MODULE 1

THE TEACHER AS A PERSON IN THE SOCIETY

MODULE OVERVIEW
This module dwells on teaching as profession. It starts with a discussion of the
elements of a profession followed by an analysis of teaching to determine if it has all the
elements of a profession. This is also to explore significant literatures and theories in
understanding the personal traits and values, as well as important needs, rights and roles of
teachers in the society. The chapter includes activities that will provide good insights and
perspectives about the human side of the teaching profession. It allows us to critically reflect
on relevant practices and issues of teachers. These will help future teachers to gain in-depth
understanding and embrace our calling as teachers.

OBJECTIVES:
The objectives of this chapter are the following:
1. Explain the meaning of teaching as a profession.
2. Identify several roles performed by teachers in the society;
3. Discuss the values of teachers as community leaders;
4. Formulate your own philosophy of education;
5. Summarize the different philosophies of education and draw their implications to
teaching-learning; and
6. Appreciate the role of teachers in the society

WHY TEACHING?
A. TEACHING AS A PROFESSION
 Teaching as a profession requires
1. Long years of initial professional education
2. The attainment of a college/university degree recognized by a regulatory
body, CHED
3. A licensure examination called the Licensure Examination for Teachers
(LET)
4. Continuing Professional Development and
5. Adherence to the Code of Ethics for Professional Teachers

B. TEACHING AS A VOCATION AND MISSION

 Vocation comes from the Latin word “vocare” which means to call.If there is a
call, there must be a caller and someone who is called. The fact that you are
 in the College of Teacher Education signifies that you said YES to the call to
teach.
 The word mission comes from the Latin word “mission” which means “to
send.” The Webster’s Dictionary defines mission as “task assigned.” You are
sent to accomplish an assigned task. If you are a teacher, your mission is to
teach.
 Vocation and mission are interrelated. Teachers are called for a purpose, to
accomplish a mission on earth which is to TEACH.

C. THE TEACHER AS AN INDIVIDUAL PERSON

 Teachers are duly licensed professionals who possess dignity and reputation with
high moral values as well as technical and professional competence. (Code of
Ethics of Professional Teachers)

 Teachers possess different talents and skills

It is always desirable for teachers to possess various skills and talents that
they can use and share as they perform their teaching tasks. A creative way
to describe the talents and skills of a teacher is a simple written piece about “
The Body Parts of a Teacher.”
a. Brain – to always think critically and creatively
b. Eyes – to see the individual needs, strength, and nature of each student
c. Ears – to listen to students’ ideas and concerns
d. Hands – to guide students and show the right direction
e. Heart – to love all students regardless of who and what they are
f. Mouth – to speak the truth, discuss knowledge, and speak wisdom to
students
g. Feet – to walk with students, explore the surroundings, and discover new
knowledge and information
h. Nose – to breathe deeply and relax when feeling tired or pressured

 Teachers have different needs

Teachers have needs to be fulfilled every day. They have emotional, social, spiritual,
physical and economic needs, but many times, their call to duty make them set aside
their individual needs.

 Teachers have Individual Rights

All human beings are entitled to enjoy specific rights. These human rights are
protected in the United Nations Universal Declaration of Human Rights and in Article
III of the 1987Philippine Constitution. As an individual, every teacher is entitled to
enjoy all human rights identified by the state.
THE 1987 CONSTITUTION OF THE
REPUBLIC OF THE PHILIPPINES –
ARTICLE III
ARTICLE III

The 1987 Constitution of the Republic of the Philippines

ARTICLE III

BILL OF RIGHTS

Section 1. No person shall be deprived of life, liberty, or property without due process of law,
nor shall any person be denied the equal protection of the laws.

Section 2. The right of the people to be secure in their persons, houses, papers, and effects
against unreasonable searches and seizures of whatever nature and for any purpose shall be
inviolable, and no search warrant or warrant of arrest shall issue except upon probable cause
to be determined personally by the judge after examination under oath or affirmation of the
complainant and the witnesses he may produce, and particularly describing the place to be
searched and the persons or things to be seized.

Section 3. (1) The privacy of communication and correspondence shall be inviolable except
upon lawful order of the court, or when public safety or order requires otherwise, as
prescribed by law.

(2) Any evidence obtained in violation of this or the preceding section shall be inadmissible
for any purpose in any proceeding.

Section 4. No law shall be passed abridging the freedom of speech, of expression, or of the
press, or the right of the people peaceably to assemble and petition the government for
redress of grievances.

Section 5. No law shall be made respecting an establishment of religion, or prohibiting the

free exercise thereof. The free exercise and enjoyment of religious profession and worship,
without discrimination or preference, shall forever be allowed. No religious test shall be
required for the exercise of civil or political rights.
Section 6. The liberty of abode and of changing the same within the limits prescribed by law
shall not be impaired except upon lawful order of the court. Neither shall the right to travel be
impaired except in the interest of national security, public safety, or public health, as may be
provided by law.

Section 7. The right of the people to information on matters of public concern shall be
recognized. Access to official records, and to documents and papers pertaining to official
acts, transactions, or decisions, as well as to government research data used as basis for
policy development, shall be afforded the citizen, subject to such limitations as may be
provided by law.

Section 8. The right of the people, including those employed in the public and private sectors,
to form unions, associations, or societies for purposes not contrary to law shall not be
abridged.

Section 9. Private property shall not be taken for public use without just compensation.

Section 10. No law impairing the obligation of contracts shall be passed.

Section 11. Free access to the courts and quasi-judicial bodies and adequate legal assistance
shall not be denied to any person by reason of poverty.

Section 12. (1) Any person under investigation for the commission of an offense shall have
the right to be informed of his right to remain silent and to have competent and independent
counsel preferably of his own choice. If the person cannot afford the services of counsel, he
must be provided with one. These rights cannot be waived except in writing and in the
presence of counsel.

(2) No torture, force, violence, threat, intimidation, or any other means which vitiate the free
will shall be used against him. Secret detention places, solitary, incommunicado, or other
similar forms of detention are prohibited.

(3) Any confession or admission obtained in violation of this or Section 17 hereof shall be
inadmissible in evidence against him.

(4) The law shall provide for penal and civil sanctions for violations of this section as well as
compensation to and rehabilitation of victims of torture or similar practices, and their
families.

Section 13. All persons, except those charged with offenses punishable by reclusion perpetua
when evidence of guilt is strong, shall, before conviction, be bailable by sufficient sureties, or
be released on recognizance as may be provided by law. The right to bail shall not be
impaired even when the privilege of the writ of habeas corpus is suspended. Excessive bail
shall not be required.
Section 14. (1) No person shall be held to answer for a criminal offense without due process
of law.

(2) In all criminal prosecutions, the accused shall be presumed innocent until the contrary is
proved, and shall enjoy the right to be heard by himself and counsel, to be informed of the
nature and cause of the accusation against him, to have a speedy, impartial, and public trial,
to meet the witnesses face to face, and to have compulsory process to secure the attendance
of witnesses and the production of evidence in his behalf. However, after arraignment, trial
may proceed notwithstanding the absence of the accused provided that he has been duly
notified and his failure to appear is unjustifiable.

Section 15. The privilege of the writ of habeas corpus shall not be suspended except in cases
of invasion or rebellion when the public safety requires it.

Section 16. All persons shall have the right to a speedy disposition of their cases before all
judicial, quasi-judicial, or administrative bodies.

Section 17. No person shall be compelled to be a witness against himself.

Section 18. (1) No person shall be detained solely by reason of his political beliefs and
aspirations.

(2) No involuntary servitude in any form shall exist except as a punishment for a crime
whereof the party shall have been duly convicted.

Section 19. (1) Excessive fines shall not be imposed, nor cruel, degrading or inhuman
punishment inflicted. Neither shall the death penalty be imposed, unless, for compelling
reasons involving heinous crimes, the Congress hereafter provides for it. Any death penalty
already imposed shall be reduced to reclusion perpetua.

(2) The employment of physical, psychological, or degrading punishment against any

prisoner or detainee or the use of substandard or inadequate penal facilities under subhuman
conditions shall be dealt with by law.

Section 20. No person shall be imprisoned for debt or non-payment of a poll tax.

Section 21. No person shall be twice put in jeopardy of punishment for the same offense. If
an act is punished by a law and an ordinance, conviction or acquittal under either shall
constitute a bar to another prosecution for the same act.

Section 22. No ex post facto law or bill of attainder shall be enacted.

D. THE TEACHER AS A PROFESSIONAL
By virtue of Republic Act 7836, amended by RA 9293, teaching was
professionalized thereby requiring teachers to take the Licensure Exam for Teachers
(LET). As professional, teachers are bound to perform specific duties to the society
specially to schools and students guided by a professional code of ethics.
The following are the 7 R’s that professional teachers need to do and learn as
professionals.

 Remember to perform your duties with high degree of

professionalism.
 Respond to the needs of each student with utmost level of concern to
the welfare and well-being of each student.
 Recognize that as professionals, you must continuously seek
professional career advancements through joining professional
associations, attending continuing education activities for teachers,
and doing graduate studies.
 Reawaken your passion and sense of mission to serve all types of
learners regardless of their religion, socio-economic status, gender,
race, intellectual ability and learning modalities.
 Renew your commitment to help each learner to learn in order to have
a better future.
 Re-evaluate your attitudes towards students and your work ethics.
 Relearn, learn, and unlearn –many things to keep you updated with
new knowledge and information.

E. THE TEACHER AS A COMMUNITY LEADER AND SOCIAL ADVOCATE

Educators play an important role in the development of people and

communities. Jan and Ed Philpot (1994) concretized this idea by encouraging a
stronger link between home, school, and community through effective programs
developed and implemented by teachers.
Teachers also serve as advocates for quality education, protection and
welfare of children and youth, promotion of literacy, human rights, wellness and
health, justice, and many other concerns.
Teachers are given high regard in society for the multiple roles they perform
aside from teaching. As society becomes more complex and its values become more
pluralistic, the areas of responsibility for teachers become wider. (Pelletier, 2004).
Teacher works with different groups and plays different roles – tutor, nurse, guidance
counselor, community leader, resource speaker, consultant and many others.
 Teachers are modern heroes and heroines. They are servant leaders,
knowledge providers, and community organizers.

F. THE TEACHER AS A MODEL OF GOOD CHARACTER

The foundation of moral principle is DO GOOD; AVOID EVIL. This
foundational moral principle is expressed in many other ways by different people.
The famous Chinese philosopher, Kung-fu-tzu taught the same principle when he
said “ Do not do to others what you do not like others do to you.” Immanuel Kant
taught the same: “Act in such a way that your rule can be the principle of all.”
The act is moral when it is in accordance with our human nature. Our act is
immoral when it is contrary to our human nature.
 One Christian author describes four ways of describing good moral character
(Cosgrave, William, rev. ed. 2004)
 Being fully human – you have realized substantially your potential as a
human person
 Being a loving person – you are caring in an unselfish and mature
manner with yourself, other people and God
 Being a virtuous person – you have acquired good habits and
attitudes and you practice them consistently in your daily life
 Being morally mature person – you have reached a level of
development
emotionally, socially, mentally, spiritually appropriate to your
developmental stage.

G. THE TEACHER AS AN EXPERT

Teachers are recognized as sources of wisdom and information in every
society.Their ideas penetrated all aspects of life through the wisdom, knowledge,
values, skills they shared to their students who become leaders and citizens in all
generations.
The need for teachers to be experts in various field in the academe serves
the purpose to prepare students to respond to myriad of challenges brought by the
21st century. Shulman (1987) tried to organize important domains of knowledge that
are important for teachers:
1. Knowledge in content – Teachers should know the subject matter they
teach.
 2. Pedagogical content knowledge – It represents a perfect blend of content
and pedagogy into a framework for understanding how subjects, topics,
and lessons are organized into instruction.
3. Knowledge about learners-This is the idea of the different learning styles,
thinking styles, and educational needs of the learners.
4. General pedagogical knowledge –This includes general theories and
principles of teaching. In addition, these are general pedagogical
principles that are applicable to any classroom situation and in any
teaching and learning context.
5. Knowledge of educational contexts –Educational context may focus on
the cultural, economic, political, and education context that shape and
influence education.
6. Curriculum knowledge – This is about the knowledge of innovations,
curriculum designs, curriculum materials, assessment and the curriculum
process.
7. Knowledge of educational ends, purposes, and values – This is the
understanding of the principles, theories, and purposes of education to
have deep appreciation of the enduring values of education.

EXERCISES
ACTIVITY # 1. JOURNAL ENTRY
 Any realizations about teaching? Write them down.
 What is your decision? Pursue the teaching profession or not? Explain
the basis of your decision.

ACTIVITY # 2. Reflect and write your answers to the following questions:

1. If you say “YES” to the call and mission to teach, reflect on how you are
going to prepare yourself in this four-year teacher education course.
2. What are the problems and issues related to teachers’ character and
behavior that you are aware of?
3. How can we help develop expert teachers?
4. What talent and skills do you have that can be shared or used when you
become a full-fledged teacher?

EVALUATION

Direction: Answer the following by choosing the letter of the correct answer.

1. Learning to know means all of the following EXCEPT *

a. development of memory skills
b. acquisition of practical skills
c. development of critical thinking
d. having a curious mind
2. Learning to learn is under what pillar of learning? *
a. Learning to know
b. Learning to do
c. Learning to live together
d. Learning to be

3. Teacher Mark is showing the students a video wherein the people from
different countries are helping one another in times of calamity. Which pillar
of learning is being emphasized by the teacher? *
a. Learning to know
b. Learning to do
c. Learning to live together
d. Learning to be

4. Which pillar of learning is more related to the development of technical and

vocational skills? *
a. Learning to know
b. Learning to live together
c. Learning to do
d. Learning to transform oneself and society

5. Developing a concern and empathy for the people around you is in

accordance to what pillar of learning? *
a. Learning to live together
b. Learning to transform oneself and society
c. Learning to be
d. Learning to know

6. After class, Maria decided to join in the Music Club because she wants to
develop her skills in singing and find her true voice. Which is the pillar of
learning emphasized in the situation? 
a. Learning to know
b. Learning to do
c. Learning to be
d. Learning to transform oneself and society

7. The teacher prepares the lesson before teaching, anticipates problems and
select, designs and adapt materials. What role of a teacher is emphasized in
the situation? *
a.Counselor
b. Facilitator
c. Planner
d. Manager
 8. The teacher makes sure everything in the classroom is running normally and
smoothly and sets up rules and routines for behavior and interaction. What
role of a teacher is illustrated in the situation? *
a. Organizer
b. Manager
c. Monitor/Observer
d. Planner

9. Teacher goes around the class during individual, pair and group work
activities, checking learning and providing support as necessary. What role
of a teacher did the teacher perform? *
a. Planner
b. Manager
c. Monitor/Observer
d. Assessor

10.Teacher creates a good relationship with and between learners during the
warm-up and lead-in phase using adopting ice breakers activities. What role
of a teacher does the situation emphasized? *
a. Rapport builder
b. Language resourse
c. Parent
d. Friend

11.It is a strong feeling of suitability for a particular career or occupation. 

a. mission
b. vocation
c. profession
d. responsibility

12. As an occupation, a profession involves *

a. a discernment
b. a diploma
c. a training opportunity
d. a specialized training and formal qualification

12.Which of the following is NOT true about a VOCATION? *

a. It is a calling to and from the heart of an individual.
b. It is entered upon due to additional rewards.
c. It cannot be denied; it burns in the heart and soul of a person and cannot be quenched
until it is answered.
d. It is a response to a strong feeling, or calling for service just like the historic biblical
figures.
13.Which of the following professional teacher demonstrates attitudes that
foster learning and genuine human relationship? 

a. A teacher who develops empathy for his/her students and value them as unique
individuals.
b. A teacher who confines himself/herself within the four walls of the classroom.
c. A teacher who denies or cannot cope with their own emotions.
d. A teacher who uses a one-fits-all teaching methodology or pedagogy for his/her subject
matter.

