1

TEACHING AS A PROFESSION
 A professional

A. The Teacher, as a Person in Society

 A teacher is a person
o who is endowed with physical, o Acts within the bounds of the code of
intellectual, social and emotional ethics and standard of the profession
capacities o Is a member of some professional clubs
o who has motives and goals or organizations to:
o who possess certain personal traits  Promote professional growth
o who manifests needs and wants  Extend voluntary service to
 A teacher is a professional people other than his/her
o who has specialized preparation and students
training  Get involve in activities essential
o who is certified by the PRC to a profession
o who performs distinct roles assigned by  Exalt service further knowledge
the profession and society about other fields through
o who is governed by the Code of Ethics socialization and service
 A parent
for Professional Teachers
o Acts as locoparentis/ surrogate parent to
o who enjoys the rights and privileges of a
students
professional
What characteristics should be manifested by a teacher?
o who relates with people
 Possesses genuine love for teaching
o who possesses professional
o Displays interest and love for children
competencies/skills in:
o Demonstrates strong desire to serve
 setting objectives
o Accepts that teaching is a call and
 managing instruction
 evaluating teaching outcomes service in its priority
 Vocation- conviction that one is called by God to o Understands the multi-faceted roles of a
do a particular kind of work teacher
 Mission- a task assigned or entrusted to you  Shows willingness to work hard
 Profession- an occupation wherein it involves o Possesses the ability to do the
special training and carrying a certain prestige professional skills of a teacher
What does a teacher do?  Preparing daily lesson plans
 An agent of cultural transmissions and  Setting objectives
socializations  Preparing instructional materials
o A mediator of culture  Managing instruction
o A transmitter of culture  Evaluating teaching outcomes
 An agent of social change  Conducting remedial classes
o Brings students to new insights, without remuneration
 Spending overtime work without
knowledge, inventions, innovations, etc.
compensation
o Provides children a wide ranging and
o Possesses certain personal
limited inquiry/questions
traits/qualities
o Discovers new ideas and practices to
 Physical attributes
meet the needs and demands of time
 Intellectual
 An educator
 Social/emotional
o Masters his/her teaching skills
 Moral
o Balances theory and practice in  Personal Attributes of a Teacher
teaching o Intelligence
o Acts more of a facilitator of learning o Emotional Stability
rather than a knowledge provider o Resourcefulness
 A life-long learner
o Considerateness and Compassion
o Possesses a broad general cultural
o Buoyancy
education
o Objectiveness
o Is well-informed of current
o Self-motivation and drive
developments in various field of science
o Appreciates art and literature o Dominance and self-confidence
o Demonstrates adequate skills in the use o Attractiveness and Pleasantness
of language o Refinement
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o Cooperativeness - provides a basis for building public

o Reliability and Dependability confidence in and support for the work of
 Professional Qualities of a Teacher teachers.
o A professional teacher must have a - The PPST shall be used as a basis for all
deep understanding of the theoretical learning and development programs for
knowledge about learning and human teachers to ensure that they are properly
behavior. equipped to effectively implement the K to
o A professional teacher demonstrates 12 Program.
attitudes that foster learning and - It can also be used for the selection and
genuine human relationship. promotion of teachers.
o A professional teacher must have a - All performance appraisals for teachers
mastery of the subject matter. shall be based on this set of Standards.
o A professional teacher must possess - Is a public statement of professional
competencies in the use of teaching accountability
skills that facilitate student learning. - It has four career stages: Beginning,
o Professional teachers must have Proficient, Highly Proficient, and
Distinguished.
personal practical knowledge, too.
- It has seven Domains, 37 Strands, and 37
 Teacher is a person of good moral character:
indicators for each career stage.
DO GOOD, AVOID EVIL
- captured the voice of the profession
o Realizing substantially your potential as
- aligned the draft standards framework with
a human person
“the expectations of teachers”
o Being a loving person
- developed each career stage as a viable
o Bering a virtuous person single entity
o Being a morally mature person - ensured there was a clear developmental
 Values Formation pathway linking one Career Stage to the
o Pleasure values next.
o Vital values - Among others, it gives a focus on:
o Spiritual values - mother tongue to facilitate teaching and
o Values of the holy learning;
- learners in difficult circumstances;
B. The Teacher in the Classroom and - strategies for promoting literacy and
Community numeracy;
- positive use of ICT; and
I. The Philippine Professional - classroom communication strategies.
Standards for Teachers Domain 1 Content Knowledge and Pedagogy
- Built on NCBTS, complements the reform 1. Content knowledge and its application within
initiative on teacher quality from pre-service and across curriculum areas
education to in-service training. It articulates 2. Research-based knowledge and principles of
what constitutes teacher quality in the K to teaching and learning
12 Reform through well-defined domains, 3. Positive use of ICT
strands and indicators that provide 4. Strategies for promoting literacy and numeracy
measures of professional learning, 5. Strategies for developing critical and creative
competence practice and effective thinking, as well as other higher order thinking
engagement. skills
- To complement reform on teacher quality, 6. Mother Tongue, Filipino and English in teaching
the PPST has been developed and and learning
nationally validated. 7. Classroom communication strategies
DepEd Order No. 42, s. 2017 Domain 2 Learning Environment
- sets clear expectations of teachers along 1. Learner safety and security
well-defined career stages of professional 2. Fair learning environment
development from beginning to 3. Management of classroom structure and
distinguished practice; activities
- engages teachers to embrace ongoing 4. Support of earner participation
professional learning for their professional 5. Promotion of purposive learning
development to enhance their own teaching; 6. Management of learner behavior
- provides a framework of uniform measures Domain 3 Diversity of Learners
to assess teacher performance; and 1. Learner’s gender, needs, strengths, interests
and experiences
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2. Learner’s linguistic, cultural, socio-economic and 5. Professional development goals

