MODULE 1: TEACHING AS A PROFESSION

“Without hard work and discipline it is difficult to be a top

professional.”

At the end of this module, you should be able to:

• explain the meaning of teaching as a profession; and
• trace the historical development of teaching as a profession in the Philippines.

ACTIVITY: Let’s Read These

Read the following instances when the word “professional” is used. As a group, explain what the word
“professional” means in each case.
1. One night, cellphones were stolen right there from your home when you were asleep. There was no
indication of forced entry, so you claimed that the manner by which your cellphone was stolen was highly
professional.
2. Father tells the floor tile setter whom he asked to work on a newly constructed bathroom, “Gusto ko yung
gawang propesyunal, malinis at maganda.”
3. She is highly professional in her ways. She deals with everyone including her daughter – an employee
professionally.
4. “How unprofessional of her to act that way. Teacher pa naman din.”
5. Medical doctors, lawyers, and education consultants are entitled to professional fees (PF) for expert services
rendered.
6. After his oath-taking as a professional teacher, he was congratulated and was told “now, you are truly a
professional.”

ABSTRACTION: Let’s Add to What You Know

Teaching as a Profession

In the words “professional manner,” “gawang propesyunal,” “professional fee for expert services rendered” and the
word “professional” implies one who possesses the skill and competence/expertise. “Highly professional,”
“unprofessional…to act that way” imply a code of ethics by which a professional person abides. In short, a
professional is one who conforms to the technical or ethical standards of a profession. So two elements of a
profession are competence and a Code of Ethics.

The other elements of a profession are:

1. Initial Professional Education – Professionals generally begin their professional lives by completing a
university program in their chosen fields – teacher education, engineering, nursing, and accountancy. This
means long and arduous years of preparation. Take note this is just initial, which means only the beginning
because a professional is expected to learn endlessly.

2. Accreditation – University programs are approved by a regulatory body like Commission on Higher
Education (CHED) in the Philippines to ensure that graduates from these recognized programs start their
professional lives with competence.
 3. Licensing – Licensing is mandatory, not voluntary, and is administered by a government authority. In the
Philippines, this government authority is the Professional Regulation Commission (PRC).

4. Professional Development – This is an ongoing professional education that maintains and improves
professionals’ knowledge and skills after they begin professional practice. In the Philippines, this is
Continuing Professional Development mandated by RA 10912, otherwise known as the CPD Act of 2016.

5. Professional Societies – Professionals see themselves as part of a community of like-minded individuals

who put their professional standards above individual self-interest or their employer’s self-interest. These
professional societies put dedication to the public interest and commitment to moral and ethical values.
Professional societies define certification criteria, manage certification programs, establish accreditation
standards and define a code of ethics and disciplinary for violations of that code.

6. Code of Ethics – Each profession has a code of ethics to ensure that its practitioners behave responsibly.
The code states what professionals should do. Professionals can be ejected from their professional societies
or lose their licenses to practice for violating the code of ethics.

The teaching profession is governed by the Code of Ethics for Professional Teachers. Violation of the Code
of Ethics for Professional Teachers is one of the grounds for the revocation of the Professional Teacher’s
Certificate of Registration and suspension from the practice of the teaching profession (Sec. 23., RA 7836).

B. THE HISTORICAL DEVELOPMENT OF TEACHING AS A PROFESSION IN THE PHILIPPINES

ACTIVITY: Let’s Do These

Let’s find out how much you know about the history of teaching in the country. Write TRUE if the statement is correct
and FALSE if it is wrong.

1. As early as the Spanish period, teaching was considered a profession.

2. It was the Americans who elevated teaching in the Philippines as a profession.
3. Teaching was elevated to a profession only in 1994 with the passage of RA 7836.
4. There is no other legal document that professionalized teaching other than The Teachers’
Professionalization Act of 1994.
ABSTRACTION: Let’s Add to What You Know

All the True-False items above are false. The first legal document that professionalized teaching was
Presidential Decree 1006 issued by then President Ferdinand E. Marcos. It was only in 1976 with PD 1006
known as the Decree Professionalizing Teaching that teachers in the Philippines became professionalized.
The need to professionalize teaching was felt “to insure that in the immediacy and urgency of teacher
recruitment, qualitative requirements are not overlooked…” and “although teaching requires a number
of years of collegiate study, it is the only course that is not yet considered a profession” (PD 1006).
Furthermore… “in recognition of the vital role of teachers in nation-building and as an incentive to raise
the morale of the teachers, it is imperative that they be considered as professionals and teaching be
recognized as a profession.”
 Then 1994, RA 7836, otherwise known as the Philippine Teachers P{professionalization Act of
1994, was passed to …” promote quality education by proper supervision and regulation of the licensure
examination and professionalization of the practice of the teaching profession (Section 2).”

During the pre-Hispanic period, there was no established formal schooling in the country. So there was
no formal preparation for teachers, too. The mothers and fathers and tribal leaders served as teachers at
home and in the community.

During the Spanish period and by virtue of the Educational Decree of 1863 free public school system was
established. There was one school for boys and another school for girls in every municipality. The Spanish
missionaries served as teachers. The same Decree provided for a normal school run by the Jesuits to
educate male teachers in Manila. Normal schools for women were not established until 1875. So it was
the Spaniards who started training teachers in normal schools.

Paz Ramos, once Dean of College of Education of the University of the Philippines, Diliman, claims:

The foundations of teacher education in the Philippines were laid by the Spanish
government during the mid-eighteenth century. It is said to have begun on August 4, 1765,
when King Charles of Spain issued a Royal Decree requiring each village to have a
“maestro.” On November 28, 1772, another Royal Decree specified the qualifications of
teachers. However, it was not until 1863 that there was a specific attempt to systematize
and update the education of Filipino teachers.