14.Successful teachers require many characteristics. Which of the following

characteristics is the MOST important for a teacher to possess? 
a. apathy for students
b. strong work ethic
c. multiple degrees
d. increasing classroom budgets

15.Which of the following illustrates teaching as a profession? 

a. I teach because I see teaching as an avenue to help kids reach their dreams.
b. I believe I can be an instrument to make the world a better place through teaching.
c. I possess a deep understanding of the theoretical knowledge about learning and human
behavior.
d. I teach because I want to be a hero to others as teachers were heroes to them.
 MODULE 2

Historical-Legal Foundations of Education

INTRODUCTION
The beliefs and experiences of education today rest on the history of this field
of endeavor. By knowing what accomplishments of leaders in the past, today’s educators
attempt to build on their achievements.

OBJECTIVES: At the end of this module the students are expected to:
1.

PRIMITIVE EDUCATION
Life among primitive/tribal people was very simple compared with the complex life
that people have today. Their means of livelihood were hunting and gathering wild fruits and
vegetables. There was no reading or writing and information was transmitted through word
of mouth, songs, gestures, ceremonials, rites and the like.
 Aims of Education
1. Security and survival
2. Conformity
3. Preservation and transmission of traditions
 Characteristics of Primitive culture
1. Relatively simple
2. Relatively narrow social and cultural contacts
3. Extraordinary conservative and prone to superstitions
4. The organization of primitive life is tribal not political
5. Absence from primitive cultures and reading and writing
 Types of Education
1. Vocational – This includes learning the skills in procuring basic necessities of life
like hunting, constructing a hut, etc.
2. Religious (Animistic) – Consisted in learning how to participate in ritualistic
practices to please or to appease the unseen spirits roaming around.
 Effects of Primitive Education
1. Culture was passed on and preserved for generation
2. Tribes were able to meet their economic needs and were able to survive
3. People were able to adjust and adapt to social and political life
EGYPTIAN EDUCATION
Egypt, the gift of the Nile, is situated in the northern part of the African continent.
Ancient Egypt was desert country watered only by the Nile River which flooded the country
from August to October, leaving behind a very rich black earth. The government of Egypt
was autocratic , ruled by a king called Pharaoh who had absolute power.

 Aims of Egyptian Education

1. Training of Scribes
2. Religious
3. Utilitarian
4. Preservations of culture patterns
 Types of Education
1. Religious Education
2. Vocational-Professional education
3. Military education
4. Public administration
5. Priesthood education
6. Home Arts education
 Outstanding contribution of Egypt Education
1. The outstanding contribution of the early Egyptians to education were probably
geometrical measurement and surveying.

GREEK EDUCATION
The Greeks are a mixture of Aryan and Germanic People, two great races. But
because of the presence of the natural barriers such as mountains and bodies of water, they
lived in tribal isolation and developed differences. They considered it as an honor to serve
their country in any capacity. There were many Greek city-state but two of them rose above
all others. These were Sparta and Athens.
A. SPARTAN EDUCATION
Sparta was in the south of Corinth in the Southern section of the
Peloponnesian Peninsula. Spartan education was based upon the laws of Lycurgus.
It was the basis of Spartan political, social and educational system. This turned
Sparta into a totalitarian soldier state. This system lasted for 700 years from the 9 th to
the 2nd century B.C. especially during the 5th century.
 Aims of Education
1. Military – To make every citizen invincible in war, possessing physical perfection
and complete obedience to the state.
 2. Discipline – To develop conformity and obedience, courage strength, cunning,
endurance, and patriotic efficiency.

B. ATHENIAN EDUCATION
Ancient Athens was the leading cultural center of the Greek world. Many of the most
gifted writers of Greece lived there. They wrote works of drama, history, lyric poetry, and
philosophy that have influenced literature up to the present time. In many ways, the city
was the birth place of Western Civilization. Education was supervised by the state
although education was not compulsory. It was not clear, however, if the state
maintained public schools.
 Aims of Education
1. Good citizenship
2. Individual excellence
3. Man-sided development
 Types of Education
1. Civic training
2. Moral training
3. Physical Education
4. Intellectual education
5. ART

LATER ATHENIAN EDUCATION

Athens became an empire in 479 B.C. when Greeks defeated the Persians at the
battle of Plataea. Athens, the head of the Delian Confederation, contributed largely to the
victory. The triumph brought about attitudinal changes toward education among Athenians.

 Aims of Education
1. By the sophist, pragmatic and utilitarian
2. By Socrates, development of the power of thinking
3. By Plato, control by individual rulers.
4. By Aristotle, rational living

 Types of Education
1. Moral training
2. Professional training
3. Intellectual training
4. Vocational training
5. Domestic training
6. Physical, Military and Civic training
7. Science and Philosophy education
8. Aesthetic and cultural education
9. Sports and games
  Outstanding contributions to Education and Humanity
1. The Socratic method of teaching as far as the method is concerned.
2. Another is the realm of philosophy. The greatest world philosophers came from
Greece , among whom were Socrates, Plato, Aristotle and others.
3. Another is in the field of Mathematics. Euclidean Geometry has been studied for
two thousand years up to the present.
4. Arts and classical literature are also great contributions.

ROMAN EDUCATION

Italian Peninsula was occupied by Italians, Etruscans, and Greeks who settled in
Sicily and the south. The Italian tribes were the Sabellians, Umbrians, and the Latins. Out of
the mixture of these peoples emerged the strong energetic Romans. These peoples also
developed city-states and Latium, the city-state of Rome , became the most powerful. The
romans judge things by their usefulness.

 Aims of Education
1. Utilitarian – Education was for practical purpose. To produce men who would be
active and efficient in daily life.
2. Moral – to produce good citizens who knew how to exercise their rights, fulfil their
duties and obligations, and acquire virtues such as piety, obedience, manliness,
courage, bravery, industry, honesty, prudence, etc.
3. Military – To train to be good soldiers and conquerors in war.
4. Civic and Political – To train men to be participative and wise in politics.
5. Religious – To train men to have reverence for the God.
 Outstanding Contributions to Education and Civilization
1. The major contributions of the Romans to the education and civilization are their
methods of organization, management, and administration. They had constructed
a carefully organized education ladder which probably became the forerunner of
many ladderized education of today.
2. The Roman organized body of civil law which became the basis of the legal
system in many countries including the Philippines.

HISTORICAL FOUNDATION OF EDUCATION IN THE PHILIPPINES

A. PRE-COLONIAL PERIOD
 The type of education was informal and unstructured
 The home serves as their school
 The parents serve as their teacher
 Focused more on vocational than academics
 Tribal tutors (example is the babaylan)
 Most communities, stories, songs, poetry, dances, medicinal practices,
and advice regarding all sort of community issues were passed from
generation to generation mostly through oral tradition
 Some community utilized a writing system known as baybayin
 Alibata- composed of 17 symbols representing the letters of the alphabet.
 Method of Education
 Tell me/ Show me or demonstration method
 Alibata (baybayin) which is compose of 14 consonants and 3 vowels
 Oral, practical and Hands-on

B. SPANISH PERIOD
 Education was formal
 Established schools from the primary level to the tertiary level of
education
 Focused on the Cristian doctrines
 Separate school for the boys and girls
 Ilustrados were accommodated in the school
 Missionary teachers replaced the tribal tutors
 Catholic doctrine schools that were set up initially became parochial
schools which taught reading and writing along with catechism.
 Education Decree of 1863 mandated the establishment of free primary
school in each town.
 Methods of Teaching
 Catechetical instruction
 Use of corporal punishment
 Rote memorization
 Instruction was in dialect
 Spanish Contribution role
 The friars controlled the educational system
 The missionary took charge in teaching, controlling, and maintaining
the rules and regulations
 Parochial schools were led by Dominicans and Jesuits
 Establishments of normal school for male teachers under the
supervision of the Jesuits.

C. AMERICAN EDUCATION

 Course of study is prescribed uniform and centralized

 Formal structured and existence of an educational system
 Act No. 74 – a highly centralized , experimental public school system was
installed in 1901 by the Philippine Commission
 Commission Act No. 372 – authorized the opening of provincial high
schools
 Act No. 1870 – initiated the opening of the University of the Philippines,
now the country’s national university.
 Act No. 1381 – known as Gabaldon Law, was passed in 1907, which
provided a fund of a million pesos for construction of concrete school
buildings Filipinization policy of the government

D. JAPANESE EDUCATION
  Course of study is prescribed, uniform and centralized.
 Basic Principles of Japanese Education
 To stop depending on western countries like the US and Great Britain .
Promote and enrich the Filipino culture.
 To recognize that the Philippine is a part of the Greater East Asia Co-
prosperity Sphere so that the Philippines and Japan will have good
relations.
 To be aware of materialism to raise the morality of the Filipino
 To learn and adopt Niponggo and to stop using English language
 To spread elementary and vocational education
 To develop love for work

E. THE PRESENT EDUCATION SYSTEM IN THE PHILIPPINES

 Was patterned to the educational system of Spain and United States after the
Liberation of the Philippines in 1946
 Filipinos had moved in various directions of its own
 Elementary and High School is compulsory which is administered by
Department of Education
 Education in the Philippines were managed and regulated by
o Department of Education (DepEd)
o Commission on Higher Education (CHED)
o Technical Education and and Skill Development Authority (TESDA)
 In the year 2010, Benigno Aquino III expressed his derise to implement the K-
12 basic education cycle to increase the number of years of compulsory
education to thirteen years.
 Enhanced Basic Education Act of 2013
 SY 2011-2012 has already Implemented the K-12 program it was still enacted
to law to guarantee its continuity in the succeeding years

 General features of K-12 Education Program

 Strengthening Early Childhood Education (Universal Kindergarten)
 Making the Curriculum relevant to learners ( Contextualization and
Enhancement)
 Ensuring Integrated and Seamless learning (Spiral progression)
 Building Proficiency through language (Mother tongue-Based multilingual
education)
 Gearing up for the future (Senior High School)
 Nurturing the Holistically Developed Filipino (College and Livelihood
Readiness, 21st century skills)

 Pre-school
 Students learn the alphabet, numbers, shapes, and colors through games,
songs, and dance in their Mother tongue
 Pre-school education is optional before entering elementary level since not
everyone can afford it
  Recent events and activities show a high need for young children to undergo
pre-school education first before stepping into formal education

 Primary Education
 Compose of six mandatory grades ( Grades 1 to 6)
 Primary Level (Grade 1 to 3)
 Intermediate level ( Grade 4 to 6)

 Junior High School

 Subjects are taught from the simplest concept to more complicated concepts
through grade levels in spiral progression.
 Subjects are connected and integrated from Grades 7 to 10

 Senior High School

 Two years of specialized upper secondary education
 Choice of career track will define the content of the subjects a student will
take in Grades 11 and 12.
 Subjects fall under either the Core curriculum or specific

 Technical-Vocational-Livelihood
 TVET (Technical Vocational Education and Training) NATIONAL
CERTIFICATE – student can obtain certificates of competency (COC) or a
National Certificate Level I (NC I) after finishing grade 10.
 After finishing a Technical-Vocational livelihood track in Grade 12 , a student
may obtain a National certificate Level II (NC II)

Exercises:

ACTIVITY # 1. JOURNAL ENTRY

 Any realizations about the topic? Write them down.

Evaluation:
1. The kind of education given to the Filipinos during the Pre-Spanish Period.
a. Formal
b. Informal
c. Compulsory education for ages 6 and above
d. Free education for all grade levels
2. The educational aim of the American Era
a. To promote democratic ideals and way of life
b. To spread Christianity
c. To uphold and develop Asian culture
d. All of the above
3. Which era established a system of free and compulsory elementary education?
a. Spanish
b. American
 c. Japanese
d. Philippine Republic
4. What were the subjects studied during the Japanese Era?
a. History
b. Vocational
c. Humanities
d. Religion
5. The method of teaching during the Spanish Era
a. Democratic
b. Memorization
c. Corporal Punishment
d. Dictation
6. Which of the following ancient societies emphasized hierarchical status and power in
their educational system?
a. Chinese
b. Primitive
c. Egyptians
d. Hebrew
7. Which of the following describes the overall theme of Primitive Education?
a. Education for survival, conformity and self-preservation
b. Education for the preservation of culture and social stability
c. Education for Development of individuality
d. Education for utilitarianism
8. Which ancient society promoted the ladderized system of education?
a. Greeks
b. Jewish
c. Chinese
d. Romans
9. Which among these does NOT belong to the contribution of Ancient Chinese
Education?
a. Values Education
b. Civil Service Examination
c. Preparation of priest-scribes
d. Performance of rituals
10. Which among the choices does NOT belong to the educational questions sought to
answer by Greeks and Romans?
a. What is true, good and beautiful?
b. What models should education use in preparing good citizens?
c. How should education respond to social, economic and political change?
d. How do we maintain the holy covenant made to God by His people?
11. The sophist emphasized that students should become successful advocates and
legislators. Which among the following subjects do Not belong to the liberal arts?
a. Grammar
b. Logic
c. Rhetoric
d. Philosophy
12. Who among these set of teachers in the ancient period would approximately have the
same emphasis in their teaching?
 a. Lao tzu and Plato
b. Socrates and Confucius
c. Aristotle and Mencius
d. Protagoras and Confucius
13. Ancient teachers often contrast in their educational beliefs like Confucius and Plato.
Which of the following is the theme of their educational contrast?
a. Religious vs. scientific
b. Egalitarian vs. Elitism
c. Morality vs. Intellectuality
d. Virtues vs. Ideals
14. Protestant reformers regard Bible reading as essential to salvation. Which of the
following methods did they use to achieve this goal?
a. Establishment of vernacular schools
b. Revived the classical literature of Greeks
c. Focus on rhetoric studies
d. Teach theology and philosophy in Catholic school
15. What is the main emphasis of classical humanism during the Renaissance?
a. Theology
b. Literature
c. Science
d. Cultural tradition
 MODULE 3

Philosophy of Education and Personal Philosophy of Teaching

INTRODUCTION:

Broadly speaking each academic discipline (say history, politics, economics and
even sciences) have their own philosophy or general guiding principles and theoretical frame
works. Education as liberal arts subjects has no exceptions. There is indeed a rich
philosophical traditions relating to education in both east and west. Education students need
to be familiar with the theories and philosophy of education. Educational practices and
planning in all parts of the world are influenced by theories and philosophy of education and
values the state and society desires to promote through education. In this module we shall
attempt to familiarize you with philosophy of education.