religious backgrounds Career Stages
3. Learners with disabilities, giftedness and talents  Career Stage 1 Beginning Teachers have
4. Learners in difficult circumstances gained the qualifications recognize for entry into
5. Learners from indigenous groups the teaching profession.
Domain 4 Curriculum and Planning  Career Stage 2 Proficient Teachers are
1. Planning and management of teaching and professional independent in the application of
learning process skills vital to the teaching and learning process.
2. Learning outcomes aligned with learning  Career Stage 3 Highly Proficient Teacher
competencies consistently display a high level of performance
3. Relevance and responsiveness of learning in their teaching practice.
programs  Career Stage 4 Distinguished Teacher embody
4. Professional collaboration to enrich teaching the highest standard for teaching grounded in
practice global best practices.
5. Teaching and learning resources including ICT
Domain 5 Assessment and Reporting 2. The 21st Century Teacher
1. Design, selection, organization and utilization of Globalization and Global Education
assessment strategies  Strengthen educational systems: We
2. Monitoring and evaluation of learner progress work with departments to build the
and achievement knowledge and leadership necessary to
3. Feedback to improve learning develop new policies, identify better
4. Communication of learner needs, progress and models for an inclusive and high-quality
achievement to key stakeholders educational system, and devise internal
5. Use of assessment data to enhance teaching systems that provide real-time data to
and learning practices and programs drive decisions. We also strengthen
Domain 6 Community Linkages and Professional ministry connections to those who
Engagement implement new policies and processes
1. Establishment of learning environments that are —all players need to support the
responsive to community context ministry’s vision for change to last.
2. Engagement of parents and the wider school  Develop high-quality curricula,
community in the educative process resources, and assessment models: We
3. Professional ethics help governments create standards-
4. School policies and procedures based tools and processes that improve
Domain 7 Personal Growth and Professional teaching and learning—and we support
Development them as they train teachers, school
1. Philosophy of teaching officials, and parents to use them. With
2. Dignity of teaching as a profession this experience developing and
3. Professional skills with colleagues implementing new educational models,
4. Professional reflection and learning to improve schools remain on the cutting edge of
practice advancing student learning.
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 Teacher training: Our teacher training o The Collaborator- able to use collaboration tools
activities provide educators with to enhance and motivate learners to share,
practical instructional skills and contribute, adapt and invent
empower them to take ownership of o The Risk Taker- able to take risks and surrender
classroom transformation. We also help oneself to students’ knowledge; able to trust
them build collaborative networks that his/her students
promote professional advancement. The Global Teacher
Here, too, change requires all the key  Understands how this world is
players in the community to support and interconnected
provide resources for teacher training.  Recognizes that the world has rich variety of
When teachers continue to learn, ways of life
students excel.  Has a vision of the future, sees what the
 School leadership: We work with future would be for himself/herself and the
administrators to improve students
communications and decision making,  Must be creative and innovative
and to develop the attitudes and skills  Must understand, respect and be tolerant of
critical to effective management. We the diversity of cultures
help give parents a voice in  Must believe and take action for education
strengthening schools and holding them that will sustain the future
accountable. We encourage the  Must be able to facilitate digitally-mediated
community to support students by learning
offering extracurricular activities and  Must have a depth of knowledge
other resources. And we engage  Must possess good communication skills
students to take responsibility for their Paradigm Shift
school and community. Having strong Old Paradigm New Paradigm
leaders at all levels enriches schools in School building Nerve centers
the long term. Walls are transparent
 Inclusion: To ensure all children have Connecting teachers,
access to quality education, we create students and
school community partnerships and community to the wealth
establish referral systems and safety of knowledge that exists
nets for vulnerable youth. We promote in the world
social cohesion and students’ emotional Teacher Knowledge Facilitators of learning
well-being by providing educators with transmitter Help students to turn
psycho-social training and emphasizing Primary source information into
peer-to-peer learning. We advocate for of information knowledge and
government policies that incorporate the Control and knowledge into wisdom
principles of inclusion throughout the management of Collaborator
educational system. learning Gives students options
o The Adaptor- able to adapt the curriculum and and responsibilities for
the requirements in innovative and creative their own learning
ways Learner Passive Active participant in
o The Visionary- able to see across the disciplines recipient of learning
and through the curricula; able to use energizing knowledge Producing knowledge
tools and web technologies; able to see ideas Recall of Collaborative Learning
and use these in his/her classes knowledge
o The Learner- able to continue learning and Individual
absorb experiences and knowledge and must Learning
endeavor to stay current
o The Communicator- fluent in tools and Old Teaching New Methods
technologies for communication and Methods
collaboration
o The Leader- able to lead in the process of ICT Lecture/listen Actively engaged
integration
o The Model- able to exemplify mode behaviors
Individual effort Collaborative, cooperative
that one expects from his/her students; able to
model tolerance, global awareness and
reflective practice
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subjects integration  Libraries and Librarians- designed to provide not

