EDUC 55 - The Teaching Profession

THE TEACHER’S ARCHIVE 2021-2022 CvSU-INDANG/ EDUCATION CIRCLE
Cavite State University-Indang

Education Circle
2021-2022
THE TEACHER’S ARCHIVE
The Teaching Profession

EDUC 55
BITUIN, CABERIC, BAYAS, CALINGASAN, BAYUNGAN, VILLANUEVA, PENES, SASANA 1

BECED 1-2
Bituin, Jazlynne Brigette E.
Caberic, Kyla B.
BSE-MATH 1-1
Bayas, Mel Cyryl Joy A.
Calingasan Ghielyn T.
BEED 2-1
Bayungan, Charizza Ayyen b.
Villanueva, Jen Paula V.
BSNED 1-1
Penes, Ana Leeyah Hyacynth A.
Sasana, Shellie Daenne B.
Project Heads:
PYAR CHING KIMBERLY NICOLE TAN

Vice Chairman-External Auditor

CvSU Vision Republic of the Philippines CvSU Mission

The premier university CAVITE STATE UNIVERSITY Cavite State University shall provide
in historic Cavite excellent, equitable and relevant educational
recognized for excellence
Don Severino de las Alas Campus opportunities in the arts, science and
in the development of Indang, Cavite technology through quality instruction and
globally competitive and relevant research and development activities.
It shall produce professional, skilled and
morally upright individuals. morally upright individuals for global
competitiveness.
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consent of Education Circle of Cavite State University-Indang is prohibited.
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I understand that my participation is voluntary and that I am free to withdraw at any time, without cost. I understand that I
will be given a copy of this consent form.
I voluntarily agree to take part in this academic matter.
Participant’s signature: ___JAKE RAYMUND FABREGAR____________________ Date: March 1, 2022
Prepared by:
PYAR CHING KIMBERLY NICOLE TAN

Vice Chairman-External Auditor
Conformed by:
ANNE JADE NICOLE MANICAD MAE ZAVILL CRISTORIA ANGELO DE VILLA

Chairman Vice Chairman-Internal Secretary
JAMES WARREN CRUSPE LAARNI JANE PAREJA DANA MARGARETTE JUGANAS

Treasurer Public Relations Officer Business Manager-Internal
ELLA MARIE PAMPLINA ROVI MAE PEREY ABEGAIL VALENZONA MELANIO

Business Manager-External Sergeant at Arms Second Year Representative
VAL PATRICK DELA REA YUAN ANGELO

Third Year Representative First Year Representative
Approved by:
JAKE RAYMUND F. FABREGAR, DEM JOVAN B. ALITAGTAG, DEM, LPT

Adviser, Education Circle Adviser, Education Circle








THE TEACHING PROFESSION

Table of Contents
I. Teaching……………………………………………………………………………………………… 12
a. Teacher's Leadership Styles………………………………………………………………… 12
b. The Roles of Teacher...…………………………...……………………………………….… 12
c. UNESCO's 4 Pillars of Education……………………………...…………………………… 13
d. Factors that Influence a Teacher as a Person or Individual…………………...………… 13
II. The Teacher as a Person in the Society………………………………………………………… 13
a. The Teacher as an Individual Person………………...………………………………….… 13
b. Teacher as a Professional………………………………………………...………………… 14
c. Teacher as Community Leader and Social Advocate……………………………..…...… 14
d. Teacher as a Model of Good Character…………………………………...………….…… 14
e. Teacher as an Expert………………………………………………...………...…….……… 14
III. The Challenges in Teaching…………………………………………………………………….… 14
a. Multicultural Classrooms………………………………………………...………………...… 14
b. Teaching Special Education Classes………………………………...……………...…..… 14
c. Teaching in Multi-Grade Classroom………………………………………………...……… 14
d. Teaching in a Learner-Centered and Constructivist Classroom………………………… 15
IV. Educational Philosophies……………………………………………………………….………… 15
a. Historical Foundations of Education………………………………………...……………… 15
b. Western Philosophies of Education………………………………………………………… 15
c. Eastern Philosophies of Education……………………………………………….………… 16
d. Contemporary Philosophies of Education……………………………………….………… 18
V. Legal Bases of the Teaching Profession…………………………………………………..…… 19
a. Presidential Decree 1006………………………………………………...…………….…… 19
b. Code of Ethics for Professional Teachers……………………………...……………..…… 21
c. Republic Act No. 4670………………………………………………...……………..……… 25
d. Batas Pambansa Blg. 232………………………………………………...………………… 29
e. 1987 Philippine Constitution Article XIV…………………………………………………… 38
f. Republic Act No. 7836……………………………………………………..………………… 39
g. Republic Act No. 9293………………………………………………...………..…………… 41
h. Republic Act No. 10533………………………………………………...…………………… 41
i. Continuing Professional Development Programs for Teachers………………….……… 43

EDUC 55 - THE TEACHING PROFESSION

● This level provides insights.
TEACHING
1. It indicates three uses: The Roles of Teacher

- body of knowledge
- a work, job, profession, occupation 1. Resource Provider
- making things known (Iqbal, 1996) 2. Instructional Specialist
2. It is a practice, profession and act of a teacher 3. Curriculum Specialist
3. Transferring of knowledge
4. Classroom Supporter
4. One individual teaches or instruct another
5. Learning Facilitator
individual
6. Mentor
5. Act of imparting instructions
7. School Leader
6. Watching systematically
8. Data Coach
7. According to Dewey, consider it as a
9. Catalyst for Change
manipulation of the situation, where the learner
10. Learner
will acquire skills and insight with his own
initiation.
TEACHING AS VOCATION
TEACHER’S LEADERSHIP STYLES
● It came from the Latin word “vocare” which
means “to call.”
TEACHING (Authoritarian) ● Christians – GOD
● Muslims – Allah
● According to this viewpoint, teaching is an activity of ● a strong feeling
memory ● a calling
level only ● true vocation is using your gifts
● This teaching does not develop thoughts and attitudes
in the students. TEACHING AS A MISSION
● Is known as thoughtless teaching
● This teaching is teachers centric criticism of the ● It came from the Latin word “misio” which
teachers. means “to send.”
● Things, tasks or job that a person needs to
TEACHING (Democratic) do
● performing a service
● Teaching is done at understanding level. ● Three Elements
● Memory level teaching is the prerequisite (concept) is 1. Teacher
first memorized and then understand 2. Mission
● Such teaching is known as thoughtful teaching. 3. Learner
● According to this point of view, teaching is an
interactive process, primarily involving classroom
talks which take place between teachers and students. TEACHING AS A PROFESSION
● Here students can ask questions and criticize the ● The word professional implies one who
teachers. possesses skill/competence/expertise
● Here students can ask the questions and self - ● A paid occupation
disciplined is insisted. ● Specialized knowledge
● Teaching is a profession. It requires:
a. Long years of initial professional
TEACHING (Laissez Faire Attitude) education
b. The attainment of college/university
● It is known as reflective level teaching. degree recognized by the
● It is more difficult than the memory level and regulatory board, CHED
understanding level of teaching. c. A licensure examination called the
● Memory level and understanding level teaching are BLEPT (Board Licensure
must for the reflective level of teaching. Examination foe Professional
● It is a highly thoughtful activity. Teachers)
● In this level both students and teachers are d. Continuing Professional
participants. Development and

EDUC 55 THE TEACHING PROFESSION
e. Adherence to the Code of Ethics for FACTORS THAT INFLUENCE A TEACHER AS A

Professional Teachers PERSON OR INDIVIDUAL
CHARACTERISTICS OF A PROFESSION
1. Possess skills
2. Serve the public
3. Extensive period of education
4. Competence
5. Training
6. License
7. Implements code of ethics and
professional conduct
UNESCO’S 4 PILLARS OF EDUCATION

FAMILY
1. Learning to know - by combining broad general
knowledge with the opportunity to work in depth - The smallest unit in the society
on a small number of subjects. This also means - Parents are the first trainers of the teacher
learning to learn, to benefit from the opportunities - Where they learned the basic skills
education provides throughout life. It aims to - Family values shaped their beliefs, character and
provide individuals with the cognitive tools personal values
required to better comprehend the world and its
complexities, and an adequate foundation for
future learning. SCHOOL
- Learned the complex and specialized skills

2. Learning to be - to develop one’s personality
- Partners of the parents in teaching children
and act with greater autonomy, judgment and
personal responsibility. The aim is to provide - Shaped and improved their skills, knowledge,
individuals with the self analytical and social skills educational philosophy, expertise, and talents
to develop to their fullest potential. Accordingly,
education must not disregard any aspect of a SOCIETY
person’s potential, including memory, reasoning,
aesthetic sense, physical capacities and - Shaped their life as an individual and a professional
communication skills. o Culture
o Values
3. Learning to do - to acquire not only occupational o Norms
skills but also, more broadly, the competence to o Religion
deal with many situations and work in teams. It o Environment
also means learning to do in the context of young
people’s various social and work experiences.
These can be informal, as a result of the local or THE TEACHER AS A PERSON IN THE SOCIETY
national context, or formal, involving courses,
alternating study and work. This pillar aims to
provide individuals with the skills to effectively
participate in the global economy and society. I. The Teacher as an Individual Person
4. Learning to live together - by developing an

understanding of other people and an 1. They have different talents and skills
appreciation of interdependence – carrying out o Designing a classroom
joint projects and learning to manage conflicts – o Form a choral group
with respect for the values of pluralism, mutual 2. They have different needs
understanding and peace. This exposes o Economic needs – teachers also need
individuals to the values implicit within human money to sustain their daily needs and
rights, democratic principles, intercultural to feed their own families.
understanding and respect, and peace in society o Security and justice – teachers need to
and human relationships. It enables individuals be free from all the stress of school
and societies to live harmoniously. politics.
o Recognition and appreciation – people
must be more understanding of the life
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and duty of a teacher. The school o Relearn, learn and unlearn – many
provides them with a nurturing things to keep you updated with new
environment that allows individual and knowledge and information
professional growth. The school should
also recognize the outstanding works
and commitments of teachers. Given III. Teacher as Community Leader and Social
these, the best reward for a teacher, Advocate
however, is to see his/her former
1. Projects related to the education and welfare of young
students succeed in their profession.
children
o Spiritual support – teachers need some
2. Special protection
form of spiritual guidance and inspiration
regardless of their religion.
o Role clarity – many teachers are IV. Teacher as a Model of Good Character
surprised about the roles, duties, and
expectations they have to perform inside 1. Exemplars of good character, attitude and values
and outside the classroom. These tasks 2. Doing their duties with humility and excellence
range from teaching, serving as role
models, and dealing with various
V. Teacher as an Expert
individuals and social institutions.
o Social needs – As an agent of society, 1. Recognized as a source of wisdom and information in
teachers need to have good every society.
relationships with other social agencies 2. According to Pawilen (2019), as experts in different
and groups. They need to build good areas, teachers need to possess the 4C’s.
relationships with families, community o Creativity
leaders, and other professionals. o Critical thinking
o Cope with various challenges and o Commitment
changes – teaching profession requires o Character
teachers to respond to different
challenges and changes brought by
information technology, changing social
values system, economic challenges, THE CHALLENGES IN TEACHING
and cultural diversity. These will require
teachers to develop new leadership, MULTICULTURAL CLASSROOMS
pedagogical, and social skills.
3. They have individual rights ● It concerns equity, respect for diversity, cultural
o Privileges and fair treatment literacy, and fair treatment for everyone in school.
o Permanency status or tenure ● Teachers need to be culturally literate and teach a
o Enjoy rights and ensure justice culturally diverse class.
o Freedom of expression ● They need to develop and provide instructional
o Enjoy dignified life materials that are culturally inclusive.
II. Teacher as a Professional

TEACHING SPECIAL EDUCATION CLASSES
1. By the Republic Act 7836, amended by RA 9293,
teaching was professionalized and thereby requiring ● Teachers need to have deep devotion, commitment,
teachers to take the Licensure Exam for Teachers and passion to teach special learners.
(LET) ● Work closely with co-teachers, parents, and other
2. The 7 R’s that professional teachers need to do and professionals to understand the nature, behavior, and
to learn as professionals. needs of these learners.
o Remember – perform your duties with a ● It poses an immense challenge not only in classroom
high degree of professionalism. management but also in curriculum and instruction.
o Respond – to the needs of each student
with utmost concern
o Recognize – you must continuously TEACHING IN MULTIGRADE CLASSROOM
seek professional career advancement
o Reawaken – your passion and sense of ● Multiple intelligences came from the research of
mission to serve all types of learners renowned Harvard University professor, Howard
o Renew – your commitment to help each Gardner.
learner to learn to have a better future. ● He published his book Frames of Mind which
o Re-evaluate – your attitudes towards presented the concept of multiple intelligences.
students and your work ethics ● It deals with a powerful notion that there are different
separate human capabilities.
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PHILOSOPHY AND EDUCATION

TEACHING IN A LEARNER-CENTERED AND Etymologically, the word education is derived from
CONSTRUCTIVIST CLASSROOM educare (Latin) "bring up", which is related to educere "bring
TEACHER NEEDS TO ADJUST, PLAN, ENGAGE AND out", "bring forth what is within", "bring out potential" and
MONITOR THE STUDENTS ducere, "to lead". Education in the largest sense is any act or
experience that has a formative effect on the mind, character
● Adjust or physical ability of an individual. In its technical sense,
▪ How are teachers going to respond to education is the process by which society deliberately
students? transmits its accumulated knowledge, skills and values from
one generation to another.
● Plan
▪ What do teachers want students to WHAT IS PHILOSOPHY OF EDUCATION?
know, understand and to do?
Branch of philosophy that addresses philosophical
● Engage
questions concerning the nature, aims, and problems of
▪ How do teachers use content,
education. As a branch of practical philosophy, its practitioners
technology and pedagogy to engage all
look both inward to the parent discipline of philosophy and
learners?
outward to educational practice, as well as to developmental
● Monitor psychology, cognitive science more generally, sociology, and
▪ How does the teacher know if the other relevant disciplines
students are learning?
WESTERN PHILOSOPHIES OF EDUCATION

