. Repealing Clause. — All laws, presidential decrees, executive orders, rules and regulations or parts thereof
inconsistent with the provisions of this Act are hereby repealed or modified accordingly.
Sec. 34. Effectivity Clause. — This Act shall take effect after fifteen (15) days following its complete publication in the
Official Gazette or in two (2) newspapers of general circulation. Approved: December 16, 1994
Republic Act No. 9293

[REPUBLIC ACT NO. 9293] AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED
SEVENTYEIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS THE “PHILIPPINE
TEACHERS PROFESSIONALIZATION ACT OF 1994”
SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as follows: “SEC. 15. Qualification
Requirements of Applicants. – No applicant shall be admitted to take the examination unless, on the date of filing of
the application, he shall have complied with the following requirements: “(e) A graduate of a school, college or
university recognized by the government and possesses the minimum educational qualifications, as follows: (
1) For teachers in preschool, a bachelor’s degree in early childhood education (BECED) or its equivalent;
(2) For teachers in the elementary grades, a bachelor’s degree in elementary education (BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor’s degree in education or its equivalent with a major and minor,
or a bachelor degree in arts and sciences with at least eighteen (18) units in professional education; and

(4) For teachers of vocational and two-year technical courses, a bachelor’s degree in the field of specialization or its
equivalent, with at least eighteen (18) units in professional education.”
SEC 2. Section 26 of the same Act is hereby amended to read as follows: “SEC. 26. Registration and Exception. – No
person shall engage in teaching and/or act as a professional teacher as defined in this Act, whether in the preschool,
elementary or secondary level, unless the person is a duly registered professional teacher, and a holder of a valid
certificate of registration and a valid professional license or a holder of a valid special/temporary permit. Upon
approval of the application and payment of the prescribed fees, the certificate of registration and professional license
as a professional teacher shall be issued without examination as required in this Act to a qualified applicant, who is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the Department of
Education, Culture and Sports; or (b) A registered professional teacher with the National Board for Teachers under
the Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006. Professional
teachers who have not practiced their profession for the past five (5) years shall take at least twelve (12) units of
education courses, consisting of at least six (6) units of pedagogy and six (6) units of content courses, or the
equivalent training and number of hours, to be chosen from a list of courses to be provided by the Board and the
Department of Education, before they can be allowed to practice their profession in the country. Those who have
failed the licensure examination for professional teachers, with a rating of not lower than five percentage points from
the passing general average rating, shall be eligible as para-teachers upon issuance by the Board of a two-year
special permit, renewable for a nonextendible period of two (2) years. The para-teachers shall be assigned to areas
where there is a shortage or absence of a professional teacher, as identified and provided by the Department of
Education and the Autonomous Region for Muslim Mindanao (ARMM) education department to the Board for
professional teachers and to the Commission. The special permit shall indicate the area of assignment of the para-
teacher. A special permit may also be issued by the Board to a person who has excelled and gained international
recognition and is a widely acknowledged expert in his or her respective field of specialization.”
SEC 3. Section 31 of the same Act is hereby amended to read as follows: “SEC. 31. Transitory Provision. – Special
permits, with a validity of three (3) and five (5) years, issued to para-teachers by the Board for Professional Teachers
before the effectivity of this Act shall be allowed to expire based on the period granted therein: Provided, That only
special permits with a validity of three (3) years may be renewed upon expiration for a non-extendible period of two
(2) years.”
SEC 4. References to the term “Department of Education, Culture and Sports”, in section 4 (a) and section 25, and
the term “DECS” in section 20, of the same Act, are hereby amended to read as “Department of Education” and
“DepEd”, respectively.
SEC 5. Separability Clause. – If, for any reason, any section or provision of this Act or the application of such section
or provision to any person or circumstance is declared unconstitutional or invalid, no other section or provision of this
Act shall be affected thereby.
SEC 6. Repealing Clause. – All laws, decrees, circulars, administrative orders, rules and regulations, and other
issuances which are inconsistent with the provisions of this Act are hereby repealed or modified accordingly. SEC 7.
Effectivity. – This Act shall take effect upon approval.
Approved, (Sgd.) JOSE DE VENECIA JR. Speaker of the House of Representatives (Sgd.) FRANKLIN M. DRILON
President of the Senate This Act, which is a consolidation of Senate Bill No. 2698 and House Bill No. 5411 was finally
passed by the Senate and the House of Representatives on February 6, 2004 and February 7, 2004, respectively.

