By: Mrs. Emerita T.

Generoso
Dr. Jamielyn F. Reyes
Second Semester, AY 2020-2021
 MODULE 1: THE TEACHING PROFESSION

LESSON 1 • THE TEACHER AS PERSON

• FORMULATING YOUR PHILOSOPHY OF

LESSON 2 EDUCATION
• TEACHING AS YOUR VOCATION, MISSION
LESSON 3
AND PROFESSION

OVERVIEW

Teachers are one of the most significant members of a society. They are also
one of the most influential professionals in the community. Before a teacher becomes a
professional facilitator, motivator, initiator, and motivator, teachers are essential learner
of their own nature. Professionals will not be professionals without professional teachers
in the society. Socially speaking, teachers are active contributor in the progression and
development in a social institution. The question is, how can they manage to do that?
There are teachers’ beliefs that enable them to be professionally developed. Initially,
before a teacher can develop children’s way of learning, they should have to develop
themselves first. There are philosophies, principle, values, that are considered to be
important in teaching.
INTENDED LEARNING OUTCOMES

1. Identify several roles performed by teachers

2. Identify philosophies of education and draw their implication to teaching and

learning

2. Clarify if you truly value teaching

3. Explain teaching as a vocation, mission and a profession

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The Teacher as a Person in the Society

The key to understanding the teaching

profession is to know the personal and
professional lives of teachers. First it is important
for us to understand the teachers are products of
the family where they belong. The family values
and the home environment that shaped their
beliefs, character and personal values are
reflected on their personality, values and
personal philosophy. They are also shaped by
the society where they live. The society’s culture
values, norms and religion and environment are influential in shaping their life as
individual and professional .requires deeper

Understanding the Teaching Profession requires deeper appreciation of the lives

of teachers as individuals in society. Teachers are given high regard in society for the
multiple roles they perform aside from teaching. As society becomes more complex and
its values becomes more pluralistic , the areas of responsibility for teachers become
wider. Teachers are modern heroes and heroines. They are servant leaders,
knowledge providers and community organizers

The Teacher as Professional

By virtue of Republic Act 7836, amended by Republic Act 9293, teaching

professionalized and thereby requiring teachers to take the Licensure Exam for
Teachers (LET). As professional teachers are bound to perform specific duties to the
society specially to schools and students guided by professional code of ethics.

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

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

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 The following are the 7 R’s that professional teachers need to do and to learn as
professionals.

REMEMBER to perform your duties with high degree of professionalism. A

teacher should not allow his or her integrity to be destroyed due to personal
greed and bad politics. Teachers should avoid cheating their students’ grades
and practice favoritism in their classes.
RESPOND to the needs of each student with utmost level of concern to the
welfare and well being of each student
RECOGNIZE that as professionals, you must continuously seek professional
career advancements through joining professionals associations, attending
continuing education activities for teachers, and doing graduate studies
REAWAKEN your passion and sense of mission to serve all types of learners
regardless of their religion, socio economic status, gender race, intellectual
ability, and learning modalities
RENEW your commitment to help learner to learn in order to have a better
future. A teacher must believe that each learner can have a good future if he/she
equips each learner with the right knowledge and skills that each learner may
use in the future.
RE-EVALUATE your attitudes towards students and your work ethics
RELEARN, LEARN, AND UNLEARN many things to keep you updated with
new knowledge and information. A teacher must be always active in the business
of life-long learning.

The Teacher as a Community Leader and Social Advocate

Education play an important role in the development of people and communities.

Jhan and Ed Philpot, concretized this idea by encouraging a stronger link between
home, schools, and community through effective programs developed and implemented
by teachers. The life of a teacher is neither confined in the four corners of the classroom
nor limited inside the school campus for a teacher is an active leader in the community.
Teachers always takes leaderships roles in their communities especially in activities
and projects related to the education and welfare of young children. They also provide

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leadership roles in various cultural development programs in their communities. Finally,
teachers provide technical and professional assistance in the local communities where
they belong.

Teachers also serve as advocates for quality education, protection and welfare of
children and youth, promotion of literacy, human rights, wellness and health, justice and
many other concerns. They support free and honest elections, they help people
understand the effects of irresponsible use of resources and they advocate values
formation in the community. In many places, we see teachers as freedom fighters
organizing various members of the community to sustain the dignity of life.