BRAIN-BASED EDUCATION
It encourages teachers to think and reflect on the way they IDEALISM

teach their subjects to students and challenges them to
reorganize instruction to implement these brain-based ● It is the oldest system of Philosophy known to man.
education practices. ● Its origin goes back to ancient India in the east, and to
plato in the west.
● Its basic viewpoint stresses the human spirit as the
most important element in life.
ICT INTEGRATION IN TEACHING AND LEARNING ● The human spirit is most elements in life, the universe
is essentially nonmaterial in its ultimate nature.
● ICT skills are part of the 21st century skills that must ● Idealism is concerned with supremacy of mind and
be developed among students to become globally self, and views man and Universe in terms of spirit or
competitive. mind.
● Teachers are commanded to integrate ICT in their ● Matter or objective may be the projection or creation
of mind, but ultimately real, is the idea behind it. The
daily teaching.
physical world is ephemeral and can be changed
● They need to teach their students to use ICT
through The ideas or imagination of man.
responsibly, observe media ethics. ● Plato, the greatest philosopher of all ages, claimed
that the ultimate reality Consists of ideas. Plato and
his teacher Socrates conceived ideas as the basis of
EDUCATIONAL PHILOSOPHIES their philosophy.
Idealism considers student as an individuals with

inner potentials. Education should help the student to realize
HISTORICAL FOUNDATIONS OF EDUCATION these potentials. curriculum should consist of those knowledge
and experiences which help the student to attained
development. the teacher should impart essentials of
DEFINITION AND NATURE OF PHILOSOPHY knowledge and assist to develop moral and aesthetic values in
the child. As said earlier, idealism stresses more on the
The word philosophy literally means love of wisdom; It spiritual development of the child.
is derived from two Greek words i.e. 'phileo' (love) and 'Sophia'
(wisdom). Since times immemorial there have been various REALISM
pursuits for unfolding the mystery of the universe, birth and ● The term ‘realism’, derived from the world ‘real’, finds
death, sorrow and joy. Various ages have produced different its origin in greek word: ‘res ‘’ which means object.
thoughts throwing light upon the mystic region. The ultimate ● The realistic propagates that we see and experience
truth is yet to be found out. This eternal quest for truth 'lends around us is the truth.
the origin of philosophy. A love of wisdom is the essence for ● The realists propagates the world as nature rather
any philosophy investigation than supernatural.
● The realistic believe that the physical universe is
operated by natural laws.
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● Aristotle (384-322 b.c.), a greek philosopher is ● The metaphysical foundation of hinduism, which is
generally recognized as the father of realism. expressed in both the vedas and the upanishads is
● The purpose of education was to prepare for that reality (brahman) is one or absolute, changeless,
complete living
perfect and eternal.
● Education should equip the learners with the
knowledge and skills that are needed to understand ● The ordinary human world of many separate and
and master his physical environment so that he can discrete (finite) things (which our mind represents by
live a happy and comfortable life. our senses) is an illusion.
● Through meditation and purity of mind, one can
Realism considers the child as a dynamic and experience their true self which is brahman, god, the
growing entity ready to face reality of life. The laws of nature one infinite eternal thing which causes and connects
control the child. the aim of education is to prepare the child to the many things.true enlightenment is self-realization,
face. Hence the realist suggest that the curriculum should be to experience the supreme reality as self.
broad based and include variety of subjects, especially science
subjects. while selecting the subjects, the learner’s background BUDDHISM
and social demand should be considered. Realism suggests
objective methods of teaching. importance must be given to ● Buddhism is a moral philosophy / religion based upon
observation, experimentation and activities. According to the teachings of siddhartha gautama (566 - 486 b.c.).
realism, discipline is developed by controlling the environment. ● Siddhartha gautama became known as the buddha.
'buddha' (from the ancient indian languages of pali
PRAGMATISM and sanskrit) means "one who has awakened". it is
derived from the verbal root "budh", meaning "to
● The word pragmatism derived from greek word awaken" or "to be enlightened", and "to comprehend“.
“pragma” means action. pragmatism is otherwise ● The buddha offered metaphysical knowledge into the
● Known as instrumentalism or functionalism. since nature of reality as well as a moral way of life. the
emphasis was given to learning by doing and learning middle way is an important idea in buddhist thought
by experience, it is also called experimentalism and practice. to seek moderation and avoid the
Pragmatism trend in education is known as extremes of self indulgence and self-mortification.
progressivism in education and the school based on ● At the age of 35, meditating under a bodhi tree,
programmatic ideas was known as progressive school. siddhartha reached enlightenment, awakening to the
pragmatism considers the learner as growing biological and true nature of reality, which is nirvana (absolute truth);
social being ready to adjust to the environmental demands. the ● We suffer in life because of our desire to transient
aim of education should be to prepare the child to become an things. liberation from suffering may come by training
effective member of community. it should also try to develop the mind and acting according to the laws of karma
competencies in the child. Hence the curriculum should include (cause and effect) i.e. with right action, good things
those subjects and experience which are suitable to the child’s will come to you. this teaching is known as the four
interest and needs. The curriculum should be develop an noble truths:
attitude of inquiry, facilitate artistic expression, encourage FOUR NOBLE TRUTHS
constructiveness and sustain interest in the child. dewey
advocates “learning by doing”, which encourages the child to 1. Dukkha: suffering is everywhere
learn trough activities. 2. Damudaya: there is a cause of suffering, which is
attachment or misplaced desire (tanha) rooted in
ignorance.
3. Nirodha: there is an end of suffering, which is nirvana
EASTERN PHILOSOPHIES OF EDUCATION
(the possibility of liberation exists for everyone).
4. Maggo: there is a path that leads out of suffering,
HINDUISM known as the noble eightfold path (right view, right
thought, right speech, right conduct, right vocation,
● Hinduism is the world's oldest religion. The word right effort, right attention and right concentration).
'hindu' is thought to have derived from the 'sindu
(indus) river' which is known as hindu in persian. The CONFUCIANISM
word was used to describe 'those who dwell across
the indus valley'. ● Confucianism is an ethical and philosophical system
● The first collection of Indian philosophy that was based upon the teachings of the chinese sage,
written down was the vedas. the word 'veda' comes confucius.
from the sanskrit vid, meaning knowledge -the vedas ● Confucius was a famous thinker and social
are 'sacred knowledge'. their exact date is philosopher of china, whose teachings have deeply
controversial, it is possible that the knowledge dates influenced east asia for centuries.
back 10,000 years bc, and were first written around ● His philosophy emphasized personal and
3,000 bc governmental morality, correctness of social
relationships, and justice and sincerity. used since
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then as the imperial orthodoxy, confucius' thoughts ● The essence of zen is attempting to understand the
have been developed into a vast and complete meaning of life directly, without being misled by
philosophical system known in the west as logical thought or language.
confucianism ● 'Zen' is the way the Chinese word ch'an is
pronounced in japan. 'ch'an' is the chinese
The analects is a short collection of his discussions with pronunciation of the sanskrit word dhyana, which
disciples, compiled posthumously. these contain an overview means (more or less) meditation
of his teachings. ● Zen is something a person does. it's not a concept
❖ “ hold faithfulness and sincerity as first principles.” that can be described in words. zen does not depend
❖ “ i am not one who was born in the possession of on words - it has to be experienced in order to
knowledge; i am one who is fond of antiquity, and 'understand'.
earnest in seeking it there.” ● The essence of zen Buddhism is that all human
❖ “ everything has its beauty but not everyone sees it.” beings are Buddha, and that all they have to do is to
❖ “ forget injuries, never forget kindnesses.” discover that truth for themselves.
❖ “ men's natures are alike, it is their habits that carry ● The first step is to control our minds through
them far apart.” meditation and other techniques that involve mind and
❖ “ respect yourself and others will respect you.” body; to give up logical thinking and avoid getting
❖ “ study the past if you would define the future. trapped in a spider's web of words.
● Zen in its essence is the art of seeing into the nature
TAOISM of one's own being, and it points the way from
bondage to freedom.
● Taoism is one of the great religions / philosophies of ● zen is meditation
ancient China (along with Buddhism and
Confucianism). CHRISTIAN PHILOSOPHY
● In 440 b.c. Taoism was adopted as a state religion of
china, with lao tzu (so called founder of Taoism) ● Promote godly principles in a way which could
honoured as a deity. Lao Tzu was a contemporary of advance God’s kingdom and bring him glory and
Confucius and wrote a book called the tao te ching, honor
composed some time between the sixth and third ● Atop a foundation of understanding that god made all
centuries b.c. things for his glory, including man in his image, and
● Tao (pronounced 'dao') can be defined as 'path', or that our purpose is to seek him and advance his
'road'. the way of the tao is the way of nature and of kingdom, christian education serves a distinct and
ultimate reality. tao is often described as a force that worthy goal: to glorify god and point all of creation
flows through all life. towards his redeeming power
● A happy and virtuous life is one that is in harmony ● The ultimate goal of christian education must be to
with the tao, with nature. lead students to a personal relationship with jesus, to
● The philosophy of taoism understands tao as the one cultivate the spirit of truth once he lives within them,
thing which exists and connects the many things. Tao, and to train them to discern and abide by the will of
nature, and reality are one. god; for without christ, they are “dead in the
● “If people do not revere the law of nature, it will trespasses and sins” (eph. 2:1), and no amount of
inexorably and adversely affect them if they accept it worldly knowledge can bring them to eternal life
with knowledge and reverence, it will accommodate ● Effective christian teachers know that their worth and
them with balance and harmony.” purpose is rooted in the one, true God, and that each
● “Being one with nature, he is in accord with the tao. of their students is Endowed with that same worth and
● “Being in accord with the tao, he is everlasting. purpose, whether the student knows it or not.
● “Whether it is big or small, many or few, repay hatred ● They should work to love and support their students
with virtue.” in ways that point to the redemptive powers of the
● ”Manifest plainness, embrace simplicity, reduce cross, encouraging both behavioral and spiritual
selfishness, have few desires.” submission and renewal
● “Be still like a mountain and flow like a great river.”
SARACEN PHILOSOPHY
(lao tzu)
● Founded by Mohammed took root to arabia
ZEN BUDDHISM ● Religion arose among the arabs
● Mixture of indian mahayana buddhism and taoism ● They had the ability to assimilate the best in the
● Began in china, spread to korea and japan, and intellectual culture of the people with whom they came
became very popular in the west from the mid 20th in contact and to apply this heritage to their own
century practical needs.
● They created the scientific spirit of investigation and
experimentation and for the invention and
improvement of the tools of science
17
AIMS OF EDUCATION ● stresses the individual’s unique position as a self-

determining agent responsible for making meaningful,
❖ To search for knowledge and an application of authentic choices in a universe seen as purposeless
scientific facts to daily life. or irrational
❖ Science was studied for intellectual exercise and ● According to existentialism : (1) Existence is always
application of useful arts and crafts. particular and individual—always my existence, your
❖ Reading was studied for the preservation of life. existence, his existence, her existence.
❖ Medicine was stressed for the preservation of life. ● (2) Existence is primarily the problem of existence (i.e.,
❖ Astronomy was studied as an aid to geography and of its mode of being); it is, therefore, also the
navigation investigation of the meaning of Being.
❖ To develop the individual’s initiative and social ● The primary aim of the curriculum is to help learners
welfare – Liberal education in its truest sense. develop their own values and understand themselves
❖ There was no hierarchy among doctors, teachers and within their own cultural context: rather than being
priests. dense with facts to learn, an existential curriculum
❖ There was very little need for education except for includes activities that will help learners explore and
teachers of divinity or philosophy. express their own values and identities.
❖ Education was free and gave more emphasis on the ● To help students define their own essence by
improvement of life exposing them to various paths they take in life.
● To create an environment in which they freely choose
CONTEMPORARY PHILOSOPHIES OF EDUCATION
their own preferred way
PERENNIALISM PROGRESSIVISM
● Progressivism mostly became popular as a result of

● The aim of Perennialism in Education is to develop
the work of John Dewey (1897)
power of thought, internalize truths that are universal
● He believed that students must try and fail in order to
and constant and to ensure that students acquire
learn and develop understanding about the world
understanding about the great ideas of Western
around them.
civilization.
● Progressivism is about failing to succeed, while loving
● The importance of certain works transcends time
and hating the emotions that follow
● Perennial works are those considered as important
● According to Labaree (2005), progressivism is known
and applicable today as they were when they were
as "child-centered instruction."
written, and are often referred to as great books.
● Learning is constructed based on discovery and
● A teacher- centered philosophy, in which the teacher
experience.
is less concerned with student interest and more
● Students are encouraged to ask "How?" and "Why?"
concerned with transferring knowledge from older
rather than just accepting facts for what they are
generations to younger generations
ESSENTIALISM SOCIAL RECONSTRUCTIONISM
● a philosophy that emphasizes the addressing of social

● This philosophy advocates training the mind.
questions and a quest to create a better society and
● focus on transmitting a series of progressively difficult
worldwide democracy
topics and promotion of
● Reconstructionist educators focus on a curriculum
● students to the next level or grade
that highlights social reform as the aim of education.
● This philosophy stresses core knowledge in reading,
● Theodore Brameld (1904-1987) was the founder of
writing, math, science, history, foreign language, and
social reconstructionism
technology.
● George Counts (1889-1974) recognized that education
● The tools include lecturing, memorization, repetition,
was the means of preparing people for creating this
practice, and assessment.
new social order(Kozol 1975).
● William C. Bagley (1874–1946) was one of the most
● Paulo Freire (1921-1997) - Critical theorists, like social
influential advocates of essentialism. Bagley believed
reconstructionists, believe that systems must be
that education was not supposed to change society
changed to overcome oppression and improve human
but to preserve it
conditions.
EXISTENTIALISM
POST-MODERN PHILOSOPHY
● emphasizes individual existence, freedom and choice
● the aim of education in an existential perspective may ● view that reality cannot be known nor described
be seen as to inspire individuals to become objectively
themselves, to become more reflexive, self-aware, ● Friedrich Nietzsche (1844-1900) is the person most
emphatic and more human responsible for transitioning philosophical thinking into
postmodernism.
18
● Nietzsche concludes that truth is nothing more than

1 Secretary of Education and Culture
an illusion. Co-Chairman
● He taught that we each construct our own world
according to our own perception. There is no 2 Chairman, Civil Service Commision
objective truth, only our own perception of what is true.
Our minds share no common categories. 3 Commissioner,Professional
● truth exists only within the specific linguistic contexts Regulations Commision
Member
which we construct and perhaps share with others
4 Two members representing the
● “Can language objectively describe truth?”
private sector to be appointed by
● language cannot objectively describe truth. This is the President
because, he said, all language is socially conditioned
● We understand the world solely in terms of our
language games – that is, our linguistic, social ■ Section 5. Powers and Duties. The Board shall have the
constructs following powers and duties:
LEGAL BASES OF THE TEACHING PROFESSION ■ (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
DECREE PROFESSIONALIZING TEACHING elementary and secondary levels of instruction, to be held at
(PRESIDENTIAL DECREE 1006) least once a year;
■ (b) Determine and fix the places and dates of examination,