OBJECTIVES:

After studying this module, student will be able to:

1. Explain the meaning, features & different branches of philosophy.
2. Illustrate the meaning & nature of education.
3. Compare how philosophy & education are related to each other.
4. State the meaning of educational philosophy.
5. Analyze the value of studying educational philosophy.

DEFINITION OF PHILOSOPHY
 Is a tenacious attempt of reasoning men to think through the most fundamental issues of life
, to reach reasonable conclusions on first and last things, to suggest worthwhile goals that
can command loyalty of individuals and groups – (Carles Lamont)
 Is a search for a comprehensive view of nature, an attempt at a universal explanation of
nature of things – Alfred Weber
 Is a persistent effort of both ordinary and persistent people to make life as an intelligible and
meaningful as possible – Branold
 Is a philosophical process of solving some characteristics methods, from characteristic
attitude and arriving at characteristic conclusions and results – Dra. Ramnath Sharma
 Whenever philosophy has been taken seriously, it has always been assumed that it signified
achieving as wisdom that would influence the conduct of life – John Dewey
PHILOSOPHY OF EDUCATION
 May be defined as the application of fundamental principles of a philosophy of life to the
work of education.
 Offers a definite set of principles and establishes a definite set of aims and objectives.

A. IDEALISM
 The word idealism signifies two terms : idea and ideal
 Plato conceived of ideas as the basis of the philosophy
 His philosophy of idealism which represents more of ideas can better be known as
idealism.
 It is an old philosophy
 CONCEPT OF IDEALISM
 It is a philosophical position that adheres to the view that nothing exist except the
idea in the mind of man, the mind of God or in a super or supra-natural realm.
 It deals with certain basic questions of human life.
 It holds that mind or spirit, as each man experiences it in himself, is fundamentally
real and that the totality of the universe is somehow mind or spirit in its essence.
 To the idealist the reality is spiritual in nature rather than physical, mental rather
than material. Ideas re eternal and unchanging.
 Characteristic of Idealism
 The universe exists in spirit
 Mechanical explanation of the universe is inadequate
 Theological explanation of the universe
 Man is central in creation
 Emphasis upon normative and social sciences
 Normative description of the universe
 Conceptualism
 Universe is knowable
 Greater emphasis upon the mental and spiritual aspect of the universe

 Idealism and Education

 An idealist’s concept of education is something which leads one to the highest moral
conduct and deepest spiritual insight.\
 Education, according to Idealism, is a spiritual necessity and not a natural necessity.
 Education must convert original nature of man into spiritual nature

 Idealism and Aims of Education

 Exaltation of human personality
 Universal Education
 Enrichment of cultural environment
 Cultivation of moral values

B. NATURALISM
 Is concerned with natural self or real self
  Naturalism is an attitude rather than a specific system of philosophy
 Is the doctrine that separates nature from God, subordinate spirits to matter and set
up unchangeable laws as supreme
 Concept of Naturalism
 Is a distinct philosophy according to which reality and nature are identical and that
beyond nature there is no reality.
 Material world is the real world. It emphasizes matter and the physical world
 It does not believe in sentimentalism, spiritualism and naturalism
 Naturalism believes that nature alone contains normal and the only final answer to
all philosophical problems

 Principles of Naturalism
 Child centered education
 Education as the natural development of the child’s power and capacities
 Negative education in early childhood
 Education should be based on child’s psychology
 The role of the teacher should be that of the guide

 Characteristics of Naturalism
 Nature is the ultimate reality
 No distinction between mind and body
 Scientific knowledge
 Inductive method
 Values are resident in nature
 Man-an offspring of nature
 Senses are the gateways of knowledge
 Laws of nature are unchangeable and the whole universe is governed by them

 Naturalism in Education
 Naturalism may be regarded as a revolt against the stereotyped system of
education.
 It believes that education should be strict conformity with the nature of the child
 The core of naturalistic thoughts in education are:
o Naturalism is against the autocratic and intellectual pretensions
o It rejects all authority that interferes with the spontaneous development
of children
o Naturalism gives the central position to the child
o Naturalism gives maximum freedom to the child

C. PRAGMATISM
 Is midway between Idealism and Naturalism.
 According to James, the term “pragmatism” is derived from the Greek word
“pragma” which means action or practice or activity from which in the words
“practice” and “ practical have been derived.
 Charles Pierce introduce this word of philosophy.
  It suggests and emphasis upon the practicalities of life and the practicable is real.
 It is an American philosophy typical in nature and practical in approach.

 Characteristics of pragmatism
 A revolt against traditionalism and absolutism.
 Rejects ultimate values
 Thought in subordinate to action.
 Pragmatism as instrumentalism
 Pragmatism as experimentalism
 Pragmatism as humanism
 Philosophy as theory of education
 Man creates his own values
 Faith in democracy

 Basic Principles of Pragmatism

 Truth is not absolute, but changes according to time, ideal and place.
 The work gives satisfaction and pleasure is practical and useful.
 Aims and beliefs of life are not certain because truth is changeable.
 Knowledge on the basis of activity.
 Education of sociability.

 Pragmatism in Education
 It gives a clear-cut concept of education based upon a close relationship between
theory and practice in education
o Education as social necessity
o Progressive education
o Freedom and worth of the individual
o Education is continous process

D. REALISM
 Is also sometimes called objectivism.
 It is connected with existence of things
 Complete living is the aim of education and also the aim of life.
 Realism the theory that holds the existence of objects is real.

 Characteristics of Realism
 Existence of knowledge is independent of knowledge.
 Qualities are inherent in known objects.
 Knowledge does not affect the objects.
 Knowledge of object is direct.
 Objects are common
 Relations between objects and thoughts.

 Principles of Realism
 Worldly realities of everyday life are true.
  It does not believe in the existence of any absolute truth.
 It accepts only sensory experiences of the external world as real.
 It looks at man like a physical being controlled by rules and laws.
 Real knowledge is obtained by analysis and experiencing sensations.
 It advocates the methods and principles of physical science for acquired knowledge.

 Realism and Aims of Education

 The realistic aims of education is a happy and integrated life.
 According to the American educationalist Franklin Bobit, happiness in life may be
achieved by fulfilment of human responsibilities and obligations such as
o Activities concerned with language.
o Activities concerned with hygiene.
o Citizenship activities
o Ordinary social activities
o Leisure activities
o Activities of mental health
o Religious activities
o Vocational activities

E. PROGRESSIVISM
 Is develop from pragmatic philosophy and as a protest against Perrenialist thinking
in education.

 Concept of Progressivism
 Is considered a contemporary reform movement in educational, social and political
affairs.
 Dewey viewed the school as a miniature democratic society in which student could
learn and practice the skills and tools necessary for democratic living.

 Progressivism and Education

 According to progressive thought, the skills and tools of learning include problem
solving methods and scientific inquiry.
 This philosophy places emphasis on how to think and not what to think.
 It focused on the child as a learner rather than on subject, emphasized activities and
experiences rather than verbal and literary skills and encourage cooperative group
learning activities rather than competitive individualized lesson learning.
 This philosophy is also cultivated cultural relativism that critically appraised and
often rejected traditional value commitments.

F. ESSENTIALISM
 This philosophy is rooted in both idealism and realism and surfaced in the 1930’s as
a reaction to progressivism.

 Concept of Essentialism
  According to essentialists, the school curriculum should be geared to the
fundamentals or essentials.
 Essentialism today is reflected in the public demand to raise academic standards and
to improve the students work and mind.

 Essentialism and Aims in Education

 To promote the intellectual growth of the individual.
 To educate the competent person.

G. PERRENIALISM
 Is the oldest and conservative educational philosophy, is rooted in realism.

 Concept of Perennialism
 It relies on the past
 Universal knowledge and cherished values of society
 A view of the unchanging nature of the universe, human nature, truth, knowledge,
virtue, beauty and so on.

 Perennialism and Education

 The aim of the educational system is the same in every age and every society where
such system can exist, it is to improve man.

 Perennialism and Aims of Education

 To develop the rational person and to uncover universal truth by carefully training
the intellect.
 Character training is also important as a means of developing one’s moral and
spiritual being.

H. EXISTENTIALISM
 It is mainly European philosophy that originated years before the turn of the century
but became popular after World War II.

 Concept of Existentialism
 According to existentialist philosophy, people are thrust into a number of choice –
making situations.
 A person creates his/her own definition in doing so makes his/her own essence.
 We are what we choose to be.
 The essence we create is a product of our choices , it may vary with individuals.

 Existentialism and Education

 Believes that the most important kind of knowledge is about human condition and
the choices that each person has to make.
 Education is a process of developing consciousness about the freedom to choose
and the meaning of and responsibility for one’s choices.
 I. RECONSTRUCTIONISM
 This is based on early socialistic and utopian ideas of the 19 th century.
 It is society-centered philosophy.

 Concept of Reconstructionism
 The social issues of the 1930’s according to George counts involved racial and class
discrimination, poverty and unemployment which are similar to present issues.
 This is a crisis philosophy appropriate for a society in crisis, which is the essence of
our society today.
 Reconstructionism and Education
 The reconstructionists seek a curriculum that emphasizes cultural pluralism, equality
and futurism.
o Critically examines the cultural heritage of a society as well as entire
civilization.
o Cultivate a future planning attitude that considers the realities of the world.
o Enlists students and teachers in a definite program to enhance cultural
renewal and interculturalism.

 Reconstructionism and Aims of Education

 Strengthen control of the schools by and for goal-seeking interests of the
overwhelming
majority of mankind.

FORMULATION OF PERSONAL PHILOSOPHY OF EDUCATION

 What does a philosophy of education contain or include?

 The human person, the learner in particular and the educated person.
 What is true and good and therefore must be taught.
 How a learner must be taught in order to come close to the truth.

 Example of personal philosophy of education as a Grade school teacher.

 I believe that every child
o Has a natural interest in learning and is capable of learning.
o Is an embodied spirit.
o Can be influenced but not totally by his/her environment.
o Is unique and so comparing a child to other children has no basis.
o Does not have an empty mind, rather is full of ideas and it is my task to draw
out these ideas.
 I believe that my task as a teacher is to facilitate the development of every child to
optimum and to maximum by:
o Reaching out to all children without bias and prejudice toward the “least” of
the children.
o Making every child feel good and confident about him/herself through
his/her experiences of success in the classroom.
 o Helping every children master the basic skill of reading, communicating in
oral or written form, arithmetic and computer skills.
o Teaching my subject matter with mastery so that every child will use her/his
basic skills to continue acquiring knowledge, skills and values for him/her to
go beyond basic literacy and basic numeracy.
o Inculcating or integrating the unchanging values of respect, honesty, love
and care for others regardless of race, ethnicity, nationality, appearance
and economic status in my lessons.
o Consistently practicing these values to serve as model for every child.
o Strengthening the value formation of every child through hands-on-minds-
on-hearts-on experiences inside and outside the classroom.
o Providing every child activities meant to develop the body, mind and spirit.

EXERCISES:

1.Write your own philosophy on the following concept: 

2. reflect on your own philosophy using the following question as guide.

a. With that educational philosophy:
 How will you treat your student?
 What will you teach?
 How will you teach
b. From which philosophies that you have studied and researched did you draw inspiration as you
formulated your own philosophy of education.
EVALUATION:
1. All the proponents of social reconstructionism EXCEPT
a. George Counts
b. Maxine Greene
c. Paulo Fraire
d. Ivan Illich
2. Ms. Peterson believes that teachers should promote individual learning and should teach the
whole child. She also believes that knowledge leads to self-discovery and that instruction
should include alternatives and choices, and should require decision making. Ms. Peterson is
most likely a(an)
a. Perennialist
b. Progressivist
c. Existentialist
d. Social reconstructionist
3. The philosophy based on the belief that ideas are the only reliable form of reality is
a. Romanticism
b. Idealism
c. Postmodernism
d. Existentialism
4. The most prominent of all the proponents of progressivism was
a. Horace mann
b. John Dewey
c. Ben Franklin
d. Maria Montessori
5. The philosophy that seeks to change society rather than just teach about it
a. Existentialism
b. Progressivism
c. Essentialism
d. Social Reconstructionism
6. Which philosophy contends that curriculum is set and unchanging
a. Essentialism
b. Existentialism
c. Progressivism
d. Perennialism
7. A teacher who primarily facilitates, coaches, and encourages likely has an anchor philosophy
of
a. Progressivism
b. Existentialism
c. Essentialism
d. Social reconstructionism
8. Which philosophy is least likely to give students choices?
a. Perennialism
 b. Existentialism
c. Progressivism
d. Social reconstructionism
9. Which of the following best defines philosophy?
a. Love of wisdom
b. A means of answering fundamental questions
c. A vibrant way of discovering and expressing ways of being active and acting
d. All of the above
10. A teacher’s philosophy of education is all of the following EXCEPT
a. The teacher’s love of wisdom regarding teaching
b. An expression of attitudes and actions everyday in the classroom
c. A static document that never changes
d. A fluid statement that changes and grows with experience.
11. Which of the following approaches to teaching is considered teacher-centered?
a. Progressivism
b. Existentialism
c. Perennialism
d. Social Reconstructionism
12. Which philosophy says that education is more than preparation for life, it’s life itself?
a. Social reconstructionism
b. Progressivism
c. Essentialism
d. Existentialism
13. All of the following are student-centered approaches to teaching EXCEPT
a. Progressivism
b. Essentialism
c. Social reconstructionism
d. Existentialism
14. Which of the following approaches to teaching is considered teacher-centered.
a. Progressivism
b. Existentialism
c. Perennialism
d. Social reconstructionism
15. Which of the following describe Maria Montessori’s beliefs about childhood education?
a. Children are capable of integrating aspects of the world around them through the use of
their senses.
b. Children ages 9-12 are the ideal participants in her methods
c. Environments should be carefully constructed to provide children only the environment
that aligns with the Montessori school philosophy.
d. All of the above
 MODULE 4

TEACHER AS A PERSON IN SOCIETY

INTRODUCTION:

We don’t live in a vacuum. We live in a society. We are part of the society. Our
society influences us to the extent that we allow ourselves to be influenced by it. Our
thoughts, values and actions are somehow shaped by events and by people with whom we
come in contact. We, in turn, help shape society-its events, its people and its destiny.
In this module, you will be made to realize the significant role that you will play in
society. You will also come to realize the demands it will exact from you for much is
expected of you, the future teacher. It is, therefore, no joke to become one.

OBJECTIVES:
1. discuss and internalize the foundational principles of morality
2. Explain teaching as a vocation, mission and profession.
3. Embrace teaching as a vocation, mission and profession.

A. MORALITY AND THE FOUNDATION OF MORAL PRINCIPLE

 What is morality?
 The quality of human acts by which we call them right or wrong, good or evil.
(Panizo, 1964) human action is right when it conforms to norm, rule or law of
morality. Man’s action, habit or character is good when it is not lacking of
what is natural to man. Man has an intellect and free will intellect makes a
man capable of thinking, judging and reasoning. Free will gives him the ability
to choose.

 What is foundational moral principles?