only efficient storage but also equal access to
facts Problem-centered information and convenient retrieval of it
 Methods of Teaching- brain-based research that
Sage on the stage Guide on the side shows how students learn and the abundance of
information in all formats dictates a change in
how teachers teach
Spoken/written All resources Education Implications:
 Educators are responsible for preparing
students to be effective users of information.
Recall, Recognize, Authentic  Prepare students to learn how to learn.
Retain  Teachers must be prepared to teach students to
become critical thinkers, intellectually curious
Insular programs Community collaboration observers, creators and users of information.
 Integrate information literacy skills across the
curriculum in all subject areas beginning in the
earliest grades.
Information Literacy: The Defining Paradigm of Modern  The 21st Century Teacher and 21st
Education Century Skills
Information Literacy- defined as the ability to know when Learning and Innovation Skills
there is a need for information, and be able to identify,  creativity
locate, evaluate and effectively use the information for  Critical thinking problem solving skills
the issue or problem at hand (National Forum on  curiosity
Information Literacy, 1989)  Risk-taking
 Basic Literacy- includes the skills of reading, Life and Career Skills
writing, speaking, listening, counting, calculating,  Flexibility and adaptability
perceiving and drawing  Leadership and responsibility
 Library Literacy-every learner needs to  Social and cross-cultural skills
understand the difference between fiction and  Initiative and self-direction
non-fiction, they need to understand the Dewey  Productivity and accountability
Decimal System  Ethical, moral and spiritual values
 Media Literacy- includes an understanding of the  Information, Media and Technology Skills
many different types of media and the purposes  Visual and information literacies- ability to interpret,
for which they can be used make meaning from information presented in the
 Computer Literacy- basic computer operations form of an image
 Visual Literacy- the link between Media Literacy  Information Literacy-ability to identify what
and Technology Literacy; means the skills and information is needed, identify the best sources of
learning needed to view visual and audiovisual information for a given needs, locate those sources,
materials skeptically, critically and knowledgably evaluate the sources critically and share information
Changing Views of Education required for Information  Media literacy- ability to critically analyze the
Literacy Instruction messages that inform, entertain and sell everyday
 Learning- perceived as a process, not a product; Communication Skills
people do not quit learning when they leave  Teaming
school but remain lifelong learners  Collaboration
 Curriculum- Now objectives are flexible,  Interpersonal skills
considering individual and cultural differences  Local, national and global orientedness
 Classroom- viewed as an environment  Interactive communication
 Information- educators realize today that
students need to be actively involved in seeking
information and using it in some ways as they LEGAL BASIS OF THE TEACHING PROFESSION
create their own unique concepts of knowledge A. THE 1987 CONSTITUTION
based on previous understandings and Article XIV Sections 1-5(5)
experiences Section 1. The state shall protect and promote the right
 Students-viewed as information seekers, of all the citizens to quality education at all levels and
information users, decision makers and problem shall take appropriate steps to make
solvers such education accessible to all.
 Teacher- facilitators of learning Section 2. The state shall:
 Assessment- authentic assessment 1. Establish, maintain and support a complete,
adequate and integrated system of education
relevant to the needs of the people and society;
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2. Establish and maintain a system of free public for foreign diplomatic personnel and their
education in the elementary and high school dependents and, unless otherwise provided by
levels. Without limiting the natural rights of law, for other foreign temporary residents.
parents to rear their children, elementary 3. All revenues and assets of non- stock, non- profit
education is compulsory for all children of school educational institutions used actually, directly and
age; exclusively for educational purposes shall be
3. Establish and maintain a system of scholarship exempt from taxes and duties. Upon the
grants, student loan programs, subsidies and dissolution or cessation of the corporate existence
other incentives which shall be available to of such institutions, their assets shall be disposed
deserving students in both public and private of in the manner provided by law. Proprietary
schools, especially to the underprivileged; educational institutions, including those
4. Encourage non-formal, informal and indigenous cooperatively owned, may likewise be entitled to
learning system, as well as self- learning such exemptions subject to the limitations
independent and out-of-school study programs provided by law including restrictions on dividends
particularly those that respond to community and provisions for reinvestment.
needs; and 4. Subject to conditions prescribed by law, all grants
5. Provide adult citizens, the disabled and out-of- endowments, donations or contributions used
school youth with training in civics, vocational actually, directly and exclusively for educational
efficiency and skills. purposes shall be exempt from tax.
Section 3. Section 5.
1. All educational institutions shall include the study 1. The State shall take into account regional and
of the Constitution as part of the curricula. sectoral needs and conditions and shall
2. They shall inculcate patriotism and nationalism, encourage local planning in the development of
foster love of humanity, respect for human rights, educational policies and programs.
appreciation of the role of national heroes in the 2. Academic freedom shall be enjoyed in all
historical development of the country, teach the institutions of higher learning.
rights and duties of citizenship, strengthen ethical 3. Every citizen has a right to select a profession or
and spiritual values, develop moral character and course of study, subject to fair, reasonable and
personal discipline, encourage critical and equitable admission and academic requirements.
creative thinking, broaden scientific and 4. The State shall enhance the right of teachers to
technological knowledge and promote efficiency. professional advancement. Non- teaching
3. At the option expressed in writing by the parent or academic and non-academic personnel shall
guardians, religion shall be allowed to be taught enjoy the protection of the State.
to their children or wards in the public elementary 5. The State shall assign the highest budgetary
and high schools within the regular class hours by priority to education and ensure that teaching will
instructors designated or approved by the attract and retain its rightful share of the
religious authorities of the religion to which the best available talents through adequate
children or wards belong, additional cost to the remuneration and other means of job satisfaction
Government. and fulfillment.
Section 4.
1. The state recognizes the complementary roles of B. BATAS PAMBANSA BLG. 232 (THE