■ PROVIDING FOR THE PROFESSIONALIZATION OF appoint supervisors and room examiners from among the
TEACHERS, REGULATING THEIR PRACTICE IN THE employees of the Government who shall be entitled to a daily
PHILIPPINES AND FOR OTHER PURPOSES. allowance to be fixed by the Board for every examination day
actually attended, use the buildings and facilities of public and
■ Section 1. Title. This Decree shall be known as the Decree
private schools for examination purposes, approve applications
Professionalizing Teaching.
to take examination, and approve the release of examination
■ Section 2. Declaration of Policy. It is hereby declared a results;
policy that teacher education shall be given primary concern
■ (c) Look from time to time into the conditions affecting the
and attention by the government and shall be of the highest
practice of the teaching profession, adopt such measures as
quality, and strongly oriented to Philippine conditions and to
may be deemed proper for the enhancement of said profession,
the needs and aspirations of the Filipino people even as it
and/or maintenance of the professional standards and ethics;
seeks enrichment from adoptable ideas and practices of other
people. ■ (d) Issue, suspend, revoke, replace or reissue Professional
Teachers Certificate, and administer oaths;
■ Section 3. Definition of Terms. As used in this Decree, the
following shall be construed as follows: ■ (e) Appoint, subject to the provisions of existing laws, such
officials and employees as are necessary in the effective
■ (a) Teaching refers to the profession primarily concerned
performance of its functions and responsibilities, prescribe their
with the classroom instruction, at the elementary and
duties and fix their compensation;
secondary levels, in accordance with the curriculum prescribed
by National Board of Education, whether on part-time or ■ (f) Prescribe and collect examination and other fees as it
fulltime basis in the public or private schools. may deem proper; and
■ (b) Teachers refers to all persons engaged in teaching at the ■ (g) Promulgate rules and regulations, and exercise such
elementary and secondary levels, whether on a full-time or other powers, functions and duties as may be necessary to
part-time basis, including guidance counselors, school carry into effect the purposes of this Decree.
librarians, industrial arts or vocational teachers and all other
persons performing supervisory and/or administrative functions ■ Section 6. Qualification requirements for examination
in all schools in the aforesaid levels and legally qualified to applicants. No applicant shall be admitted to take the
practice teaching under this Decree. examination unless, on the date of filing of the application, he
shall have complied with the following requirements:
■ (c) Board refers to the National Board for Teachers duly
constituted under this Decree. ■ (a) Except those who have been engaged in teaching as
herein defined for at least five years in schools in the
■ Section 4. Creation of the National Board for Teachers. Philippines not organized exclusively for nationals of a foreign
There is hereby created a National Board for Teachers, country at the time of the effectivity of this Decree, the
hereinafter called the Board, to be composed of the following: applicant must be a citizen of the Philippines;
■ (b) That he is of good moral character;
19
■ (c) That he is free from any physical and/or mental defect entirely new certificate upon registration of the teacher and
which will incapacitate him to render efficient service; and payment of the corresponding fees.
■ (d) That he possesses the following minimum educational ■ This provision shall likewise apply to those teachers who
qualifications: have permanent appointment under the Magna Carta For
Public School Teachers and all others who may be qualified for
■ 1) For teachers in the kindergarten and elementary grades, registration as professional teachers under this Decree.
Bachelor’s degree in Elementary Education (B.S.E.Ed.) or its
equivalent; ■ Section 12. Registration. The Civil Service Commission shall,
as an arm of the Board, register holders of Professional
■ 2) For teachers of the secondary schools, Bachelor’s degree Teacher Certificate which registration shall evidence that the
in Education or its equivalent with a major and minor, or a registrant is entitled to all the rights and privileges of a
Bachelor’s degree in Arts or Sciences with at least eighteen Professional Teacher until and unless the certificate is
units in professional education; and suspended or canceled by the Board for just cause.
■ 3) For teachers of secondary vocational and two-year ■ Section 13. Reissuance of revoked certificates and
technical courses, Bachelor’s degree in the field of replacement of lost certificates. The Board may, for reason of
specialization with at least eighteen units in professional equity and justice, and upon proper application therefor, issue
education. another copy, original or duplicate, upon payment of the
■ All applications shall be filed with an office or offices required fee, of a certificate which has been revoked. A new
designated by the Board, preferably the offices of the Civil certificate to replace a lost, destroyed or mutilated certificate
Service Commission and the Department of Education and may be issued subject to the rules of the Board.
Culture. ■ Section 14. Registration by reciprocity. The Civil Service
■ These offices shall screen and approve such applications Commission shall, upon approval of the Board, effect the
and issue the corresponding permits to take registration, without examination, of a teacher validly registered
under the laws of any foreign state or country; Provided, That
the examination to qualify applicants. the requirements for registration in said foreign state or country
are substantially the same as those required and contemplated
■ Section 7. Appointment of examiners. The Board shall by this Decree, and the laws of such foreign state or country
appoint a set of examiners for every examination who are allow citizens of the Philippines to practice the profession on
recognized authority in teacher education, and their names the same basis and grant the same privileges as the citizens or
shall not be disclosed until after the release of the results of the subjects of such foreign state or country; Provided finally, That
examination. They shall each receive as compensation the the applicant shall submit competent and conclusive
sum of not less than P5.00 for each examinee as may be documentary evidence, confirmed by the Department of
determined by the Board but in no case shall each examiner Foreign Affairs, showing that his country’s existing laws permit
receive more than P18,000 per examination. Any examiner who citizens of the Philippines to practice teaching profession under
is in the service of the Government shall receive the the rules and regulations governing citizens thereof.
compensation herein provided in addition to his salary.
■ Section 15. Prohibition. Three years after the effectivity of
■ Section 8. Scope of the examination. The examination shall this Decree, no person shall engage in teaching and/or act as
consist of written tests, the scope of which shall be determined a teacher as defined in this Decree, whether in the public or
by the Board, taking into consideration the teaching plan of the private elementary or secondary school, unless he is holder of
schools legally constituted in the Philippines. a Professional Teacher Certificate or is considered a
■ Section 9. Ratings in the examination. In order that a Professional Teacher under this Decree.
candidate may be deemed to have successfully passed the ■ Section 16. Penal Provision. Any person who shall practice
examinations, he must have obtained a general average of at the teaching without a valid Professional Teacher Certificate,
least 70 per cent in all subjects, with no rating below 50 per or any person presenting as his or her own the certificate of
cent in any subject. another, or any person giving any false or forged evidence in
■ Section 10. Report of the results of examination. The order to obtain a Professional Teacher Certificate or admission
examiners shall report the ratings obtained by each candidate to an examination, or any person assuming himself as a
to the Board within 150 days after the last day of the registered professional teacher or any person violating any
examination, unless extended by the latter. provision of this Decree shall be penalized by a fine of not less
than One Thousand Pesos nor more than Five Thousand
■ Section 11. Issuance of Certificates. Teachers who have Pesos with subsidiary imprisonment or to suffer an
passed examinations given by the Civil Service Commission or imprisonment of not less than six months nor more than two
jointly by the Civil Service Commission and the Department of years, or both such fine and imprisonment at the discretion of
Education and Culture shall be considered as having passed the Court.
the board examinations for teachers. The Board may consider
their certificates of rating as certificates of eligibility or issue an ■ Section 17. Repealing Clause. All Acts, Decrees, Executive
Orders, Administrative Orders, rules and regulations or parts
20
thereof inconsistent with the provisions of this Decree are ARTICLE II

hereby repealed or modified accordingly.
■ Section 18. Separability Clause. In case any provision of this THE TEACHER AND THE STATE
Decree or any portion thereof is declared unconstitutional by a
competent court, other provisions shall not be affected thereby. Section 1. The schools are the nurseries of the future
citizens of the state; each teacher is a trustee of the cultural
■ Section 19. Effectivity. This Decree shall take effect January
and educational heritage of the nation and is under obligation
1, 1977.
to transmit to learners such heritage as well as to elevate
national morality, promote national pride, cultivate love of
country, instill allegiance to the constitution and for all duly
CODE OF ETHICS FOR PROFESSIONAL TEACHERS constituted authorities, and promote obedience to the laws of
the state.
Pursuant to the provisions of paragraph (e), Article 11,
of R. A,. No. 7836, otherwise known as the Philippines Section 2. Every teacher or school official shall
Professionalization Act of 1994 and Paragraph (a), section 6, actively help carry out the declared policies of the state, and
P.D. No. 223, as amended, the Board for Professional shall take an oath to this effect.
Teachers hereby adopts the Code of Ethics for Professional
Teachers. Section 3. In the interest of the State and of the
PREAMBLE Filipino people as much as of his own, every teacher shall be

physically, mentally and morally fit. Section 4. Every teacher
Teachers are duly licensed professionals who
shall possess and actualize a full commitment and devotion to
possess dignity and reputation with high moral values as well
duty.
as technical and professional competence in the practice of
their noble profession, they strictly adhere to, observe, and
Section 5. A teacher shall not engage in the
practice this set of ethical and moral principles, standards, and
promotion of any political, religious, or other partisan interest,
values.
and shall not, directly or indirectly, solicit, require, collect, or
receive any money or service or other valuable material from
ARTICLE I any person or entity for such purposes
SCOPE AND LIMITATIONS

Section 6. Every teacher shall vote and shall exercise
all other constitutional rights and responsibility.
Section 1. The Philippine Constitution provides that
all educational institutions shall offer quality education for all
Section 7. A teacher shall not use his position or
competent teachers committed of it’s full realization. The
facial authority or influence to coerce any other person to
provision of this Code shall apply, therefore, to all teachers in
follow any political course of action.
schools in the Philippines.
Section 2. This Code covers all public and private Section 8. Every teacher shall enjoy academic
school teachers in all educational institutions at the preschool, freedom and shall have the privilege of expounding the
primary, elementary, and secondary levels whether academic, product of his researches and investigations; provided that, if
vocational, special, technical, or non-formal. The term the results are inimical to the declared policies of the State,
“teacher” shall include industrial arts or vocational teachers they shall be brought to the proper authorities for appropriate
and all other persons performing supervisory and /or remedial action.
administrative functions in all schools at the aforesaid levels,
whether on full time or part-time basis. ARTICLE III
THE TEACHER AND THE COMMUNITY
21
Section 1. A teacher is a facilitator of learning and of Section 2. Every teacher shall uphold the highest
the development of the youth; he shall, therefore, render the possible standards of quality education, shall make the best
best service by providing an environment conducive to such preparations for the career of teaching, and shall be at his
learning and growth. best at all times and in the practice of his profession.
Section 2. Every teacher shall provide leadership and Section 3. Every teacher shall participate in the
initiative to actively participate in community movements for Continuing Professional Education (CPE) program of the
moral, social, educational, economic and civic betterment. Professional Regulation Commission, and shall pursue such
other studies as will improve his efficiency, enhance the
Section 3. Every teacher shall merit reasonable social prestige of the profession, and strengthen his competence,
recognition for which purpose he shall behave with honor and virtues, and productivity in order to be nationally and
dignity at all times and refrain from such activities as gambling, internationally competitive.
smoking, drunkenness, and other excesses, much less illicit

relations. Section 4. Every teacher shall help, if duly authorized,
to seek support from the school, but shall not make improper
Section 4. Every teacher shall live for and with the misrepresentations through personal advertisements and
community and shall, therefore, study and understand local other questionable means.
customs and traditions in order to have a sympathetic attitude,

Section 5. Every teacher shall use the teaching
therefore, refrain from disparaging the community.
profession in a manner that makes it dignified means for
earning a decent living.
Section 5. Every teacher shall help the school keep
the people in the community informed about the school’s work
and accomplishments as well as its needs and problems. ARTICLE VI
Section 6. Every teacher is an intellectual leader in THE TEACHERS AND THE PROFESSION
the community, especially in the barangay, and shall welcome Section 1. Teachers shall, at all times, be imbued with
the opportunity to provide such leadership when needed, to the spirit of professional loyalty, mutual confidence, and faith
extend counseling services, as appropriate, and to actively be in one another, self sacrifice for the common good, and full
involved in matters affecting the welfare of the people. cooperation with colleagues. When the best interest of the
learners, the school, or the profession is at stake in any
Section 7. Every teacher shall maintain harmonious controversy, teachers shall support one another.
and pleasant personal and official relations with other
professionals, with government officials, and with the people, Section2. A teacher is not entitled to claim credit or
individually or collectively. work not of his own, and shall give due credit for the work of
others which he may use.
Section 8. A teacher possesses freedom to attend
church and worships as appropriate, but shall not use his Section3. Before leaving his position, a teacher shall
positions and influence to proselyte others. organize for whoever assumes the position such records and
other data as are necessary to carry on the work.
ARTICLE IV
Section 4. A teacher shall hold in violation all
A TEACHER AND THE PROFESSION confidential information concerning associates and the school,
Section 1. Every teacher shall actively ensure that and shall not divulge to anyone documents which have not
teaching is the noblest profession, and shall manifest genuine been officially released, or remove records from the files
enthusiasm and pride in teaching as a noble calling. without permission.
22
Section 5. It shall be the responsibility of every they shall avoid jeopardizing the interest and the welfare of
teacher to seek correctives for what he may appear to be an learners whose right to learn must be respected.
unprofessional and unethical conduct of any associates.
However, this may be done only if there is incontrovertible Section 5. Every teacher has a right to invoke the
evidence for such conduct. principle that appointments, promotions, and transfer of
teachers are made only on the basis of merit and needed in
Section 6. A teacher may submit to the proper the interest of the service.
authorities any justifiable criticism against an associate,
preferably in writing, without violating the right of the individual Section 6. A teacher who accepts a position assumes
concerned. a contractual obligation to live up to his contract, assuming full
knowledge of employment terms and conditions.
Section 7. A teacher may apply for a vacant position
for which he is qualified; provided that he respects the system
of selection on the basis of merit and competence; provided, ARTICLE VII
further, that all qualified candidates are given the opportunity
SCHOOL OFFICIALS TEACHERS AND OTHER
to be considered.
PERSONNEL
Section 1. All school officials shall at all times show

ARTICLE VII
professional courtesy, helpfulness and sympathy towards
THE TEACHER AND HIGHER AUTHORITIES IN THE teachers and other personnel, such practices being standards
PROFESSIONS of effective school supervision, dignified administration,
responsible leadership and enlightened directions.
Section 1. Every teacher shall make it his duty to
make an honest effort to understand and support the
Section 2. School officials, teachers, and other school
legitimate policies of the school and the administration
personnel shall consider it their cooperative responsibility to
regardless of personal feeling or private opinion and shall
formulate policies or introduce important changes in the
faithfully carry them out.
system at all levels.
Section 3. School officials shall encourage and attend

the professional growth of all teachers under them such as
Section 2. A teacher shall not make any false
recommending them for promotion, giving them due
accusations or charges against superiors, especially under
recognition for meritorious performance, and allowing them to
anonymity. However, if there are valid charges, he should
participate in conferences in training programs.
present such under oath to competent authority.
Section 4. No school officials shall dismiss or