At the end of Spanish rule, schools during the Spanish era were closed for a time by Aguinaldo’s
government. So there was no teacher p[reparation that took place.

During the American regime, American soldiers served as the first teachers. In 1901, the Philippine
Commission enacted into law Act 74 which created the Department of Public Instruction, laid the
Foundations of the Public School System, and offered free primary education for Filipinos.

There was a shortage of teachers. The Philippine Commission authorized the Secretary of Public
Instruction to bring to the Philippines 600 teachers from USA. They were the Thomasites. Due to the
urgent need for teachers, the Americans gave bright young Filipino students the opportunity to take up
higher education in American colleges and universities and financed by the Philippine government. They
were pensionados.

Act 74 of 1901 also provided for the establishment of the Philippine Normal School (PNS) in Manila. The
Philippine Normal School formally opened in September 1901, as an institution for the training of
teachers. For more than two decades, PNS offered a two-year general secondary education program. In
1928, it became a junior college offering a two-year program to graduates of secondary schools. In 1949,
the Philippine Normal School renamed Philippine Normal College, offered the four-year Bachelor of
Science in Elementary Education. Other four-year teacher education courses followed after. This means
that the present four-year preparation for the professional teacher began as a two-year program only.
Teacher preparation became for years only in 1949 and thereafter.
APPLICATION: Let’s Apply What You Learned

Present historical development of teacher preparation and professionalization in the Philippines from
Pre-hispanic Philippines to 1996 by way of a graphic organizer.

MODULE 2: TEACHING AS A VOCATION AND

MISSION

“Keep interested in your own career, however be humble; it is a real

possession in
the changing fortunes of times.” - Desiderata

At the end of this module, you should be able to:

• explain teaching as a vocation and mission.

ACTIVITY: Let’s Read These

Discuss your answers to these questions:

1. When a mother says, “I think my son has a vocation,” What does she mean?
2. A soldier reports and says, “Mission accomplished.” What does this imply? What does he mean?
3. Some teachers regard teaching as just a job. Others see it as their mission. What’s the difference?

Teaching: Mission and/or Job?

If you are doing it just because no one else will, it's a job
If you are doing it to serve the Lord, it's a ministry
If you quit because somebody criticized you, it's a job
If you keep on serving, it's a ministry
If you'll do it only as long as it does not interfere with your other activities, it's a job
If you are committed to staying with it even if it means letting go of other things, it's a ministry
If you quit because no one praised you or thanked you, it's a job
If you stay with it even though nobody recognized your efforts it's a ministry
It's hard to get excited about a job
It's almost impossible not to be excited about a ministry
If our concern is a success, it's a job
If our concern is faithfulness, it's a ministry
An average community is filled with people doing jobs
A great and growing community is filled with people involved in ministry
Where do we fit in?
What about us?
If God calls you to a ministry, don't treat it like a job
If you have a job, give it up and find a ministry
God doesn't make us feeling stuck with a job
 But excited and faithful to HIM in a ministry
ABSTRACTION: Let’s Add to What You Know Teaching as a Vocation

Vocation comes from the Latin word “vocare” which means to call. Based on the etymology of the word, vocation,
therefore, means a call. If there is a call, there must be a caller and someone who is called. There must also be a
response. For Christians, the Caller is God Himself. For our brother and sister Muslims, Allah. Believers in the
Supreme Being will look at this voiceless call to have a vertical dimension. For non-believers, the call is also
experienced but this may be viewed solely along a horizontal dimension. It is like a man calling another man, never
a Supreme being calling man.

Most often, when people used the word “vocation,” they refer to a religious vocation, like the mother in
the activity phase of this lesson. Vocation includes other big callings like marriage and single blessedness. It does
not only refer to a call to do something like to teach, to heal the sick, etc. Whatever is our calling or station in life,
the call is always to serve.

The Christians among you realize that the Bible is full of stories of men and women who were called by God to do
something not for themselves but for others. We know of Abraham, the first one called by God, to become the father
of a great nation, the nation of God’s chosen people. We recall Moses who was called while in Egypt to lead God’s
chosen people out of Egypt in order to free them from slavery. In the New Testament, we know of Mary who was
also called by God to become the mother of the Savior, Jesus Christ. In Islam, we are familiar with Muhammad, the
last of the prophets to be called by Allah, to spread the teachings of Allah. All of them responded positively to God’s
call. Buddha must have also heard the call to abandon his royal life in order to seek the answer to the problem of
suffering.

From the eyes of those who believe, it was God who called you to teach, just as God called Abraham, Moses, and
Mary, of the Bible. Among so many, you were called to teach. Like you, these biblical figures did not also understand
the events surrounding their call. But in their great faith, they answered YES. Mary said: “Behold the handmaid of
the Lord. Be it done to me according to your word.” (Of course, it is difficult explaining our call to teach as God’s call
for one who, in the first place, denies God’s existence, for this is a matter of faith.) The fact that you are now in the
College of Teacher Education signifies that you said YES to the call to teach. Perhaps you never dreamt to become a
teacher! But here you are now preparing to become one! Teaching must be your vocation, your calling. May this YES
response remain a YES and become even firmer through the years.

Teaching as a Mission

Teaching is also a mission. The word mission comes from the Latin word “mission” which means to “send.” Webster’s
New Collegiate Dictionary defines mission as “task assigned.” You are sent to accomplish an assigned task.

The phrase “mission accomplished” from the soldier in the activity phase of this lesson suggests that you were sent
to do an assigned task, a mission and so if you faithfully accomplish the assigned task, you proclaim “mission
accomplished.” You responded to the call to be a teacher and so your mission in the world is to teach, the task
entrusted to you in this world. These are how vocation and mission are related. You were called for a purpose, i.e.
to accomplish a mission while on earth which is to teach.