 BUDDHIST EIGHT FOLD PATH
o Strive to know the truth
o Resolve to resist evil
o Say nothing to hurt others
o Respect life, morality and property
o Engage in a job that does not injure others
o Strive to free their mind from evil
o Control their feelings and thoughts
o Practice proper forms of concentration-hatred does not cease by
hatred; hatred ceases only by love.
 ISLAMIC KORAN : forbid lying, stealing , adultery and murder
 Five Pillars of Muslim
o Prayer
 o Self-purification by fasting
o Fasting
o Alms giving
o Pilgrimage to mecca for those who can afford

B. TEACHER AS A PERSON OF GOOD MORAL CHARACTER

 What should a teacher be?
 Teacher as a person of good moral character duly licensed professional has
dignity and reputation with high moral values technical and professional
competence in the practice of their profession they strictly adhere to, observe
and practice this set of ethical, moral principles, standards and values.
 Four ways of describing good moral character: Being fully human – realize
potential as human person being a loving person – caring, unselfish being a
virtuous person – good habits and attitude being a morally mature person-
emotional, social, intellectual and spiritual development is appropriate to your
developmental stage.

C. VALUES FORMATION
 Idealist – have unchanging and universal values: love, care and concern for our
fellowmen also called transcendent values as they are beyond changing times,
beyond space and people.

 Relativist – values are dependent on time and space. Values are taught and caught.
Values have cognitive, affective and behavioral dimensions. Cognitive – we must
understand the value that we want to acquire; why we have such value; how to live
value. Affective – feel the value you like to possess. Behavioral – living by the value.

 Value formation includes formation the cognitive, affective and behavioral aspects. A
teacher has to grow in knowledge and in wisdom

 Value formation is a training of the intellect and the will. (St. Tomas Aquinas- the
intellect proposes and the will disposes nothing is willed unless it is first known
thought precedes the deliberation of the will.

D. MAXX SCHELER’S HIERARCHY OF VALUES

 Pleasure values – the pleasure against the unpleasant sensual feelings experiences
of pleasure or pain.
 Vital values – values pertaining to the well-being either of the individual or community
health capability , vitality, excellence.
 Spiritual values – values independent of the whole sphere of the body and of the
environment
 Values of the holy
E. TEACHING AS A VOCATION, MISSION AND PROFESSION
EXERCISES:
EVALUATION: Answer the following items by choosing the letter
1. The quality that guides Sailors to exemplify ethical and moral behavior.
a. moral b. courage c. commitment d. honor

2. Pride cannot be taught, but it can be

a. developed b. trained c. learned d. made

3. ______ are st of standards by which human actions are determined to be right or wrong,
good or evil.
a. moral b. ethics c. discipline d. character

4. Having moral and ethical strength

a. values b. moral c. ethics d. character

5. ____are defined as conforming to an established set codes or accepted notions of right

and wrong.
a. morals b. ethics c. values d. character

6. Which of these is NOT an ethical principle?

a. promotion of dignity b. empowerment c. safeguarding d. communication

7. What is the definition of Morals?

a. principle of right or wrong, standard of behaviour
b. a fundamental truth or proposition
c. being dishonest
d. thinking your own opinion is always right

8. Behaving ethically means doing

a. what your friends do
b. only what’s legal
c. the right thing
d. what benefit you the most

9. Vivian told her parents she was going to the library to study when she was actually going
to the movies with friends. Her parents found out, and now they don’t believe Vivian when
she tells them where she’s going. Because of her behavior, Vivian is facing
a. consequence
b. ethical principles
c. decision-making process
d. legal problem.

10. As an occupation, a profession involves:

a. a discernment
b. a specialized training and formal qualification
c. a diploma
d. a training opportunity

11. Which of the following is NOT true about a vocation?

a. it is a calling to and from the heart of an individual
b. it cannot be denied; it burns in the heart and soul of a person and cannot be quenched
until it is answered.
c. it is entered upon due to additional rewards
it is a response to a strong feeling, or calling for service just like the historic biblical figures

12. Which of the following illustrates teaching as a profession?

a. I teach because I see teaching as an avenue to help kids reach their dreams.
b. I possess a deep understanding of the theoretical knowledge about learning and human
behavior
c. I believe I can be an instrument to make the world a better place through teaching
d. I teach because I want to be a hero to others as teachers were heroes to them.

13. Attitudes have a direct effect on the professional teacher’s behavior. The major
categories of attitudes that affect teacher behavior are the following, EXCEPT:
a. teacher’s attitudes toward his/her family members
b. teacher’s attitude toward children
c. teacher’s attitudes toward peers, superior, and parents
d. teacher’s attitude toward the subject

14. Which of the following professional teacher demonstrates attitudes that foster learning
and genuine human relationship?
a. A teacher who develops empathy for his/her students and value them as unique
individuals.
b. A teacher who denies or cannot cope with their own emotions.
c. A teacher who confines himself/herself within the four walls of the classroom.
d. A teacher who uses a one-fits-all teaching methodology or pedagogy for his/her subject
matter.

15.The etymology of the term vocation comes from the latin word “vocare” which means
a. to call b. to serve c. to live d. to die for
 MODULE 5

THE TEACHER AS A PROFESSIONAL

INTRODUCTION:

The educational system in terms of curriculum, instruction, structure and organization

at any given period of history is defined by organic laws, acts, and policies crafted by legal
and educational experts as well as national policy makers. Education students need to
familiarize the different educational laws, acts and policies.

OBJECTIVES:

At the end of this unit, the student is able to:

1. Familiarize the different laws, acts and policies concerning education.
2. Discuss the existing laws which protects, promotes, establishes and maintains the
integrated system of quality education.
3. To apply these existing laws in resolving educational problems.

A. The Professionalization of Teaching

 Decree Professionalizing Teaching (PD 1006)
PRESIDENTIAL DECREE NO 1006
PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS, REGULATING THEIR
PRACTICE IN THE PHILIPPINES AND FOR OTHER PURPOSES.
WHEREAS, the Constitution provides that “All educational institutions shall be under the
supervision of; and subject to regulation by, the State”, and requires that “the State shall
establish and maintain a complete, adequate and integrated system of education relevant to
the goals of national development”;
WHEREAS, in the pursuit on these objectives, the Department of Education and Culture has
adopted ways and means of overseeing all the educational institutions in the country;
WHEREAS, this supervisory function of the DEC has been primarily beamed towards
insuring that the educational institutions inculcate in the studentry love of the country, teach
the duties of citizenship, and develop moral character, personal discipline, and scientific,
technological and vocational efficiency;
WHEREAS, to implement these objectives, the institutions have relied upon their teachers
whose direct and continuing interaction with the young people and the children make them
potent forces for the development of proper attitudes among the citizenry;
WHEREAS, this accounts for the tremendous growth of the teaching population, comprising
in the civil service sector alone more than 300,000 teachers deployed all over the country;
WHEREAS, to insure that in the immediacy and urgency of teacher recruitment qualitative
requirements are not overlooked, it has become necessary to regulate the teaching
profession;
WHEREAS, although teaching requires a number of years of collegiate study, it is the only
course that it is not yet considered a profession;
WHEREAS, in recognition of the vital role of teachers in nation-building and as an incentive
to raise the morale of teachers, it is imperative that they be considered as professionals and
teaching be recognized as a profession.
NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by virtue of
the powers vested in me by the Constitution, do hereby decree and order:
Section 1. Title. This Decree shall be known as the Decree Professionalizing Teaching.
Section 2. Declaration of Policy. It is hereby declared a policy that teacher education shall
be given primary concern and attention by the government and shall be of the highest
quality, and strongly oriented to Philippine conditions and to the needs and aspirations of the
Filipino people even as it seeks enrichment from adoptable ideas and practices of other
people.
Section 3. Definition of Terms. As used in this Decree, the following shall be construed as
follows:
(a) Teaching refers to the profession primarily concerned with the classroom instruction, at
the elementary and secondary levels, in accordance with the curriculum prescribed by
National Board of Education, whether on part-time or full-time basis in the public or private
schools.
(b) Teachers refers to all persons engaged in teaching at the elementary and secondary
levels, whether on a full-time or part-time basis, including guidance counselors, school
librarians, industrial arts or vocational teachers and all other persons performing supervisory
and/or administrative functions in all schools in the aforesaid levels and legally qualified to
practice teaching under this Decree.
(c) Board refers to the National Board for Teachers duly constituted under this Decree.
Section 4. Creation of the National Board for Teachers. There is hereby created a
National Board for Teachers, hereinafter called the Board, to be composed of the following:
1) Secretary of Education and Culture Co-Chairman
2) Chairman, Civil Service Commission
3) Commissioner, Professional Regulations Commission Member
4) Two members representing the private sector to be appointed by the President
Section 5. Powers and Duties. The Board shall have the following powers and duties:
(a) Appoint a set of examiners for every examination who will determine and prepare the
contents of the Board examination for teachers, hereinafter referred to as examination, in the
elementary and secondary levels of instruction, to be held at least once a year;
(b) Determine and fix the places and dates of examination, appoint supervisors and room
examiners from among the employees of the Government who shall be entitled to a daily
allowance to be fixed by the Board for every examination day actually attended, use the
buildings and facilities of public and private schools for examination purposes, approve
applications to take examination, and approve the release of examination results;
(c) Look from time to time into the conditions affecting the practice of the teaching
profession, adopt such measures as may be deemed proper for the enhancement of said
profession, and/or maintenance of the professional standards and ethics;
(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate, and
administer oaths;
(e) Appoint, subject to the provisions of existing laws, such officials and employees as are
necessary in the effective performance of its functions and responsibilities, prescribe their
duties and fix their compensation;
(f) Prescribe and collect examination and other fees as it may deem proper; and
(g) Promulgate rules and regulations, and exercise such other powers, functions and duties
as may be necessary to carry into effect the purposes of this Decree.
Section 6. Qualification requirements for examination applicants. No applicant shall be
admitted to take the examination unless, on the date of filing of the application, he shall have
complied with the following requirements:
(a) Except those who have been engaged in teaching as herein defined for at least five
years in schools in the Philippines not organized exclusively for nationals of a foreign country
at the time of the effectivity of this Decree, the applicant must be a citizen of the Philippines;
(b) That he is of good moral character;
(c) That he is free from any physical and/or mental defect which will incapacitate him to
render efficient service; and
(d) That he possesses the following minimum educational qualifications:
1) For teachers in the kindergarten and elementary grades, Bachelor’s degree in Elementary
Education (B.S.E.Ed.) or its equivalent;
2) For teachers of the secondary schools, Bachelor’s degree in Education or its equivalent
with a major and minor, or a Bachelor’s degree in Arts or Sciences with at least eighteen
units in professional education; and
3) For teachers of secondary vocational and two-year technical courses, Bachelor’s degree
in the field of specialization with at least eighteen units in professional education.
All applications shall be filed with an office or offices designated by the Board, preferably the
offices of the Civil Service Commission and the Department of Education and Culture.
These offices shall screen and approve such applications and issue the corresponding
permits to take the examination to qualify applicants.
Section 7. Appointment of examiners. The Board shall appoint a set of examiners for
every examination who are recognized authority in teacher education, and their names shall
not be disclosed until after the release of the results of the examination. They shall each
receive as compensation the sum of not less than P5.00 for each examinee as may be
determined by the Board but in no case shall each examiner receive more than P18,000 per
examination. Any examiner who is in the service of the Government shall receive the
compensation herein provided in addition to his salary.
Section 8. Scope of the examination. The examination shall consist of written tests, the
scope of which shall be determined by the Board, taking into consideration the teaching plan
of the schools legally constituted in the Philippines.
Section 9. Ratings in the examination. In order that a candidate may be deemed to have
successfully passed the examinations, he must have obtained a general average of at least
70 per cent in all subjects, with no rating below 50 per cent in any subject.
Section 10. Report of the results of examination. The examiners shall report the ratings
obtained by each candidate to the Board within 150 days after the last day of the
examination, unless extended by the latter.
Section 11. Issuance of Certificates. Teachers who have passed examinations given by
the Civil Service Commission or jointly by the Civil Service Commission and the Department
of Education and Culture shall be considered as having passed the board examinations for
teachers. The Board may consider their certificates of rating as certificates of eligibility or
issue an entirely new certificate upon registration of the teacher and payment of the
corresponding fees.
This provision shall likewise apply to those teachers who have permanent appointment
under the Magna Carta For Public School Teachers and all others who may be qualified for
registration as professional teachers under this Decree.
Section 12. Registration. The Civil Service Commission shall, as an arm of the Board,
register holders of Professional Teacher Certificate which registration shall evidence that the
registrant is entitled to all the rights and privileges of a Professional Teacher until and unless
the certificate is suspended or canceled by the Board for just cause.
Section 13. Reissuance of revoked certificates and replacement of lost certificates.
The Board may, for reason of equity and justice, and upon proper application therefor, issue
another copy, original or duplicate, upon payment of the required fee, of a certificate which
has been revoked. A new certificate to replace a lost, destroyed or mutilated certificate may
be issued subject to the rules of the Board.
Section 14. Registration by reciprocity. The Civil Service Commission shall, upon
approval of the Board, effect the registration, without examination, of a teacher validly
registered under the laws of any foreign state or country; Provided, That the requirements for
registration in said foreign state or country are substantially the same as those required and
contemplated by this Decree, and the laws of such foreign state or country allow citizens of
the Philippines to practice the profession on the same basis and grant the same privileges
as the citizens or subjects of such foreign state or country; Provided finally, That the
applicant shall submit competent and conclusive documentary evidence, confirmed by the
Department of Foreign Affairs, showing that his country’s existing laws permit citizens of the
Philippines to practice teaching profession under the rules and regulations governing citizens
thereof.
Section 15. Prohibition. Three years after the effectivity of this Decree, no person shall
engage in teaching and/or act as a teacher as defined in this Decree, whether in the public
or private elementary or secondary school, unless he is holder of a Professional Teacher
Certificate or is considered a Professional Teacher under this Decree.
Section 16. Penal Provision. Any person who shall practice the teaching without a valid
Professional Teacher Certificate, or any person presenting as his or her own the certificate
of another, or any person giving any false or forged evidence in order to obtain a
Professional Teacher Certificate or admission to an examination, or any person assuming
himself as a registered professional teacher or any person violating any provision of this
Decree shall be penalized by a fine of not less than One Thousand Pesos nor more than
Five Thousand Pesos with subsidiary imprisonment or to suffer an imprisonment of not less
than six months nor more than two years, or both such fine and imprisonment at the
discretion of the Court.
Section 17. Repealing Clause. All Acts, Decrees, Executive Orders, Administrative Orders,
rules and regulations or parts thereof inconsistent with the provisions of this Decree are
hereby repealed or modified accordingly.
Section 18. Separability Clause. In case any provision of this Decree or any portion thereof
is declared unconstitutional by a competent court, other provisions shall not be affected
thereby.
Section 19. Effectivity. This Decree shall take effect January 1, 1977.
DONE in the City of Manila, this 22nd day of September, in the year of Our Lord, nineteen
hundred and seventy-six.
(Sgd.) FERDINAND E. MARCOS
President of the Philippines
By the President:
(Sgd.) JACOBO C. CLAVE
Presidential Executive Assistant
Source: Malacañang Records Office
 The Philippine Teachers’ Professionalization Act (RA 7836)

[REPUBLIC ACT 7836]

AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE

PRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING A
LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES

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

Congress assembled:

SECTION 1. Short Title. — This Act shall be known as the “Philippine Teachers
Professionalization Act of 1994.”

