The Code of Ethics For Professional Teachers

E D U C 39
The Teaching
Profession
Objectives
1. Discuss the Preamble and the Article I
of the Code of Ethics for Teachers in
the Philippines.
2. Explain how professional teachers
should relate to the state, community,
parents and stakeholder; relate to the
learners, teaching community and
higher authorities.
What do we mean
when someone says:
“AC T LIKE A
P RO F E S S I O NA L ? ”
https://www.slideshare.net/cokyfauzialfi/work-ethics-a-being-professional
Work Ethics
Characteristics
of Work Ethics
The Code of
Ethics
for Professional
Teachers
In 1997, the Board of Professional
Teachers adopted the Code of
Ethics for Professional Teachers in
the Philippines.
It is to implement certain
provisions of R.A. 7836 known as
the Philippine Teachers
Professionalization Act of 1994.
Pawilen, Greg Tabios. (2019). The Teaching Profession
Preamble
Teachers are duly licensed
professionals who possess dignity and
reputation with high moral values as
well as technical and professional
competence in the practice of their
noble profession, and they strictly
adhere to observe, and practice this set
of ethical and moral principles,
standards, and values.
Article II: the
Teacher and
the State
Article II: The Teacher and the State
Sectio n 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

Article II: The Teacher and the State
Section 1
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.
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.
Article III: The Teacher and the Community
Section 2
Every teacher should provide
leadership and initiative to actively
participate in community movements
for moral, social, educational,
economic, and civic betterment.

Article IV: A Teacher and the Profession
Section 1
Every teacher should shall
actively insure that teaching is
the noblest profession, and shall
manifest genuine enthusiasm
and pride in teaching as a noble
calling.
Section 2
Every teacher shall uphold the
highest possible standards of quality
education, shall make the best
preparation for the career of teaching,
and shall be at his best at all times
and in the practice of his profession.
Sectio n 3
Every teacher shall participate in the
Continuing Professional Education
Program (CPE) and shall pursue such
other studies

Sectio n 4
Every teacher shall help, if duly
authorized, to seek support from the
school, but shall not make improper
misinterpretations through personal
advertisements and other
questionable means.
Sectio n 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.
Section 2
A teacher is not entitled to claim
credit or work not of his own,
shall give due credit for the
work of others which he may
use.
Section 3
A teacher shall organize for
whoever assumes the position
su c h records and other data as
are necessary to carry on the
work.
Article VI: The Teach er and H igher Authorities
in the Profession
Section 1
Every teacher shall make it his duties to
make an honest effort to understand and
support legitimate policies of the school
and the administration regardless of
personal feeling or private opinion and
shall faithfully carry them out.
Article VI: The Teach er and H igher Authorities
in the Profession
Sectio n 2
Every teacher shall not make
any false accusations or
charges against superiors.

References
• Bauzon, Prisciliano T. (2012). Handbook in legal bases of education 2nd ed. National Book Store, Inc.,
Mandaluyong City, Philippines.
• Bilbao, P.P. Corpuz, B.B., Llagas, A.T., & Salandanan, G.G. (2015). The teaching profession. Lorimar
Publishing Inc., Quezon City, Philippines.
• De Belen, Rustico T. (2011). Education laws and jurisprudence: a developmental perspective. C & E
Publishing.
• Duka, Cecilio D. (2009) The Law and the Teaching Profession in the Philippines. C & E Publishing Inc.
• Pila, R.A., Quendangan, M.M., Doctolero, P.L. (2013). The Teaching Profession in the Philippines. Anvil
Publishing
• Nolledo, Jose N. (1995). The 1982 Education Act of the Philippines: Annotated. National Book Store, Inc.
Mandaluyong City, Philippines.
• Republic Act No. 6713 – Code of Conduct for Public Officials and Employees CMO No. 52, s. 2007 –
Addendum to CMO 30, s. 2004 (NCBTS)
• DepEd Order No. 42, s. 2017 – National Adoption and Implementation of the Philippine Professional
Standards for Teachers (PPST) Teacher Education Council (2017).
• Philippine Professional Standards for Teachers. Teacher Education Council, Department of Education.
• De Leon, Hector S. & De Leon, Hector Jr. M. (2014) Textbook on the Philippine Constitution, 17e. Rex
Bookstore, Inc., Quezon City Philippines
End of Presentation

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E D U C 39

Pawilen, Greg Tabios. (2019). The Teaching Profession

Pawilen, Greg Tabios. (2019). The Teaching Profession

Pawilen, Greg Tabios. (2019). The Teaching Profession

Pawilen, Greg Tabios. (2019). The Teaching Profession

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