PHILOSOPHICAL HERITAGE

Determining one’s educational philosophy may be quite confusing, but there are
categories of philosophy that one can fall into. Philosophy is defined as mother of all
sciences for it is a quest to know the truth based on logical reasoning aside from the
observation of one’s nature. Philosophies vary in different period or era with that fact
that there is ancient, medieval, renaissance period, modern and oriental philosophies.
In the ancient philosophies that are mostly pagan beliefs, it is founded that philosophy
may be classified with wrong judgements, happy life, doubt, and combination of positive
philosophies. It was founded by different ancient philosophers, with different beliefs.
Medieval philosophies are more on the divine beliefs that is composed of different
disciplines and moral learnings. The beginning of the modern science starts in the
period of renaissance wherein the philosophy includes the realism of sense and social.
The modern philosophy of education stresses on the value and beauty of knowledge
and experiences. It focuses on mental ideas for absolute good, and composed of
different philosophies that can help a modern teacher to provide an ideal environment
for learning. Other philosophical beliefs that have something to do with religion are
included in the oriental philosophies.
A teacher can have many philosophies but there is always a dominant
philosophy for them. Even if the philosophies are different from each other, it still has
similarities.

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 PHILOSOPHIES OF EDUCATION

PERENNIALISM

The aim of education is to ensure that students acquire understandings about the
great ideas of Western civilization. These ideas have the potential for solving problems
in any era. The focus is to teach ideas that are everlasting, to seek enduring truths
which are constant, not changing, as the natural and human worlds at their most
essential level, do not change. Teaching these unchanging principles is critical. Humans
are rational beings, and their minds need to be developed. Thus, cultivation of the
intellect is the highest priority in a worthwhile education. The perrenialist curriculum is a
universal one on the view that all human beings possess the same essential nature. Its
heavy on the humanities, on general education. The perennialist classrooms are
“centered around teachers”. The teachers do not allow the students interests or
experiences to substantially dictate what they teach.

ESSENTIALISM

Essentialists believe that there is a common core of knowledge that needs to be

transmitted to students in a systematic, disciplined way. The emphasis in this
conservative perspective is on intellectual and moral standards that schools should
teach. The core of the curriculum is essential knowledge and skills and academic rigor.
Although this educational philosophy is similar in some ways to Perennialism,
Essentialists accept the idea that this core curriculum may change. Schooling should be
practical, preparing students to become valuable members of society. It should focus on
facts-the objective reality out there--and "the basics," training students to read, write,
speak, and compute clearly and logically. Schools should not try to set or influence
policies. Students should be taught hard work, respect for authority, and discipline.
Essentialist teachers emphasize mastery of the subject matter. They are expected to be
intellectual and moral models of their students. They are seen as “fountain of

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information” and a “paragon of virtue”. Teachers rely heavily on the use of prescribe
textbooks and drill method.

PROGRESSIVISM

Progressivists believe that education should focus on the whole child, rather
than on the content or the teacher. They teach to develop learners into becoming
enlightened and intelligent citizens of a democratic society. This educational philosophy
stresses that students should test ideas by active experimentation. Learning is rooted in
the questions of learners that arise through experiencing the world. It is active, not
passive. The learner is a problem solver and thinker who makes meaning through his or
her individual experience in the physical and cultural context. Effective teachers provide
experiences so that students can learn by doing. Curriculum content is derived from
student interests and questions. The scientific method is used by progressivist
educators so that students can study matter and events systematically and first hand.
Progressivist teachers employ experiential method. They believe that one learns by
doing. For John Dewey the most popular advocate of progressivism, book learning is no
substitute for actual experience. One experiential teaching method that progressivist
teachers heavily rely on is the problem solving method.

EXISTENTIALISM

The main concern of the existentialists is “to help students understand and
appreciate themselves as unique individuals who accept complete responsibility for their
thoughts, feelings and actions”. Since existence precedes essence. The role is to help
students define their own essence by exposing them various paths they take in life and
creating an environment in which they freely choose their own preferred way. In an
existentialist curriculum, students are given a wide variety of options from which to
choose. Students are afforded great latitude in their choice of subject matter. The
humanities however are given tremendous emphasis to provide students with vicarious
experiences that will help unleash their own creativity and self expression. For example,
rather than emphasizing historical events, existentialist focus upon the actions of

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historical individuals, each of whom provides possible models for the students’ own
behavior. Existentialist methods focus on the individual. Learning is self paced, self
directed.