the public and private institutions in the EDUCATION ACT OF 1982)
educational system and shall exercise reasonable This was an act providing for the establishment and
supervision and regulation of all educational maintenance of an integrated system of education. In
institutions. accordance with Section 2, this act shall apply to and
2. Educational institutions, other than those govern both formal and non- formal system in public and
established by religious groups and mission private schools in all levels of the entire educational
boards, shall be allowed solely by citizens of the system.
Philippines or corporations or associations at As provided by this Act, the national development
least sixty per centum of the capital of which is goals are as follows:
owned by such citizens. The Congress may, 1. To achieve and maintain an accelerating rate of
however, require increased Filipino equity economic development and social progress.
participation in all educational institutions. The 2. To assure the maximum participation of all the
control and administration of educational people in the attainment and enjoyment of the
institutions shall vested in citizens of the benefits of such growth; and
Philippines. No educational institution shall be 3. To achieve and strengthen national unity and
established exclusively for aliens and no group of consciousness and preserve, develop and
aliens shall comprise more than one third of the promote desirable cultural, moral and spiritual
enrollment in any school. The provisions of this values in changing world.
subsection shall not apply to schools established It is also stated in Section 3 that:
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The State shall promote the right of every individual to thereof. (additional compensation Sec. 14 R.A.
relevant quality education, regardless of sex, age, creed 4670- at least 25% his regular remuneration)
socio- economic status, physical and mental conditions, 2. Right to intellectual property………
racial or ethnic origin, political or other affiliation. The 3. Teachers are persons in authority when in lawful
State shall therefore promote and maintain equality of discharge of duties and responsibilities… shall
access to education as well as the benefits of education therefore be accorded due respect and protection
by all its citizens. (Commonwealth Act No. 578)
RIGHTS OF STUDENTS IN SCHOOL (Section 9) 4. Teachers shall be given opportunity to choose
1. The right to receive competent instruction, career alternatives for advancements.
relevant quality education. RIGHTS OF ADMINISTRATORS (Section 12)
2. The right to freely choose their field of study 1. School administrators shall be deemed persons in
subject to the existing curricula and continue their authority while in the lawful discharge of their
course up to graduation, except in cases of duties and responsibilities…. Shall be accorded
academic deficiency or violations of disciplinary due respect and protection (Commonwealth Act
regulations. No. 578)
3. The right to school guidance and counseling RIGHTS OF SCHOOLS (Section 13)
services. 1. The right of their governing boards…….to adopt
4. The right to access to his owns school records and enforce administrative or management
and the confidentiality of it. systems.
5. The right to issuance of official certificates, 2. The right of institutions of higher learning to
diplomas, transcript of records, grades, transfer determine on academic grounds who shall be
credentials and similar document within thirty admitted to study, who may teach, and who shall
days from request. be the subjects of the study and research.
6. The right to publish a student newspaper and MAINTENANCE OF QUALITY EDUCATION
invite resource persons during symposia, 1. Voluntary Accreditation (Section 29)
assemblies and other activities. 2. Teachers and Administrators obligations and
7. The right to free expression of opinions and qualification (Sections 176 and 17)
suggestions and to effective channels of 3. Government Financial Assistance to Private
communication with appropriate academic and Schools (Section 41)
administrative bodies of the school or institutions.
8. The right to form or establish, join and participate C. The Professionalization of Teaching
in organizations and societies recognized by the 1. R.A 7836- Philippine Professionalization Act
school…, or to form, join of 1994- An Act To Strengthen The
and maintain organizations and societies for Regulation And Supervision of The Practice
purposes not contrary to law. Of Teaching In the Philippines And
9. The right to be free from Prescribing A Licensure Examination For
involuntary contributions except those approved teachers And For Other Purposes
by their organizations and societies.  Objectives: promotion, development and
RIGHT OF ALL SCHOOL PERSONNEL (Section 10) professionalization of teachers and the teaching
1. Free expression of opinions and suggestions. profession and supervision and regulation of the
2. To be provided with free legal service by the licensure examination
appropriate government office in case of public  Teaching- refers to profession concerned
school personnel and the school authorities primarily with classroom instruction at the
concerned in case of private school personnel, elementary and secondary levels in accordance
when charged in administrative, civil and/or with the curriculum prescribed by the
criminal proceedings, by parties other than the Department of Education, Culture and Sports,
school authorities concerned, for actions whether on part-time or full0time basis in the
committed directly in the lawful discharged of private and public schools
professional duties and/or in defense of school  Teachers- refer to all persons engaged in
policies. teaching at the elementary and secondary
3. Establish join, maintain labor organization of their levels, whether on full-time or part-time basis,
choice to promote their welfare and defend their including industrial arts or vocational teachers
interest. and all other persons performing supervisory
4. To be free from involuntary contributions except and/or administrative functions in all schools in
those imposed by their own organizations. the aforesaid levels and qualified to practice
SPECIAL RIGHTS and/or PRIVILEGES OF TEACHING teaching under this Act
OR ACADEMIC STAFF (Section 11)  Duties and Functions of the Board for
1. Right to be free compulsory assignment not Professional Teachers
related to their duties defined in their appointment o Promulgate, administer and enforce
or employment contracts unless compensated rules and regulations
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o Determine and fix frequency, dates and than 6 months nor more than 5 years or
places of examination and appoint both, at the discretion of the court:
personnel needed  Any person who practices the teaching profession
o Issue, suspend or revoke certificate of in the Philippines without being certifies in
registration accordance with the provisions of this act
o Prescribe and collect examination fees  Any person who represents or attempts to use as
o Prescribe and/or adopt a code of ethics his own certificate of registration that of another
o Administer oaths  Any person who gives false, or fraudulent
o Supervise and regulate the registration, evidence of any kind to the Board or any member
thereof in obtaining a certificate of registration as a
licensure and practice of professional
