THE TEACHING PROFESSION- IS TEACHING A PROFESSION?

Teaching is a noble profession that comes with so much responsibility and duty
towards students. Teachers do not only teach and impart knowledge but inspire and
motivate students for life and take important steps in life. They keep working to boost
the confidence of students and direct them in the right direction. There were many
teachers who dedicated all their life to empowering their students and making them
better and more successful human beings in their life.

Teaching as a profession has become a huge concern in our society. I would think all
parents would want their children to be taught by a professional. However, teaching as a
profession is the question that remains to be answered clearly. The academic society
needs to spell out a sense of professionalism in order to ease this concern. “Unlike other
professions where you make ‘machines’ work, this profession allows one to deal with the
most complex phenomena on earth. Ranging from most studious to most mischievous
students, the teachers need to maintain a balanced attitude and approach in
transforming them to mature individuals” (Kishore, 2000, paragraph 4).
Professionalization of the teaching workforce is a major concern that needs to be
addressed because it is a field of significant knowledge. The process of teaching can
influence the lives of many students.

The Definition of Profession

Eliot Freidson, author of Professional Powers (1986), cautions, “a word with so

many connotations and denotations cannot be employed in precise discourse without
definition” (Freidson, 1986, p. 35). In trying to break down the debate about teaching as
a profession, we must first look at the concept of “profession.” Originating from the
Latin, professio, profession originally meant “the declaration of belief in or acceptance
of religion or a faith” usually related to religious beliefs (Dictionary.com). However, by
the sixteenth century, this rather narrow meaning expanded to include “body of persons
engaged in some occupation” (Dictionary.com). The meaning of profession seems to be
very unclear which is why people still cannot determine if teaching can be known as a
profession.

The noun profession, referring to an occupation, also dates back to at least the
sixteenth century, and is equally vague. Profession as a noun is defined as “a vocation
requiring knowledge of some department of learning or science” (Dictionary.com). It is
compared to a “learned profession” such as that of medicine and law (Freidson, 1986).
“Inherent within this context is the elite and prestigious connotation many hold of ‘the
professions’ to this day” (Freidson, 1986, p. 3). As Freidson said, “the original
professionals addressed each other and members of the ruling elite who shared some of
their knowledge and belief in its virtues. They did not address the common people or
the common, specialized trades. So it is our time” (Freidson, 1986, p. 3).

If we as teachers are going to be “professionals” in our occupation, we need to

realize that professionalism is for the most part a state of mind. Preparation is vital in
the teaching world in order to provide every student with a proper education. Hence,
one who calls themselves a professional teacher would want to conduct their classroom
with character and dignity. A professional teacher would take the time to produce an
intellectual exchange within their classroom. Professionals in education would want
students to learn from the methods, ideas and lessons presented in their classroom.

A Professional Teacher

“I believe I am a professional because I am a master at what I do, I love what I do

and I make a living at what I do. I engage in this activity known as teaching so much
that it is what I live for. Therefore, I believe that I am a professional” (Brown,2008,
January 28).

It is not easy to find someone who is opposed to the concept of teacher

professionalism. Juliane Brown, a teacher in Lancaster, Pennsylvania said, “I believe I
am a professional because I am a master at what I do, I love what I do and I make a
living at what I do. I engage in this activity known as teaching so much that it is what I
live for. Therefore, I believe that I am a professional.” Teachers are no longer being seen
as people who simply transport packages of knowledge. Rather, teachers are evolving in
a way that they are seen as information-holders and knowledge-makers, possessing
much skill, which newcomers to the world of teaching must strive to obtain through
experience, study, thought and reflection. Professionalism of teachers will insure our
students with the finest education yet.