SEC. 2. Statement of Policy. — The State recognizes the vital role of teachers in
nation-building and development through a responsible and literate citizenry.
Towards
this end, the State shall ensure and promote quality education by proper supervision
and
regulation of the licensure examination and professionalization of the practice of the
teaching profession.

SEC. 3. Objectives. — This Act has the herein objectives:

a) The promotion, development and professionalization of teachers and the
teaching profession; and
b) The supervision and regulation of the licensure examination.
SEC. 4. Definition of Terms. — For purposes of this Act, the following terms
shall mean:
a) “Teaching” – refers to the profession concerned primarily with classroom
instruction, at the elementary and secondary levels in accordance with the
curriculum prescribed by the Department of Education, Culture and Sports,
whether on part-time or full-time basis in the private or public schools.

b) “Teachers” – refers to all persons engaged in teaching at the elementary and

secondary levels, whether on full-time or part-time basis, including industrial
arts or vocational teachers and all other persons performing supervisory
and/or administrative functions in all schools in the aforesaid levels and
qualified to practice teaching under this Act.
c) “Board” – refers to the Board for Professional Teachers duly established and
constituted under this Act.
d) “Commission” – refers to the Professional Regulation Commission.
ARTICLE II

BOARD FOR PROFESSIONAL TEACHERS

SEC. 5. Creation and Composition of the Board. — There is hereby created

under this Act a Board for Professional Teachers, hereinafter called the Board, a
collegialbody under the general supervision and administrative control of the
ProfessionalRegulation Commission, hereinafter referred to as the Commission,
composed of five (5)members who shall be appointed by the President of the
Philippines from among therecommendees chosen by the Commission. The
recommendees shall be chosen from thelist of nominees selected by the accredited
association of teachers, who duly possess allthe qualifications prescribed in Section
8 of this Act.The chairman and the vice-chairman of the Board shall be appointed
from thesefive (5) members by the President: Provided, That the members of the first
Board
appointed under this Act shall be automatically registered as professional teachers
and
issued with the certificate of registration and professional license upon payment of
the
fees for examination, registration, and other fees prescribed by the Commission.

SEC. 6. Duties and Functions of the Board. — The Board shall have the
following duties and functions:
a) Promulgate, administer and enforce rules and regulations necessary for
carrying out the provisions of this Act in accordance with the charter of the
Professional Regulation Commission;
b) Determine and fix the frequency, dates, and places of examination, appoint
supervisors, proctors, and other personnel as needed who shall be entitled to
a daily allowance to be fixed by the Board for every examination day
actually attended, use buildings and facilities of public or private schools for
examination purposes;
c) Issue, suspend, or revoke the certificate of registration for the practice of the
teaching profession;
d) Prescribe and collect examination and other fees as it may deem proper;
e) Prescribe and/or adopt a code of ethical and professional standards for the
practice of the teaching profession. Such ethical standards, rules and
regulations to take effect sixty (6) days after its publication in the Official
Gazette or in any newspaper of general circulation;
f) Administer oaths in connection with the administration of this Act;
g) Supervise and regulate the registration, licensure and practice of professional
teachers in the Philippines;
h) Adopt an official seal of the Board;
i) Look into the conditions affecting the practice of the teaching profession and
whenever necessary, adopt such measures as may be deemed proper for the
enhancement and maintenance of high professional and ethical standards of
the profession;
j) Ensure that all educational institutions offering elementary and secondary
education comply with the essential requirements for curricula, faculty and
facilities for the elementary and secondary levels;
k) Investigate such violations of this Act, the rules and the code of ethical and
professional standards for professional teachers as it may come to the
knowledge of the Board, and for this purpose, to issue subpoena and
subpoena duces tecum to secure the appearance of witnesses and the
production of documents in connection therewith; and
l) Discharge such other powers, duties and functions as the Board may deem
necessary for the practice of the teaching profession and the upgrading
enhancement, development and growth of education in the Philippines.

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

SEC. 8. Qualifications of Board Members. — Each Board member must at the

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

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

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

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

SEC. 11. Secretariat and Support Service. — The Professional Regulation

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

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

ARTICLE III

EXAMINATION AND REGISTRATION

SEC. 13. Examination, Registration and License Required. — Except as

otherwise specifically allowed under the provisions of this Act, all applicants for
registration as professional teachers shall be required to undergo a written
examination which shall be given at least once a year in such places and dates as
the Board may determine upon approval by the Commission. A valid certificate of
registration and a valid professional license from the Commission are required before
any person is allowed to practice as a professional teacher in the Philippines, except
as otherwise allowed under this Act.

SEC. 14. Scope of Examination. — The examinations for the elementary and
secondary school teachers shall be separate. The examination for teachers in the
elementary level shall consist of two (2) parts, namely: professional education and
general education. The examination for teachers in the secondary level shall consist
of three (3) parts, namely: professional education, general education, and field of
specialization.

SEC. 15. Qualification Requirements of Applicants. — No applicant shall be

admitted to take the examination unless, on the date of filing of the application, he
shall have complied with the following requirements:
a) A citizen of the Philippines or an alien whose country has reciprocity with the
Philippines in the practice of the teaching profession;
b) At least eighteen (18) years of age;
c) In good health and of good reputation with high moral values;
d) Has not been convicted by final judgment by a court for an offense involving
moral turpitude;
e) A graduate of a school, college or university recognized by the government
and possesses the minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor’s degree in early childhood education
(BECED) or its equivalent;
(2) For teachers in the elementary grades, a bachelor’s degree in elementary
education (BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor’s degree in education or its
equivalent with a major and minor, or a bachelor’s degree in arts and sciences
with at least ten (10) units in professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor’s
degree in the field of specialization or its equivalent, with at least eighteen
(18) units in professional education.

SEC. 16. Report of the Results of the Examination. — The Board shall, within
one hundred twenty (120) days after the examination, report the ratings obtained by
each candidate to the Professional Regulation Commission for approval and
appropriate action.

SEC. 17. Issuance of Certificate of Registration and Professional License. —

The registration of a professional teacher commences from the date his name is
enrolled in the roster of professional teachers.
Every registrant who has satisfactorily met all the requirements specified in this
Act shall, upon payment of the registration fee, be issued a certificate of registration
as a professional teacher bearing the full name of the registrant with serial number
and date of issuance signed by the chairman of the Commission and the chairman,
vice-chairman, and members of the Board, stamped with the official seal, as
evidence that the person named therein is entitled to practice the profession with all
the rights and privileges appurtenant thereto. The certificate shall remain in full force
and effect until withdrawn, suspended and/or revoked in accordance with law.
A professional license signed by the chairman of the Commission and bearing the
registration number and date of issuance thereof and the month of expiry or
renewability shall likewise be issued to every registrant who has paid the annual
registration fees for three (3) consecutive years. This license shall serve as evidence
that the licensee can lawfully practice his profession until the expiration of its validity.

SEC. 18. Oath Before Practice. — Every registrant shall be required to take his
professional oath before practicing as a professional teacher.

SEC. 19. Periodic Merit Examination of Teachers. — To encourage continuing

professional growth and development and to provide additional basis for merit
promotion, in addition to their performance rating, teachers may take an oral and
written examination at least once in five (5) years as basis for merit promotion. In
taking this examination, no fee shall be required.

SEC. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the
merit examination, he or she shall be allowed to take the examination for a second
time.Should he or she fail to pass the merit examination for the second time, then he
or she shall be required to take a DECS accredited refresher course or program
before being allowed to retake the examination.
Failure of any permanent teacher to pass the merit examination shall not,
however, be used as a ground for his/her dismissal or demotion.

SEC. 21. Incentives. — Teachers who pass the merit examination shall:
a) Be awarded a diploma of merit by the Board;
b) Earn merit points for purposes of promotion in salary or to a higher position or
grade level;
c) Be placed in the priority list for government scholarship; and
d) Enjoy such other benefits as may be promulgated by the Board.
Similar incentives shall be given to teachers who make inventions, develop new
methods of teaching, write a book or books and create works of artistic merit.

SEC. 22. Integration of the Teaching Profession. – The teaching profession shall
be integrated into one national organization which shall be recognized by the Board
and the Commission as the one and only integrated and accredited association of
professional teachers. Upon registration with the Board, every professional teacher
shall be encouraged to become a member of the integrated national organization.
Those who have been registered with the Board but are not members of the said
integrated organization within three (3) years after the effectivity of this Act.
Membership in the integrated organization shall not be a bar to membership in other
associations of the teaching profession. The professional teachers shall receive the
benefits and privileges appurtenant to their membership in the said integrated and
accredited organization of professional teachers only upon payment of the required
membership fees and dues.

SEC. 23. Revocation of the Certificate of Registration, Suspension from the

Practice of the Teaching Profession, and Cancellation of Temporary or Special
Permit. –
The Board shall have the power, after due notice and hearing, to suspend or revoke
the
certificate of registration of any registrant, to reprimand or to cancel the
temporary/special permit of a holder thereof who is exempt from registration, for any
of the following causes:
(a) Conviction for any criminal offense by a court of competent jurisdiction;
(b) Immoral, unprofessional or dishonorable conduct;
(c) Declaration by a court of competent jurisdiction for being mentally unsound
or insane;
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of the
practice of the teaching profession;
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of
registration, professional license or special/temporary permit;
(f) Chronic inebriety or habitual use of drugs;
(g) Violation of any of the provisions of this Act, the rules and regulations and
other policies of the Board and the Commission, and the code of ethical and
professional standards for professional teachers; and
(h) Unjustified or willful failure to attend seminars, workshops, conferences and
the like or the continuing education program prescribed by the Board and the
Commission.
The decision of the Board to revoke or suspend a certificate may be appealed to
the regional trial court of the place where the Board holds office within fifteen (15)
days from receipt of the said decision or of the denial of the motion for
reconsideration filed in due time.

SEC. 24. Registration by Reciprocity. – No teacher of a foreign nationality shall

be admitted to the examination, or be given a certificate of registration or be entitled
to any of the rights and privileges provided under this Act, unless the country or state
of which he is a subject permits Filipino professional teachers to practice within its
territorial limits on the same basis as subjects or citizens of said country or state:
Provided, That the requirements of certification of teachers with said foreign state or
country are substantial; the same as those required and contemplated under this Act:
Provided, further, That the laws of such state or country grant the same privilege to
Filipino professional teachers on the same basis as the subject or citizens of such
foreign country or state.

SEC. 25. Roster of professional Teachers. – A roster of professional teachers

containing the names and addresses of professional teachers, date of registration or
issuance of certificate, and other data which in the opinion of the Board may appear
pertinent shall be maintained. Copies of the roster shall be provided by the
Commission to the Board, the Department of Education, Culture and Sports, and the
integrated and accredited organization of professional teachers.

SEC. 26. Registration and Exception. – Two (2) years after the effectivity of this
Act, no person shall engage in teaching and/or act as a professional teacher as
defined in this Act, whether in the preschool, elementary or secondary level, unless
he is a duly registered professional teacher, and a holder of a valid certificate of
registration and a valid professional license or a holder of a valid special, temporary
permit. Upon approval of the application and payment of the prescribed fees, the
certificate of registration and professional license as a professional teacher shall be
issued without examination as required in this Act to a qualified applicant, who at the
time of the approval of this Act, is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service
Commission and the Department of Education, Culture and Sports; or
(b) A registered professional teacher with the National Board for Teachers under
the Department of Education, Culture and Sports (DECS) pursuant to
Presidential Decree No. 1006; or
(c) Not qualified under paragraphs one and two but with any of the following
qualifications, to wit:
(1) An elementary or secondary teacher for five (5) years in good standing and a
holder of a Bachelor of Science in Education or its equivalent; or
(2) An elementary or secondary teacher for three (3) in good standing and a
holder of a master’s degree in education or its equivalent.
Provided, That they shall be given two (2) years from the organization of the
Board for professional teachers within which to register and be included in the roster
of professional teachers: Provided, further, That those incumbent teachers who are
not qualified to register without examination under this Act or who, albeit qualified,
were unable to register within the two-year period shall be issued a five-year
temporary or special permit from the time the Board is organized within which to
register after passing the examination and complying with the requirements provided
in this Act and be included in the roster of professional teachers: Provided,
furthermore, That those who have failed the licensure examination for professional
teachers shall be eligible as para-teachers and as such, shall be issued by the Board
a special or temporary permit, and shall be assigned by the Department of
Education, Culture and Sports (DECS) to schools as it may determine under the
circumstances.

ARTICLE IV

PROVISIONS RELATIVE TO THE PRACTICE OF THE

TEACHING PROFESSION

SEC. 27. Inhibition Against the Practice of the Teaching Profession. – Except as
otherwise allowed under this Act, no person shall practice or offer to practice the
teaching profession in the Philippines or be appointed as teacher to any position
calling for a teaching position without having previously obtained a valid certificate of
registration and a valid professional license from the Commission.

SEC. 28. Penal Provisions. – The following shall be punishable by a fine of not
less than Five thousand pesos (P5,000.00) nor more than Twenty thousand pesos (P
20,000.00) or imprisonment of not less than six (6) months nor more than five (5)
years, or both, at the discretion of the court:
(a) Any person who practices the teaching profession in the Philippines without
being certified in accordance with the provisions of this Act;
(b) Any person who represents or attempts to use as his own certificate of
registration that of another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the
Board or any member thereof in obtaining a certificate of registration as
teacher;
(d) Any person who impersonates any registrant of the same or different name;
(e) Any person who uses a revoked or suspended certificate of registration;
(f) Any person who, in connection with his name, otherwise assumes, uses or
advertises any title or description tending to convey or conveys the impression
that he is a teacher without holding a valid certificate; and
(g) Any person who violates or who abets the violation of any of the provisions of
this Act.
The penalty of fine or imprisonment or both, as provided in this section, shall also
apply to any school or school official who shall cause or be responsible for the
commission of any of the above-enumerated acts.

SEC. 29. Appropriations. – Such sums as may be necessary to carry out the
provisions of this Act shall be included in the 1996 General Appropriations Act and
thereafter.

SEC. 30. Implementing Guidelines. – The Board shall formulate and adopt the
necessary guidelines for the effective implementation of the provisions of this Act
within sixty (60) days of its approval.
The Board shall submit to both Committees on Education, Arts, and Culture; and
the Committees on Civil Service and Professional Regulation of the Senate and
House of Representatives, copies of the implementing rules and guidelines within
thirty (30) days after its promulgation. Any violation of this section shall render the
official/s concerned liable under Republic Act No. 6713, otherwise known as the
“Code of Conduct and Ethical Standards for Public Officials and Employees” and
other pertinent administrative and/or penal laws.

SEC. 31. Transitory Provision. – All incumbent teachers in both the public and
private sector not otherwise certified as professional teachers by virtue of this Act,
shall be given five (5) years temporary certificates from the time the Board for
professional Teachers is organized within which to qualify as required by this Act and
be included in the roster of professionals.
Provided, however, That the professional Board Examination for Teachers
(PBET) shall still be administered by the Civil Service Commission and the
Department of Education, Culture and Sports for the year 1995.

SEC. 32. Separability Clause. – If, for any reason, any section or provision of
this Act or the application of such section or provision to any person or circumstance
is declared unconstitutional or invalid, no other section or provision of this Act shall
be affected thereby.

SEC. 33. Repealing Clause. – All laws, presidential decrees, executive orders,
rules and regulations or parts thereof inconsistent with the provisions of this Act are
hereby repealed or modified accordingly.