BEHAVIORISM

Behaviorist schools are concerned with the modification and shaping of students
behavior by providing for favorable environment, since they believe that they are a
product of their environment they are after students who exhibit desirable behavior in
society. Behaviorist teachers teach students to respond favorably to various stimuli in
the environment. They ought to arrange environmental conditions so that students can
make to responses to stimuli. The teachers have to make the stimuli clear and
interesting to capture and hold the learner’s attention.

CONSTRUCTIVISM

Constructivist sees to develop intrinsically motivated and independent learners

adequately equipped with learning skills for them to be able to construct knowledge and
make meaning of them. The learners are taught how to learn. They are taught learning
process and skills such as searching, critiquing and evaluating information, relating this
piece of information, reflecting on the same, making meaning of them, drawing insights,
posing questions, researching and constructing new knowledge out of these bits of
information learned. In the constructivist classroom, the teacher provide students with
data or experiences that allow them to hypothesize, predict, manipulate objects, pose
questions, research, investigate, imagine and invent. The constructivists classroom is
interactive. It promotes dialogical exchange of ideas among learners and between
teachers and learners. The teacher’s role is to facilitate this process.

The way that a teacher teaches their students, socialize and interact with them
has an underlying philosophy. It starts with what we believe and includes the things that
we want to happen with our students. It is composed of our goals and aims for
EDUCATION. No other person can make your own philosophy. There are guides in
making our own philosophy of education, and it is to enumerate our purposes, skills that

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we want to impart, roles of teachers and students, and the way that we should assess
learners. Sometimes, answering the questions “what to teach?” and “how to teach?” can
reflect the kind of philosophy that is dominant to us. Formulating our own philosophy of
education does not require us to use solely our minds, but is not limiting us to use our
hearts in teaching.

TEACHING AS YOUR VOCATION, MISSION AND PROFESSION

Everyone who deserves to be called a professional teacher has made one of the
most important dreams of a lifetime come true. Anyone who is engaged in teaching is
motivated to pursue achieving a purpose, to provide opportunities for self-fulfillment and
most importantly, to express love, care and compassion for children.
Teaching is more than a noble profession. The teacher is the most important
person in any civilization, as on him depends the molding of the nation. There are not
many born teachers, but there are those who love teaching, and there are those who
enter it as an occupation. The chief qualification for a teacher is his or her love for
children; from there can follow the training by good teachers and professors of
techniques and principles. Good teacher-pupil relationship is very important.

Teaching is a vocation, a calling. It is not a

profession that you train for much as you learn how to
train a dog. It is a job that many feel driven to do and one
that can be edifying and, as the voices in Teachers Who
Change Lives attest, deeply satisfying. The enduring,
memorable pedagogues - those who have changed your
life just a little bit - take risks. Great teachers, those
who have the X factor, are not beholden to
the conventions of the classroom. They do not have to
power dress or slog away at higher degrees to shinny up promotion's slippery pole. They instruct but
they also touch hearts and minds while leading children to believe they can see things and go places
they've never experienced before.

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 Unlike any other profession, teaching requires dedication and service in order for an individual
to be considered as a real teacher. That’s the reason why teaching should not just be treated as a
simple profession but also a serious vocation where other people and service is over self and salary.

Teaching is also mission, an assigned task.

We are expected to write our “accomplishment
report” at the end of our mission.
Teaching is also a profession. It is our way
of rendering service to humanity. The quality of our
professional service is determined to a very great
extent on our long and arduous period of
preparation, continuing professional education, and
our commitment to ethical and moral values. If we
give professional quality service, then mediocrity
has no place. If we live up to our name as a
professional teacher, a meaningful and fulfilled life
will not be far behind.

PERSONAL CHARACTERISTICS AND ATTRIBUTES OF TEACHERS

The effective teacher truly believes that all students can learn— it is not
just a slogan. These teachers also believe that they must know their
students, their subject, and themselves, while continuing to account for the
fact that students learn differently. Through differentiation of instruction,
effective teachers reach their students, and together they enjoy their
successes.

Effective teachers also work collaboratively with other staff members.

They are willing to share their ideas and assist other teachers with
difficulties. Collaborative environments create positive working
relationships and help retain teachers. Additionally, effective teachers
volunteer to lead work teams and to be mentors to new teachers.