If it is your assigned task then naturally you’ve got to prepare yourself for it. From now on you cannot take your
studies for granted. Your four years of service preparation will equip you with the knowledge, skills, and attitude to
become an effective teacher. However never commit the mistake of culminating your mission preparation at the
end of the four-year pre-service education. You have embarked on a mission that calls for a teacher, forever a
student.”

Flowing from your uniqueness, you are expected to contribute to the betterment of this world in your own unique
way. Your unique and most significant contribution to the humanization of life on earth is in the field for which you
are prepared-teaching.
 What exactly is the mission to teach? Is it merely to teach the child fundamental skills or basic r’s of reading, ‘riting,
‘rithmetic’ and the right conduct? Is it to help the child master the basic skills so he/she can continue acquiring
higher-level skills in order to become productive member of society? Is it to deposit facts and other information into
the “empty. Minds” of students to be withdrawn during quizzes and tests? Or is it to “midwife” the birth of ideas
latent in the minds of students? Is it to facilitate the maximum development of his/her potential not only for
himself/herself but also for others? In the words of Alfred North Whitehead, is it to help the child become “the man
of culture and of expertise”? Or hampering influences” as Bertrand Russell put it? You will be made to answer this
question again when will you be made to write down your philosophy of education.
To teach is to do all of these and more! To teach is to influence every child entrusted in your care to become better
and happier because life becomes more meaningful. To teach is to help the child become more human.

Teaching is indeed your mission:

-If you’re doing it not only for the pay but also for service, -
If you keep on teaching out of love, it’s a mission.
-If you are committed to teaching even if it means letting go of other activities,
-If you remain teaching even though nobody recognizes your efforts, It makes you get excited -
If your concern is success plus faithfulness, it’s a mission.

Teaching and a life of meaning

Want to give your life meaning? Want to live a purpose-driven life? Spend it passionately in teaching, the
noblest profession. Consider what Dr. Josette T. Biyo, the first Asian teacher to win the Intel Excellence in
Teaching Award in an International competition, said in a speech delivered before a selected group of
teachers, superintendents, DepEd officials, and consultants, to wit:

Teaching may not be a lucrative position. It cannot guarantee financial security. It even means investing
your personal time, energy, and resources. Sometimes it means disappointments, heartaches, and pains.
But touching the hearts of people and opening the minds of children can give you joy and contentment
which money could not buy. These are the moments I live for:

There may be times when you will feel like giving up (many leave teaching after 3 or 5 years for varied
reasons). Remember you responded to the call to teach and that you have accepted the mission to teach.
May you be found faithful to your vocation and mission till the end.

The “Pwede na” Mentality: Enemy of Excellent Mission Preparation and Accomplishment

For a professional teacher who looks at teaching as his/her mission, he/she will do everything to arm
himself/herself for an excellent accomplishment sometimes brings us to our “pwede na” mentality, which
is inimical to excellence. This mentality is expressed in other ways like “talagang ganyan ‘yan,” “wala na
tayong magawa,” “di na mahalata,” “di ko na ‘yan masagot,” “dagdag trabaho/gastos lang yan” – all
indicators of defeatism and resignation to mediocrity. If we stick to this complacent mentality, excellent
mission accomplishment eludes us. In the world of work whether here or abroad, only the best and
brightest make it. The mortality rate in the Licensure Examination for Teachers for these past years is a
glaring evidence that excellence is very much wanting of our teacher education graduates. If we remain
true to our calling and mission as a professional teacher, we have no choice but to take the endless and
the “less traveled road” to excellence.
APPLICATION: Let’s Apply What You Learned

The Humanizing Mission of Teaching. Read this letter given by a private school principal to her
teachers on the first day of a new school year. It may make your humanizing mission in teaching
crystal clear.

Dear Teacher:

I am survivor of a concentration camp.

My eyes saw what no man should witness:

Gas chambers built by learned engineers.

Children poisoned by educated physicians .
Infants killed by trained nurses.
Women and babies shot and burned by high school and college graduates.
So I am suspicious of education
My request is: Help your students become human.
Your efforts must never produce learned monsters, skilled psychopaths, and “Eichmanns.

Reading, writing, arithmetic are important only if they serve to make our children more human.

MODULE 3: THE DEMANDS OF SOCIETY FROM THE

TEACHER
AS A PROFESSIONAL

At the end of this module, you should be able to:

• discuss the meaning of the teacher as a professional;

• explain what society demands from the teacher as a professional; and
• explain the professional competencies that a teacher should possess.

INTRODUCTION
Teachers spend at least 6 hours a day, 5 days a week in 10 months of the school year with the students.
Practically, considering the 8-hour sleeping time at home, teachers spend more time with the students
than parents. That’s why parents expect so much from teachers.

Teachers have tremendous power to influence students. Society as a whole expect much from teachers
and schools. Often when the young do not behave as expected, the question, raised by parents “Is that
what you are taught in school?”

Schools are expected to work with and for communities and so are teachers. The Code of Ethics for
Professional Teachers cites the “state, community, the teaching community, school officials, non-
teaching personnel, and learners as groups of people with and for whom teacher works. So a teacher
works with different groups and so plays different roles-tutor, nurse, guidance counselor, community
leader, resource speaker, and consultant rolled into one. Indeed, much is demanded of teachers.

From his/her very little “teacher,” to teach well is what society primarily demands of teachers. The
learning of the learner is the teacher’s main concern, let us focus on this societal primary expectation
from teachers - good teaching.