Section 3. A teacher shall transact all official business
recommend for dismissal a teacher or other subordinates
through channels except when special conditions warrant a
except for cause.
different procedure, such as when special conditions are
advocated but are opposed by immediate superiors, in which
Section 5. School authorities shall ensure that public
case, the teacher shall appeal directly to the appropriate
school teachers are employed in accordance with pertinent
higher authority..
civil service rules, and private school teachers are issued
contracts specifying the terms and conditions of their work;
Section 4. Every teacher, individually or as part of a
provided that they are given, if qualified, subsequent
group, has a right to seek redress against injustice to the
permanent tenure, in accordance with existing laws.
administration and to the extent possible, shall raise
grievances within acceptable democratic powers. In doing so,
23
ARTICLE VIII THE TEACHERS AND PARENTS
Section 1. Every teacher shall establish and maintain

THE TEACHERS AND LEARNERS
cordial relations with parents, and shall conduct himself to
Section 1. A teacher has a right and duty to merit their confidence and respect.
determine the academic marks and the promotions of learners
in the subject or grades he handles, such determination shall
Section 2. Every teacher shall inform parents, through
be in accordance with generally accepted procedures of
proper authorities, of the progress and deficiencies of the
evaluation and measurement. In case of any complaint,
learner under him, exercising utmost candor and tact in
teachers concerned shall immediately take appropriate
pointing out learners' deficiencies and in seeking parent’s
actions, of serving due process.
cooperation for the proper guidance and improvement of the
learners.
Section 2. A teacher shall recognize that the interest
and welfare of learners are of first and foremost concerns, and
shall deal justifiably and impartially with each of them. Section 3. A teacher shall hear parent’s complaints
Section 3. Under no circumstance shall a teacher be with sympathy and understanding, and shall discourage unfair
prejudiced nor discriminated against by the learner. criticism.
Section 4. A teacher shall not accept favors or gifts ARTICLE X

from learners, their parents or others on their behalf in
exchange for requested concessions, especially if undeserved. THE TEACHER AND BUSINESS
Section 1. A teacher has the right to engage, directly

Section 5. A teacher shall not accept, directly or or indirectly, in legitimate income generation; provided that it
indirectly, any remuneration from tutorials other than what is does not relate to or adversely affect his work as a teacher.
authorized for such service.
Section 2. A teacher shall maintain a good reputation
Section 6. A teacher shall base the evaluation of the with respect to the financial matters such as in the settlement
learner’s work only in merit and quality of academic of his debts and loans in arranging satisfactorily his private
performance. financial affairs.
Section 7. In a situation where mutual attraction and Section 3. No teacher shall act, directly or indirectly,
subsequent love develop between teacher and learner, the as agent of, or be financially interested in, any commercial
teacher shall exercise utmost professional discretion to avoid venture which furnish textbooks and other school commodities
scandal, gossip and preferential treatment of the learner. in the purchase and disposal of which he can exercise official
influence, except only when his assignment is inherently,
related to such purchase and disposal; provided they shall be
Section 8. A teacher shall not inflict corporal
in accordance with the existing regulations; provided, further,
punishment on offending learners nor make deductions from
that members of duly recognized teachers cooperatives may
their scholastic ratings as a punishment for acts which are
participate in the distribution and sale of such commodities.
clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions ARTICLE XI

contribute to the maximum development of learners are
THE TEACHER AS A PERSON
adequate, and shall extend needed assistance in preventing
or solving learner’s problems and difficulties. Section 1. A teacher is, above all, a human being
endowed with life for which it is the highest obligation to live
ARTICLE IX with dignity at all times whether in school, in the home, or
24
elsewhere. 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
Section 2. A teacher shall place premium upon self- employment and career prospects in order that they may
compare favorably with existing opportunities in other walks of
discipline as the primary principles of personal behavior in all life, attract and retain in the teaching profession more people
relationships with others and in all situations. 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
Section 3. A teacher shall maintain at all times a
vital importance.
dignified personality which could serve as a model worthy of
emulation by learners, peers and all others.
SECTION 2. Title — Definition.
Section 4. A teacher shall always recognize the
This Act shall be known as the "Magna Carta for Public School
Almighty God as guide of his own destiny and of the destinies Teachers" and shall apply to all public school teachers except
of men and nations. 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
ARTICLE XII
schools, colleges and universities operated by the Government
or its political subdivisions; but shall not include school nurses,
DISCIPLINARY ACTIONS school physicians, school dentists, and other school
employees.
Section 1. Any violation of any provisions of this code
shall be sufficient ground for the imposition against the erring
teacher of the disciplinary action consisting of revocation of
his Certification of Registration and License as a Professional
II. RECRUITMENT AND CAREER
Teacher, suspension from the practice of teaching profession,
reprimand or cancellation of his temporary/special permit
under causes specified in Sec. 23, Article III or R.A. No. 7836, SECTION 3. Recruitment and Qualification.
and under Rule 31, Article VIII, of the Rules and Regulations
Recruitment policy with respect to the selection and
Implementing R.A. 7836. 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
ARTICLE XIII minimum educational qualifications for teacher-applicants:
(a) For teachers in the kindergarten and elementary

EFFECTIVITY grades, Bachelor's degree in Elementary Education
(B.S.E.ED.);
Section 1. This Code shall take effect upon approval (b) For teachers of the secondary schools, Bachelor's
degree in Education or its equivalent with a major and
by the Professional Regulation Commission and after sixty (60) a minor; or a Bachelor's degree in Arts or Science
days following its publication in the official Gazette or any with at least eighteen professional units in Education.
(c) For teachers of secondary vocational and two years
newspaper of general circulation, whichever is earlier. 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
REPUBLIC ACT NO. 4670 than vocational, master's degree with a specific area
of specialization;
THE MAGNA CARTA FOR PUBLIC SCHOOL
TEACHERS 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
I. DECLARATION OF POLICY — COVERAGE minimum qualifications: Provided, further, That should teacher-
applicants, whether they possess the minimum educational
qualifications or not, be required to take competitive
SECTION 1. Declaration of Policy. examinations, preference in making appointments shall be in
25
the order of their respective ranks in said competitive the school principal or head teacher where they may be
examinations: And provided, finally, That the results of the accessible for use by the teachers.
examinations shall be made public and every applicant shall be
furnished with his score and rank in said examinations.
SECTION 8. Safeguards in Disciplinary Procedure.

SECTION 4. Probationary Period. Every teacher shall enjoy equitable safeguards at each stage
of any disciplinary procedure and shall have:
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 a. the right to be informed, in writing, of the charges;
appropriate civil service eligibility: Provided, however, That b. the right to full access to the evidence in the case;
where, due to the exigencies of the service, it is necessary to c. the right to defend himself and to be defended by a
employ as teacher a person who possesses the minimum representative of his choice and/or by his organization,
educational qualifications herein above set forth but lacks the adequate time being given to the teacher for the
appropriate civil service eligibility, such person shall be preparation of his defense; and
appointed on a provisional status and shall undergo a period d. the right to appeal to clearly designated authorities.
of probation for not less than one year from and after the date
of his provisional appointment.
No publicity shall be given to any disciplinary action being

SECTION 5. Tenure of Office. taken against a teacher during the pendency of his case.
Stability on employment and security of tenure shall be

assured by the teachers as provided under existing laws.
SECTION 9. Administrative Charges.
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 Administrative charges against a teacher shall be heard
initially by a committee composed of the corresponding
the position he is holding after having rendered at least ten
School Superintendent of the Division or a duly authorized
years of continuous, efficient and faithful service in such representative who should at least have the rank of a division
position. supervisor, where the teacher belongs, as chairman, a
representative of the local or, in its absence, any existing
provincial or national teacher’s organization and a supervisor
SECTION 6. Consent for Transfer of the Division, the last two to be designated by the Director of
Public Schools. The committee shall submit its findings and
recommendations to the Director of Public Schools within
Except for cause and as herein otherwise provided, no teacher thirty days from the termination of the hearings: Provided,
shall be transferred without his consent from one station to however, That where the school
another. superintendent is the complainant or an interested party, all
the members of the committee shall be appointed by the
Where the exigencies of the service require the transfer of a Secretary of Education.
teacher from one station to another, such transfer may be
affected by the school superintendent who shall previously
notify the teacher concerned of the transfer and the reason or SECTION 10. No Discrimination.
reasons therefor. If the teacher believes there is no justification
for the transfer, he may appeal his case to the Director of There shall be no discrimination whatsoever in entrance to the
Public Schools or the Director of Vocational Education, as the teaching profession, or during its exercise, or in the termination
case may be. Pending his appeal and the decision thereon, his of services, based on other than professional consideration.
transfer shall be held in abeyance: Provided, however, That no
transfers whatever shall be made three months before any
local or national election.
SECTION 11. Married Teachers.
Necessary transfer expenses of the teacher and his family
shall be paid for by the Government if his transfer is finally
approved. 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.
SECTION 7. Code of Professional Conduct for

Teachers. SECTION 12. Academic Freedom.
Within six months from the approval of this Act, the Secretary
of Education shall formulate and prepare a Code of Teachers shall enjoy academic freedom in the discharge of
Professional Conduct for Public School Teachers. A copy of their professional duties, particularly with regard to teaching
the Code shall be furnished each teacher: Provided, however, and classroom methods
That where this is not possible by reason of inadequate fiscal
resources of the Department of Education, at least three III. DECLARATION OF POLICY — COVERAGE
copies of the same Code shall be deposited with the office of
26
Provided, That the efficiency rating of the teacher concerned

is at least satisfactory. The progression from the minimum to
SECTION 13. Teaching Hours. the maximum of the salary scale shall not extend over a period
of ten years.
Any teacher engaged in actual classroom instruction shall not

be required to render more than six hours of actual classroom SECTION 17. Equality in Salary Scales.
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, The salary scales of teachers whose salaries are appropriated
however, That where the exigencies of the service so require, by a city, municipal, municipal district, or provincial
any teacher may be required to render more than six hours government, shall not be less than those provided for
but not exceeding eight hours of actual classroom teaching a teachers of the National Government.
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. SECTION 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
SECTION 14. Additional Compensation. 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
Notwithstanding any provision of existing law to the contrary,
to Congress, at least annually, the appropriation of the
co-curricula and out of school activities and any other
necessary funds for the cost-of-living allowances of teachers
activities outside of what is defined as normal duties of any
employed by the National Government. The determination of
teacher shall be paid an additional compensation of at least
the cost-of-living allowances by the Secretary of Education
twenty-five per cent of his regular remuneration after the
shall, upon approval of the President of the Philippines, be
teacher has completed at least six hours of actual classroom
binding on the city, municipal or provincial government, for the
teaching a day.In the case of other teachers or school officials
purposes of calculating the cost-of-living allowances of
not engaged in actual classroom instruction, any work
teachers under its employ.
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 SECTION 19. Special Hardship Allowances.
under this section. Education authorities shall refuse to allow
the rendition of services of teachers for other government
In areas in which teachers are exposed to hardship such as
agencies without the assurance that the teachers shall be
difficulty in commuting to the place of work or other hazards
paid the remuneration provided for under this section.
peculiar to the place of employment, as determined by the
Secretary of Education, they shall be compensated with
special hardship allowances equivalent to at least twenty-five
SECTION 15. Criteria for Salaries. per cent of their monthly salary.
Teacher’s salaries shall correspond to the following criteria:

SECTION 20. Salaries to be Paid in Legal Tender.
(a) they shall compare favorably with those paid in
other occupations requiring equivalent or Salaries of teachers shall be paid in legal tender of the
similar qualifications, training and abilities; 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
(b) they shall be such as to insure teachers a treasurer’s office or any banking institutions operating under
reasonable standard of life for themselves and the laws of the Republic of the Philippines.
their families; and
(c) they shall be properly graded so as to recognize SECTION 21. Deductions Prohibited.
the fact that certain positions require higher
qualifications and greater responsibility than
others: Provided, however, That the general No person shall make any deduction whatsoever from the
salary scale shall be such that the relation salaries of teachers except under specific authority of law
between the lowest and highest salaries paid authorizing such deductions: Provided, however, That upon
in the profession will be of reasonable order. written authority executed by the teacher concerned, (1) lawful
Narrowing of the salary scale shall be dues and fees owing to the Philippine Public School Teachers
achieved by raising the lower end of the salary Association, and (2) premiums properly due on insurance
scales relative to the upper end. policies, shall be considered deductible.
SECTION 16. Salary Scale.

IV. HEALTH MEASURES AND INJURY BENEFITS
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: SECTION 22. Medical Examination and Treatment.
27
Compulsory medical examination shall be provided free of VI. TEACHER’S ORGANIZATION

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 examinations show that
medical treatment and/or hospitalization is necessary, the SECTION 27. Freedom to Organize.
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 Public school teachers shall have the right to freely and
necessary medical care with the right to be reimbursed for without previous authorization both to establish and to join
their traveling expenses by the government entity concerned organizations of their choosing, whether local or national, to
in the first paragraph of this Section. further and defend their interests.
SECTION 28. Discrimination Against Teachers

SECTION 23. Compensation For Injuries. Prohibited.
Teachers shall be protected against the consequences The rights established in the immediately preceding Section
of employment injuries in accordance with existing laws. shall be exercised without any interference or coercion. It shall
The effects of the physical and nervous strain on the be unlawful for any person to commit any acts of
teacher’s health shall be recognized as a compensable discrimination against teachers which are calculated to (a)
occupational disease in accordance with existing laws. 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
V. LEAVE AND RETIREMENT BENEFITS 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
SECTION 24. Study Leave. position in the organization, or to penalize him for an action
undertaken in that capacity.
In addition to the leave privileges now enjoyed by teachers in

the public schools, they shall be entitled to study leave not SECTION 29. National Teacher’s Organizations.
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, National teachers’ organizations shall be consulted in the
the teachers shall be entitled to at least sixty per cent of their formulation of national educational policies and professional
monthly salary: Provided, however, That no teacher shall be standards, and in the formulation of national policies
allowed to accumulate more than one year study leave, governing the social security of the teachers.
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 VII. ADMINISTRATION AND ENFORCEMENT
shall be counted for seniority and pension purposes.
The compensation allowed for one year study leave as herein SECTION 30. Rules and Regulations.
provided shall be subject to the condition that the teacher
takes the regular study load and passes at least seventy-five The Secretary of Education shall formulate and prepare the
per cent of his courses. Study leave of more than one year necessary rules and regulations to implement the provisions
may be permitted by the Secretary of Education but without of this Act. Rules and regulations issued pursuant to this
compensation. 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
SECTION 25. Indefinite Leave. give interested parties general notice of such issuance.
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. SECTION 31. Budgetary Estimates.
SECTION 26. Salary Increase upon Retirement. 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 having fulfilled the age and service public school teachers under the employ of the National
requirements of the applicable retirement laws shall be given Government.
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.
SECTION 32. Penal Provision.
28
A person who shall wilfully interfere with, restrain or coerce integrated system of education relevant to the goals of national
any teacher in the exercise of his rights guaranteed by this development. Toward this end, the government shall ensure,
Act or who shall in any other manner commit any act to defeat within the context of a free and democratic system, maximum
any of the provisions of this Act shall, upon conviction, be contribution of the educational system to the attainment of the
punished by a fine of not less than one hundred pesos nor following national developmental goals:
more than one thousand pesos, or by imprisonment, in the
discretion of the court.
1. To achieve and maintain an accelerating rate of
economic development and social progress;
If the offender is a public official, the court shall order his 2. To ensure the maximum participation of all the
dismissal from the Government service. people in the attainment and enjoyment of the
benefits of such growth; and
3. To achieve and strengthen national unity and
consciousness and preserve, develop and promote
SECTION 33. Repealing Clause. desirable cultural, moral and spiritual values in a
changing world.
All Acts or parts of Acts, executive orders and their
implementing rules inconsistent with the provisions of this Act The State shall promote the right of every individual to relevant
are hereby repealed, amended or modified accordingly. 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
SECTION 34. Separability Clause. therefore promote and maintain equality of access to education
as well as the enjoyment of the benefits of education by all its
citizens.
If any provision of this Act is declared invalid, the remainder of
this Act or any provisions not affected thereby shall remain in The state shall promote the right of the nation's cultural
force and in effect. communities in the exercise of their right to develop
themselves within the context of their cultures, customs,
traditions, interest and belief, and recognizes education as an
SECTION 35. This Act shall take effect upon its instrument for their maximum participation in national
approval. development and in ensuring their involvement in achieving
national unity.
Approved: June 18, 1966 Section 4. Declaration of Objectives - The educational system
aim to:
BATAS PAMBANSA BLG. 232 1. Provide for a broad general education that will
assist each individuals in the peculiar ecology of his
AN ACT PROVIDING FOR THE ESTABLISHMENT AND own society, to
MAINTENANCE OF AN INTEGRATED SYSTEM OF
EDUCATION (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
I. GENERAL PROVISIONS productive and versatile citizen;
Chapter 1 2. Train the nation's manpower in the middle-level