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Effective teachers are informal leaders on the cutting edge of reform and
are not afraid to take risks to improve education for all students. These
informal leaders are the ones administrators typically call on for opinions
and for help in effecting change.

Effective teachers invest in their own education. They model to their

students that education and learning are valuable by taking classes and
participating in professional development, conferences, and in;service
training. Additionally, they discuss their participation in these activities with
students in a positive manner. Effective teachers learn and grow as they
expect their students to learn and grow. They serve as powerful examples
of lifelong learners as they find ways to develop professionally.

Effective teachers invite feedback by eliciting information and criticism

from others. Additionally, in the interest of improving their ability to have a
positive impact on student learning, these teachers readily accept
constructive criticism and reflect upon it. Reflective practice can initially
result in confusion for the teacher; the process requires open-mindedness,
honesty, and sufficient time to change teaching behaviors. Thoughtful
questions generated by research can guide teachers in reflecting on
practice.

Effective teachers realize that reflective practices are more than simply
preservice or in service exercises. Indeed, reflective practices are crucial
to lifelong learning and a professional necessity. Thoughtful reflection
translates into enhanced teacher efficacy, and a teacher’s sense of
efficacy has an impact on how he or she approaches instructional content
and students. While efficacy does change for teachers as they encounter
new experiences, such as the use of new materials or teaching at different
grade levels, they are more likely to have additional positive experiences
as they reflect on these new experiences.

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 SELF-
ASSESSMENT
Find out to which philosophy you adhere. To what extent does each statement apply to
you? Rate yourself 4 if you agree with statement always, 3 if you agree but not always,
2 if you agree sometimes, and 1 if you don’t agree at all.

STATEMENT 1 2 3 4
A NT S NA
1. There is no substitute for concrete experience in learning

2. The focus of education should be the ideas that are

relevant today as they were first conceived

3. Teachers must not force their students to learn the subject

matter if it does not interest them

4. Schools must develop students’ capacity to reason by

stressing on the humanities

5. In the classroom, students must be encouraged to interact

with one and another to develop social virtues such as
cooperation and respect.

6. Students should read and analyse the Great Books the

creative works of history’s finest thinkers and writers.

7. Help students expand their knowledge by helping them

apply their previous experiences in solving problems.

8. Our course of study should be general, not specialized;

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 Liberal, not vocational; humanistic, not technical.

9. There is no universal, inborn human nature. We are born

and exist and then we ourselves freely determined our
essence.

10. Human beings are shaped by their environment.

11. Schools should stress on the teaching of basic skills.

12. Change of environment can change a person.

13. Curriculum should emphasize on the traditional disciplines

such as math, natural science, history, grammar, literature.

14. Teacher cannot impose meaning; students make

meaning of what they are taught.

15. Schools should help individuals accept themselves as

unique individuals and accept responsibility for their

thoughts, feeling and action.

16. Learners produce knowledge based of their experience

17. For the learners to acquire the basic skills, s/he must go

through the rigor and discipline of serious study.

18. The teacher and the school head must prescribe what is

most important for the students to learn.

19. The truth shines in an atmosphere of genuine dialogue.

20. A learner must be allowed to learn at his/her own pace.

21. The learner is not an blank slate but brings past

experiences and cultural factors to the learning situation.

22. The classroom is not a place where teachers pour

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 knowledge into empty minds of students.

23. The learners must be thought how to communicate his

ideas and feelings.

24. The understand the message from his/her students, the

teacher must listen not only to what his/her student are

saying but also what they are not saying.

25. An individual is what s/he chooses to become not dictated

by his/her environment.

Interpreting your scores: If you have 2 answers of 2/4 in numbers

1,3,5,7 you are more of a progressivist

2,4,6,8 you are more of a perennialist
9,15,20,25 you are more of an existentialist
10,12 you are more of a behaviourist
11,13,17,18 you are more of an essentialist
14, 16, 21, 22 you are more of a constructivist
19, 23, 24 you are more of a linguistic philosophy

If you have 2 scores of 4 in several of the 7 clusters, you have an eclectic philosophy
which means you put the philosophies together. If your scores are less than 4, this
means that you are not vey definite in your philosophy. Or if your scores are less than 3
in most of the items, this means our philosophy is quite vague.