Research says that the teacher is the single most important factor in the learner’s learning. An effective
teacher makes good and not-so-good learners learn. On the other hand, the ineffective teacher
adversely affects the learning of both good and not-so-good students. Consider the following research
findings shared by Dallas Public Schools’ Accountability System:

• Learning gains realized by students during a year in the classroom of an effective teacher were
sustained over later years and were compounded by additional years with effective teachers.
• Conversely, depressed achievement results resisted improvement even after a student was placed
with an effective teacher, and the negative impact was discernible statistically for approximately
three subsequent years.
• Learning gains realized by students during a year in the classroom of an effective teacher were
sustained over later years and were compounded by additional years with effective teachers.
• The negative effects of poor-performing teachers on student achievement persist through three
years of high-performing teachers.
• The good news is that if students have a high-performing teacher for one year, they will enjoy the
advantage of that good teaching in future years.
• Conversely, if students have a low-performing teacher, they simply will not outgrow the negative
effects of lost learning opportunities for years to come.
• Having a better teacher not only has a substantial impact on students’ test scores at the end of the
school year but also increases their chances of attending college and their earnings as adults.”
(Hammond, 2000.)

Clearly, a teacher’s impact on learners last. The teacher is the key to student achievement. Then you
have to prepare yourselves to become the best and the brightest, the most caring, competent, and
compassionate teachers. The best and the brightest are those that possess the competencies expected
of professional teachers. What are these competencies?

ABSTRACTION: Let’s Add to What You Know The Demands from the Teacher as a Professional

The Code of Ethics for Professional Teachers spells out the demands of the state, community, higher
authorities and school officials, and parents from teachers. The word “teacher” suggests that the main
responsibility of professional teachers is to teach. The teacher’s primary customer is the learner.

There are a number of models/frameworks of effective teaching. In the country, we have the Philippine
Professional Standards for Teachers (PPST). This PPST is a standard of good teaching.

Models of Effective Teaching

Let us take a look at models of effective teaching which also serve as bases for evaluation of teaching.
A. Robert Marzano’s Causal Teacher Evaluation Model of Four Domains:

1. Classroom Strategies and Behaviors

• involve routine events such as communicating learning goals and feedback and
establishing rules and procedures
• involve addressing content by helping students interact with new knowledge,
practice, and deepen new knowledge
• helping students generate and test hypotheses
• involve events enacted on the spot such as engaging students, recognizing adherence
to rules and procedures, establishing and maintaining effective relationships with
students, and communicating high expectations for all students.

2. Planning and Preparing

• planning and preparing for lessons
• for use of technology
• for the needs of students receiving special education
• for needs of students who lack support for schooling

3. Reflection on Teaching
• evaluating personal performance such as identifying areas of pedagogical strengths
and weaknesses
• developing, implementing, and monitoring a professional growth plan

4. Collegiality and Professionalism

• promoting positive interactions with colleagues, students, and parents
• seeking mentorship for areas of need/interest
• mentoring other teachers and sharing ideas and strategies
• adhering to school rules and procedures
• participating in school initiatives

B. Charlotte Danielson Framework for Teaching

1. Planning and Preparation. The components in Domain 1 outline how a teacher organizes the
content of what students are expected to learn---in other words, how the teacher designs
instruction. These include demonstrating knowledge of content and pedagogy, demonstrating
knowledge of the students, selecting instructional goals, demonstrating knowledge of
resources, designing coherent instruction, and assessing student learning
2. The Classroom Environment. This consist of the interactions that occur in a classroom that is
noninstructional. These consist of creating an environment of respect and rapport among the
students and with the teacher, establishing a culture for learning, managing classroom
procedures, managing student behavior, and organizing the physical space.
3. Instruction. This is what constitutes the core of teaching – the engagement of students in
learning contests. These include communicating clearly and accurately, using questioning and
discussion techniques, engaging students in learning, providing feedback to students, and
demonstrating flexibility and responsiveness.
4. Professional Responsibilities. This presents the wide range of a teacher’s responsibilities
outside the classroom. These include reflecting on teaching, maintaining accurate records,
 communicating with families, contributing to the school and district, growing and developing
professionally, and showing professionalism. Teachers who demonstrate these competencies
are highly valued by their colleagues and administrators, as well as being seen as true
professionals.

C. James Stronge – Teacher Effectiveness Performance Evaluation System

(TEPES) Seven performance standards:
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning
5. The Learning Environment
6. Professionalism
7. Student Progress

D. McREL Model
1. Teachers demonstrate leadership (lead in the classrooms; demonstrate leadership in the
school; lead the teaching profession; advocate for schools and students; demonstrate high
ethical standards).
2. Teachers establish a respectful environment for a diverse population of students.
3. Teachers know the content they teach.
4. Teachers facilitate learning for their students.
5. Teachers reflect on their practices.

Table 1: Comparison of the 4 Models on Teacher Effectiveness

Danielson Stronge McREL Marzano

1. Planning and Instructional Planning Teachers facilitate Planning and Preparing
Preparation Assessment of/for learning for their
Learning students.

Teachers know
the content
they teach.
2. Instruction Professional Teachers know the Classroom Strategies and
Knowledge content they teach. Behaviors
Instructional Delivery
Communication
Teachers facilitate
learning for their
students.
3. The The Learning Teachers establish a Teachers facilitate
Classroo Environment respectful learning for their
m Environment environment for a students.
Student Progress diverse papulation of
students.
 4. Professional Professionalism Teachers demonstrate Collegiality and
Responsibilities leadership. Professionalism

Teachers reflect
on their
practices.

Since the main task of the professional teacher is to teach, society demands from him/her teaching
competence. Teaching competence is spelled out in the PPST and in the four models of effective
teaching given in the preceding paragraphs. This means that you have to teach effectively he/she has to:
1) prepare and plan very well for instruction; 2) execute or deliver that instruction plan very well
because he/she has professional knowledge (mastery of the subject matter); 3) create a conducive
and considerable learning environment for diverse groups of learners; 4) assess and report learner’s
progress; 5) demonstrate professionalism as he/she deals with superiors, colleagues, students, and
parents.