SEC. 34. Effectivity Clause. – This Act shall take effect after fifteen (15) days
following its complete publication in the Official Gazette or in two (2) newspapers of
general circulation.

Approved,

(Sgd.) EDGARDO J. ANGARA

President of the Senate

(Sgd.) JOSE DE VENECIA, JR.

Speaker of the House
of Representatives
B. Professional Ethics

Code of Conduct for Professional Teachers

 Code of Conduct for Public Officials and Employees (RA 6713)
[REPUBLIC ACT NO. 6713] AN ACT ESTABLISHING A CODE OF CONDUCT AND
ETHICAL STANDARDS FOR PUBLIC OFFICIALS AND EMPLOYEES, TO UPHOLD THE
TIME-HONORED PRINCIPLE OF PUBLIC OFFICE BEING A PUBLIC TRUST, GRANTING
INCENTIVES AND REWARDS FOR EXEMPLARY SERVICE, ENUMERATING
PROHIBITED ACTS AND TRANSACTIONS AND PROVIDING PENALTIES FOR
VIOLATIONS THEREOF AND FOR OTHER PURPOSES

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

assembled:

Section 1. Title. — This Act shall be known as the "Code of Conduct and Ethical Standards
for Public Officials and Employees."

Section 2. Declaration of Policies. — It is the policy of the State to promote a high

standard of ethics in public service. Public officials and employees shall at all times be
accountable to the people and shall discharge their duties with utmost responsibility,
integrity, competence, and loyalty, act with patriotism and justice, lead modest lives, and
uphold public interest over personal interest.

Section 3. Definition of Terms. — As used in this Act, the term:

(a) "Government" includes the national government, the local governments, and all
other instrumentalities, agencies or branches of the Republic of the Philippines
including government-owned or controlled corporations, and their subsidiaries.
(b) "Public Officials" includes elective and appointive officials and employees,
permanent or temporary, whether in the career or non-career service, including
military and police personnel, whether or not they receive compensation, regardless
of amount.
(c) "Gift" refers to a thing or a right disposed of gratuitously, or any act or liberality, in
favor of another who accepts it, and shall include a simulated sale or an ostensibly
onerous disposition thereof. It shall not include an unsolicited gift of nominal or
insignificant value not given in anticipation of, or in exchange for, a favor from a
public official or employee.
(d) "Receiving any gift" includes the act of accepting directly or indirectly, a gift from
a person other than a member of his family or relative as defined in this Act, even on
the occasion of a family celebration or national festivity like Christmas, if the value of
the gift is neither nominal nor insignificant, or the gift is given in anticipation of, or in
exchange for, a favor.
(e) "Loan" covers both simple loan and commodatum as well as guarantees,
financing arrangements or accommodations intended to ensure its approval.
(f) "Substantial stockholder" means any person who owns, directly or indirectly,
shares of stock sufficient to elect a director of a corporation. This term shall also
apply to the parties to a voting trust.
(g) "Family of public officials or employees" means their spouses and unmarried
children under eighteen (18) years of age.
(h) "Person" includes natural and juridical persons unless the context indicates
otherwise.
 (i) "Conflict of interest" arises when a public official or employee is a member of a
board, an officer, or a substantial stockholder of a private corporation or owner or has
a substantial interest in a business, and the interest of such corporation or business,
or his rights or duties therein, may be opposed to or affected by the faithful
performance of official duty.
(j) "Divestment" is the transfer of title or disposal of interest in property by voluntarily,
completely and actually depriving or dispossessing oneself of his right or title to it in
favor of a person or persons other than his spouse and relatives as defined in this
Act.
(k) "Relatives" refers to any and all persons related to a public official or employee
within the fourth civil degree of consanguinity or affinity, including bilas, inso and
balae.

Section 4. Norms of Conduct of Public Officials and Employees. —

(A) Every public official and employee shall observe the following as standards of
personal conduct in the discharge and execution of official duties:

(a) Commitment to public interest. — Public officials and employees shall always uphold
the public interest over and above personal interest. All government resources and
powers of their respective offices must be employed and used efficiently, effectively,
honestly and economically, particularly to avoid wastage in public funds and
revenues.

(b) Professionalism. — Public officials and employees shall perform and discharge their
duties with the highest degree of excellence, professionalism, intelligence and skill.
They shall enter public service with utmost devotion and dedication to duty. They
shall endeavor to discourage wrong perceptions of their roles as dispensers or
peddlers of undue patronage.

(c) Justness and sincerity. — Public officials and employees shall remain true to the
people at all times. They must act with justness and sincerity and shall not
discriminate against anyone, especially the poor and the underprivileged. They shall
at all times respect the rights of others, and shall refrain from doing acts contrary to
law, good morals, good customs, public policy, public order, public safety and public
interest. They shall not dispense or extend undue favors on account of their office to
their relatives whether by consanguinity or affinity except with respect to
appointments of such relatives to positions considered strictly confidential or as
members of their personal staff whose terms are coterminous with theirs.

(d) Political neutrality. — Public officials and employees shall provide service to
everyone without unfair discrimination and regardless of party affiliation or
preference.

(e) Responsiveness to the public. — Public officials and employees shall extend prompt,
courteous, and adequate service to the public. Unless otherwise provided by law or
when required by the public interest, public officials and employees shall provide
information of their policies and procedures in clear and understandable language,
 ensure openness of information, public consultations and hearings whenever
appropriate, encourage suggestions, simplify and systematize policy, rules and
procedures, avoid red tape and develop an understanding and appreciation of the
socio22 economic conditions prevailing in the country, especially in the depressed
rural and urban areas.

(f) Nationalism and patriotism. — Public officials and employees shall at all times be
loyal to the Republic and to the Filipino people, promote the use of locally produced
goods, resources and technology and encourage appreciation and pride of country
and people. They shall endeavor to maintain and defend Philippine sovereignty
against foreign intrusion.

(g) Commitment to democracy. — Public officials and employees shall commit

themselves to the democratic way of life and values, maintain the principle of public
accountability, and manifest by deeds the supremacy of civilian authority over the
military. They shall at all times uphold the Constitution and put loyalty to country
above loyalty to persons or party.

(h) Simple living. — Public officials and employees and their families shall lead modest
lives appropriate to their positions and income. They shall not indulge in extravagant or
ostentatious display of wealth in any form.

(B) The Civil Service Commission shall adopt positive measures to promote

(1) observance of these standards including the dissemination of information programs and
workshops authorizing merit increases beyond regular progression steps, to a limited
number of employees recognized by their office colleagues to be outstanding in their
observance of ethical standards; and
(2) continuing research and experimentation on measures which provide positive motivation
to public officials and employees in raising the general level of observance of these
standards.

Section 5. Duties of Public Officials and Employees. — In the performance of their

duties, all public officials and employees are under obligation to:
(a) Act promptly on letters and requests. — All public officials and employees shall,
within fifteen (15) working days from receipt thereof, respond to letters, telegrams
or other means of communications sent by the public. The reply must contain the
action taken on the request.

(b) Submit annual performance reports. — All heads or other responsible officers of
offices and agencies of the government and of government-owned or controlled
corporations shall, within forty-five (45) working days from the end of the year,
render a performance report of the agency or office or corporation concerned.
Such report shall be open and available to the public within regular office hours.

(c) Process documents and papers expeditiously. — All official papers and
documents must be processed and completed within a reasonable time from the
preparation thereof and must contain, as far as practicable, not more than three
 (3) signatories therein. In the absence of duly authorized signatories, the official
next-in-rank or officer–in-charge shall sign for and in their behalf.

(d) Act immediately on the public's personal transactions. — All public officials and
employees must attend to anyone who wants to avail himself of the services of their
offices and must, at all times, act promptly and expeditiously.
(e) Make documents accessible to the public. — All public documents must be made
accessible to, and readily available for inspection by, the public within reasonable
working hours. 23

Section 6. System of Incentives and Rewards. — A system of annual incentives and

rewards is hereby established in order to motivate and inspire public servants to
uphold the highest standards of ethics. For this purpose, a Committee on Awards to
Outstanding Public Officials and Employees is hereby created composed of the
following: the Ombudsman and Chairman of the Civil Service Commission as
CoChairmen, and the Chairman of the Commission on Audit, and two government
employees to be appointed by the President, as members. It shall be the task of this
Committee to conduct a periodic, continuing review of the performance of public
officials and employees, in all the branches and agencies of Government and
establish a system of annual incentives and rewards to the end that due recognition
is given to public officials and employees of outstanding merit on the basis of the
standards set forth in this Act. The conferment of awards shall take into account,
among other things, the following: the years of service and the quality and
consistency of performance, the obscurity of the position, the level of salary, the
unique and exemplary quality of a certain achievement, and the risks or temptations
inherent in the work. Incentives and rewards to government officials and employees
of the year to be announced in public ceremonies honoring them may take the form
of bonuses, citations, directorships in government-owned or controlled corporations,
local and foreign scholarship grants, paid vacations and the like. They shall likewise
be automatically promoted to the next higher position with the commensurate salary
suitable to their qualifications. In case there is no next higher position or it is not
vacant, said position shall be included in the budget of the office in the next General
Appropriations Act. The Committee on Awards shall adopt its own rules to govern the
conduct of its activities.

Section 7. Prohibited Acts and Transactions. — In addition to acts and omissions of

public officials and employees now prescribed in the Constitution and existing laws,
the following shall constitute prohibited acts and transactions of any public official
and employee and are hereby declared to be unlawful:
(a) Financial and material interest. — Public officials and employees shall not,
directly or indirectly, have any financial or material interest in any transaction
requiring the approval of their office.
(b) Outside employment and other activities related thereto. — Public officials and
employees during their incumbency shall not:
(1) Own, control, manage or accept employment as officer, employee, consultant,
counsel, broker, agent, trustee or nominee in any private enterprise regulated,
supervised or licensed by their office unless expressly allowed by law;
 (2) Engage in the private practice of their profession unless authorized by the
Constitution or law, provided, that such practice will not conflict or tend to conflict with
their official functions; or (3) Recommend any person to any position in a private
enterprise which has a regular or pending official transaction with their office. These
prohibitions shall continue to apply for a period of one (1) year after resignation,
retirement, or separation from public office, except in the case of subparagraph (b)
(2) above, but the professional concerned cannot practice his profession in
connection with any matter before the office he used to be with, in which case the
one-year prohibition shall likewise apply. (c) Disclosure and/or misuse of confidential
information. — Public officials and employees shall not use or divulge, confidential or
classified information officially known to them by reason of their office and not made
available to the public, either:
(1) To further their private interests, or give undue advantage to anyone; or (2) To
prejudice the public interest. (d) Solicitation or acceptance of gifts. — Public officials
and employees shall not solicit or accept, directly or indirectly, any gift, gratuity, favor,
entertainment, loan or anything of monetary value from any person in the course of
their official duties or in connection with any operation being regulated by, or any
transaction which may be affected by the functions of their office.
As to gifts or grants from foreign governments, the Congress consents to:
(i) The acceptance and retention by a public official or employee of a gift of nominal
value tendered and received as a souvenir or mark of courtesy;
(ii) The acceptance by a public official or employee of a gift in the nature of a
scholarship or fellowship grant or medical treatment; or \
(iii) The acceptance by a public official or employee of travel grants or expenses for
travel taking place entirely outside the Philippine (such as allowances,
transportation, food, and lodging) of more than nominal value if such acceptance
is appropriate or consistent with the interests of the Philippines, and permitted by
the head of office, branch or agency to which he belongs.

The Ombudsman shall prescribe such regulations as may be necessary to carry out
the purpose of this subsection, including pertinent reporting and disclosure
requirements. Nothing in this Act shall be construed to restrict or prohibit any
educational, scientific or cultural exchange programs subject to national security
requirements.

Section 8. Statements and Disclosure. — Public officials and employees have an

obligation to accomplish and submit declarations under oath of, and the public has
the right to know, their assets, liabilities, net worth and financial and business
interests including those of their spouses and of unmarried children under eighteen
(18) years of age living in their households. 24 25 (A) Statements of Assets and
Liabilities and Financial Disclosure. — All public officials and employees, except
those who serve in an honorary capacity, laborers and casual or temporary workers,
shall file under oath their Statement of Assets, Liabilities and Net Worth and a
Disclosure of Business Interests and Financial Connections and those of their
spouses and unmarried children under eighteen (18) years of age living in their
households. The two documents shall contain information on the following: (a) real
property, its improvements, acquisition costs, assessed value and current fair market
value; (b) personal property and acquisition cost; (c) all other assets such as
 investments, cash on hand or in banks, stocks, bonds, and the like; (d) liabilities, and;
(e) all business interests and financial connections. The documents must be filed: (a)
within thirty (30) days after assumption of office; (b) on or before April 30, of every
year thereafter; and (c) within thirty (30) days after separation from the service. All
public officials and employees required under this section to file the aforestated
documents shall also execute, within thirty (30) days from the date of their
assumption of office, the necessary authority in favor of the Ombudsman to obtain
from all appropriate government agencies, including the Bureau of Internal Revenue,
such documents as may show their assets, liabilities, net worth, and also their
business interests and financial connections in previous years, including, if possible,
the year when they first assumed any office in the Government. Husband and wife
who are both public officials or employees may file the required statements jointly or
separately. The Statements of Assets, Liabilities and Net Worth and the Disclosure of
Business Interests and Financial Connections shall be filed by: (1) Constitutional and
national elective officials, with the national office of the Ombudsman; (2) Senators
and Congressmen, with the Secretaries of the Senate and the House of
Representatives, respectively; Justices, with the Clerk of Court of the Supreme
Court; Judges, with the Court Administrator; and all national executive officials with
the Office of the President; (3) Regional and local officials and employees, with the
Deputy Ombudsman in their respective regions; (4) Officers of the armed forces from
the rank of colonel or naval captain, with the Office of the President, and those below
said ranks, with the Deputy Ombudsman in their respective regions; and 26 (5) All
other public officials and employees, defined in Republic Act No. 3019, as amended,
with the Civil Service Commission. (B) Identification and disclosure of relatives. — It
shall be the duty of every public official or employee to identify and disclose, to the
best of his knowledge and information, his relatives in the Government in the form,
manner and frequency prescribed by the Civil Service Commission. (C) Accessibility
of documents. — (1) Any and all statements filed under this Act, shall be made
available for inspection at reasonable hours. (2) Such statements shall be made
available for copying or reproduction after ten (10) working days from the time they
are filed as required by law. (3) Any person requesting a copy of a statement shall be
required to pay a reasonable fee to cover the cost of reproduction and mailing of
such statement, as well as the cost of certification. (4) Any statement filed under this
Act shall be available to the public for a period of ten (10) years after receipt of the
statement. After such period, the statement may be destroyed unless needed in an
ongoing investigation. (D) Prohibited acts. — It shall be unlawful for any person to
obtain or use any statement filed under this Act for: (a) any purpose contrary to
morals or public policy; or (b) any commercial purpose other than by news and
communications media for dissemination to the general public.