Preliminary Matters skills for national development;
3. Develop the profession that will provide leadership

for the nation in the advancement of knowledge for
Section 1. Title - This Act shall be known as the "Education improving the quality of human life; and
Act of 1982."
4. Respond effectively to changing needs and
Section 2. Coverage - This Act shall apply to and govern both conditions of the nation through a system of
formal and non-formal systems in public and private schools in educational planning and evaluation.
all levels of the entire educational system.
Towards the realization of these objectives, and pursuant to
the Constitution, all educational institutions shall aim to
CHAPTER 2 inculcate love of country, teach the duties of citizenship, and
Declaration of Basic State Policy and Objectives develop moral character, personal discipline, and scientific,
technological, and vocational efficiency.
Furthermore, the educational system shall reach out to

Section 3. Declaration of Basic Policy - It is the policy of the educationally deprived communities, in order to give
State to established and maintain a complete, adequate and meaningful reality to their membership in the national society,
29
to enrich their civic participation in the community and national having to do with the functions of the school
life, and to unify all Filipinos into a free and just nation. in all levels.
c. "Academic non-teaching personnel," or

those persons holding some academic
II. THE EDUCATIONAL COMMUNITY qualifications and performing academic
functions directly supportive of teaching,
such as registrars, librarians, research
CHAPTER 1 assistants, research aides, and similar staff.
Preliminary Provisions
d. "Non-academic personnel," or all other
school personnel not falling under the
definition and coverage of teaching and
Section 5. Declaration of Policy and Objectives - It is likewise academic staff, school administrators and
declared government policy to foster, at all times, a spirit of academic non-teaching personnel.
shared purposes and cooperation among the members and
elements of the educational community, and between the 4. "Schools," or institutions recognized by the State
community and other sectors of society, in the realization that which undertake educational operations.
only in such an atmosphere can be true goals and objectives of
education be fulfilled. Section 7. Community Participation. - Every educational
institution shall provide for the establishment of appropriate
Moreover, the State shall: bodies through which the members of the educational
community may discuss relevant issues, and communicate
1. Aid and support the natural right and duty of information and suggestions for assistance and support of the
parents in the rearing of the youth through the school and for the promotion of their common interest.
educational system.
2. Promote and safeguard the welfare and interest of Representatives from each subgroup of the educational
the students by defining their rights and obligations, community shall sit and participate in these bodies, the rules
according them privileges, and encouraging the and procedures of which must be approved by them and duly
establishment of sound relationships between them published.
and the other members of the school community.
3. Promote the social economic status of all school
personnel, uphold their rights, define their obligations, CHAPTER 2
and improve their living and working conditions and Rights
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. Section 8. Rights of Parents - In addition to other rights under
existing laws, all parents who have children enrolled in a
Section 6. Definition and Coverage - "Educational community" school have the following rights:
refers to those persons or groups of persons as such or
associated in institutions involved in organized teaching and 1. The right to organize by themselves and/or with
learning systems. teachers for the purpose of providing a forum for the
discussion of matters relating to the total school
The members and elements of the educational community are: program, and for ensuring the full cooperation of
parents and teachers in the formulation and efficient
1. "Parents" or guardians or the head of the institution implementation of such programs.
or foster home which has custody of the pupil or
student. 2. The right to access to any official record directly
2. "Students," or those enrolled in and who regularly relating to the children who are under their parental
attend and educational institution of secondary or responsibility.
higher level of a person engaged in formal study.
"Pupils," are those who regularly attend a school of Section 9. Right of Students in School - In addition to other
elementary level under the supervision and tutelage rights, and subject to the limitation prescribed by law and
of a teacher. regulations, and student and pupils in all schools shall enjoy
3 "School personnel," or all persons working for an the following rights:
educational institution, which includes the following:
1. The right to receive, primarily through competent
a. "Teaching or academic staff," or all instruction, relevant quality education in line with
persons engaged in actual teaching and/or national goals and conducive to their full development
research assignments, either on full-time or as person with human dignity.
part-time basis, in all levels of the 2. The right to freely chose their field of study subject
educational system. to existing curricula and to continue their course
therein up to graduation, except in cases of academic
b. "School administrators," or all persons deficiency, or violation of disciplinary regulations.
occupying policy implementing positions
30
3. The right to school guidance and counseling 2. The right to intellectual property consistent with
services for decisions and selecting the alternatives in applicable laws.
fields of work suited to his potentialities.
4. The right of access to his own school records, the 3. Teachers shall be deemed persons in authority
confidentiality of which the school shall maintain and when in the discharge of lawful duties and
preserve. responsibilities, and shall, therefore, be accorded due
5. The right to the issuance of official certificates, respect and protection.
diplomas, transcript of records, grades, transfer
credentials and other similar documents within thirty 4. Teachers shall be accorded the opportunity to
days from request. choose alternative career lines either in school
6. The right to publish a student newspaper and administration, in classroom teaching, or others, for
similar publications, as well as the right to invite purposes of career advancement.
resource persons during assemblies, symposia and
other activities of similar nature.
Section 12. Special Rights of School Administration - School
7. The right to free expression of opinions and
administrators shall, in accordance with existing laws,
suggestions, and to effective channels of
regulations and policies of the Ministry of Education, Culture
communication with appropriate academic channels
and Sports, be accorded sufficient administrative discretion
and administrative bodies of the school or institution.
necessary for the efficient and effective performance of their
8. The right to form, establish, join and participate in
functions.
organizations and societies recognized by the school
to foster their intellectual, cultural, spiritual and
physical growth and development, or to form, School administrators shall be deemed persons in authority
establish, join and maintain organizations and while in the discharge of lawful duties and responsibilities, and
societies for purposes not contrary to law. shall therefore be accorded due respect and protection.
9. The right to be free from involuntary contributions,
except those approved by their own he organizations Section 13. Rights of Schools - In addition to other rights
or societies. provided for by law, schools shall enjoy the following:
Section 10. Rights of all School Personnel - In addition to other 1. The right of their governing boards or lawful
rights provided for by law, the following rights shall be enjoyed authorities to provide for the proper governance of the
by all school personnel: school and to adopt and enforce administrative or
management systems.
1. The right to free expression of opinion and
suggestions, and to effective channels of 2. The right for institutions of higher learning to
communication with appropriate academic and determine on academic grounds who shall be
administrative bodies of the school or institution. admitted to study, who may teach, and what shall be
subjects of the study and research.
2. The right to be provided with free legal service by
the appropriate government office in the case of
public school personnel, and through the school CHAPTER 3
authorities concerned in the case of private school Duties and Obligations
personnel, when charged in an administrative, civil
and/or criminal proceedings by parties other than the
school or regulatory authorities concerned for actions
committed directly in the lawful discharge of
professional duties and/or in defense of school
policies. Section 14. Duties of Parents. - In addition to those provided
for under existing laws, all parents shall have the following
3. The right to establish, join and maintain labor duties and obligations:
organizations and/or professional and self-regulating
organizations of their choice to promote their welfare 1. Parents, individually or collectively, through the
and defend their interests. school systems, shall help carry out the educational
objectives in accordance with national goals.
4. The right to be free from involuntary contributions 2. Parents shall be obliged to enable their children to
except those imposed by their own organizations. obtain elementary education and shall strive to enable
them to obtain secondary and higher education in the
Section 11. Special Rights and/or Privileges of Teaching or pursuance of the right formation of the youth.
Academic Staff - Further to the rights mentioned in the 3. Parents shall cooperate with the school in the
preceding Section, every member of the teaching or academic implementation of the school program curricular and
staff shall enjoy the following rights and/or privileges: co-curricular.
1. The right to be free from compulsory assignments Section 15. Duties and Responsibilities of Students - In
not related to their duties as defined in their addition to those provided for under existing laws, every
appointments or employment contracts, unless student shall:
compensated therefor, conformably to existing law.
1. Exert his utmost to develop his potentialities for
service, particularly by undergoing an education
31
suited to his abilities, in order that he may become an non-teaching personnel, administrative staff, and
asset to his family and to society. parents or guardians.
2. Uphold the academic integrity of the school, 5. Render adequate reports to teachers, academic
endeavor to achieve academic excellence and abide non-teaching personnel and non-academic staff on
by the rules and regulations governing his academic their actual performance in relation to their expected
responsibilities and moral integrity. performance and counsel them on ways of improving
3. Promote and maintain the peace and tranquility of the same.
the school by observing the rules and discipline, and 6. Observe due process, fairness, promptness,
by exerting efforts to attain harmonious relationships privacy, constructiveness and consistency in
with fellow students, the teaching and academic staff disciplining his teachers and other personnel.
and other school personnel. 7. Maintain adequate records and submit required
4. Participate actively in civic affairs and in the reports to the Ministry of Education, Culture and
promotion of the general welfare, particularly in the Sports.
social, economic and cultural development of his
community and in the attainment of a just, Section 18. Obligations of Academic Non-Teaching Personnel
compassionate and orderly society. - Academic non-teaching personnel shall:
5. Exercise his rights responsibly in the knowledge
that he is answerable for any infringement or violation 1. Improve himself professionally be keeping abreast
of the public welfare and of the rights of others. of the latest trends and techniques in his profession.
2. Assume, promote and maintain an atmosphere
conducive to service and learning.
3. Promote and maintain an atmosphere conducive to
service and learning.
Section 16. Teacher's Obligations - Every teacher shall:
1. Perform his duties to the school by discharging his III. THE EDUCATIONAL SYSTEMS
responsibilities in accordance with the philosophy, CHAPTER 1
goals, and objectives of the school. Formal Education
2. Be accountable for the efficient and effective Section 19. Declaration of Policy. - The State recognizes that
attainment of specified learning objectives in formal education, or the school system, in society's primary
pursuance of national development goals within the learning system, and therefore the main instrument for the
limits of available school resources. achievement of the country's educational goals and objectives.
3. Render regular reports on performance of each Section 20. Definition - "Formal Educational" refers to the
student and to the latter and the latter's parents and hierarchically structured and chronologically graded learning
guardians with specific suggestions for improvement. organized and provided by the formal school system and for
which certification is required in order for the learner to
4. Assume the responsibility to maintain and sustain progress through the grades or move to higher levels. Formal
his professional growth and advancement and education shall correspond to the following levels:
maintain professionalism in his behavior at all times.
1. Elementary Education. - the first stage of
5. Refrain from making deductions in students' compulsory, formal education primarily concerned
scholastic rating for acts that are clearly not with providing basic education and usually
manifestations of poor scholarship. corresponding to six or seven grades, including pre-
school programs.
6. Participate as an agent of constructive social, 2. Secondary Education. - the state of formal
economic, moral, intellectual, cultural and political education following the elementary level concerned
change in his school and the community within the primarily with continuing basic education and
context of national policies. expanding it to include the learning of employable
gainful skills, usually corresponding to four years of
Section 17. School Administrators' Obligations - Every school high school.
administrator shall: 3. Tertiary Education. - post secondary schooling is
higher education leading to a degree in a specific
profession or discipline.
1. Perform his duties to the school by discharging his
responsibilities in accordance with the philosophy,
goals and objectives of the school. Section 21. Objectives of Elementary Education - The
2. Be accountable for the efficient and effective objectives of elementary education are:
administration and management of the school.
3. Develop and maintain a healthy school atmosphere 1. To provide the knowledge and develop the skills,
conducive to the promotion and preservation of attitudes, and values essential to personal
academic freedom and effective teaching and development and necessary for living in and
learning, and to harmonious and progressive school- contributing to a developing and changing social
personnel relationship. milieu;
4. Assume and maintain professional behavior in his 2. To provide learning experiences which increase the
work and in dealing with students, teachers, academic child's awareness of and responsiveness to the
32
changes in and just demands of society and to illiterates and the out-of-school youth and adults,
prepare him for constructive and effective involvement; distinct from and outside the regular offerings of the
3. To promote and intensify the child's knowledge of, formal school system.
identification with, and love for the nation and the
people to which he belongs; and The objectives of non-formal education are as follows:
4. To promote work experiences which develop the
child's orientation to the world of work and creativity a. To eradicate illiteracy and raise the level
and prepare himself to engage in honest and gainful of functional literacy of the population;
work. b. To provide unemployed and
underemployed youth and adults with
Section 22. Objectives of Secondary Education. - The appropriate vocational/technical skills to
objectives of secondary education are: enable them to become more productive and
effective citizens; and
1. To continue to promote the objectives of c. To develop among the clientele of non-
elementary education; and formal education proper values and attitudes
2. To discover and enhance the different aptitudes necessary for personal, community and
and interests of the students so as to equip him with national development.
skills for productive endeavor and/or prepare him for
tertiary schooling.
CHAPTER 3
Establishment of Schools
Section 23. Objective of Tertiary Education. - The objectives of
tertiary education are:
1. To provide a general education program that will

promote national identity, cultural consciousness,
moral integrity and spiritual vigor; Section 25. Establishment of Schools - All schools shall be
2. To train the nation's manpower in the skills required established in accordance with law. The establishment of new
for national development; national schools and the conversion of existing schools from
3. To develop the professions that will provide elementary to national secondary or tertiary schools shall be by
leadership for the nation; and law: Provided, That any private school proposed to be
4. To advance knowledge through research work and established must incorporate as an non-stock educational
apply new knowledge for improving the quality of corporation in accordance with the provisions of the
human life and responding effectively to changing Corporation Code of the Philippines. This requirement to
societal needs and conditions. incorporate may be waived in the case of family-administered
pre-school institutions.
CHAPTER 2
Government assistance to such schools for educational
Non-Education and Specialized Educational Services
programs shall be used exclusively for that purpose.
Section 26. Definition of Terms - The terms used in this