ASSESSMENT TASK
Activity 1

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Instruction: Reflect and write your answer to the following:

1. What are the personal characteristics of an ideal teacher?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. What talents and skills do you have that can be shared and used when you
become a full-pledged teacher?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. How can we engage teachers to be good community leaders?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

ACTIVITY 2

Direction: Explain how will you react to the given situation. What advice will you give?

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1. PERENNIALIST – Students want to become skilled in certain fields of specialization.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________

2. PROGRESSIVIST – Parents question students’ community immersion for it poses

certain risk.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________

3. CONSTRUCTIVIST – Teacher does not accept meanings of lessons derived by

students; teacher’s meaning and understanding are the only one’s acceptable.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________

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REFERENCES:

Bilbao, Purita B. et al The Teaching Profession, 2nd Edition LORIMAR Publication

Pawilen, Greg Tabios Teaching Profession Passion and Mission, 2nd Edition Rex Bookstore

Stronge, James H.. Qualities of Effective Teachers, Association for Supervision &
Curriculum Development, 2007. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/delasallelibebooks/detail.action?docID=2896
53.Created from delasallelib-ebooks on 2020-08-18 06:43:54.

Internet

https://www.scribd.com/doc/106700289/teaching-as-your-vocation-mission-and-profession

https://www.youtube.com/watch?v=HWe8mw49zq8.

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 MODULE 2: THE PROFESSIONALIZATION OF TEACHERS

LESSON 1 • BECOMING A PROFESSIONAL TEACHER

• BASIC LAWS ON THE PROFESSIONA-

LESSON 2 LIZATION OF TEACHING

INTRODUCTION

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

become, publicly recognized as professions according to the degree to which they meet
the alleged criteria. Professionalization involves the development of skills, identities,
norms, and values associated with becoming part of a professional group. Through this
process both substantive and methodological knowledge develop understandings of
their roles that permit them to function as professionals in these fields. Also, by training
newcomers, these professions seek to ensure that the work of their sciences will
continue congruent with certain principles and practices.

Professional teachers should demonstrate competence and knowledge in the

different disciplines that influence education as a field of study which are what we call
educational foundation. Second teachers need to have an understanding of various
learning environments that promotes academic excellent and safety. They should have

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a strong commitment to respect the diversity of learners whom they teach. They should
have knowledge and expertise un the areas of curriculum and instruction especially in
promoting culturally relevant and responsive curriculum and pedagogy for Filipino
learners. Fifth, as public servants, teachers need to establish

INTENDED LEARNING OUTCOMES

1. Describe how the professional teacher conducts himself/herself in the practice

of his/her profession

2. Compare PD 1006 and RA 7836, laws that professionalized teaching

3. Explain the amendments in RA 9293 support the teaching profession

4. Developed a deeper appreciation for the professionalization of teaching and

for the teaching profession itself.

CODE OF ETHICS FOR PROFESSIONAL TEACHERS

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

PREAMBLE

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

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 ARTICLE I – SCOPE AND LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institution shall offer
quality education for all competent teachers committed of it’s full realization The
provision of this Code shall apply, therefore, to all teachers in schools in the Philippines.

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

ARTICLE II – THE TEACHER AND THE STATE

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

Section 2. Every teacher or school official shall actively help carryout the declared
policies of the state, and shall take an oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his own.
every teacher shall be physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and devotion to
duty.

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

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

Section 7. A teacher shall not use his position or facial authority or influence to coerce
any other person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations: provided that, if the results
are inimical to the declared policies of the State, they shall be brought to the proper
authorities for appropriate remedial action.

ARTICLE III – THE TEACHER AND THE COMMUNITY

Section 1. A teacher is a facilitator of learning and of the development of the youth: he

shall, therefore, render the best service by providing an environment conducive to such
learning and growth.

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

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

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

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

Section 6. Every teacher is intellectual leader in the community, especially in the

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

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

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

ARTICLE IV – A TEACHER AND THE PROFESSION

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

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

Section 3. Every teacher shall participate in the Continuing Professional Education

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

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

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

ARTICLE V – THE TEACHERS AND THE PROFESSION

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

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

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

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

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

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

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

ARTICLE VI – THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS

Section 1. Every teacher shall make it his duties to make an honest effort to understand
and support the legitimate policies of the school and the administration regardless of
personal feeling or private opinion and shall faithfully carry them out.

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

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

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

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

Section 6. A teacher who accepts a position assumes a contractual obligation to live up

to his contract, assuming full knowledge of employment terms and conditions.