teacher
teachers
 Any person who impersonates any registrant of
o Adopt an official seal
the same or different name
o Look into condition affecting the
 Any person who uses a revoked or suspended
practice of teaching profession certificate of registration
o Ensure that all educational institutions  Any person who, in connection with his name,
comply with essential requirements for otherwise assumes, uses or advertises any title or
curricula and faculty and facilities description tending to convey or conveys the
o Investigate violations impression that he is a teacher without holding a
 Revocation of Certificate of Registration, valid certificate
Suspension from the Practice of the Teaching  Any person who violates or abets the violation of
Profession, and Cancellation of any of the provisions of this act
Temporary/Special Permit
o Conviction for any criminal offense II. R.A 9293- An Act Amending Certain
o Immoral, unprofessional or Sections of R.A 7836
dishonorable conduct  No person shall engage in teaching and/or act
o Mentally unsound, insane as a professional teacher unless the person is a
o Malpractice, gross incompetence, gross duly registered professional teacher, and or
negligence or serious ignorance of the holder of certificate of registration and a valid
practice of the teaching profession professional license or a holder of a valid
o Fraud or deceit special/temporary permit.
o Habitual use of drugs  Professional teachers who have not practiced
o Violation of any provisions of this Act their profession for the past 5 years shall take at
o Unjustified or willful failure to attend least 12 units of education courses, consisting of
seminars, workshops, conferences at least 6 units of pedagogy and 6 units of
 Registration of Reciprocity content courses to be chosen from a list of
o No teacher of a foreign nationality shall courses to be provided by the Board and the
DepEd.
be admitted to the examination or be
 Those who have failed the licensure
given a certificate of registration or be
examination for professional teachers, with a
entitled to any of the rights and
rating of not lower that five percentage points
privileges unless the country or state of
from the passing general average rating, shall
which he is subject permits Filipino
be eligible as para-teachers upon issuance by
professional teachers to practice within
the Board of a two-year special permit,
its territorial limits on the same basis as
renewable for a non-extendible period of two
subjects or citizens of said country or
years
state.
 Inhibition against the Practice of Teaching
D. Becoming a Professional Teacher- Code of
Profession
Ethics for Professional Teachers
o No person shall practice or offer to
o Spells out very clearly the ideals and standards of
practice the teaching profession in the
teacher’s relationships with various education
Philippines or be appointed as teacher
stakeholders.
to any position calling for a teaching
1. The Teacher and the State
position without having previously
a. As the trustee of the cultural and
obtained a valid certificate of
educational heritage of the nation, the
registration and a valid professional
teacher is duty bound to transmit to
license from the Commission.
learners such heritage and must exert the
 Penal Provisions
best effort possible to promote obedience
o Fine at less than 5, 000 nor more than
to the laws of the state.
20, 000 or imprisonment of not less
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b. Help carry out the declared policies of the e. Seek correctives for
state unprofessional/unethical conduct of an
c. Demonstrate full commitment and devotion associate
to duty f. Submit to proper authorities justifiable
d. Refrain from engaging in the promotion of criticism against an associate
any political, religious or other partisan g. Apply for a vacant position for which he/she
interest is qualified provided that all qualified
e. Exercise his right of suffrage and all other candidates are given opportunity to be
constitutional rights considered.
f. Refrain from using his position or official 5. The Teacher and the Higher Authorities in the
authority to influence or coerce the political Profession
actions or behaviors of other persons a. Support the legitimate policies of the school
g. Enjoy academic freedom and be and the administration regardless of
responsible in taking the privilege of personal feeling or private opinion
expounding the product of his researchers b. Make no any false and anonymous
and investigations in the interest of the accusations or charges against superiors
nation c. Observe proper protocol in transacting
2. The Teacher and the Community official business
a. Provide an environment conducive to d. Consider the welfare and interest of the
learning and youth development learners when seeking redress against all
b. Provide leadership and initiative for the forms of injustice and in raising grievances
betterment of the community to the administration
i. Refrain from engaging in all sorts of e. Recognize the principle that appointments,
immoral acts promotions and transfers are made only on
c. Study, understand and promote local the basis of merit and are needed in the
customs and traditions interest of service
d. Keep the community informed about f. Live up to his contract, i.e. employment
school’s works, activities and terms and conditions
accomplishments 6. The School Officials, Teachers and Other
e. Establish and maintain harmonious Personnel
relationships with other professionals, a. Show professional courtesy, helpfulness
government officials and practically, all and sympathy towards teachers and other
people personnel.
f. Attend freely one’s church and worships as b. Consider policy formulation and change
appropriate without using his position to innovations as cooperative responsibility.
influence others c. Attend to the professional growth of
3. The Teacher and the Profession teachers, i.e. promotion, recognition,
a. Manifest pride in the nobility of the teaching attendance to in-service trainings.
profession d. Never dismiss or recommend for dismissal a
b. Always be at his/her best in the practice of teacher or other subordinates except for a just
the profession cause.
c. Avoid making improper misrepresentations e. Ensure that public school teachers are employed
in the process of seeking support for the in accordance with pertinent civil service rules
school and private school teachers, in accordance with
d. Engage actively and continuously in one’s the contracts.
professional growth and advancement 7. The Teacher and the Learners
e. Live up to the nobility and integrity of the a. Determine the academic marks and
teaching profession promotion of learners in accordance with
4. The Teacher and the Teaching Community generally accepted procedures of
a. Be imbued with the spirit of professional measurement and evaluation.
loyalty, faithfulness and cooperativeness b. Recognize that the first and foremost
with others in the teaching profession concern of the teacher is the interest and
b. Sincerely acknowledge/recognize welfare of the learners.
assistance received from colleagues c. Make no prejudice or discrimination against
c. Organize and turn own records and other any learner.
data to his/her successor d. Avoid accepting favors and gifts from
d. Keep information confidential until after it learners, their parents or others in
has been formally released exchange for requested concessions.
 10