Chapter are defined as follows:
Section 24. Specialized Educational Service - The State
further recognizes its responsibility to provide, within the 1. "Schools" are duly established institutions of
context of the formal education system, services to meet learning or educational institutions.
special needs of certain clientele. These specific types, which 2. "Public Schools" are educational institutions
shall be guided by the basic policies of the State embodied in established and administered by the government.
the General Provisions of this Act, include: 3. "Private Schools" are educational institutions
maintained and administered by private individuals or
1. "Work Education," or "Practical Arts," as a program groups.
of basic education which aims to develop the right
attitudes towards work; and "technical-vocational Section 27. Recognition of Schools - The educational
education," post-secondary but non-degree programs operations of schools shall be subject to their prior
leading to one, two, or three year certificates in authorization of the government, and shall be affected by
preparation for a group of middle-level occupations. recognition. In the case of government operated schools,
whether local, regional, or national, recognition of educational
2. "Special Education," the education of persons who programs and/or operations shall be deemed granted
are physically, mentally, emotionally, socially, or simultaneously with establishment.
culturally different from the so-called "normal"
individuals that they require modification of school In all other case the rules and regulations governing
practices/services to develop them to their maximum recognition shall be prescribed and enforced by the Ministry of
capacity; and Education, Culture and Sports defining therein who are
qualified to apply, providing for a permit system, stating the
3. "Non-formal Education," any organized school- conditions for the grant of recognition and for its cancellation
based educational activities undertaken by the and withdrawal, and providing for related matters.
Ministry of Education, Culture and Sports and other
agencies aimed at attaining specific learning
objectives for a particular clientele, especially the
33
Section 28. Effects of Recognition; Punishable Violations - The

issuance of a certificate of recognition to a school shall have
the following effects: CHAPTER 5
School Finance and Assistance
1. It transforms the temporary permit to a permanent
authority to operate;
2. It entitled the school or college to give the students Section 33. Declaration of Policy - It is hereby declared to be
who have completed the course for which recognition the policy of the State that the national government shall
is granted, a certificate, title or diploma; and contribute to the financial support of educational programs
pursuant to goals of education as declared in the Constitution.
3. It shall entitle the students who have graduated Towards this end, the government shall:
from said recognized course or courses to all the
benefits and privileges enjoyed by graduates in 1. Adopt measures to broaden access to education
similar courses of studies in all schools recognized by through financial assistance and other forms of
the government. incentives to schools, teachers, pupils and students;
and
Operation of schools and educational programs without
authorization, and/or operation thereof in violation of the terms 2. Encourage and stimulate private support to
of recognition, are hereby declared punishable violations education through, inter alia, fiscal and other
subject to the penalties provided in this Act. assistance measures.
Section 29. Voluntary Accreditation - The Ministry shall A. FUNDING OF REPUBLIC SCHOOLS
encourage programs of voluntary accreditation for institution
which desire to meet standards of quality over and above Section 34. National Funds - Public school shall continue to be
minimum required for State recognition. funded from national funds: Provided, That local governments
shall be encouraged to assume operation of local public
schools on the basis of national fund participation and
adequate revenue sources which may be assigned by the
CHAPTER 4 national government for the purpose.
Internal Organization of Schools
Section 35. Financial Aid Assistance to Public Secondary
Schools - The national government shall extend financial aid
and assistance to public secondary schools established and
Section 30. Organization of Schools - Each school shall maintained by local governments, including barangay high
establish such internal organization as will best enable it to schools.
carry out its academic and administrative functions, subject to
limitations provided by law. Section 36. Share of Local Government - Provinces, cities and
municipalities and barangays shall appropriate funds in their
Each school establish such arrangements for the peaceful annual budgets for the operation and maintenance of public
settlement of disputes between or among the members of the secondary schools on the basis of national fund participation.
educational community.
Section 37. Special Education Fund - The proceeds of the
Section 31. Governing Board - Every government college or Special Education Fund accruing to local governments shall be
university as a tertiary institution and every private school shall used exclusively for the purposes enumerated in Section 1 of
have a governing board pursuant to its charter or the Republic Act No. 5447, and in accordance with rules and
Corporation Code of the Philippines, as the case may be. regulations issued by the Ministry of Education, Culture and
Sports and the Ministry of the Budget. Said proceeds shall be
Section 32. Personnel Transactions - The terms and considered a local fund and shall be subject to Presidential
conditions of employment of personnel in government schools Decrees No. 477, Presidential Decree No. 1375 and other
shall be governed by the Civil Service, budgetary and applicable local budget laws and regulations.
compensation laws and rules.
Section 38. Tuition and other School Fees - Secondary and
In private schools, dispute arising from employer-employee post-secondary schools may charge tuition and other school
relations shall fall under the jurisdiction of the Ministry of Labor fees, in order to improve facilities or to accommodate more
and Employment as provided for by law regulations: Provided, students.
That in view of the special employment status of the teaching
and academic non-teaching personnel, and their special roles Section 39. Income from other Sources - Government-
in the advancement of knowledge, standards set or supported educational institution may receive grants, legacies,
promulgated jointly by the Ministry of Education, Culture and donations and gifts for purposes allowed by existing laws.
Sports and by the Ministry of Labor and Employment shall be
applied by the Ministry of Labor and Employment: Provided, Furthermore, income generated from production activities and
further, That every private school shall establish and from auxiliary enterprises may be retained and used for
implement an appropriate system within the school for the schools concerned in accordance with rules and regulations
prompt and orderly settlement of provisions of Articles 262 and jointly issued consistently with pertinent appropriation and
263 of the Labor Code.
34
budgetary laws by the Ministry of the Budget, the Ministry of That in municipalities or chartered cities wherein the number of
Education, Culture and Sports and the Commission on Audit. private institutions with individual enrollment of pupils and
students over five thousand exceeds fifteen, the members of
B. FUNDING OF PRIVATE SCHOOLS the private school board shall be increased to not more than
fourteen members determined proportionately by the Minister
Section 40. Funding of Private Schools - Private schools may of Education, Culture and Sports. The private school board
be funded from their capital investment or equity contributions, shall adopt its own rules which shall enable it to finance the
tuition fees and other school charges, grants, loans, subsidies, annual programs and projects of each institutional taxpayer for
passive investment income and income from other sources. the following purposes; student-pupil scholarships;
improvement of instructional, including laboratory, facilities
and/or equipment; library books and periodicals acquisition;
Section 41. Government Assistance - The government, in
and extension service in the community, in that order of priority.
recognition of their complementary role in the educational
system, may provide aid to the programs of private schools in
the form of grants or scholarships, or loans from government Section 47. Relating to Gifts or Donations to Schools - All gifts
financial institutions: Provided, That such programs meet or donation in favor of any school, college or university
certain defined educational requirements and standards and recognized by the Government shall not be subject to tax;
contribute to the attainment of national development goals. Provided, That such gifts or donations shall be for
improvement of classrooms and laboratory of library facilities,
and shall not inure to the benefit of any officer, director, official,
Section 42. Tuition and Other Fees - Each private school shall
or owner or owners of the school, or paid out as salary,
determine its rate of tuition and other school fees or charges.
adjustments or allowance of any form or nature whatsoever,
The rates and charges adopted by schools pursuant to this
except in support of faculty and/or professorial chairs.
provision shall be collectible, and their application or use
authorized, subject to rules and regulations promulgated by the
Ministry of Education, Culture and Sports. Section 48. Relating to Earnings from Established Scholarship
Funds - All earnings from the investment of any duly
established scholarship fund of any school recognized by the
Section 43. Income from Other Sources - Any private school
government, constituted from gifts to the school, and/or from
duly recognized by the government, may receive any grant and
contributions or other resources assigned to said fund by the
legacy, donation, gift, bequest or devise from any individual,
school, if said earnings are actually used to fund additional
institution, corporation, foundation, trust of philanthropic
scholarship grants to financially deserving students shall be
organization, or research institution or organization as may be
exempt from tax until the scholarship fund is fully liquidated,
authorized by law.
when the outstanding balance thereof shall be subject to tax.
Furthermore, private schools are authorized to engage in any
Section 49. School Dispersal Program - All gains realized from
auxiliary enterprise to generate income primarily to finance
the sale, disposition or transfer of property, real or personal, of
their educational operations and/or to reduce the need to
any duly established private school, college or university, in
increase students' fees.
pursuance of a school dispersal program of the government or
of the educational institution as approved by the government,
Section 44. Institutional Funds - The proceeds from tuition fees shall be considered exempt from tax if the total proceeds of the
and other school charges, as well as other income of schools, sale are reinvested in a new or existing duly established school,
shall be treated as institutional funds. Schools may pool their college, or university located in the dispersal site, within one (1)
institutional funds, in whole or in part, under joint management year from the date of such sale, transfer or disposition;
for the purpose of generating additional financial resources. otherwise, all taxes due on the gains realized from the
transaction shall immediately become due and payable.
C. INCENTIVES TO EDUCATION
Section 50. Conversion to Educational Foundations - An
Section 45. Declaration of Policy - It is the policy of the State in educational institution may convert itself into a non-stock, non-
the pursuit of its national education development goals to profit educational foundation, in accordance with the
provide an incentive program to encourage the participation of implementing rules to be issued jointly by the Ministry of
the community in the development of the educational sector. Education, Culture and Sports and the Ministry of Finance.
Section 46. Relating to School Property - Real property, such In the case of stock corporations, if for any reason its corporate
as lands, buildings and other improvements thereon used existence as an educational institution ceases and is not
actually, directly and exclusively for educational purposes shall renewed, all its net assets after liquidation of the liabilities and
be subject to the real property tax based on an assessment of other obligations may be conveyed and transferred to any non-
fifteen per cent of the market value of such property: Provided, profit educational institution or successor non-profit educational
That all the proceeds from the payment thereof shall accrue to institution or to be used in such manner as in the judgment of
a special private education fund which shall be managed and said court will best accomplish the general purposes for which
disbursed by a local private school board which shall be the dissolved organization was organized, or to the State.
constituted in each municipality or chartered city with private
educational institutions with the mayor or his representative as D. ASSISTANCE TO STUDENTS
chairman and not more than two representatives of the
institutional taxpayers, and, likewise, not more than two
Section 51. Government Assistance to Students - The
residents of the municipality or chartered city who are alumni of
government shall provide financial assistance to financially
any of the institutional taxpayers as members: Provided,
disadvantaged and deserving students. Such assistance may
further, That fifty percent of the additional one percent tax on
be in the form of State scholarships, grants-in-aid, assistance
real estate property provided for under Republic Act 5447, shall
accrue to the special private education fund: Provided, finally,
35
from the Educational Loan Fund, or subsidized tuition rates in Section 57. Functions and Powers of the Ministry - The
State colleges and universities. Ministry shall:
All the above and similar assistance programs shall provide for 1. Formulate general education objectives and
reserve quotas for financially needed but academically policies, and adopt long-range educational plans;
qualified students from the national cultural communities.
2. Plan, develop and implement programs and
Section 52. Grant of Scholarship Pursuant to Existing Laws - projects in education and culture;
Educational institutions shall be encouraged to grant
scholarships to students pursuant to the provisions of existing 3. Promulgate rules and regulations necessary for the
laws and such scholarship measures as may hereafter be administration, supervision and regulation of the
provided for by law. educational system in accordance with declared
policy;
Section 53. Assistance from the Private Sector - The private
sector, especially educational institutions, business and 4. Set up general objectives for the school system;
industry, shall be encouraged to grant financial assistance to
students, especially those undertaking research in the fields of 5. Coordinate the activities and functions of the school
science and technology or in such projects as may be system and the various cultural agencies under it;
necessary within the context of national development.
6. Coordinate and work with agencies concerned with
the educational and cultural development of the
IV. THE MINISTRY OF EDUCATION, CULTURE AND national cultural communities; and
SPORTS
7. Recommend and study legislation proposed for
CHAPTER 1 adoption.
GENERAL PROVISIONS
Section 58. Report to the Batasang Pambansa. - The Minister
of Education, Culture and Sports shall make an annual report
to the Batasang Pambansa on the implementation of the
national basic education plan, the current condition of the
education programs, the adequacy or deficiency of the
Section 54. Declaration of Policy - The administration of the appropriations and status of expenditures, the impact of
education system and, pursuant to the provisions of the education on the different regions, the growth of enrollment,
Constitution, the supervision and regulation of educational the adequacy of academic facilities, the concentration of low
institutions are hereby vested in the Ministry of Education, income groups, or the supply of teaching and non-teaching
Culture and Sports, without prejudice to the provisions of the personnel, with such comments and appropriate
charter of any state college and university. recommendations thirty (30) days before the opening of its
regular session.
Section 55. Organization - The Ministry shall be headed by the
Minister of Education, Culture and Sports who shall be
assisted by one or more Deputy Ministers.
CHAPTER 2
The organization of the Ministry shall consist of (a) the Ministry BOARD OF HIGHER EDUCATION
Proper composed of the immediate Office of the Minister, and
the Services of the Ministry, (b) the Board of Higher Education,
which is hereby established, (c) the Bureau of Elementary
Education, the Bureau of Secondary Education, the Bureau of Section 59. Declaration of Policy - Higher education will be
Higher Education, the Bureau of Technical and Vocational granted towards the provision of better quality education, the
Education, and the Bureau of Continuing Education, which are development of middle and high-level manpower, and the
hereby established, (d) Regional offices and field offices, (e) intensification of research and extension services. The main
the National Scholarship Center and such other agencies as thrust of higher education is to achieve equity, efficiency, and
are now or may be established pursuant to law, and (f) the high quality in the institutions of higher learning both public and
cultural agencies, namely: the National Library, the National private, so that together they will provide a complete set of
Historical Institute, the National Museum, and the Institute of program offerings that meet both national and regional
National Language. Such of the above offices as are created development needs.
or authorized to be established under this provision, shall be
organized and staffed and shall function, subject to the
Section 60. Organization of the Board of Higher Education -
approval of the President, upon recommendation of the
The Board of Higher Education is reconstituted as an advisory
Minister of Education, Culture and Sports in consultation with
body to the Minister of Education, Culture and Sports. The
the Presidential Commission on Reorganization.
Board shall be composed of a Deputy Minister of Education,
Culture and Sports designated as Chairman and four other
Section 56. The National Board of Education is hereby members to be appointed by the President of the Philippines
abolished, and its appropriations, personnel, records, and upon nomination by the Minister of Education, Culture and
equipment are hereby transferred to the Office of the Minister Sports for a term of four years. The four members shall have
of Education, Culture and Sports. distinguished themselves in the field of higher education and
development either in the public or private sector. In the initial
appointment of the non-ex officio members, the first appointee
36
shall serve for a term of four years; the second for a term of 2. Conduct studies, formulate, develop and evaluate
three years; the third for a term of two years; and the fourth for post-secondary vocational-technical programs and
a term of one year. The Director of the Bureau of Higher recommend educational standards for these
Education shall participate in the deliberation of the Board but programs;
without the right to vote. The Bureau of Higher Education shall 3. Develop curricular designs and prepare
provide the Board with the necessary technical and staff instructional materials, prepare and evaluate
support: Provided, That the Board may create technical panels programs to upgrade the quality of teaching and non-
of experts in the various disciplines as the need arises. teaching staff, and formulate guidelines to improve
the physical plant and equipment of post-secondary
Section 61. Function of the Board of Higher Education. - The vocational-technical schools.
Board shall:
Section 65. Bureau of Higher Education - The Bureau of
1. Make policy recommendations regarding the higher Education shall perform the following functions:
planning and management of the integrated system of
higher education and the continuing evaluation 1. Develop, formulate and evaluate programs,
thereof. projects and educational standards for a higher
education;
2. Recommend to the Minister of Education, Culture
and Sports steps to improve the governance of the 2. Provide staff assistance to the Board of Higher
various components of the higher education system at Education in its policy formulation and advisory
national and regional levels. functions;
3. Assist the Minister of Education, Culture and Sports 3. Provide technical assistance to encourage
in making recommendation relatives to the generation institutional development programs and projects;
of resources and their allocation for higher education.
4. Compile, analyze and evaluate data on higher
education; and
CHAPTER 3
THE BUREAUS 5. Perform other functions provided for by law.
Section 66. Bureau of Continuing Education - As the main