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

The Philippine Professional Standards for Teachers (PPST)

The PPST, the revised National Competency Based Teacher Standards, gives the teacher professional
competencies in seven domains, 37 strands, and 148 performance indicators for four career stages.
According to the PPST, quality teachers in the Philippines need to possess the following characteristics:

• recognize the importance of mastery of content knowledge and its interconnectedness within and
across curricula areas, coupled with a sound and critical understanding of the application of
theories and principles of teaching and learning. They apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and current research. They display
proficiency in Mother Tongue, Filipino, and English to facilitate the teaching and learning process,
as well as exhibit the needed skills in the use of communication strategies, teaching strategies,
and technologies to promote high-quality learning outcomes.
• provide learning environments that are safe, secure, fair, and supportive in order to promote
learner responsibility and achievement. They create an environment that is learning-focused, and
they efficiently manage learner behavior in a physical and virtual space. They utilize a range of
resources and provide intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment of high standards of learning.
• establish learning environments that are responsive to learner diversity. They respect learners’
diverse characteristics and experiences as inputs to the planning and design of learning
opportunities. They encourage the celebration of diversity in the classroom and the need for
teaching practices that are differentiated to encourage all learners to be successful citizens in a
changing local and global environment.
 • interact with the national and local curriculum requirements. They translate curriculum content
into learning activities that are relevant to learners and based on the principles of effective
teaching and learning. They apply their professional knowledge to plan and design, individually or
in collaboration with colleagues, well-structured sequenced lessons that are contextually
relevant, responsive to learners’ needs, and incorporate a range of teaching and learning
resources. They communicate learning goals to support learner participation, understanding, and
achievement.
• apply a variety of assessment tools and strategies in monitoring, evaluating, documenting, and
reporting learners’ needs, progress and achievement. They use assessment data in a variety of
ways to inform and enhance the teaching and learning process and programs. They provide
learners with the necessary feedback about learning outcomes that inform the reporting cycle
and enable teachers to select, organize, and use sound assessment processes.
• establish school-community partnerships aimed at enriching the learning environment, as well as
the community’s engagement in the educative process. They identify and respond to
opportunities that link teaching and learning in the classroom to the experiences, interests, and
inspirations of the wider school community and other key stakeholders. They understand and
fulfill their obligations in upholding professional ethics, accountability, and transparency to
promote professional and harmonious relationships with learners, parents, schools, and the wider
community.
• value personal growth and professional development and exhibit high personal regard for the
profession by maintaining qualities that uphold the dignity of teaching such as a caring attitude,
respect, and integrity. They value personal and professional reflection and learning to improve
their practice. They assume responsibility for personal growth and the professional development
of lifelong learning.

Professionalism: The Hallmark of a Professional

No doubt, society expects the teacher as a professional to demonstrate professionalism in all that
he/she does. Professionalism is both a professional and a personal trait.

The Code of Ethics for Public School Teachers adopted in Section7 of RA 4670 explains professional
conduct:

It behooves every teacher to assume and maintain a professional attitude to his work and in dealing
with his associates in the profession. It should be his self-imposed duty to constantly improve himself
professionally.

Criticism, when necessary, should clearly reflect friendly motivation and a sincere desire to uphold the
standard and dignity of the profession. In dealing with his pupils or students, the teacher should ever
strive to be professionally correct, friendly, and sympathetic.
 MODULE 4: THE DEMANDS OF SOCIETY FROM THE
TEACHER
AS A PERSON

At the end of this module, you should be able to:

• explain the demands of society from the teacher as a person; and

• cite the personal qualities that a professional teacher should possess.

DI. INTRODUCTION
“I am only a teacher!” Often times this is what we hear when a teacher introduces herself/himself amidst a group
of professionals like doctors, lawyers, nurses, accountants, engineers etc. And yet, admittedly, so much is
expected or demanded of a teacher. More than any other professional, teachers are subjected to scrutiny to the
minutest detail by those they associate with. Teachers are judged more strictly than other professionals. When a
teacher fails to meet the expectations of the public, like when she wears an ultra mini skirt or fails to pay the debt
on time, the remark from the scrutinizing eye of the public is ”teacher pa man din,” (to think that he/she is a
teacher). What are the demands of the teaching profession from the teacher as a person? This can be re-stated
as “what personal qualities or attributes of teachers are demanded by the teaching profession” or “what personal
traits must a teacher possess in order to function well as a professional teacher?
Referring to the professional teacher, the Code of Ethics gives big words like “possess dignity and reputation,
with high moral values…adheres to, observes and practices a set of ethical and moral principles, standards and
values.” What are these big words in more specific teacher attributes?

ABSTRACTION:
Let’s Add to What You Know
The qualities of your favorite teachers may not be very far from one another. Let’s compare them with the twelve
(12) characteristics of an effective teacher gathered from a fifteen-year longitudinal, qualitative study on more
than one thousand essays of teacher education students (Walker, Robert, J. Twelve Characteristics of an Effective
Teacher: A Longitudinal, Qualitative, Quasi-Research Study of In-service and Pre-service Teachers’:

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

2. Positive – have optimistic attitudes about teaching and about students
3. Hold high expectations – set no limits on students and believe everyone can be successful
4. Creative – are resourceful and inventive in how they teach their classes
5. Fair – handle students and grading fairly
6. Display a personal touch – approachable
7. Cultivate a sense of belonging – have a way to make students feel welcome and comfortable in
their classrooms
8. Compassionate – are concerned about students’ personal problems and can relate to them and
their problems
9. Have a sense of humor – make learning fun and do not take everything seriously
10. Respect students – do not deliberately embarrass students; teachers who give the highest respect
get the highest respect
11. Forgiving – do not hold grudges
12. Admit mistakes – quick to admit being wrong
 These twelve traits of good teachers are the same traits given by the students of these writers every
time they asked various classes to list down traits of effective teachers. The most common word given
is caring. A caring teacher is fair. He/she displays a personal touch and so is approachable. He/she
makes every learner belong and feel welcome. He/she feels with his/her students and so is
compassionate. He/she is forgiving and does not keep grudges against learners. He/she is humble
enough to admit mistakes.