ARTICLE VII – SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL

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

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

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

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or

other subordinates except for cause.

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

ARTICLE VIII – THE TEACHERS AND LEARNERS

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

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

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

against by the learner.

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

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

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

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

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

Section 9. A teacher shall ensure that conditions contribute to the maximum

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

ARTICLE IX – THE TEACHERS AND PARENTS

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

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

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

ARTICLE X – THE TEACHER AND BUSINESS

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

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

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

interested in. any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official influence,
except only when his assignment is inherently, related to such purchase and disposal:
provided they shall be in accordance with the existing regulations: provided, further, that
members of duly recognized teachers cooperatives may participate in the distribution
and sale of such commodities.

ARTICLE XI – THE TEACHER AS A PERSON

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

Section 2. A teacher shall place premium upon self-discipline as the primary principles
of personal behavior in all relationships with others and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could serve
as a model worthy of emulation by learners, peers and all others.

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

ARTICLE XII – DISCIPLINARY ACTIONS

Section 1. Any violation of any provisions of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation of

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his Certification of Registration and License as a Professional Teacher, suspension
from the practice of teaching profession, reprimand or cancellation of his
temporary/special permit under causes specified in Sec. 23. Article HI or R.A. No. 7836.
and under Rule 31. Article VIII. of the Rules and Regulations Implementing R.A. 7836.

ARTICLE XIII – EFFECTIVITY

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

Providing for the Professionalization of Teacher, Regulating their practice in Philippine

and for other purposes

This policy is declared by late Pres. Ferdinand Marcos, wherein the teacher
education shall be given primary concern and attention by the government and shall be
of the highest quality. In this policy the teacher education shall undergo examination.
Together with the Civil Service Commission and the Department of Education and
culture jointly gave examination for teachers. When the examinees pass the teachers
examination they will be qualified for registration as professional teachers and where
given the Professional Teacher Certificate. The PD 1006 made a teachers’ license a
requirement for teaching. After three years of effectivity of this decree a teacher without
license shall not engage in teaching, whether in the public or private elementary or
secondary school. But despite of this the quality of Philippine education is declining
because the teachers are poorly trained and the number of students who enrolled in
teacher training is not increasing.

PRESIDENTIAL DECREE NO 1006

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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;

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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.

(c)Board refers to the National Board for Teachers duly constituted under this
Decree.

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Section 4. Creation of the National Board for Teachers. There is hereby created a
National Board for Teachers, hereinafter called the Board, to be composed of the
following:

1) Secretary of Education and Culture

Co-Chairman
2) Chairman, Civil Service Commission

3) Commissioner, Professional Regulations

Commission
Member
4) Two members representing the private sector
to be appointed by the President

Section 5. Powers and Duties. The Board shall have the following powers and duties:

(a) Appoint a set of examiners for every examination who will determine and
prepare the contents of the Board examination for teachers, hereinafter referred
to as examination, in the elementary and secondary levels of instruction, to be
held at least once a year;

(b) Determine and fix the places and dates of examination, appoint supervisors
and room examiners from among the employees of the Government who shall be
entitled to a daily allowance to be fixed by the Board for every examination day
actually attended, use the buildings and facilities of public and private schools for
examination purposes, approve applications to take examination, and approve
the release of examination results;

(c) Look from time to time into the conditions affecting the practice of the
teaching profession, adopt such measures as may be deemed proper for the
enhancement of said profession, and/or maintenance of the professional
standards and ethics;

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 (d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate,
and administer oaths;

(e) Appoint, subject to the provisions of existing laws, such officials and
employees as are necessary in the effective performance of its functions and
responsibilities, prescribe their duties and fix their compensation;

(f) Prescribe and collect examination and other fees as it may deem proper; and

(g) Promulgate rules and regulations, and exercise such other powers, functions
and duties as may be necessary to carry into effect the purposes of 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

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 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

Page | 34
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 canceled 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 therefor, 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.

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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

REPUBLIC ACT 7836

It is the Republic Act 7836 known as Philippine Teachers Professionalization Act
of 1994. Just like PD 1006 this law recognized the vital role of teachers in nation
building. In this act they created the board for Professional Teachers they are under the
supervision and administrative control of the Professional Regulation Commission that
gives the Licensure Examination for Teachers (LET). When a person pass the LET

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he/she will grant a license to teach. And she can use this in applying whether public or
private school.
In accordance with this law 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 fine and imprisonment at the discretion of the
court.