e. Refrain from accepting any remuneration b. Suspension from the practice of the teaching
from tutorials rendered to their own profession
students. c. Reprimand or cancellation of temporary/special
f. Evaluate the learner’s work only on merit permit
and quality of academic performance.
g. In a situation where mutual attraction and E. R.A 4670- The Magna Carta for Public School
subsequent love develop between teacher Teachers -approved on June 18, 1966 to
and learner, the teacher shall exercise promote and improve the social and
utmost professional discretion to avoid economic status of public school teachers,
scandal, gossip and preferential treatment their living and working conditions, their
of the learner. employment and career prospects
h. Desist from inflicting any form of corporal  Recruitment and Qualifications of Teachers
punishment on offending pupils/students; o DepEd to define clearly recruitment policy
make no deductions from the learner’s with respect to selection and appointment
scholastic grade as a punishment for of teachers
student’s offense. o Minimum educational qualifications
i. Extend needed assistance to ensure  Bachelor’s Degree in Elementary for
maximum development of learners and teachers in kindergarten and elementary
prevent or solve learner’s problems and  Bachelor’s Degree in Education with
difficulties. specialization or Bachelor’s Degree in Arts
8. The Teachers and the Parents or Science with at least 18 professional
a. Establish and maintain harmonious units for secondary teachers
relationships with parents and treat them  Bachelor’s Degree in the field of
with utmost respect. specialization with at least 18 professional
b. Inform parents of the progress and all sorts units for teachers in secondary vocational 2
of deficiencies of their children. years technical courses
c. Be tactful in dealing with parents regarding  For teachers of courses on the collegiate
their children’s deficiencies. level, other than vocational master’s degree
d. Seek parents’ cooperation for the proper with a specific area of socialization
guidance and improvement of the learners. o Probationary Period
e. Discourage the parents from making ill  No probationary period preceding regular
remarks and unfounded criticisms about appointment shall be imposed if the teacher
the school as a whole. possesses the appropriate civil service
f. Hear parents’ complaints with sympathy eligibility
and understanding.  A period of not less than one year from and
9. The Teacher and Business after the date of the appointee’s provisional
a. Engage in legitimate income generating appointment be given to an applicant who
activities. meets the minimum educational
b. Maintain a good reputation with respect to qualifications but lacks the appropriate civil
financial matters. service eligibility
c. Settle promptly all debts and/or make o Tenure of Office
satisfactory arrangement on his/her private  Stability on employment assured of
financial matters. teachers with permanent appointment
d. Avoid acting as agent of any business  Permanent appointment shall be
venture engaged in furnishing textbooks extended to provisional teachers
and other school commodities, of which, he after having rendered at least
can possibly exercise influence in their ten years of continuous, efficient
purchase or distribution. and faithful service in position
10. The Teacher As A Person o Consent for Transfer Transportation
a. Live with dignity at all times wherever Expenses
he/she is.  No teacher shall be transferred from one station
b. Place premium upon self-respect and self- to another without his/her consent, except for
discipline. cause.
c. Serve as a model worthy of emulation.  The School Superintendent may effect the
d. Recognize God as guide of his own transfer of the teacher when the exigencies of
destiny and of others. service so requires.
11. Disciplinary Actions  The School Superintendent must previously
a. Revocation of the Certificate of Registration and notify the teacher to be transferred and the
license as a professional teacher reason or reasons for such transfer.
 11