Because he/she cares and goes to class prepared. He/she believes in his/her students and so sets high
expectations. He/she cares that students learn. And so makes learning fun by injecting humor. His/her
genuine care for learners is grounded on his/her great respect for every learner.

DII. Professionalism

Professionalism is something demanded of teachers both as professionals and as persons.

Professionalism is succinctly described in Article XI of the Code of Ethics for Professional Teachers, to
wit:

Section 1. A teacher shall live with dignity at all times.

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

Section3. A teacher shall maintain at all times a dignified personality that could serve as a model
worthy of emulation by learners, peers, and others.

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

The Code of Ethics for public school teachers adopted in Section 7 of Republic Act 4670 cites integrity as one
essential trait of a professional teacher. This is given below:

C. INTEGRITY: Since the teacher’s work is not confined merely to the development of certain fundamental skills
and abilities encompassed by the teaching of 3R’s but also includes the development of desirable habits and
attitudes that go into the worthy example for his pupils and students to emulate for his fellow teachers to be proud
of, and for the community to feel being enriched by it.

The personal traits cited above as attributes expected of teachers as persons are all included in the big words –
“live with dignity,” “premium on self-respect and self-discipline,” and “model, worthy of emulation” found in the
Code of Ethics of Professional Teachers. They are not only personal traits, they are also professional traits
expected of a teacher. In one word, these are all manifestations of professionalism, the hallmark of a professional.

DIII. APPLICATION: Let’s Apply What You Learned

This is how one describes professionalism:

“You have to perform at a consistently higher level than others.
That’s the mark of a true professional. Professionalism has nothing to do with getting paid for
for your services.”
State professionalism in a sentence by stating one concrete act of professionalism.
e.g. Professionalism is doing my work to the best of my ability even when nobody is looking.
Professionalism is __________________________________________________________________.
 MODULE 5: THE CODE OF ETHICS FOR
PROFESSIONAL
TEACHERS: THE PREAMBLE AND ARTICLE 1

“Children don’t care what a teacher knows unless they know the teacher cares.” - Unknown

At the end of this module, you should be able to:

• discuss the Preamble and Article 1 of the Code of Ethics for Teachers in the Philippines;
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.

ARTICLE 1

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.

ANALYSIS: Let’s Analyze

As a group, answer the following questions.

1. Are teachers who have no license considered professional?

2. What does technical and professional competence mean?
3. Are private school teachers required for a license? What about preschool teachers, vocational teachers,
ALS teachers, school heads, Education Supervisors, and School Division Superintendents?

ABSTRACTION: Let’s Add to What You Know

A review of the Preamble and Article 1 tells that teachers who have no license are not included in the group
of professional teachers. All teachers both public and private in all levels from preschool to secondary whether
they are academic, vocational, special, technical, or non-formal – are included in the definition of professional
 teachers and are therefore required a professional license and are subject to the Code of Ethics for Professional
Teachers.

MODULE 6: THE CODE OF ETHICS FOR PROFESSIONAL

TEACHERS: RELATIONSHIP WITH THE SECONDARY AND
TERTIARY STAKEHOLDERS

“IT TAKES A WHOLE VILLAGE TO RAISE A CHILD.” – AFRICAN PROVERB

At the end of this module, you should be able to:

• explain how professional teachers should relate to the state, community, and parents all
education stakeholders.

DIV. THE TEACHER AND THE STATE

The education of a child is not the sole responsibility of school heads and teachers. In fact, school heads
and teachers cannot do it by themselves. As the African proverb says, “It takes a whole village to raise a
child.” The Code of Ethics cites a different group of external stakeholders with whom schools and
teachers have to relate and work for the education of the child. These are the state (Article II) the
Community (Article III) and the parents (Article IX). Secondary stakeholders indirectly receive the service.
These are the learners’ parents. Tertiary stakeholders are indirect but crucial participants in the process
of children’s education. These are the future employers, the government or the state, and society in
general. ARTICLE II

DV. 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.
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.

DVI. ANALYSIS: Let’s Analyze

1. The schools are the “nurseries of the citizens of the state.” What are nurseries for? Why are
schools called the nurseries of the citizens of the state?’
2. “Each teacher is a trustee of the cultural and educational heritage of the nation and is under
obligation to transmit to learn such heritage.” In what ways can teachers do this?
3. In what ways can the professional teacher help elevate national morality, promote national pride,
and cultivate love of country?
4. What steps do employers take to ensure that a teacher is physically, mentally, and morally fit?
5. Cite actions of a professional teacher that violate Section 5, Article II?
6. How can a professional teacher violate Section 6 and Section 7 of Article II?
7. Every teacher shall enjoy academic freedom. What does academic freedom mean? Is this
academic freedom absolute?

DVII. ABSTRACTION: Let’s Add to What You Know

The Cambridge English Dictionary defines a “nursery” as a “place where babies and young children are
cared for while their parents are somewhere else.” In horticulture, a nursery is a place where young
plants and trees are cultivated and grown.