(Sgd.) ROBERTO P. NAZARENO Secretary General House of Representatives (Sgd.) OSCAR G. YABES Secretary
of the Senate Approved: APR 21 2004 (Sgd.) GLORIA MACAPAGAL-ARROYO President of the Philippines
HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM
Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In
meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at certain
periods/epochs in our national struggle as a race.
As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children were provided
more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors.
The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were
replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of
Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational
Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under
the responsibility of the municipal government; and the establishment of a normal school for male teachers under the
supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory. Education during
that period was inadequate, suppressed, and controlled.
The defeat of Spain by American forces paved the way for Aguinaldo’s Republic under a Revolutionary Government. The
schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August
29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary
University of the Philippines were established. A system of free and compulsory elementary education was established by
the Malolos Constitution.
An adequate secularized and free public school system during the first decade of American rule was established upon the
recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of
citizenship and avocation was enforced by the Taft Commission per instructions of President McKinley. Chaplains and
non-commissioned officers were assigned to teach using English as the medium of instruction.
A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74. The
implementation of this Act created a heavy shortage of teachers so the Philippine Commission authorized the Secretary of
Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the Thomasites.
The high school system supported by provincial governments, special educational institutions, school of arts and trades,
an agricultural school, and commerce and marine institutes were established in 1902 by the Philippine Commission. In
1908, the Philippine Legislature approved Act No. 1870 which created the University of the Philippines.
The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public
Instruction.
Japanese educational policies were embodied in Military Order No. 2 in 1942. The Philippine Executive Commission
established the Commission of Education, Health and Public Welfare and schools were reopened in June 1942. On

October 14, 1943, the Japanese – sponsored Republic created the Ministry of Education. Under the Japanese regime, the
teaching of Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for work and dignity of
labor was emphasized. On February 27, 1945, the Department of Instruction was made part of the Department of Public
Instruction.
In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of Education.
During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and
Private Schools.
In 1972, it became the Department of Education and Culture by virtue of Proclamation 1081 and the Ministry of Education
and Culture in 1978 y virtue of P.D. No. 1397. Thirteen regional offices were created and major organizational changes
were implemented in the educational system.
The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the Department of
Education, Culture and Sports in 1987 by virtue of Executive Order No. 117. The structure of DECS as embodied in EO
No. 117 has practically remained unchanged until 1994 when the Commission on Higher Education (CHED), and 1995
when the Technical Education and Skills Development Authority (TESDA) were established to supervise tertiary degree
programs and non-degree technical-vocational programs, respectively.
The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA 7722 and
RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education and Skills
Development Authority (TESDA), respectively.
The trifocal education system refocused DECS’ mandate to basic education which covers elementary, secondary and
non-formal education, including culture and sports. TESDA now administers the post-secondary, middle-level manpower
training and development while CHED is responsible for higher education.
In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming
the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and
redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provides the
overall framework for (i) school head empowerment by strengthening their leadership roles and (ii) school-based
management within the context of transparency and local accountability. The goal of basic education is to provide the
school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and
patriotic citizens. (www.deped.gov.ph)
Teacher is expected to elucidate further the topics to his/her students.
Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)
Activity 1 & 4, and 3 (1,2,&3)

1. BOTH SIDES NOW
After reading the content notes, it’s time to familiarize yourself with the historical development of the teaching
profession. You will trace the historical development of the professionalization of the teaching profession in the
country by identifying the period and the development of the educational system, teacher preparation and
professionalization by way of a graphic organizer. An example is provided to serve as your guide. Use the
space below to write your answer. Good luck!
.
Period Historical Development
Pre-Spanish No formal preparation for teachers. The father trained his sons to be
warriors, hunters, fishermen, miners, and ship builders. The mother
on her part trained her daughters in cooking, gardening, serving and
other household arts.
Informal, unstructured, focus on vocational training. Parents and
tribal tutors served as teaches.
Period Historical Development
AMERICAN RULE

Teacher is expected to provide the appropriate scaffolding for better understanding of the lesson.
Great job! After knowing the historical development of the teaching profession, the next activity will arm you
with the necessary weapons to understand more the teaching profession. Below is the compare and contrast
matrix where you will analyze and fill in the necessary information about the similarities and differences
onpolicies of recruitment, deployment and disciplinary actions for professional teachers
2. COMPARE AND CONTRAST
P.D. 1006 R.A. 7836 R.A 9293 Observation/Analysis
Definition
of Teacher
Teachers'
Examination
Scope of
Examination
Qualification
Requirements for
Examinees

Rating
Report of Results
National Board for

Teachers
The Board for

Professional
Teachers
Causes of
Revocation of
Certificate∕

License
C. Analytical Web. Complete the venn diagram below to underscore the similarities and differences between
mobile, and para teachers.

2) Activity 4: What I Know Chart, part 2 (2 mins)
You did it! Kudos! Now,go back again to the questions in the What I Know Chart from Activity 1. Let’s see if
you truly understood the lesson by writing what you have learned in the third column of the chart.
3) Activity 5: Check for Understanding (5 mins)

Answer the following questions. You are only given 2 minutes for this then, check your answers against
the Key to Corrections found at the end of this SAS. Write your score on your paper. Let’s begin!
TRUE or FALSE. Write TRUE if the statement is correct and FALSE if it is wrong.