Section 9. Divestment. — A public official or employee shall avoid conflicts of interest at

all times. When a conflict of interest arises, he shall resign from his position in any
private business enterprise within thirty (30) days from his assumption of office
and/or divest himself of his shareholdings or interest within sixty (60) days from such
assumption. The same rule shall apply where the public official or employee is a
partner in a partnership. The requirement of divestment shall not apply to those who
serve the Government in an honorary capacity nor to laborers and casual or
temporary workers.
 Section 10. Review and Compliance Procedure. — (a) The designated Committees of
both Houses of the Congress shall establish procedures for the review of statements
to determine whether said statements which have been submitted on time, are
complete, and are in proper form. In the event a determination is made that a
statement is not so filed, the appropriate Committee shall so inform the reporting
individual and direct him to take the necessary corrective action. (b) In order to carry
out their responsibilities under this Act, the designated Committees of both Houses of
Congress shall have the power within their respective jurisdictions, to render any
opinion interpreting this Act, in writing, to persons covered by this Act, subject in each
instance to the approval by affirmative vote of the majority of the particular House
concerned. 27 The individual to whom an opinion is rendered, and any other
individual involved in a similar factual situation, and who, after issuance of the
opinion acts in good faith in accordance with it shall not be subject to any sanction
provided in this Act. (c) The heads of other offices shall perform the duties stated in
subsections (a) and (b) hereof insofar as their respective offices are concerned,
subject to the approval of the Secretary of Justice, in the case of the Executive
Department and the Chief Justice of the Supreme Court, in the case of the Judicial
Department.

Section 11. Penalties. — (a) Any public official or employee, regardless of whether or not
he holds office or employment in a casual, temporary, holdover, permanent or regular
capacity, committing any violation of this Act shall be punished with a fine not
exceeding the equivalent of six (6) months' salary or suspension not exceeding one
(1) year, or removal depending on the gravity of the offense after due notice and
hearing by the appropriate body or agency. If the violation is punishable by a heavier
penalty under another law, he shall be prosecuted under the latter statute. Violations
of Sections 7, 8 or 9 of this Act shall be punishable with imprisonment not exceeding
five (5) years, or a fine not exceeding five thousand pesos (P5,000), or both, and, in
the discretion of the court of competent jurisdiction, disqualification to hold public
office. (b) Any violation hereof proven in a proper administrative proceeding shall be
sufficient cause for removal or dismissal of a public official or employee, even if no
criminal prosecution is instituted against him. (c) Private individuals who participate in
conspiracy as co-principals, accomplices or accessories, with public officials or
employees, in violation of this Act, shall be subject to the same penal liabilities as the
public officials or employees and shall be tried jointly with them. (d) The official or
employee concerned may bring an action against any person who obtains or uses a
report for any purpose prohibited by Section 8 (D) of this Act. The Court in which
such action is brought may assess against such person a penalty in any amount not
to exceed twenty-five thousand pesos (P25,000.00). If another sanction hereunder or
under any other law is heavier, the latter shall apply.

Section 12. Promulgation of Rules and Regulations, Administration and Enforcement

of this Act.
— The Civil Service Commission shall have the primary responsibility for the
administration and enforcement of this Act. It shall transmit all cases for prosecution
arising from violations of this Act to the proper authorities for appropriate action:
Provided, however, That it may institute such administrative actions and disciplinary
 measures as may be warranted in accordance with law. Nothing in this provision
shall be construed as a deprivation of the right of each House of Congress to
discipline its Members for disorderly behavior. The Civil Service Commission is
hereby authorized to promulgate rules and regulations necessary to carry out the
provisions of this Act, including guidelines for 28 individuals who render free
voluntary service to the Government. The Ombudsman shall likewise take steps to
protect citizens who denounce acts or omissions of public officials and employees
which are in violation of this Act.

Section 13. Provisions for More Stringent Standards. — Nothing in this Act shall be
construed to derogate from any law, or any regulation prescribed by any body or
agency, which provides for more stringent standards for its official and employees.

Section 14. Appropriations. — The sum necessary for the effective implementation of this
Act shall be taken from the appropriations of the Civil Service Commission.
Thereafter, such sum as may be needed for its continued implementation shall be
included in the Annual General Appropriations Act.

Section 15. Separability Clause. — If any provision of this Act or the application of such
provision to any person or circumstance is declared invalid, the remainder of the Act
or the application of such provision to other persons or circumstances shall not be
affected by such declaration.

Section 16. Repealing Clause. — All laws, decrees and orders or parts thereof inconsistent
herewith, are deemed repealed or modified accordingly, unless the same provide for
a heavier penalty.

Section 17. Effectivity. — This Act shall take effect after thirty (30) days following the
completion of its publication in the Official Gazette or in two (2) national newspapers of
general circulation. Approved, February 20, 1989.
 C. Teacher Welfare and Privileges

The Magna Carta for Public School Teachers (RA 4670)

REPUBLIC ACT NO. 4670 June 18, 1966

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

I. DECLARATION OF POLICY COVERAGE

Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote
and improve the social and economic status of public school teachers, their living and
working conditions, their terms of employment and career prospects in order that
they may compare favorably with existing opportunities in other walks of life, attract
and retain in the teaching profession more people with the proper qualifications, it
being recognized that advance in education depends on the qualifications and ability
of the teaching staff and that education is an essential factor in the economic growth
of the nation as a productive investment of vital importance.

Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School
Teachers" and shall apply to all public school teachers except those in the
professorial staff of state colleges and universities. As used in this Act, the term
"teacher" shall mean all persons engaged in classroom teaching, in any level of
instruction, on full-time basis, including guidance counselors, school librarians,
industrial arts or vocational instructors, and all other persons performing supervisory
and/or administrative functions in all schools, colleges and universities operated by
the Government or its political subdivisions; but shall not include school nurses,
school physicians, school dentists, and other school employees.

II. RECRUITMENT AND CAREER

Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection and
appointment of teachers shall be clearly defined by the Department of Education:
Provided, however, That effective upon the approval of this Act, the following shall
constitute the minimum educational qualifications for teacher-applicants:

(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in
ElementaryEducation (B.S.E.ED.);

(b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent
with a major and a minor; or a Bachelor's degree in Arts or Science with at least
eighteen professional units in Education.

(c) For teachers of secondary vocational and two years technical courses, Bachelor's degree
in the field of specialization with at least eighteen professional units in education
;
(d) For teachers of courses on the collegiate level, other than vocational, master's degree
with a specific area of specialization;
Provided, further, That in the absence of applicants who possess the minimum
educational qualifications as hereinabove provided, the school superintendent may
 appoint, under a temporary status, applicants who do not meet the minimum
qualifications: Provided, further, that should teacher-applicants, whether they
possess the minimum educational qualifications or not, be required to take
competitive examinations, preference in making appointments shall be in the order of
their respective ranks in said competitive examinations: And provided, finally, That
the results of the examinations shall be made public and every applicant shall be
furnished with his score and rank in said examinations.

Sec. 4. Probationary Period. When recruitment takes place after adequate training and
professional preparation in any school recognized by the Government, no
probationary period preceding regular appointment shall be imposed if the teacher
possesses the appropriate civil service eligibility: Provided, however, That where,
due to the exigencies of the service, it is necessary to employ as teacher a person
who possesses the minimum educational qualifications herein above set forth but
lacks the appropriate civil service eligibility, such person shall be appointed on a
provisional status and shall undergo a period of probation for not less than one year
from and after the date of his provisional appointment.

Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be assured
the teachers as provided under existing laws. Subject to the provisions of Section
three hereof, teachers appointed on a provisional status for lack of necessary civil
service eligibility shall be extended permanent appointment for the position he is
holding after having rendered at least ten years of continuous, efficient and faithful
service in such position.

Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as herein
otherwise provided, no teacher shall be transferred without his consent from one
station to another. Where the exigencies of the service require the transfer of a
teacher from one station to another, such transfer may be effected by the school
superintendent who shall previously notify the teacher concerned of the transfer and
the reason or reasons therefor. If the teacher believes there is no justification for the
transfer, he may appeal his case to the Director of Public Schools or the Director of
Vocational Education, as the case may be. Pending his appeal and the decision
thereon, his transfer shall be held in abeyance: Provided, however, That no transfers
whatever shall be made three months before any local or national election.
Necessary transfer expenses of the teacher and his family shall be paid for by the
Government if his transfer is finally approved.

Sec. 7. Code of Professional Conduct for Teachers. Within six months from the approval
of this Act, the Secretary of Education shall formulate and prepare a Code of
Professional Conduct for Public School Teachers. A copy of the Code shall be
furnished each teacher: Provided, however, That where this is not possible by reason
of inadequate fiscal resources of the Department of Education, at least three copies
of the same Code shall be deposited with the office of the school principal or head
teacher where they may be accessible for use by the teachers.

Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable

safeguards at each stage of any disciplinary procedure and shall have:
 a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his choice
and/or by his organization, adequate time being given to the teacher for the
preparation of his defense; and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being taken against a teacher
during thependency of his case.

Sec. 9. Administrative Charges. Administrative charges against a teacher shall be heard

initially by a committee composed of the corresponding School Superintendent of the
Divisionor a duly authorized representative who should at least have the rank of a
division supervisor,where the teacher belongs, as chairman, a representative of the
local or, in its absence, anyexisting provincial or national teacher's organization and a
supervisor of the Division, the lasttwo to be designated by the Director of Public
Schools. The committee shall submit itsfindings and recommendations to the Director
of Public Schools within thirty days from the
termination of the hearings: Provided, however, That where the school
superintendent is the complainant or an interested party, all the members of the
committee shall be appointed by the Secretary of Education.

Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the

teaching profession, or during its exercise, or in the termination of services, based on
other than professional consideration.

Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all steps
to enable married couples, both of whom are public school teachers, to be employed
in the same locality.

Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of
their professional duties, particularly with regard to teaching and classroom methods.

III. HOURS OF WORK AND REMUNERATION

Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be
required to render more than six hours of actual classroom teaching a day, which
shall be so scheduled as to give him time for the preparation and correction of
exercises and other work incidental to his normal teaching duties: Provided, however,
That where the exigencies of the service so require, any teacher may be required to
render more than six hours but not exceeding eight hours of actual classroom
teaching a day upon payment of additional compensation at the same rate as his
regular remuneration plus at least twenty-five per cent of his basic pay.

Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the
contrary, co-curricula and out of school activities and any other activities outside of
what is defined as normal duties of any teacher shall be paid an additional
compensation of at least twenty-five per cent of his regular remuneration after the
teacher has completed at least six hours of actual classroom teaching a day.
 In the case of other teachers or school officials not engaged in actual classroom
instruction, any work performed in excess of eight hours a day shall be paid an
additional compensation of at least twenty-five per cent of their regular remuneration.
The agencies utilizing the services of teachers shall pay the additional compensation
required under this section. Education authorities shall refuse to allow the rendition of
services of teachers for other government agencies without the assurance that the
teachers shall be paid the remuneration provided for under this section.

Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:
(a) they shall compare favorably with those paid in other occupations requiring
equivalent or similar qualifications, training and abilities;
(b) they shall be such as to insure teachers a reasonable standard of life for
themselves and their families; and
(c) they shall be properly graded so as to recognize the fact that certain positions
require higher qualifications and greater responsibility than others: Provided,
however, That the general salary scale shall be such that the relation between the
lowest and highest salaries paid in the profession will be of reasonable order.
Narrowing of the salary scale shall be achieved by raising the lower end of the salary
scales relative to the upper end.

Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression
from a minimum to a maximum salary by means of regular increments, granted
automatically after three years: Provided, That the efficiency rating of the teacher
concerned is at least satisfactory. The progression from the minimum to the
maximum of the salary scale shall not extend over a period of ten years.

Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are
appropriated by a city, municipal, municipal district, or provincial government, shall
not be less than those provided for teachers of the National Government.

Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace
with the rise in the cost of living by the payment of a cost-of-living allowance which
shall automatically follow changes in a cost-of-living index. The Secretary of
Education shall, in consultation with the proper government entities, recommend to
Congress, at least annually, the appropriation of the necessary funds for the cost-of-
living allowances of teachers employed by the National Government. The
determination of the cost-of-living allowances by the Secretary of Education shall,
upon approval of the President of the Philippines, be binding on the city, municipal or
provincial government, for the purposes of calculating the cost-ofliving allowances of
teachers under its employ.

Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to
hardship such as difficulty in commuting to the place of work or other hazards
peculiar to the place of employment, as determined by the Secretary of Education,
they shall be compensated special hardship allowances equivalent to at least twenty-
five per cent of their monthly salary.

Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal
 tender of the Philippines or its equivalent in checks or treasury warrants. Provided,
however, that such checks or treasury warrants shall be cashable in any national,
provincial, city or municipal treasurer's office or any banking institutions operating
under the laws of the Republic of the Philippines.

Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever from the
salaries of teachers except under specific authority of law authorizing such
deductions: Provided, however, That upon written authority executed by the teacher
concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers
Association, and (2) premiums properly due on insurance policies, shall be
considered deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be
provided free of charge for all teachers before they take up teaching, and shall be
repeated not less than once a year during the teacher's professional life. Where
medical examination show that medical treatment and/or hospitalization is necessary,
same shall be provided free by the government entity paying the salary of the
teachers.
In regions where there is scarcity of medical facilities, teachers may obtain elsewhere
the necessary medical care with the right to be reimbursed for their traveling
expenses by the government entity concerned in the first paragraph of this Section.

Sec. 23. Compensation for Injuries. Teachers shall be protected against the
consequences of employment injuries in accordance with existing laws. The effects
of the physical and nervous strain on the teacher's health shall be recognized as a
compensable occupational disease in accordance with existing laws.

V. LEAVE AND RETIREMENT BENEFITS

Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the
public schools, they shall be entitled to study leave not exceeding one school year
after seven years of service. Such leave shall be granted in accordance with a
schedule set by the Department of Education. During the period of such leave, the
teachers shall be entitled to at least sixty per cent of their monthly salary: Provided,
however, That no teacher shall be allowed to accumulate more than one year study
leave, unless he needs an additional semester to finish his thesis for a graduate
study in education or allied courses: Provided, further, That no compensation shall be
due the teacher after the first year of such leave. In all cases, the study leave period
shall be counted for seniority and pension purposes. The compensation allowed for
one year study leave as herein provided shall be subject to the condition that the
teacher takes the regular study load and passes at least seventy-five percent of his
courses. Study leave of more than one year may be permitted by the Secretary of
Education but without compensation.

Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers
 when the nature of the illness demands a long treatment that will exceed one year at
the least.

Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age
and service requirements of the applicable retirement laws shall be given one range
salary raise upon retirement, which shall be the basis of the computation of the lump
sum of the retirement pay and the monthly benefits thereafter.

VI. TEACHER'S ORGANIZATION

Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and
without previous authorization both to establish and to join organizations of their
choosing, whether local or national to further and defend their interests.

Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the
immediately preceding Section shall be exercised without any interference or
coercion. It shall be unlawful for any person to commit any acts of discrimination
against teachers which are calculated to
(a) make the employment of a teacher subject to the condition that he shall not join
an organization, or shall relinquish membership in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his
membership in an organization or because of participation in organization activities
outside school hours, or with the consent of the proper school authorities, within
school hours, and (c) to prevent him from carrying out the duties laid upon him by his
position in the organization, or to penalize him for an action undertaken in that
capacity.