Both definitions may apply to the statement in the Code of Ethics: “schools are the nurseries of the
citizens of the state.” Indeed parents leave their children in school under the care of teachers while they
work. Like nurseries where young plants are cultivated and grown, schools through teachers are
entrusted with the noble task of instilling pride in learners one’s cultural and educational heritage, love
of country, and sowing the seeds of national morality. There are many things in our Filipino culture that
we can be proud of and are therefore worth preserving and passing on to maintain Filipino identity,
promote national pride and cultivate love of the country.

Every teacher is expected to be fit or else cannot perform his/her function. Pursuant to Sec. 22 (Medical
Examination and Treatment) of RA 4670 otherwise known as the Magna Carta to Public School Teachers,
teachers shall undergo annual physical examination free of charge not less than once a year during the
teacher’s professional life.

As a professional, the teacher is expected not to take advantage of his/her position or power to
promote his/her own interest whether political, nor religious, nor to solicit require, or collect any
money, service, or material from any person.

A professional teacher violates Section 6 of Article II if he/she fails to vote for no justifiable reason.
Voting is a teacher’s participation in the affairs of the state. He/she also violates Section 7 of Article 2 if
he/she engages in partisan politics. Teachers have to preserve the dignity of the education sector by not
engaging directly or indirectly in electioneering except to vote. Engaging in partisan politics is a teacher’s
abuse of authority.

The professional teacher shall enjoy academic freedom so he/she can share the product of his/her
research and investigations in support of the endless search for truth. However, this academic freedom
is not absolute. It has limits. If the research findings are damaging to the state, the research results shall
be submitted to the proper authorities for appropriate action.

DVIII. APPLICATION: Let’s Apply What You Learned

What is the professional thing to do?

1. Teacher B has a brother candidate for the mayoral race in their hometown. The brother’s
opponent has a very good chance of winning and so Teacher B starts secretly campaigning for his
brother. Is this professional?
2. By means of a PowerPoint presentation showing how a professional teacher should relate to the
state. (by group)

DIX. THE TEACHER AND THE COMMUNITY Introduction

The teacher works in, for, and with the community. He/she rubs elbows with the leaders and members
of the community who, like him/her, aspire for the development of the young. He/she works in a
community with its own established customs and traditions which are sometimes different from the
practices of the community where he/she belongs.

DX. ACTIVITY: Let’s Read These ARTICLE III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the youth: he shall, therefore,
render the best service by providing an environment conducive to such learning and growth.

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

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

Below are the key words which you have to locate in Article III of the Code of Ethics. Find them and read
that section that contains the word/s again.

facilitator of learning conducive environment

leadership harmonious official relations
not use position to proselyte disparaging the community
social recognition community informed

DXI. ANALYSIS: Let’s Analyze

Work as a group. Take turns to explain in your own words how a teacher should relate to a tertiary
stakeholder, the community, by using the keywords.

DXII. ABSTRACTION: Let’s Add to What You Know

As a professional teacher, he/she is a facilitator of learning by ensuring that he/she provides a favorable
environment for learning. He/she acts as a leader by initiating and participating in community activities
for the benefit of community members and the community as a whole. As a community leader he/she
deals with other professionals and community officials harmoniously and professionally. Because he/she
wants to work with the community he/she keeps people informed of developments in school. He/she
does not take advantage of his/her position as a professional teacher to proselyte. Neither does he/she
criticize community customs and traditions. Instead, he/she exerts effort to understand them with a
sympathetic attitude. Above all, to be a credible community leader, he/she earns the respect of the
community by behaving with dignity at all times and so will not engage in vices such as gambling,
smoking, drunkenness, and illicit relations.
DXIII. APPLICATION: Let’s Apply What You Learned
Form groups of 7. Each group must come up with a skit to illustrate how a professional teacher should
relate to the community. In your skit, you may want to present the contrast of teachers’ expected
professional behavior.

DXIV. THE TEACHER AND THE PARENTS Introduction

Parents are secondary stakeholders while their children (learners) are primary stakeholders.

ACTIVITY: Let’s Do These

DXV. ARTICLE IX: The Teacher and Parents

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

Section 2. Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of 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.

View How to: A Teacher’s Guide to Parent Teacher Conferences on YouTube

https://www.youtube.com/watch?video

DXVI. ANALYSIS: Let’s Analyze

Do you agree with everything that was shared in the video? If yes, give at least 2. If not, state that or
those that you do not agree with and explain why you do not agree.

DXVII. APPLICATION: Let’s Apply What You Learned

State 5 DO’s and DON’Ts on how you should relate to parents for the sake of learners. Make sure your
Do’s and Do’s are concrete. e.g. Make sure you have a box of facial tissue with you for parents who
become emotional
 MODULE 7: THE CODE OF ETHICS FOR
PROFESSIONAL
TEACHERS: RELATIONSHIP WITH THE INTERNAL
STAKEHOLDERS

DXVIII. “When little people are overwhelmed by big emotions, it’s our job to share our calm, not to join their
chaos.” – L.R. Knost

At the end of this module, you should be able to:

• explain how professional teachers should relate to the learners, the teaching community, and
higher authorities.

THE TEACHER AND THE LEARNERS

The learners are our primary internal stakeholders. They have no choice over the kind of teacher given
to them. Fortunate are the learners who are in classes with professional caring teachers. Unfortunate
are those whose teachers are a contrast to the caring and compassionate teachers.

ARTICLE VIII – THE TEACHER AND THE LEARNERS

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

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

Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by the learner.

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

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

Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic
performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and
learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and
preferential treatment of the learner.

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

Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners
are adequate, and shall extend needed assistance in preventing or solving learner’s problems and
difficulties.