_________1. R.A. 7836 is the first legal document that professionalized teaching in the Philippines.
________2. Teacher preparation in the Philippines begin with 4 years.
________3. There was no formal teaching until the American occupation.
________4. The Spanish period through the Educational Decree of 1863 provided a normal school to
educate male teachers in Manila.
________5. The para teachers are “specialized” teachers who live among the people in remote
barangays of the country conduct the BLP for illiterate out-of-school youth and provide ALS to adult out-
of-school youth.
If you are done with Activity 4, you may proceed with Activity 5.
C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.
B. Think about your Learning

Atta boy/girl! To end our lesson, explain in 2-3 sentences new things that you have learned from
the discussion.
1.One Minute Paper

FAQs
1. Who started training teachers in normal schools?

- Spaniards. Normal school was established in 1863.
2. Public school system was established during which period?
- Spanish period. The Educational Decree of 1863 established free public school system. There was one
school for boys and another school for girls in every municipality.
KEY TO CORRECTIONS
Activity #5
Answers:
1. False 2. False 3. False 4. True 5. False

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EDU 011: The Teaching Profession

Student Activity Sheet #6-7

Name: LANIE JANE A. APUT Class number: _______

Section: A-COE-01-PUERTO Schedule: THURSDAY 8-10 AM. Date: _______________

Lesson Title: Historical Development of the Teaching Profession Materials:

2. Cite at least 3 obligations of a professional teacher as stipulated in Article XI of the Code of

This document is the property of PHINMA EDUCATION

Name: LANIE JANE A. APUT Class number: _______

Section: A-COE-01-PUERTO Schedule: THURSDAY 8-10 AM. Date: _______________

Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1. What legal documents

2. What is the difference between

This document is the property of PHINMA EDUCATION

Name: LANIE JANE A. APUT Class number: _______

Section: A-COE-01-PUERTO Schedule: THURSDAY 8-10 AM. Date: _______________

or graduates of other courses who

under this Act. refers to the 3. Compare and contrast the

All teachers are required to take

tHE teacher education shall be

1) Activity 2: Content Notes (13 mins)

This document is the property of PHINMA EDUCATION

Name: LANIE JANE A. APUT Class number: _______

Section: A-COE-01-PUERTO Schedule: THURSDAY 8-10 AM. Date: _______________

Presidential Decree No. 1006, s. 1976

This document is the property of PHINMA EDUCATION

Name: LANIE JANE A. APUT Class number: _______

Section: A-COE-01-PUERTO Schedule: THURSDAY 8-10 AM. Date: _______________

PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS, REGULATING THEIR PRACTICE IN THE

This document is the property of PHINMA EDUCATION

Name: LANIE JANE A. APUT Class number: _______

Section: A-COE-01-PUERTO Schedule: THURSDAY 8-10 AM. Date: _______________

(b) That he is of good moral character;

(d) That he possesses the following minimum educational qualifications:

This document is the property of PHINMA EDUCATION

Name: LANIE JANE A. APUT Class number: _______

Section: A-COE-01-PUERTO Schedule: THURSDAY 8-10 AM. Date: _______________

This document is the property of PHINMA EDUCATION

Name: LANIE JANE A. APUT Class number: _______

Section: A-COE-01-PUERTO Schedule: THURSDAY 8-10 AM. Date: _______________

(Sgd.) FERDINAND E. MARCOS

REPUBLIC ACT NO. 7836

ARTICLE III EXAMINATION AND REGISTRATION

This document is the property of PHINMA EDUCATION

Name: LANIE JANE A. APUT Class number: _______

Section: A-COE-01-PUERTO Schedule: THURSDAY 8-10 AM. Date: _______________

This document is the property of PHINMA EDUCATION

Name: LANIE JANE A. APUT Class number: _______

Section: A-COE-01-PUERTO Schedule: THURSDAY 8-10 AM. Date: _______________

This document is the property of PHINMA EDUCATION

Name: LANIE JANE A. APUT Class number: _______

Section: A-COE-01-PUERTO Schedule: THURSDAY 8-10 AM. Date: _______________

ARTICLE IV PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION

This document is the property of PHINMA EDUCATION

Name: LANIE JANE A. APUT Class number: _______

Section: A-COE-01-PUERTO Schedule: THURSDAY 8-10 AM. Date: _______________

Republic Act No. 9293

This document is the property of PHINMA EDUCATION

Name: LANIE JANE A. APUT Class number: _______

Section: A-COE-01-PUERTO Schedule: THURSDAY 8-10 AM. Date: _______________

This document is the property of PHINMA EDUCATION

Name: LANIE JANE A. APUT Class number: _______

Section: A-COE-01-PUERTO Schedule: THURSDAY 8-10 AM. Date: _______________