 The teacher subject for transfer may appeal to o Additional Compensation

the Director of Public Schools if he/she feels the  At least 25% of the teacher’s regular
reason/s is unjustifiable. remuneration must be paid to teachers who
 No transfers whatsoever shall be made three render co-curricular and out of school activities
months before any local or national election. outside of the teacher’s 6 hrs of actual
 The Government shall pay all the necessary classroom teaching.
transfer expenses of the teacher and his/her o Salary by means of regular increments
family. o Cost of Living Allowance
o Safeguards in Disciplinary Procedures  Given to teachers to keep pace with the rise in
 Every teacher shall enjoy equitable safeguards the cost of living
at each stage of any disciplinary procedure and  Shall automatically follow changes in a cost of
shall have: living index
 The right to be informed, in writing, of the  Secretary of Education recommends to
charges Congress at least annually, the appropriation of
 The right to full access to the evidence in the the cost of living allowance of public school
case teachers
 The right to defend himself by a representative o Special Hardship Allowance equivalent
of his choice to at least 25% of teacher’s monthly
 The right to appeal to clearly designated salary shall be given to teachers
authorities assigned in areas where teachers are
o Administrative Charges exposed to hardship such as difficulty in
 Shall be heard initially by a committee commuting to the place of work or other
 School Division Superintendent or his duly hazards peculiar to the place of
authorized representative who should have at employment as determined by
least the rank of a division supervisor as Education Secretary.
Chairman o No person shall make any deduction
 Representative of the local, or in its absence, whatsoever from the salaries of
any existing provincial or national teacher’s teachers except under specific authority
organization of law authorizing such deductions.
 A Division Supervisor o Compulsory medical examination shall
 Two member designated by the Director of be provided free of charge for all
Public Schools teachers; medical treatment, if found
o The Committee shall submit its findings and necessary, shall also be accorded free
recommendations to the Director of Public by the government entity paying the
Schools within 30 days from the termination of salary of the teachers.
the hearings. o Teachers are also be protected against
o The members of the Committee shall be the consequences of employment
appointed by the Education Secretary if the injuries in accordance with existing laws.
School Superintendent is the complainant or o Study Leave
interested party.  Teachers are entitled to a study leave not
o No discrimination whatsoever in the entrance to exceeding one year after seven years of
the teaching profession, or during its exercise or service
in the termination of services, based on other  Teachers granted on study leave shall be
than professional consideration. entitled to at least 60% of their monthly salary.
o Married teachers, both whom are public school  No teacher shall be allowed to accumulate
teachers may be employed in the same locality. more than one year of study leave, unless
o Academic Freedom shall be enjoyed by h/she needs an additional semester to finish
his/her thesis for a graduate study in education
teachers in the discharge of their professional
or allied course
duties, particularly, with regard to teaching and
 No compensation shall be due to the teacher
classroom methods.
after the first year of study leave.
o Teaching Hours
 Study leave period shall be counted for
 Teachers are required to render not more than 6
seniority and pension purposes.
hrs of actual classroom teaching a day.
 Teachers on study leave shall be compensated
 In the exigencies of service, any teacher may be
provide he/she takes the regular study load and
required to render more than 6 hrs but not more
passes at least 75% of his courses
than 8 hrs of actual classroom teaching a day
F. Republic Act No. 9155
upon payment of additional compensation at the
Declaration of Policy
same rate as his regular remuneration plus at
least 25% of basic pay.
 12

a. The State shall protect and promote the -Forerunner of early pragmatism is William
right of all citizens to quality basic James
education and to make such education -Distrust for Ivory Tower Absolutism
accessible to all by providing a free and -leans more toward realism than idealism
compulsory elementary education and -had important points unaddressed by realism
free education in the high school level. (TRUTH IS CHANGING, TRUTH IS RELATIVE)
b. Such education shall include alternative
learning systems for basic education to John Dewey
provide them with the skills, knowledge -Education is not a preparation for life but a part
and values they need to become caring, of a life
self-reliant, productive and patriotic -Education must make it possible for societal
citizens. experiences to last beyond the passing of the
c. The school shall be the heart of the individual
formal education system. -Emphasis on the community and less on self
d. Governance of basic education shall
begin in the national level. 4. Existentialism
Governance -a philosophical theory or approach that
e. DECS shall be known as DepEd emphasizes the existence of the individual
person as a free and responsible agent
PHILOSOPHIES OF EDUCATION determining their own development through acts
of the will
A. The Four Traditional Western Philosophies
Friedrich Nietzshe
1. Idealism (Plato) -Own up to envy
-rooted in early Christian beliefs -Do not be a Christian
-affinity to the religious way of thinking -Do not drink alcohol
-God is dead
Emmanuel Kant
-“Above all things, obedience is an essential Jean Paul Sarte
feature in the character of a child.” -Life is weird. Everything is random
-“Every transgression of a command in a child is a -We are free.
want of obedience and this brings punishment with -Do not live in bad faith.
it.” -Existence precedes essence
-Man is dominated by sin. Children are naturally
unruly. Albert Camus
-Education is essentially concerned with morality -Judging whether life is or is nor worth living is the
and formation of character fundamental question of philosophy
-Strictness of school -there is a truly one serios philosophical problem and
-Obedience is paramount that is suicide.
-No compromise -triumph over hopelessness
-Live life intensely
2. Realism (Aristotle) -Make something out of the ordinary

-proposed as a direct reaction to his teacher, B. Modern Educational Philosophies

Plato
Strongly disagreed with Plato on the aspect of 1. Perennialism
idealistic philosophy -very prevalent in the U.S. during the 70’s
-revers the experiences that are universal and timeless
John Locke -heavy orientation to the past 2- years-almost no
-A sound mind in a sound body is a short but full attention to the future
description of a happy state in this world -Some proponents are Adler and Hutchins
-World is determined by natural laws -The idea that school curricula should focus on what is
-knowledge is derived from experiencing the everlasting
material world -focused on things that have lasted for many years
-value is determined by reason -truth is everlasting

3. Pragmatism Robert Hutchins

-the biggest philosophical and educational -ideal education is one that develops intellectual power
contribution of U.S. -The goal of education is to make students smart
 13