implementing arm of the non-formal education programs of the
Ministry, the Bureau shall provide learning programs or
Section 62. Bureau of Elementary Education - The Bureau activities that shall:
shall perform the following functions:
1. Serve as a means of meeting the learning needs of
1. Conduct studies and formulate, develop, and those unable to avail themselves of the educational
evaluate programs and educational standards for services and programs of formal education;
elementary education; 2. Provide opportunities for the acquisition of skills
2. Undertake studies necessary for the preparation of necessary to enhance and ensure continuing
prototype curricular designs, instructional materials, employability, efficiency, productivity, and
and teacher training programs for elementary competitiveness in the labor market;
education; and 3. Serve as a means for expanding access to
3. Formulate guidelines to improve elementary school educational opportunities to citizens of varied
physical plants and equipment, and general interests, demographic characteristics and socio-
management of these schools. economic origins or status.
Section 63. Bureau of Secondary Education - The Bureau

shall perform the following functions:
CHAPTER 4
REGIONAL OFFICES
1. Conduct studies and formulate, develop and
evaluate programs and educational standards for
secondary education;
2. Develop curricular designs, prepare instructional
materials, and prepare and evaluate programs to Section 67. Functions - A regional office shall:
update the quality of the teaching and non-teaching
staff at the secondary level; 1. Formulate the regional plan of education based on
3. Formulate guidelines to improve the secondary the national plan of the Ministry taking into account
school physical plants and equipment, and general the specific needs and special traditions of the region;
management of these schools. 2. Implement education laws, policies, plans,
programs, rules and regulations of the Ministry or
Section 64. Bureau of Technical and Vocational Education. - agency in the regional area;
The Bureau shall perform the following: 3. Provide economical, efficient and effective
education services to the people in the area.
1. Collaborate with other agencies in the formulation
of manpower plans;
37
Approved, September 11, 1982.
V. MISCELLANEOUS PROVISIONS
CHAPTER 1
PENAL ADMINISTRATIVE SANCTIONS 1987 PHILIPPINE CONSTITUTION
FUNDAMENTAL LEGAL BASIS OF EDUCATION IN THE
PHILIPPINES
Section 68. Penalty Clause - Any person upon conviction for 1. The rights of all citizens to quality education at all
an act in violation of Section 28, Chapter 3, Title III above, shall levels.
be punished with a fine of not less than two thousand pesos 2. Free public education in elementary and secondary
(P2,000.00) nor more than ten thousand pesos (P10,000.00) or levels.
imprisonment for a maximum period of two (2) years, or both, 3. Availability of scholarship grants
in the discretion of the court. 4. Provision for non-formal, informal and indigenous
learning systems.
If the act is committed by a school corporation, the school head 5. Emphasis on nationalism and patriotism
together with the person or persons responsible for the offense 6. Sole ownership of education institutions by at least
or violation shall be equally liable. 605 of the capital from Filipino Citizens.
7. Highest budgetary allocation for education.
Section 69. Administrative Sanction - The Minister of 8. Filipino as the national language; Filipino and English
Education, Culture and Sports may prescribe and impose such as official languages for use in communication and
administrative sanction as he may deem reasonable and instruction.
appropriate in the implementing rules and regulations
promulgated pursuant to this Act for any of the following ARTICLE XIV
causes:
EDUCATION, SCIENCE AND TECHNOLOGY, ARTS,
1. Mismanagement of school operations; CULTURE AND SPORTS
2. Gross inefficiency of the teaching or non-teaching
personnel;
3. Fraud or deceit committed in connection with the
application for Ministry permit or recognition;
SECTION 1
4. Failure to comply with conditions or obligations
prescribed by this Code or its implementing rules and ● The State shall protect and promote the right of all
regulations; and citizens to quality education at all levels, and shall
5. Unauthorized operation of a school or course, or take appropriate steps to make such education
any component thereof, or any violation of the accessible to all.
requirement governing advertisements or
announcements of educational institutions.
SECTION 2
Sanctions against the schools shall be without prejudice to the
interest of the students, teachers and employees. ● The State shall:
(1) Establish, maintain, and support a

complete, adequate, and integrated system of
CHAPTER 2 education relevant to the needs of the people and
ADMINISTRATIVE PROVISIONS society.
(2) Establish and maintain a system of free

public education in the elementary and high
school levels. Without limiting the natural right of
parents to rear their children, elementary education is
Section 70. Rule-making Authority - The Minister Education, compulsory for all children of school age;
Culture and Sports charged with the administration and
enforcement of this Act, shall promulgate the necessary (3) Establish and maintain a system of
implementing rules and regulations. scholarship grants, student loan programs,
subsidies, and other incentives which shall be
Section 71. Separability Provision - Any part or provision of available to deserving students in both public and
this Act which may held invalid or unconstitutional shall not private schools, especially to the underprivileged;
affect its remaining parts of provisions. (4) Encourage non-formal, informal, and
indigenous learning systems, as well as self-
Section 72. Repealing Clause - All laws or parts thereof learning, independent, and out-of school study
inconsistent with any provision of this Act shall be deemed programs particularly those that respond to
repealed or modified, as the case may be. community needs; and
Section 73. Effectivity - This Act shall take effect upon its
approval.
38
(5) Provide adult citizens, the disabled, SECTION 10

and out-of-school youth with training in civics,
vocational efficiency, and other skills. ● Science and technology are essential for national
development and progress. The State shall give
priority to research and development, invention,
innovation, and their utilization; and to science
SECTION 3
and technology education, training, and services.
It shall support indigenous, appropriate, and self-
(1) All educational institutions shall include the study of
reliant scientific and technological capabilities, and
the Constitution as part of the curricula.
their application to the country’s productive systems
(2) They shall inculcate patriotism and nationalism, and national life.
foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical
SECTION 11
development of the country, teach the rights and duties of
citizenship, strengthen ethical and spiritual values, ● The State shall foster the preservation, enrichment,
develop moral character and personal discipline, and dynamic evolution of a Filipino national culture
encourage critical and creative thinking, broaden scientific based on the principle of unity in diversity in a
and technological knowledge, and promote vocational climate of free artistic and intellectual expression.
efficiency.
SECTION 17
(3) At the option expressed in writing by the parents or
guardians, religion shall be allowed to be taught to their ● The State shall recognize, respect, and protect the
children or wards in public elementary and high schools rights of indigenous cultural communities to
within the regular class hours by instructors designated or preserve and develop their cultures, traditions, and
approved by the religious authorities of the religion to institutions. It shall consider these rights in the
which the children or wards belong, without additional cost formulation of national plans and policies.
to the Government.
SECTION 18
SECTION 5
(1) The State shall ensure equal access to cultural
(1) The State shall take into account regional and opportunities through the educational system, public or
sectoral needs and conditions and shall encourage local private cultural entities, scholarships, grants and other
planning in the development of educational policies incentives, and community cultural centers, and other
and programs. public venues.
(2) Academic freedom shall be enjoyed in all institutions (2) The State shall encourage and support research and
of higher learning. studies on the arts and culture.
(3) Every citizen has a right to select a profession or

course of study, subject to fair, reasonable, and
equitable admission and academic requirements. REPUBLIC ACT NO. 7836
(4) The State shall enhance the right of teachers to THE PHILIPPINE TEACHERS
professional advancement. Non Teaching academic and PROFESSIONALIZATION ACT OF 1994
non-academic personnel shall enjoy the protection of the
State. ● AN ACT TO STRENGTHEN THE REGULATION
AND SUPERVISION OF THE PRACTICE OF
(5) The State shall assign the highest budgetary priority TEACHING IN THE PHILIPPINES AND
to education and ensure that teaching will attract and PRESCRIBING A LICENSURE EXAMINATION FOR
retain its rightful share of the best available talents through TEACHERS AND FOR OTHER PURPOSES.
adequate remuneration and other means of job
satisfaction and fulfillment.
SECTION 13
SECTION 6 ● Except as otherwise specifically allowed under the

provisions of this Act, all applicants for registration
● The national language of the Philippines is as professional teachers shall be required to
Filipino. As it evolves, it shall be further developed undergo a written examination which shall be
and enriched on the basis of existing Philippine and given at least once a year in such places and dates
other languages. as the Board may determine upon approval by the
● Subject to provisions of law and as the Congress may Commission. A valid certificate of registration and a
deem appropriate, the Government shall take steps to valid professional license from the Commission are
initiate and sustain the use of Filipino as a medium of required before any person is allowed to practice as a
official communication and as language of instruction professional teacher in the Philippines, except as
in the educational system. otherwise allowed under this Act.
39
SECTION 14 SCOPE OF EXAMINATION SECTION 18 OATH BEFORE PRACTICE
● The examinations for the elementary and secondary ● Every registrant shall be required to take his
school teachers shall be separate. The examination professional oath before practicing as a
for teachers in the elementary level shall consist of professional teacher.
two (2) parts, namely: professional education and
general education. The examination for teachers in
the secondary level shall consist of three (3) parts, SECTION 20 FAILURE TO PASS THE MERIT
namely: professional education, general education, EXAMINATION
and field of specialization.
● If a teacher fails to pass the merit examination, he or

she shall be allowed to take the examination for a
SECTION 15 QUALIFICATION REQUIREMENTS OF second time. Should he or she fail to pass the merit
APPLICANTS 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.
● No applicant shall be admitted to take the
● Failure of any permanent teacher to pass the merit
examination unless, on the date of filing of the
examination shall not, however, be used as a ground
application, he shall have complied with the following
for his/her dismissal or demotion.
requirements:
(a) A citizen of the Philippines or an alien SECTION 23: REVOCATION OF THE CERTIFICATE
whose country has reciprocity with the Philippines in OF REGISTRATION, SUSPENSION FROM THE
the practice of the teaching profession; PRACTICE OF THE TEACHING PROFESSION, AND
CANCELLATION OF TEMPORARY OR SPECIAL
(b) At least eighteen (18) years of age;
MERIT
(c) In good health and of good reputation
with high moral values; ● The Board shall have the power, after due notice
and hearing, to suspend or revoke the certificate of
(d) Has not been convicted by final judgment registration of any registrant, to reprimand or to
by a court for an offense involving moral turpitude; cancel the temporary/special permit of a holder
thereof who is exempt from registration, for any of the
(e) A graduate of a school, college or following causes:
university recognized by the government and
possesses the minimum educational qualifications, as (a) Conviction for any criminal offense by a
follows: court of competent jurisdiction;
(1) For teachers in preschool, a bachelor’s (b) Immoral, unprofessional or
degree in early childhood education (BECED) dishonorable conduct;
or its equivalent;
(2) For teachers in the elementary grades, a (c) Declaration by a court of competent
bachelor’s degree in elementary education jurisdiction for being mentally unsound or
(BSEED) or its equivalent; insane;
(3) For teachers in the secondary grades, a (d) Malpractice, gross incompetence,
bachelor’s degree in education or its gross negligence or serious ignorance of the
equivalent with a major and minor, or a practice of the teaching profession;
bachelor’s degree in arts and sciences with
at least ten (10) units in professional (e) The use of or perpetration of any fraud
education; and or deceit in obtaining a certificate of registration,
professional license or special/temporary permit;
(4) For teachers of vocational and two-year
technical courses, a bachelor’s degree in the (f) Chronic inebriety or habitual use of
field of specialization or its equivalent, with at drugs;
least eighteen (18) units in professional
education. (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;
SECTION 11 ISSUANCE OF CERTIFICATE OF and
REGISTRATION AND PROFESSIONAL LICENSE
(h) Unjustified or willful failure to attend
● The registration of a professional teacher commences seminars, workshops, conferences and the like or
from the date his name is enrolled in the roster of the continuing education program prescribed by the
professional teachers. Board and the Commission.
40
(a) A holder of a certificate of

eligibility as a teacher issued by the Civil
REPUBLIC ACT NO. 9293 Service Commission and the Department of
Education, Culture and Sports; or
AN ACT AMENDING CERTAIN SECTIONS OF
REPUBLIC ACT NUMBERED SEVENTY-EIGHT (b) A registered professional
HUNDRED AND THIRTY-SIX (R. A. NO. 7836), teacher with the National Board for Teachers
under the Department of Education, Culture
OTHERWISE KNOWN AS THE "PHILIPPINE and Sports (DECS) pursuant to Presidential
TEACHERS PROFESSIONALIZATION ACT OF 1994" Decree No. 1006
o Professional teachers who have not practiced