DXIX. ABSTRACTION: Let’s Add to What You Know

Perhaps the teacher’s traits that are wished by most can be summed up in the words “caring,”
“compassionate,” and “fair.” Article VIII, The Teacher, and the Learner of the Code of Ethics describes
the professional teacher to be such. Fair because he/she “bases the evaluation of the learners work on
merit and quality of academic performance,” shall not “make deductions from learners such scholastic
ratings, as primary scholastic” and “determine academic marks… in accordance with generally accepted
procedures of evaluation and measurements” and shall handle each learner justly and impartially.
Should love to develop between teacher and student, the professional teacher is expected to be fair
because he/she shall “exercise utmost professional discretion to avoid….preferential treatment of the
learner.” Teacher fairness is assured when a teacher does not accept favor or gifts from the learner or
their parents in exchange for requested concessions. The professional teacher is likewise described as
“caring and compassionate.” Article
VIII points out that the professional teacher has the “interest and welfare of learners” as his/her “first
and foremost concern” and “under no circumstance shall a teacher be prejudiced nor discriminate
against any learner.” The professional teacher is also seen to be caring and compassionate when he/she
does not inflict corporal punishment on offending learners.”

DXX. APPLICATION: Let’s Apply What You Learned

Prepare a 5-minute video presentation on “The Teacher and Learners”. The objective of the video
presentation is to give concrete instances of the teacher-learner professional relationship. Be guided by
Article VIII of the Code of Ethics.

THE TEACHER AND THE TEACHING COMMUNITY

DXXI. Introduction

The professional teacher is not an island. He/she works with other professional teachers, some more or
less experienced than he/she is. Colleagues are teachers, partners, and collaborators. How a teacher
relates to his/her colleagues in the teaching profession determines if they become one’s greatest allies
and supporters or one’s greatest enemies.
DXXII. ACTIVITY: Let’s Read These

ARTICLE III: The Teacher and the Teaching Community

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

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

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

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

Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an
unprofessional and unethical conduct of any associate. 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.

DXXIII. ANALYSIS: Let’s Analyze

As a group, discuss how should a teacher relate to the teaching community based on
Article V.

DXXIV. ABSTRACTION: Let’s Add to What You Know

A professional teacher should work in collaboration with his/her fellow teachers. Gossip destroys
collegial relationships. It has no place in a professional community. A brotherly/sisterly correction for
what may appear to be unprofessional and unethical conduct of an associate is an act that is becoming
of a professional.

Should there be justifiable criticism against a fellow teacher, the right recourse is to submit to proper
authorities any justifiable criticism.

It is unprofessional for the teacher to apply for a position for which he is not qualified. Professionalism
demands that selection is based on merit and competence. It is likewise unprofessional to divulge
confidential information concerning associates and the school. Give credit to whom credit is due. A
professional teacher will not claim credit for work, not of his/her own.
 In order not to jeopardize office operation or work, a teacher before leaving a position shall organize
records for his/her successor. Many a time a turn-over ceremony is well done but up to ceremony only
because records are not organized and so hampers the continuity of operation.

In short at all times, professional teachers shall be loyal to and trust and support one another for the
common good.

DXXV. APPLICATION: Let’s Apply What You Learned

Compose a rap or a song on how professional teachers should relate to one another to form a genuine
teaching community. Make sure the song is based on Article V.

DXXVI. THE TEACHER AND HIGHER AUTHORITIES Introduction

In addition to colleagues in the teaching profession, professional teachers also relate to higher
authorities who are his/her school heads, supervisors and Schools Division Superintendent, etc… How
would he/she relate to them professionally.

DXXVII. ACTIVITY: Let’s Do These

ARTICLE IX: The Teacher and Higher Authorities

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

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

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

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

Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer
of teachers are made only on the basis of merit and needed in the interest of the service. Section 6. A
teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full
knowledge of employment terms and conditions.

Let’s have a pretest on how the teacher relates to higher authorities in the Philippines. Answer with a
YES or NO.
 Is it professional for a teacher:

1. to campaign against legitimate policies of the school and administration with which he/she
disagrees?
2. not to support a legitimate policy with which he/she disagrees?
3. to file charges against superiors under anonymity to protect himself/herself?
4. to transact official business through proper channels, no exception.
5. to go on strike with his group to seek redress against injustice?
6. to be promoted based only on years of service?
7. to complain against the transfer of teachers with whom the school head has prejudice?

ANALYSIS: Let’s Analyze

Share your answers with the class.

DXXVIII. ABSTRACTION: Let’s Add to What You Know

It is unprofessional for teachers to campaign against legitimate policies of the school and
administration with which he/she disagrees. In contrast, the professional thing to do is to support
legitimate policies even though as a professional teacher one is personally against it. One must exert
effort to understand the wisdom of the policies of the administration. In the first place, they may not
have become policies if they are not for the good of the teachers.

It is likewise unprofessional to file charges against superiors under cover of anonymity. If there is truth
in the charges filed against superiors, one should not be afraid to come into the open. “The truth shall
set you free.”

To transact official business through proper channels is the professional and ethical thing to do. There
are exceptions, however. When the reforms advocated are opposed by the immediate superior, the
teacher shall appeal directly to the proper higher authority.

To go on strike is not professional. True, professional teachers have a right to seek redress against
injustice or discrimination but should do it in a manner that does not jeopardize the welfare of learners
whose right to learn must be respected. Teachers going on strike adversely affects learners.

Appointments and promotions are based only on merit and need in the interest of service of the
profession. Likewise, the transfer of professional teachers is done on the basis of merit and need.
Transfer of a teacher made because of the school head’s prejudice towards the teacher is
unprofessional.

DXXIX. APPLICATION: Let’s Apply What You Learned

Research on the steps a professional teacher should take if she decides to raise his grievances against
his superiors.