-education through the Great books and liberal arts is -Championed education and literacy as the vehicle for
the best education for everyone social change
-People need common knowledge -humans must learn to resist oppression and not
-Everyone will benefit from a common curriculum or become its victims, nor oppress others
general education -requires dialog and critical consciousness, the
development of awareness to overcome domination and
Mortimer Adler oppression
-3 virtues of an educated man: understanding, insight, -Opposed teaching as banking
wisdom -teaching and learning are processes of inquiry in which
-Fundamental principles by which all problems can be the child must invent and reinvent the world
understood
-ideas are tools to see with, less ideas means lees
things to see RELEVANT TRENDS AND UPDATES IN EDUCATION
-Good ideas mean better thinking
A. Republic Act No. 10157 An Act
2. Progressivism Institutionalizing the Kindergarten Education
-believes that improvement and reform in the human into the Basic Education System and
condition are bot possible and desirable Appropriating Funds Therefor (2012)
-emphasizes the concept of progress=humans are SEC. 2. Declaration of Policy. –  In consonance with
capable of improving and perfecting their government the Millennium Development Goals on achieving
-every child is unique Education for All (EFA) by the year 2015, it is hereby
-education is a question of personal relevance declared the policy of the State to provide equal
opportunities for all children to avail of accessible
3. Essentialism mandatory and compulsory kindergarten education
-educational philosophy that addressed the simplest and that effectively promotes physical, social, intellectual,
most basic needs based on concept of essences emotional and skills stimulation and values formation
Almost an entire generation in America has grown up to sufficiently prepare them for formal elementary
under essentialism schooling. This Act shall apply to elementary school
-essentialism is a conservative view of curriculum that system being the first stage of compulsory and
holds responsible for only the most immediately needed mandatory formal education. Thus, kindergarten will
instruction now be an integral part of the basic education
system of the country.
William Bagley Kindergarten education is vital to the
-a critic of pragmatism and progressive education academic and technical development of the Filipino
-he advocated educational essentialism child for it is the period when the young mind’s
-his experience as teacher and administrator of public absorptive capacity for learning is at its sharpest. It
schools laid a strong practical foundation for his is also the policy of the State to make education
theoretical formulations regarding improvement in public learner-oriented and responsive to the needs,
education cognitive and cultural capacity, the circumstances
-Bagley promoted a score of traditional subjects as and diversity of learners, schools and communities
essential to a good education through the appropriate languages of teaching and
-the goal of education is the development of good learning.
citizens who will be useful to society Institutionalization of Kindergarten
Education.  – Kindergarten education is hereby
5. Social Constructivism institutionalized as part of basic education and for
-an education philosophy that emphasize the school year 2011-2012 shall be implemented
educational institution as an environment for partially, and thereafter, it shall be made mandatory
implementing social change and compulsory for entrance to Grade 1.
Medium of Instruction.  – The State shall
Theodore Brameld hereby adopt the mother tongue-based multilingual
-coined the term “reconstructionism” education (MTB-MLE) method. The mother tongue
-based on the idea of Utopian society of the learner shall be the primary medium of
-man can annihilate himself through technology and instruction for teaching and learning in the
cruelty or use same for betterment of society kindergarten level. However, exceptions shall be
made to the following cases:
Paulo Freire (a) When the pupils in the kindergarten classroom
-critical pedagogy have different mother tongues or when some of
-believe that systems must be changed to overcome them speak another mother tongue;
oppression and improve human conditions (b) When the teacher does not speak the mother
tongue of the learners;
 14

(c) When resources, in line with the use of the (c) Exercise authority over the operation of private
mother tongue, are not yet available; and kindergarten institutions;
(d) When teachers are not yet trained how to use the (d) Supervise the establishment of various venues
MTB-MLE program. for early childhood education which may be
In such exceptional cases, the primary medium institution-based, home-based, hospital-based or
of instruction shall be determined by the DepEd community-based, and which shall be duly
aligned with the framework being used in the accredited by the DepEd; and
elementary level including teacher training and (e) Introduce innovative programs in kindergarten
production of local resources and materials under that shall include educational technologies,
DepEd Order No. 74, series of 2009. whenever applicable.
The DepEd, in coordination with the
Commission on Filipino Language and in close
collaboration with academic and research institutions
concerned with education, shall formulate a mother
tongue-based multilingual framework for teaching
and learning: Provided,  That the DepEd will include
teaching strategies as defined in Section 7(c) which
aims to introduce and eventually strengthen the
child’s understanding of English, which is the official
language.
Duties, Powers and Functions. – The DepEd,
through the BEE, shall exercise the following powers
and functions:
(a) Oversee and supervise the organization,
operation and implementation of the kindergarten
education program;
(b) Develop the curriculum for kindergarten
education consistent with the universally accepted
norms and standards, including values formation all
of which shall be developmentally appropriate, and
use of the MTB-MLE as a medium of instruction and
to periodically review such for purposes of
upgrading;
(c) Develop teaching strategies using the unique
feature of the MTB-MLE which shall include, but not
limited to, the following:
(1) The two-track method (storytelling and reading,
listening story, oral communication activities);
(2) Interactive strategies;
(3) Use of manipulative games; and
(4) Experiential, small group discussions and total
physical response (TPR) among others.
The learning development materials shall consist of
the following at the minimum:
(i) Listening story;
(ii) Small books;
(iii) Big books;
(iv) Experience story;
(v) Primer lessons; and
(vi) Lessons exemplars;
(a) Conceive, develop and extend a continuing
professional development program for kindergarten
teachers to ensure constant updating of their
knowledge in current trends, pedagogy,
methodologies and concepts on early childhood
education;
(b) Prescribe the necessary qualifications for the
hiring and accreditation of teachers who will handle
the kindergarten education program;