COMMISSION ON HIGHER EDUCATION

ASBURY COLLEGE INC.

Poblacion, Anda, Pangasinan

JENIELYN L. CANAR RENAN B. CELESTE, EdD

ND
2 BEED Class 2 Instructor

DISCUSSION PAPER
The Teaching Profession

CHAPTER 3 - Lesson 2

The Code of Ethics for Professional Teacher: Relationship with the Secondary and Tertiary
Stakeholders

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I. Learning Outcomes
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1. Explain how professional teachers should relate to the state, community and
parents and all education stakeholders.
2. Determine how state, community and parents work together.
3. Apply what they learned in the actual practice.
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II. Introduction
A. The Teacher and the State
The education of the child is not the sole responsibility of the 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 different groups 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 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.
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III. Discussion
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ARTICLE II
THE TEACHER AND THE STATE

Section 1. The schools are the nurseries of the 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 respect for all duly constituted authorities, and promote obedience to the laws of
the state.
Section 2. Every teacher or school official shall actively help carry out the
declared policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State of the Filipino people as much as his own,
every teacher shall be physically, mentally, and morally fit.
Section 4. Every teacher shall possess and actualize 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, service, 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 responsibilities.
Section 7. A teacher shall not use his position or official authority of influence to
coerce any other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have the
privilege of sharing the product of his researches and investigations, provided that, if
the results are inimical to the declared polices of the State, they will be drawn to the
proper authorities for appropriate remedial action.
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IV. Conclusion
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The Cambridge English Dictionary defines a “nursery” as a “place where
babies and young children are cared for while their parents re 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
schools 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 in sowing the seeds of national morality.
These 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 country.
The professional teacher shall enjoy academic freedom so he/she can
share the product of his/her researches 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.

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V. References
https://www.studocu.com/ph/document/president-ramon-magsaysay-state-university/bachelor-
of-secondary-education/module-6-the-code-of-ethics-for-professional-teachers-relationship-with-the-
secondary-and-tertiary-stakeholders/27839380
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