Sec. 29. National Teacher's Organizations. National teachers' organizations shall be

consulted in the formulation of national educational policies and professional
standards, and in the formulation of national policies governing the social security of
the teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and prepare
the necessary rules and regulations to implement the provisions of this Act. Rules
and regulations issued pursuant to this Section shall take effect thirty days after
publication in a newspaper of general circulation and by such other means as the
Secretary of Education deems reasonably sufficient to give interested parties general
notice of such issuance.

Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress
annually the necessary budgetary estimates to implement the provisions of the Act
concerning the benefits herein granted to public school teachers under the employ of
the National Government.

Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any
 teacher in the exercise of his rights guaranteed by this Act or who shall in any other
manner commit any act to defeat any of the provisions of this Act shall, upon
conviction, be punished by a fine of not less than one hundred pesos nor more than
one thousand pesos, or by imprisonment, in the discretion of the court.
If the offender is a public official, the court shall order his dismissal from the
Government service.

Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their
implementing rules inconsistent with the provisions of this Act are hereby repealed,
amended or modified accordingly.

Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the remainder
of this Act or any provisions not affected thereby shall remain in force and in effect.

Sec. 35. This Act shall take effect upon its approval
 D. Teachers’ Rights, Duties and Responsibilities

The Education Act of 1982(BP 232)

BATAS PAMBANSA BLG. 232

AN ACT PROVIDING FOR THE ESTABLISHMENT
AND MAINTENANCE OF AN INTEGRATED
SYSTEM OF EDUCATION

Be it enacted by the Batasang Pambansa in session assembled:

I. GENERAL PROVISIONS

Chapter 1
PRELIMINARY MATTERS

SECTION. 1. Title.—This Act shall be known as the "Education Act of 1982."

SEC. 2. Coverage.—This Act shall apply to and govern both formal and
non-formal systems in public and private schools in all levels of the entire
educational system.

Chapter 2
DECLARATION OF BASIC STATE POLICY
AND OBJECTIVES

SEC. 3. Declaration of Basic Policy.—It is the policy of the State to

establish and maintain a complete, adequate and integrated system of education
relevant to the goals of national development. Toward this end, the government
shall ensure, within the context of a free and democratic system, maximum
contribution of the educational system to the attainment of the following national
developmental goals:
1. To achieve and maintain an accelerating rate of economic development
and social progress;
2. To assure the maximum participation of all the people in the attainment
and enjoyment of the benefits of such growth; and3. To achieve and strengthen
national unity and consciousness and
preserve, develop and promote desirable cultural, moral and spiritual values in a
changing world.
The State shall promote the right of every individual to relevant quality
education, regardless of sex, age, creed, socio-economic status, physical and
mental conditions, racial or ethnic origin, political or other affiliation. The State
shall therefore promote and maintain equality of access to education as well as
the enjoyment of the benefits of education by all its citizens.
The State shall promote the right of the nation's cultural communities in the
exercise of their right to develop themselves within the context of their cultures,
customs, traditions, interests and belief, and recognizes education as an
instrument for their maximum participation in national development and in
 ensuring their involvement in achieving national unity.

SEC. 4. Declaration of Objectives.—The educational system aim to:

1. Provide for a broad general education that will assist each individual in
the peculiar ecology of his own society, to
(a) attain his potentials as a human being;
(b) enhance the range and quality of individual and group participation in
the basic functions of society; and
(c) acquire the essential educational
foundation of his development into a productive and versatile citizen;
2. Train the nation's manpower in the middle—level skills required for
national development;
3. Develop the professions that will provide leadership for the nation in the
advancement of knowledge for improving the quality of human life; and
4. Respond effectively to changing needs and conditions of the nation
through a system of educational planning and evaluation.
Towards the realization of these objectives, and pursuant to the
Constitution, all educational institutions shall aim to inculcate love of country,
teach the duties of citizenship, and develop moral character, personal discipline,
and scientific, technological, and vocational efficiency.
Furthermore, the educational system shall reach out to educationally
deprived communities, in order to give meaningful reality to their membership in
the national society, to enrich their civic participation in the community and
national life, and to unify all Filipinos into a free and just nation.

II. THE EDUCATIONAL COMMUNITY

Chapter 1

PRELIMINARY PROVISIONS

SEC. 5. Declaration of Policy and Objectives.—It is likewise declared

government policy to foster, at all times, a spirit of shared purposes and
cooperation among the members and elements of the educational community,
and between the community and other sectors of society, in the realization that
only in such an atmosphere can be true goals and objectives of education be
fulfilled.
Moreover, the State shall:
1. Aid and support the natural right and duty of parents in the rearing of the
youth through the educational system.
2. Promote and safeguard the welfare and interests of the students by
defining their rights and obligations, according them privileges, and encouraging
the establishment of sound relationships between them and the other members
of the school community.
3. Promote the social and economic status of all school personnel, uphold
their rights, define their obligations, and improve their living and working
conditions and career prospects.
4. Extend support to promote the viability of those institutions through which
parents, students and school personnel seek to attain their educational goals.
SEC. 6. Definition and Coverage.—"Educational community" refers to those persons or
groups of persons as such, or associated in institutions involved in organized
teaching and learning systems.
The members and elements of the educational community are:
1. "Parents" or guardians or the head of the institution or foster home which
has custody of the pupil or student.
2. "Students," or those enrolled in and who regularly attend and educational
institution of secondary or higher level or a person engaged in formal study.
"Pupils" are those who regularly attend a school of elementary level under the
supervision and tutelage of a teacher.
3 "School personnel," or all persons working for an educational institution,
which includes the following:
a. "Teaching or academic staff," or all persons engaged in actual
teaching and/or research assignments, either on full-time or part-time basis,
in all levels of the educational system.
b. "School administrators," or all persons occupying policy
implementing positions having to do with the functions of the school in all
levels.
c. "Academic non-teaching personnel," or those persons holding some
academic qualifications and performing academic functions directly

EXERCISES:

EVALUATION:

1. In R.A. 7836, otherwise known as the Philippine 1. Teachers Professionalization Act of

1994, what collegial body has the power to revoke the certificate of registration (license of
teachers after due process? 
a. Board of Teachers Education
b. Board of Alliance of Concerned Teacher
c. Board for Professional Teachers
d. Board of Teachers Examiners

2. Which is TRUE of the periodic merit exam for teacher provided for in RA 7836?
I.Consist of oral and written.
II.May serve as additional basis for merit promotion in addition to performance
rating. III.Taken with fee of P1000 per examinee 

a. I only
b. and III
c. and II
d. and III
3. An act providing for the establishment and maintenance of an Integrated System of
Education. 
a. Batas Pambansa Bilang 232
b. Batas Pambansa Bilang 262
c. Educational Act of 1972
d. Educational Act 1962

4. This law makes some amendments of certain sections of Republic Act 7836 such as the
qualification requirements of Teachers Applicant, Registration and Exception. *
a. Republic Act 7610
b. Republic Act 10157
c. Republic Act 10533
d. Republic Act 9293

5. The provision of academic freedom is applicable for teachers in: *

a. College and Universities
b. Basic education teachers
c. Board of Teachers Examiners
d. Private Tertiary Institutions

6. Ana is licensed teacher but has quit teaching for the past five years. After five years,
she decided to serve as a teacher again. Can Ana go back to teaching immediately? *
a. Yes, she is a licensed teacher.
b. No, she has abandoned the teaching profession.
c. Yes, especially if there is no other teacher who can fill in the vacant position.
d. No, she has to take first a 12-unit refresher course before she can go back to teaching

7. Which program directly embodies both the pre-service and in-service programs for
Teachers? *
a. Basic Education Sector Reform Agenda (BESRA)
b. K-12 Program
c. Basic Education Curriculum (BEC)
d. Teacher Education Development Program (TEDP)

8. Which of the following could be the reason for the teacher’s suspension from the
practice of the teaching profession? *
a. Immoral, unprofessional or dishonorable conduct
b. Faithfulness to the code of ethical and professional standards for professional teachers
c. Observing proper procedures in obtaining a certificate of registration
d. Willingness to attend seminars, workshops, conferences and the like or the continuing
education program prescribed by the Board and the Commission
9. A school personnel can avail of free legal service under certain circumstances. Principal I
was accused of maligning her neighbor. Is Principal I entitled to the said service? *
a. No, it might bring some disagreements in school
b. Yes, she should defend herself.
c. No, the case is not related to her professional duties
d. No, if funds are not available.

10. Teacher P, the English coordinator, was assisted by Teacher Q throughout the
celebration of English Week. What could Teacher P do to acknowledge Teacher Q’s
assistance? *
a. Make an announcement giving due recognition of the assistance received.
b. Buy her a gift
c. Keep quiet about the assistance received.
d. Mention formally to the principal the assistance received.

11. Which of the following is NOT in the norms of conduct under RA 6713? *
a. Commitment to public interest
b. Justness and sincerity
c. Professionalism
d. Responsiveness to the private

12. Dr. Velasco, a schools’ division superintendent acted on the complaint filed by a group
of parents against the alleged misconduct of a particular teacher. She issued a
memorandum requiring her to take a leave of absence for a week while the complaint is
being heard yet. Was the action of the superintendent legal? *
a. Yes, because she is the superintendent.
b. No, because the complaint has not been heard yet.
c. Yes, the superintendent has disciplinary authority over teachers.
d. No, the superintendent has no disciplinary authority over teachers.

13. Which of the following provisions under the Magna Carta for Public School Teachers
will most likely promote teachers’ welfare and defend their interests? *
a. Be promoted in rank and salary
b. Regulate their social involvement
c. Undergo and participate in professional development
d. Establish, join and maintain professional and self-regulation organizations

14. Which of the following statements is NOT true about the Code of Ethics for
Professional Teachers? *
a. The teacher must demonstrate full commitment and devotion to duty
b. The teacher must manifest pride in the nobility of the teaching profession
c. The teacher must select which information to keep confidential
d. The teacher must make no prejudice or discrimination against any learner

15. Teacher T receives a love letter from one of her third year high school students in
English. What should the teacher does? *
a. Read her letter to the class.
b. Return the letter to the student and tell her not to do it again.
c. Surrender the letter to the parent of the student
d. Let the student express her feelings through letters.

16. Which of the following rights is intended for parents under Education Act of 1982? *
1 point
The right to seek redress of grievance
The right to privacy of communication
The right to full access to the evidence of the case
The right to academic freedom

17. Which of the following is NOT recognized by the Magna Carta for Public School
Teachers? *
1 point
Quality education depends primarily on the quality of socio-economic status of teachers.
Education is development and vice-versa.
Education is an essential factor in the economic growth of the nation.
Advancement in education depends on the teachers’ qualifications and ability.

18. Teacher B has been in active service for 10 years when he decided to pursue higher
studies. Under RA 4670, what kind of leave of absence can s/he avail of? *
1 point
Study leave
Vacation leave
Scholarship leave
Indefinite leave

19. A school’s academic coordinator has been found to have engaged in gambling which
has caused him to be absent most of the time. Can his certificate of registration as a
teacher be revoked? *
1 point
Yes, because habitual gambling is a dishonorable conduct and is against the practice of
teaching.
No, unless he’s proven guilty.
No, because he’s protected by his rights as a teacher.
Yes, because he’s incompetent.

20. Which of the following is true about the teacher as a person under the Code of Ethics
for Professional Teachers? *
1 point
Live with dignity at all times wherever he/she is
Serve as a model worthy of emulation
Place premium upon self-respect and self-discipline
All of the choices.

21. Who are covered by RA 4670? *

1 point
Teachers in all public elementary schools
Teachers in public elementary and secondary schools
Teachers in both public and private schools
Teachers in all levels

22. Which of the following emphasizes the right of citizens to quality education? *
1 point
All levels
Tertiary level
The graduate level
The basic education level
 MODULE 6

OTHER LAWS RELEVANT TO THE TEACHING PROFESSION

OVERVIEW:

OBJECTIVES:

A. R.A. 6728 - Government Assistance to Students and Teachers in Private Education Act

https://lawphil.net/statutes/repacts/ra1989/ra_6728_1989.html

B. R.A. 8545 - Expanded Government Assistance to Students and Teachers in Private

Education Act
https://www.officialgazette.gov.ph/1998/02/24/republic-act-no-8545/

C. RA 7877 – Anti Sexual Harassment Act of 1995

https://pcw.gov.ph/republic-act-7877-anti-sexual-harassment-act-of-1995/

D.RA 9262 – Anti Violence Against Women and their Children Act of 2004

http://hrlibrary.umn.edu/research/Philippines/RA%209262%20-%20Law%20Against
%20Violence%20Against%20Women%20and%20Their%20Children.pd

E.RA 9710 – The Magna Carta of Women

https://pcw.gov.ph/republic-act-9710-magna-carta-of-women/

F. RA 10157 – The Kindergarten Education Act

https://www.deped.gov.ph/wp-content/uploads/2020/06/KINDER-FAQ.pdf

G. R.A. 10533 – Enhanced Basic Education Act of 2013

https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

H. R.A. 10931 – Universal Access to Quality Tertiary Education Act

https://www.lawphil.net/statutes/repacts/ra2017/ra_10931_2017.html
 MODULE 7
PROFESSIONALISM AND TRANSFORMATIVE EDUCATION

OVERVIEW:
OBJECTIVES:
Characteristics of the 21st century teachers

 The adapter
 the curriculum and the requirements to teach to the curriculum in
imaginative ways;
 software and hardware designed for a business model into tools utilizable by
a variety of age groups and abilities to a dynamic teaching experience.
 teaching style to be inclusive of different modes of learning.

 The communicator
 The 21st Century teacher, as a communicator, must be fluent in tools and
technologies that enable communication and collaboration anywhere,
anytime. They do not only know how to do communication, they also know
how to facilitate, stimulate, control, moderate, and manage communication.

 The Learner
The 21st Century teacher, as a learner,
 must be lifelong learners;
 continue to absorb experiences and knowledge;
 endeavor to stay current;
 change and learn as the horizons and landscape changes

 The visionary
The 21st Century teacher, as a visionary, must have rich imagination to:
• see the potential in, grasp, and manipulate the emerging tools and web
technologies; • look at others’ ideas and envisage how they would use these in their
class;
• looks across the disciplines and through the curricula and make links that reinforce
and value learning in other areas; and
• make other fields as leverage to reinforce their own teaching and the learning of
their students

 The leader
The 21st Century teacher, as a leader,
• leads by example by championing processes and modeling skills—walks the talk;
• is an advocator, early adopter— a maverick;
• set clear goals and objectives crucial to the success of a project

 The Model
The 21st Century teacher, as a model, should model
• the behaviors that they expect from their students—tolerance, acceptance, a
wider view than just their curricula areas, global awareness, and reflection
• reflective practice by monitoring and evaluating their teaching via blogs, twitter
and other medium where educators can look both inwards and outwards

 The Collaborator
The 21st Century teacher, as a collaborator, must be able to
• leverage collaborative tools like Linkedin, Ning, Blogger, Wikispaces, Bebo, MSN,
MySpace, Slideshare, Pinterest, Instagram and Facebook to enhance and captivate
our learners
• Share, contribute, adapt and invent using these collaborative tools

 The Risk takers

The 21st Century teacher, as a risk taker, must
• have a vision of what s/he wants and what the technology can achieve to be able
to identify goals and facilitate learning
 • take risks and sometimes surrender to the students’ knowledge and use the
strengths of these digital natives to understand and navigate products have
students teach each other