Philippine Teachers Professionalization Act of 1994

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.

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.cralaw

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:

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 (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 II BOARD FOR PROFESSIONAL TEACHERS

Sec. 5. Creation and Composition of the Board. — There is hereby created under
this Act a Board for Professional Teachers, hereinafter called the Board, a collegial
body under the general supervision and administrative control of the Professional
Regulation Commission, hereinafter referred to as the Commission, composed of five
(5) members who shall be appointed by the President of the Philippines from among the
recommendees chosen by the Commission.The recommendees shall be chosen from
the list of nominees selected by the accredited association of teachers, who duly
possess all the qualifications prescribed in Section 8 of this Act.

The chairman and the voice-chairman of the Board shall be appointed from these five
(5) members by the President: Provided, That the members of the first Board appointed
under this Act shall be automatically registered as professional teachers and issued with
the certificate of registration and professional license upon payment of the fees for
examination, registration, and other fees prescribed by the Commission.

Sec. 6. Duties and Function of the Board. — The Board shall have the following
duties and functions:

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 (a) Promulgate, administer and enforce rules and regulations necessary for carrying
out the provisions of this Act in accordance with the charter of the Professional
Regulation Commission;
(b) Determine and fix the frequency, dates, and places of examination, appoint
supervisors, proctors, and other personnel as needed who shall be entitled to a daily
allowance to be fixed by the Board for every examination day actually attended, use
buildings and facilities of public or private schools for examination purposes;

(c) Issue, suspend, or revoke the certificate of registration for the practice of the
teaching profession;
(d) Prescribe and collect examination and other fees as it may deem proper;
(e) Prescribe and/or adopt a code of ethical and professional standards for the
practice of the teaching profession.Such ethical standards, rules and regulations to take
effect sixty (60) days after its publication in the Official Gazette or in any newspaper of
general circulation;(f) Administer oaths in connection with the administration of this
Act;(g) Supervise and regulate the registration, licensure and practice of professional
teachers in the Philippines;(h) Adopt an official seal of the Board;crala (i) Look into the
conditions affecting the practice of the teaching profession and whenever necessary,
adopt such measures as may be deemed proper for the enhancement and maintenance
of high professional and ethical standards of the profession;
(j) Ensure that all educational institutions offering elementary and secondary
education comply with the essential requirements for curricula, faculty and facilities for
the elementary and secondary levels;
(k) Investigate such violations of this Act, the rules and the code of ethical and
professional standards for professional teachers as it may come to the knowledge of the
Board, and for this purpose, to issue subpoena and subpoena duces tecum to secure
the appearance of witnesses and the production of documents in connection therewith;
and
(l) Discharge such other powers, duties and functions as the Board may deem

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necessary for the practice of the teaching profession and the upgrading, enhancement,
development and growth of education in the Philippines.

Sec. 7. Term of Office. — The members of the Board shall hold office for a term of
three (3) years from the date they assume office: Provided, That the first appointees to
the Board under this Act shall hold office according to the following terms: one (1)
member shall serve for one (1) year; one (1) member for two (2) years; the chairman,
vice-chairman, and one (1) member for three (3) years. Vacancies shall be served for
the unexpired term only. No person who has served for two (2) consecutive terms shall
be eligible for reappointment.Appointment to fill an unexpired term shall be considered
an appointment to a complete term.
The chairman or any member shall take his oath of office prior to the performance of his
duties.

Sec. 8. Qualification of Board Members. — Each Board member must at the time of
his appointment (a) Be a citizen and resident of the Philippines;(b) Be at least thirty-five
(35) years of age, of proven integrity, and possessed of high moral values in his
personal as well as professional conduct and has not been convicted of any offense
involving moral turpitude;(c) Be a holder of the degree of Bachelor of Arts or Bachelor of
Science in Education and preferably a holder of a master's or doctorate degree in
education, or their equivalents, from a university, school, college, academy or institute
duly constituted, recognized and/or accredited by the Philippine government;(d) Be a
professional teacher with a valid certificate of registration and valid professional license,
save those members who shall compose the first Board for Professional Teachers;(e)
Has been a professional teacher in the active practice of the teaching profession for at
least ten (10) years in the elementary and secondary level; and(f) Not be an official or
member of the faculty of, nor have pecuniary interest in any university, college, school,
or institution conferring a bachelor's degree in education or its equivalents for at least
three (3) years prior to his appointment, and neither connected with a review center or
with any group or association where review classes or lectures in preparation for the
licensure examination are offered or conducted.