their profession for the past five (5) years shall
SECTION 1 take at least twelve (12) units of education
courses, consisting of a least six (6) units of
● Section 15, (e) (3) of Republic Act No. 7836 is hereby pedagogy and six (6) units of context courses or
amended as follows: the equivalent training and number 1 hours to be
chosen from a list of courses to be provided by
o "Sec. 15. Qualification Requirements of
the Board and the Department of Education,
Applicant. – No applicant shall be admitted to
before they can be allowed to practice their
take the examination unless, on the date of filing
profession in the country.
of the application, he shall have complied with
the following requirements: o Those who have failed the licensure examination
for professional teachers, with a rating of not
o "(e) A graduate of a school college or university
lower than five percentage points from the
recognized by the government and possesses
passing general average rating, shall be eligible
the minimum educational qualifications, as
as para-teachers upon issuance by the Board of
follows:
a two-year special permit, renewable for a non-
(1) For teachers in preschool, a extendible period of two (2) years The para-
bachelor's degree in early childhood teachers shall be assigned to areas where there
education (BECED) or its equivalent; is a shortage or absence of a professional
teacher, as identified and provided by the
(2) For teachers in the secondary Department of Education and the Autonomous
grades, a bachelor's degree in elementary Region for Muslim Mindanao (ARMM) education
education (BSEED) or its equivalent; department to the Board for professional
teachers and to the Commission. The special
(3) For teachers in the secondary permit shall indicate the area of assignment of
grades, a bachelor's degree in education or the para-teacher.
its equivalent with a major and minor, or a
bachelor degree in arts and sciences with at o A special permit may also be issued by the Board
least eighteen (18) units in professional to a person who has excelled and gained
education; and international recognition and is a widely
acknowledged expert in his or her respective field
(4) For teachers of vocational and of specialization."
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," SECTION 3
SECTION 2 ● Section 31 of the same Act is hereby amended to read as

follows:
● Section 26 of the same Act is hereby amended to read as
follows: o "Sec. 31. Transitory Provision. – Special
permits, with a validity of three (3) and five (5)
o "Sec 26. Registration and Exception. - No years. issued to para-teachers by the Board for
person shall engage in teaching and/or act as a Professional Teachers before the effectivity of
professional teacher as defined in this Act. this Act shall be allowed to expire based on the
whether in the preschool, elementary or period granted therein: Provided, That only
secondary level, unless the person is a duly special permits with a validity of three (3) years
registered professional teacher, and a holder of a maybe renewed upon expiration for a non-
valid certificate of registration and a valid extendible period of two (2) years."
professional license or a holder of a valid
special/temporary permit.
o Upon approval of the application and payment of REPUBLIC ACT NO. 10533
the prescribed fees, the certificate of registration
and professional license as a professional AN ACT ENHANCING THE PHILIPPINE BASIC
teacher shall be issued without examination as EDUCATION SYSTEM BY STRENGTHENING ITS
acquired in this Act to a qualified applicant, who CURRICULUM AND INCREASING THE NUMBER OF
is:
41
YEARS FOR BASIC EDUCATION, APPROPRIATING SECTION 6. ENHANCED BASIC EDUCATION

FUNDS THEREFOR AND FOR OTHER PURPOSES PROGRAM
For purposes of this IRR and pursuant to Section 4 of

the Act, the enhanced basic education program encompasses
● Implementing Rules and Regulations of the Enhanced at least one (1) year of kindergarten education, six (6) years of
Basic Education Act of 2013 elementary education, and six (6) years of secondary
o Pursuant to Section 16 of Republic Act No. 10533, education, in that sequence. Secondary education includes
entitled “An Act Enhancing the Philippine Basic four (4) years of junior high school and two (2) years of senior
Education System by Strengthening Its high school education. The enhanced basic education program
Curriculum and Increasing the Number of Years may likewise be delivered through the alternative learning
for Basic Education, Appropriating Funds system.
Therefor and for Other Purposes,” otherwise ● Kindergarten Education is the first stage of
known as the “Enhanced Basic Education Act of compulsory and mandatory formal education which
2013,” approved on May 15, 2013, and which took consists of one (1) year of preparatory education for
effect on June 8, 2013, the Department of children at least five (5) years old as a prerequisite for
Education (DepEd), the Commission on Higher Grade 1.
Education (CHED), and the Technical Education ● Elementary Education refers to the second stage of
and Skills Development Authority (TESDA), compulsory basic education which is composed of six
hereby issue the following rules and regulations (6) years. The entrant age to this level is typically six
to implement the provisions of the Act. (6) years old.
● Secondary Education refers to the third stage of
SECTION 2. SCOPE AND APPLICATION
compulsory basic education. It consists of four (4)
years of junior high school education and two (2)
The provisions of this IRR shall primarily apply to all
years of senior high school education. The entrant
public and private basic educational institutions and learning
age to the junior and senior high school levels are
centers. This IRR shall also apply to Higher Education
typically twelve (12) and sixteen (16) years old,
Institutions (HEIs), Technical-Vocational Institutions (TVIs),
respectively.
duly recognized organizations acting as Teacher Education
Institutions (TEIs), and foundations. The DepEd may allow private educational institutions
flexibility in adopting the program provided that they comply
with the DepEd-prescribed minimum standards consistent with
the Act.
SECTION 4. DEFINITION OF TERMS
(a) Act refers to Republic Act No. 10533, entitled “An

Act Enhancing the Philippine Basic Education System by SECTION 7. COMPULSORY BASIC EDUCATION
Strengthening Its Curriculum and Increasing the Number of
Years for Basic Education, Appropriating Funds Therefor and It shall be compulsory for every parent or guardian or
for Other Purposes,” otherwise known as the “Enhanced Basic other persons having custody of a child to enroll such child in
Education Act of 2013.” basic education, irrespective of learning delivery modes and
systems, until its completion, as provided for by existing laws,
(b) Learning Center refers to a physical space to rules and regulations.
house learning resources and facilities of a learning program
for out-of-school youth and adults. It is a venue for face-to-face
learning activities and other learning opportunities for SECTION 8. INCLUSIVENESS OF ENHANCED BASIC
community development and improvement of the people’s EDUCATION
quality of life. This may also be referred to as “Community
Learning Center” authorized or recognized by the DepEd.
In furtherance of Section 3 of the Act, inclusiveness of
enhanced basic education shall mean the implementation of
(c) Learner refers to a pupil or student, or to a learner programs designed to address the physical, intellectual,
in the alternative learning system. psychosocial, and cultural needs of learners, which shall
include, but shall not be limited to, the following:
(d) Mother Language or First Language (L1) refers 8.1. Programs for the Gifted and Talented.
to the language or languages first learned by a child, which These shall refer to comprehensive programs for the
he/she identifies with, is identified as a native language user of gifted and talented learners in all levels of basic
by others, which he/she knows best, or uses most. This education.
includes Filipino sign language used by individuals with
pertinent disabilities. The regional or native language refers to
the traditional speech variety or variety of Filipino sign 8.2. Programs for Learners with
language existing in a region, area or place. Disabilities. These shall refer to the comprehensive
programs designed for learners with disabilities which
may be home-, school-, center- or community-based.
(e) Non-DepEd Public School refers to a public
school offering basic education operated by an agency of the
national government other than the DepEd, or by a local 8.3. Madrasah Program. This shall refer to
government unit. the comprehensive program using the Madrasah
42
curriculum prescribed by the DepEd, in coordination

with the Commission on Muslim Filipinos, for Muslim
learners in public and private schools.
8.4. Indigenous Peoples (IP) Education

Program. This shall refer to the program that
supports education initiatives undertaken through
formal, non-formal, and informal modalities with
emphasis on any of, but not limited to, the key areas
of: Indigenous Knowledge Systems and Practices and
community history; indigenous languages; Indigenous
Learning System (ILS) and community life cycle-
based curriculum and assessment; educational goals,
aspirations, and competencies specific to the
Indigenous Cultural Community (ICC); engagement of
elders and other community members in the teaching-
learning process, assessment, and management of
the initiative, recognition and continuing practice of
the community’s ILS; and the rights and
responsibilities of ICCs.
8.5. Programs for Learners under Difficult

Circumstances. This shall refer to the timely and
responsive programs for learners under difficult
circumstances, such as, but not limited to: geographic
isolation; chronic illness; displacement due to armed
conflict, urban resettlement, or disasters; child abuse
and child labor practices.
CONTINUING PROFESSIONAL DEVELOPMENT

PROGRAMS FOR TEACHERS
● CPD is a mandatory requirement for PRC in the
renewal of professional license under Section 10 of
RA No. 10912. The Professional Regulations
Commission (PRC) released the revised guidelines
on the requirement for CPD – Continuing Professional
Development for Teachers and for all registered and
licensed professionals. This will be fully implemented
in March 2017 after the effectiveness of the
implementing Rules and Regulations (IRR) of RA
10912. Otherwise known as the CPD Law of 2016.
● It refers to the inculcation of advanced knowledge,
skills and ethical values in a post-licensure
specialization or in an inter or multidisciplinary field of
study, for assimilation into professional practice, self-
directed research and/or lifelong learning.
OBJECTIVES OF THE CPD

1. Continuously improve the quality of the country’s
reservoir of registered professionals by updating them
on the latest scientific/technological/ethical and other
applicable trends in the local and global practice of
the professions.
2. Provide support to lifelong learning in the
enhancement of competencies of Filipino
professionals towards delivery of quality and ethical
services both locally and globally.
3. Deliver quality continuing professional development
activities aligned with the Philippine Qualifications
Framework (PQF) for national relevance and global
comparability and competitiveness.
43
REFERENCES:
Main Reference: Handouts by Ms. Edelyn Sabilla (Instructor

of EDUC 50, BSE FIL 1-1)
List of other references:
Babakr, Zana H., Mohamedamin, Pakstan, and Kakamad,

Karwan. (2019), Piaget’s Cognitive Developmental Theory:
Critical Review. In: Education Quarterly Reviews, Vol.2, No.3,
517-524.
Bistami, N. A. (2021, August). The Little Albert Experiment.

Study. https://study.com/learn/lesson/little-albert-experiment-
summary.html
Bransford, J., Brown, A., & Cocking, R. (2000). How People

Learn: Brain, Mind, and Experience & School. Washington, DC:
National Academy Press.
Cherry, K. (2019). The 4 Stages of Cognitive Development

Background and Key Concepts of Piaget's Theory. Retrieved
from https://www.verywellmind.com/piagets-stages-of-
cognitive-development-2795457 on 02 September 2019
Cherry, K. (2020). B.F. Skinner Biography. Verywell Mind.

https://www.verywellmind

EDUC 55 - The Teaching Profession

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EDUC 55 - The Teaching Profession

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THE TEACHER’S ARCHIVE 2021-2022 CvSU-INDANG/ EDUCATION CIRCLE

Cavite State University-Indang

THE TEACHER’S ARCHIVE

The Teaching Profession

BITUIN, CABERIC, BAYAS, CALINGASAN, BAYUNGAN, VILLANUEVA, PENES, SASANA 1

PYAR CHING KIMBERLY NICOLE TAN

BITUIN, CABERIC, BAYAS, CALINGASAN, BAYUNGAN, VILLANUEVA, PENES, SASANA 2

CvSU Vision Republic of the Philippines CvSU Mission

I voluntarily agree to take part in this academic matter.

Participant’s signature: ___JAKE RAYMUND FABREGAR____________________ Date: March 1, 2022

PYAR CHING KIMBERLY NICOLE TAN

ANNE JADE NICOLE MANICAD MAE ZAVILL CRISTORIA ANGELO DE VILLA

JAMES WARREN CRUSPE LAARNI JANE PAREJA DANA MARGARETTE JUGANAS

ELLA MARIE PAMPLINA ROVI MAE PEREY ABEGAIL VALENZONA MELANIO

VAL PATRICK DELA REA YUAN ANGELO

JAKE RAYMUND F. FABREGAR, DEM JOVAN B. ALITAGTAG, DEM, LPT

BITUIN, CABERIC, BAYAS, CALINGASAN, BAYUNGAN, VILLANUEVA, PENES, SASANA 3

BITUIN, CABERIC, BAYAS, CALINGASAN, BAYUNGAN, VILLANUEVA, PENES, SASANA 4

BITUIN, CABERIC, BAYAS, CALINGASAN, BAYUNGAN, VILLANUEVA, PENES, SASANA 5

BITUIN, CABERIC, BAYAS, CALINGASAN, BAYUNGAN, VILLANUEVA, PENES, SASANA 6

BITUIN, CABERIC, BAYAS, CALINGASAN, BAYUNGAN, VILLANUEVA, PENES, SASANA 7

BITUIN, CABERIC, BAYAS, CALINGASAN, BAYUNGAN, VILLANUEVA, PENES, SASANA 8

BITUIN, CABERIC, BAYAS, CALINGASAN, BAYUNGAN, VILLANUEVA, PENES, SASANA 9

BITUIN, CABERIC, BAYAS, CALINGASAN, BAYUNGAN, VILLANUEVA, PENES, SASANA 10

THE TEACHING PROFESSION

BITUIN, CABERIC, BAYAS, CALINGASAN, BAYUNGAN, VILLANUEVA, PENES, SASANA 11

EDUC 55 - THE TEACHING PROFESSION

1. It indicates three uses: The Roles of Teacher

BITUIN, CABERIC, BAYAS, CALINGASAN, BAYUNGAN, VILLANUEVA, PENES, SASANA 12

e. Adherence to the Code of Ethics for FACTORS THAT INFLUENCE A TEACHER AS A

UNESCO’S 4 PILLARS OF EDUCATION

- Learned the complex and specialized skills

4. Learning to live together - by developing an

II. Teacher as a Professional

PHILOSOPHY AND EDUCATION

WESTERN PHILOSOPHIES OF EDUCATION

It encourages teachers to think and reflect on the way they IDEALISM

Idealism considers student as an individuals with

AIMS OF EDUCATION ● stresses the individual’s unique position as a self-

● Progressivism mostly became popular as a result of

ESSENTIALISM SOCIAL RECONSTRUCTIONISM

● a philosophy that emphasizes the addressing of social

● Nietzsche concludes that truth is nothing more than

■ (b) Determine and fix the places and dates of examination,

■ (b) That he is of good moral character;

thereof inconsistent with the provisions of this Decree are ARTICLE II

PREAMBLE Filipino people as much as of his own, every teacher shall be

SCOPE AND LIMITATIONS

THE TEACHER AND THE COMMUNITY

smoking, drunkenness, and other excesses, much less illicit

customs and traditions in order to have a sympathetic attitude,

enthusiasm and pride in teaching as a noble calling. without permission.

Section 1. All school officials shall at all times show

Section 3. School officials shall encourage and attend

Section 4. No school officials shall dismiss or

ARTICLE VIII THE TEACHERS AND PARENTS

Section 1. Every teacher shall establish and maintain

Section 4. A teacher shall not accept favors or gifts ARTICLE X

Section 1. A teacher has the right to engage, directly

Section 9. A teacher shall ensure that conditions ARTICLE XI

ARTICLE IX with dignity at all times whether in school, in the home, or

elsewhere. It is hereby declared to be the policy of this Act to promote and

(a) For teachers in the kindergarten and elementary

SECTION 8. Safeguards in Disciplinary Procedure.

Participant’s signature: _JAKE RAYMUND FABREGAR__________________ Date: March 1, 2022