In the world of education, teachers are a guiding light to students. I think teachers
are miracle workers when it comes to trying to get every student to pass a test. Do
doctors get all their patients to pass their tests in terms of being healthy and physically
fit? If they did, I would consider doctors miracle workers as well. Teachers are also
knowledge workers, transporting much knowledge while shaping the minds of our
youth and thus have a responsibility and image to uphold. In today’s work force, there
are many options available and college graduates are choosing careers simply because
of the pay rather than choosing something that they love to do. Whether looked at as a
profession or not, teachers should be respected for what they are doing just as doctors
and lawyers are. In order to maintain some structure of professionalism in the
educational environment, education systems need to take steps to make sure they
handle this task efficiently.
 According to Valeri R. Helterbran, EdD, an associate professor in the Department of
Professional Studies in Education at Indiana University of Pennsylvania, Indiana, “identifying
and engaging in professional strategies to develop one’s own level of professionalism is
important to the overall understanding of this topic and may be the lynchpin that makes the
difference in determining whether or not a teacher is a professional. Teachers must decide who
they are and how they want to be perceived in the classroom. Becoming increasingly
professional implies a commitment to change, to strengthen, and to grow as a person and as
an educator. It is equally apparent that it is imperative for teachers, individually and
collectively, to consider what they can do to ensure that they are practicing the art and craft of
teaching in a manner that is of service to children’s achievement and society. A more thorough
understanding of the attributes of professionalism can serve as an introduction for preservice
teachers and a reminder to both novice and seasoned teachers to ensure that they conduct
themselves as professionally as possible. Professionals take ownership of their job
responsibilities, assignments, and personal conduct. Being a professional is a matter of
personally emulating and modeling the qualities we demand of our students and colleagues as
scholars, contributors, and owners of personal destiny. (Valeri R. Helterbran, Professionalism:
Teachers Taking the Rein, 2008, p. 126)”

TRENDS TOWARDS PROFESSIONALISM

Whether teaching can be considered a profession in the fullest sense has concerned
educators and education scholars for decades. Some have tried to identify the idea characteristics
of professions and by matching teaching against them, to determine whether teaching qualifies as a
profession.

The Nature of National Competency-Based Teacher Standards was born out of the
partnership between different academic institutions along with the:

Commission on Higher Education (CHED)

Teacher Education Institutions (TEIs)
Philippine Regulatory Commision (PRC)
Civil Service Commission (CSC)

Commission on Higher Education (CHED)- charged with promoting relevant and quality higher
education, ensuring access to quality higher education, and guaranteeing and protecting academic freedom
for continuing intellectual growth, advancement of learning and research, development of responsible and
effective leadership, education of high-level professionals, and enrichment of historical and cultural
heritages.

Teacher Education Institutions (TEIs)- charged with the responsibility of developing the professional
knowledge, pedagogical skills and dispositions of teachers within all subject areas and hence all that they
deliver must enhance the idea of professional learning and the evolving teacher.

Philippine Regulatory Commision (PRC)- administers, implements and enforces the regulatory laws and
policies of the country with respect to the regulation and licensing of the various professions and occupations under its
jurisdiction, including the enhancement and maintenance of professional and occupational standards and ethics and
the enforcement of the rules and regulations relative thereto. It is also designing the Licensure Exam for
Teachers.

Civil Service Commission (CSC)- promotes morale, efficiency, integrity, responsiveness,

progressiveness, and courtesy in the civil service. It adopts measures to strengthen the merit and rewards
system, integrates all human resources development programs for all levels and ranks, and institutionalizes
a management climate conducive to public accountability.

As mentioned in the paper by Dr. Isagani Cruz in 2001 this is the “People Power Model of Curricular
Change”- the result of the social change that happened to the country and the need for education to be the
main effort in bringing competitiveness and innovativeness among the people in the twenty-first century.

 The National Competency-Based Teacher Standards (NCBTS) is a framework for teaching

and teacher development that would guide all teaching-related policies, reforms, and activities.
 In the NCBTS paradigm, the teacher is a professional who is authorized to make important decisions
in the educational process and is accountable for their students’ accomplishment of learning goals.