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Provided, however,That, the membership to the Board shall be evenly distributed to
cover all levels of education, including equitable representation of the different fields of
specialization.

Sec. 9. Compensation of the Board. — The chairman, vice-chairman, and members

of the Board shall receive compensation comparable to the compensation received by
existing regulatory boards under the Professional Regulation Commission, computed on
the basis of the number of examinees/candidates.

Sec. 10. Supervision of the Board and Custodian of its Records. — The Board shall
be under the supervision and control of the Commission. All records, including
applications for examination, examination papers and results, minutes of deliberation,
administrative cases and investigative cases and investigations involving professional
teachers shall be kept by the Commission.

Sec. 11. Secretariat and Support Services. — The Professional Regulation

Commission, through its chairman, shall provide the secretariat and other support
services to implement effectively the provisions of this Act.cralaw

Sec. 12. Removal of a Board Member. — The chairman or any member of the Board
may be removed by the President of the Philippines upon recommendation of the
Commission for neglect of duty, incompetence, unprofessional, unethical, immoral or
dishonorable conduct, commission or toleration of irregularities in the examination, after
having been given the opportunity to defend himself in a proper administrative
investigation.

In the course of investigation, the President may preventively suspend the respondent.

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

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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 offense involving 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
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 (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.cralaw

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.

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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

Page | 44
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;cralaw
(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
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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:

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 (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; (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.

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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:cralaw

(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; aand
(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.cralaw

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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.cralaw

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.

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Signed: December 16, 1994

REPUBLIC ACT 9293

AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED SEVENTY-

EIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS THE
“PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994”

Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled:

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:

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“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 non-extendible 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.

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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

REFERENCES

Bilbao, Purita B. et al The Teaching Profession, 2nd Edition LORIMAR Publication

https://depedtambayan.net/the-code-of-ethics-for-professional-teachers/

https://mylearningviews.wordpress.com/2015/09/28/the-professionalization-of-teaching/

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https://www.officialgazette.gov.ph/2004/04/21/republic-act-no-9293/

ASSESSMENT TASK

ANALYSIS: Let’s Analyze

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DIRECTION: Study the following cases. Guided by your understanding of the Code of
Ethics for Professional Teachers, identify the article and the provision that can guide the
teacher to come up with his best action. Write your answers on the space provided in
each number.

Case 1

Mr. Antonio B. Baguio received a complaint from the guardian of one of his students
regarding the grade of his daughter in English. Mr. Baguio listened to the complaint of
the guardian with sympathy and referred it to the teacher concerned for clarification. Is
Mr. Baguio right in his action? Explain based on the provision of the article.

______________________________________________________________________
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______________________________________________________________________
___________________________________________________.

Case 2

Mrs. Anna Lee A. Amores does not want her student named Joel to be the highest
honor awardee but she prefers Leonard, another student to get the recognition. In order

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to ensure that Leonard will get the highest honor award, she gave Joel low grades in
recitation and in performance tasks. Is it right to give Joel low grades just to make
Leonard the awardee?

______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
___________________________________________________.

Case 3

Mrs. Jenny San Jose is a new teacher in Malaban National High School. The school is
scheduled to hold its Reading Camp on a Saturday. Relative to this activity, Mrs. Josie
Rivera, the school principal, advised the faculty to attend and help the organizers to
facilitate the event.

Mrs. San Jose who is enrolled in a master’s degree program informed the principal that
she could not make it for she needs to attend her Saturday class.

Is it correct not to render service on a Saturday because of her studies?

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______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________________________.

Case 4

Mr. Mario B. Reyes has been teaching for the last 15 years. Every time his principal
would ask him to attend training, he would always decline and would ask another
teacher to attend the said training. Is this proper?

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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________________________.

APPLICATION: Let’s Apply What You Learned

Direction: Explain comprehensively the following question.

1. What are expected of a teacher as a professional?

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______________________________________________________________________
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______________________________________________________________________
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______________________________________________..
2. What is required for teachers covered by Sec 26 of RA 9293 who have practiced their
profession for the past five (5) years?
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