The main principle of NCBTS is that:

 All Filipino teacher must be committed and held responsible for providing classroom instruction
with results that are manifested in high performance levels in terms of student learning outcomes.
 Teachers must be dedicated to well-being of the students and communities they serve, considering
their cultural diversity, group aspirations, and what is valued in education.

The NCBTS also defines seven domains within which teachers can develop professionally. Under each
domain, specific strands, and indicators are defined. The domains can be classified into two broad
categories, with the first category further divided into two sub-categories:

Domains that relate to the teacher as facilitator of learning (Domain 2-6),

Domains on the knowledge and skills for facilitating learning (Domain 3-5),

Domain on linking the knowledge and skills to context (Domain 2 and 6),

Domains that relate to the teacher as a learner (Domain 1 and 7).

Teacher education and Development Map. The academic requirements for an education degree is
four years, and aspiring teachers need to undergo practice teaching as part of their training. After
graduation, the teacher must pass the Licensure Examination for Teachers (LET). This paradigms explains
the career path of a teacher as a guide from pre-service to in-service training.
Domain 1. Social Regard for Learning (SRFL)
The SRFL domain focuses on the ideal that teachers serve as positive and powerful role models of
the value in the pursuit of different efforts to learn. The teacher’s action, statements, and different types
of social interactions with students exemplify this ideal.

Domain 2. Learning Environment (LE)

This domain focuses on importance of providing a social, psychological and physical environment
within which all students, regardless of their individual differences in learning, can engage in the
different learning activities and work towards attaining high standards of learning

Domain 3. Diversity of Learners (DOL)

The DOL domain emphasizes the ideal that teachers can facilitate the learning process even with diverse
learners, by recognizing and respecting individual differences and by using knowledge about their
differences to design diverse sets of learning activities to ensure that all learners can attain the desired
learning goals.

Domain 4. Curriculum (Curr.)

The curriculum domain refers to all elements of the teaching-learning process that work in convergence
to help students understand the curricular goals and objectives, and to attain high standards of learning
defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the
learning process, teaching-learning approaches and activities, instructional materials and learning
resources.

Domain 5. Planning, Assessing & Reporting (PAR)

This domain refers to the alignment of assessment and planning activities. In particular, the PAR focuses
on the (1) use of assessment data to plan and revise teaching-learning plans;

(2) integration of assessment procedures in the plan and implementation of teaching-learning activities,
and (3) reporting of the learners’ actual achievement and behavior.

Domain 6. Community Linkages (CL)

The LC domain refers to the ideal that classroom activities are meaningfully linked to the experiences
and aspirations of the learners in their homes and communities. Thus, this domain focuses on teachers’
efforts directed at strengthening the links between schools and communities to help in the attainment of
the curricular goals.

Domain 7. Personal Growth & Professional Development (PGPD)

The PGPD domain emphasizes the ideal that teachers value having a high personal regard for the
teaching profession, concern for professional development, and continuous improvement as teachers.
Developing Transformative Education

Transformative should be guiding principle to change and improve a society which is a

prosperous, peaceful, just, and humane. This will serve as the basis to develop the government,
educational institutions, organizations, and the people pursuing the goals and objectives of
education.

Transformative education means the individual development as a whole-person- the

development in all aspect of a human being. Including the physical, moral, creative, emotional,
intellectual, and spiritual. As well as the expression of their potential. There were several elements
to implement transformative education these are the school’s administrators, curriculum, teachers,
mission, vision of the school and library.

The school administrator plays an important role implementing the transformative

education. The administration represents the school to unify the teachers, staff, students, and
parents. He should promote a strong staff development program to allow teachers the opportunity
to successfully incorporate the curriculum change. To do this effectively, the school administrator
must be transparent, service oriented, inspiring, democratic, and enthusiastic leader for the
improvement of the school.

Teachers should:

 Treat all learners with dignity and respect,

 Actively prevent behavior,
 View discipline and opportunity to help students develop independence.