A2 The Professional Teacher

PED 2 - The Teaching Profession
ELEMENTS OF A PROFESSION
 Initial Professional Education
 Accreditation
 Regulation
 Continuing Professional Development
 Professional Societies
 Professional Code of Ethics
HISTORY OF THE PHILIPPINE EDUCATIONAL SYSTEM
Education during the Pre-Spanish period

• Education is for Survival, Conformity, and Enculturation
• Informal Educational, Practical Training, Theoretical Training
• Method of education is through: tell me and show me, observation, and trial and error Evidences
of early education/civilization:
a) Effective technology on ceramic industry,
b) Predictive sciences in preserving mummies,
c) Art and religion Petro glyphs and line drawings in Angono,
d) Syllabary writing among the Tagbanwas and Mangyans,
e) Foreign trade with the Chinese during the Tang Dynasty,
f) Big population centers,
g) Megalithic structures of the rice terraces,
h) Government in barangays,
i) Laws like the Code of Kalantiaw, and
j) Warfare in barangays.
Education during the Spanish Period
• The purpose of education is to propagate Christianity
• Formal Education, Religious Education, Vocational courses
• Education is through dictation and memorization
• The vernacular was used as the medium of instruction in the parochial schools.
• The religious orders introduced the parochial school concept. Parochial schools started in Cebu in
1565 by the Augustinian missionaries. Subjects other than the Doctrina like simple arithmetic, music
and various arts and trades were offered.
• Academic education higher than parochial schools that were established are the “colegios” for boys
and the “beatrios” for the girls which are equivalent to the present high schools
• The Spanish Friars produced the first grammars and dictionaries that led the development of Filipino
languages.
• The Royal Decree of 1863 was the first attempt of the Spaniards to establish an overall public
school system and to provide for the training of teachers through a normal school
Education during the American Period

• The aim of education is to reach democracy as a w2ay of life
• Formal Education was established
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The Professional Teacher
CAPARA – DELOS SANTOS – MONTERO
• Education is through socialized recitation, encouraged more students’ participation and disputation
• The education act of 1901, also known as Act. No. 74 of the Philippine Commission was
promulgated to:
a) Established a department of Public Instruction.
b) Established a highly centralized system
c) Provide for the importation of teachers
d) Create the Philippine Normal School
• The Department of Public Instruction set up a three-level Instruction of schools:
a) The first level consistent of a four-year primary and three-year intermediate.
b) The second level was a four-year high school.
c) The third level at first was a two-year junior college and later a four-year
program. The University of the Philippines founded in 1908, was the first school of
University status.
• Reading, witting, arithmetic, language, GMRC, civics, hygiene and sanitation, gardening, domestic
science, American History, and Philippine history were the subject areas for study
• The Monroe Survey Commission was created in 1925 to evaluate the entire school system the
Americans set up.
• The American director of the Bureau of Education spelled out these aims of American education: A.
Training of Filipinos for self-government and
B. Provision of English as common language.
Education during the Commonwealth Period (1935-1942)

• The fundamental aims of education as provided by the 1935 Constitution are as follows: to develop
moral character, personal discipline, civic conscience and vocational efficiency and to teach the
duties of citizenship.
• Education aimed to continue the Commonwealth was to help prepare for the coming independence
of a new Filipino nation.
• Training was done through the public schools
• The private schools (sectarian and non sectarian)
• Curricular emphasis was on, character education and citizenship training.
• Education Act of 19401otherwise known as Commonwealth Act 586 provided for the complete
revision of the public elementary school system by:
a) Shortening of elementary grades to six years
b) Adoption of double-single sessions in the primary grade with one teacher
c) One class assignment of intermediate teachers.
• Act No. 4007 completely abolished matriculation fees
• Executive Order No. 134 in 1936 designated Tagalog as the basis of the national language.
• Executive Order No. 263 in 1940 required the teaching of the national language in the senior year of
all high schools and all years in the normal schools.
• Commonwealth Act No. 117 placed all public school teachers under Civic Service Rules and
Regulations.
• Commonwealth Act No. 578 conferred the status of “persons in authority” on supervisors, principals,
teachers and professions training adults.
• Commonwealth Act No. 80 provided the legal basis for adult education pursuant to the
Constitutional provision on citizenship training adults.
• Commonwealth Act No. 589 in 1940 established a school ritual in all public and private elementary
and secondary schools consisting of solemn patriotic ceremonies that include the singing of the
National Anthem and the recitation if the Patriotic Pledge.
• Commonwealth Act No. 1, known as the National Defense Act of Dec. 21, 1935, provided for
preparatory military training which shall begin with the young in the elementary grade school at the
age of 10 years and shall extend through the remainder of his schooling into college or university.

• P.D. 1706 of 1980, known as national Service law, required all citizens to render civic welfare
service, law enforcement service, and military service.
Education during the Japanese Era (1943-45)

• Education aimed at making people understand the position of the Philippines in the Greater East
Asia Co-Prosperity Sphere being advocated by Japan. It aimed at:
a) Striving for the diffusion of the Japanese language in the Philippines and the termination of the
use of the English language in schools
b) Inspiring the people with the spirit to love labor
c) Training was done formally through the schools, which gave more emphasis on vocational,
technical, agriculture
d) Reopening of schools
e) Opening of vocational schools
f) Establishment of agricultural schools and colleges
g) Curricular content centered on values rooted on love for labor
h) Emphasizing vocational education’
i) Diffusing the use of Nippongo
j) Teaching physical education and singing Japanese songs.
• Emphasized health/vocational education
• Stressed dignity of manual labor
Education during the Republic (1943-1972)

• Promotion of equal educational opportunities for all
• Formation of Presidential Commission to Survey Philippine Education (PCSPE)
• Restatement of national Development Goals and Educational Aims (based on the result of the
survey or PCSPE)
• Education aimed at the full realization of the democratic ideals and way of life the characteristics of
which are:
a) Democracy is predicated upon the intrinsic worth of the individual
b) Individuals realize their capacities best in social context
c) Society is not separated from the individual
d) Democracy thrives on change, it is dynamic and flexible.
e) It fosters persuasion and consensus and rejects coercion and indoctrination.
Curricular content stressed:
a) Social orientation as manifested by the conservation of the Filipino heritage
b) Training for occupation
c) Promotion of democratic nation building
d) A new thrust on community development
• Republic Act No. 139 known as Board of textbooks Law of June 14, 1947, created the Board of
Textbooks that would screen and approved textbooks for use in all public schools for a period of 6
years from date of their adoption.
• Republic Act No. 896 (Education Act of 1953) enacted on June 20, 1953, replaced C.A. 586 and
provided the following:
a) Restoration of grade 7 (never implemented due to lack of funds)
b) Abolition of “double-single” session and return to the practice of 1 class under 1 teacher
in the primary and 3 teachers to 2 classes or 5 teachers to 3 classes in the intermediate
c) Compulsory completion of elementary grades
d) Compulsory enrollment of children in the public schools upon attaining 7 years of age
• Republic Act No.1079, June 15, 1954, made permanent civil service eligibility of teachers.
• Republic Act No. 1124, June 16, 1954, created the Board of national Education (BNE) tasked with
formulating educational policies and directing Philippine education. BNE as a later renamed Board
of Higher Education (NBE) by P.D. No.1; was abolished by with the creation of the Board of Higher
Education by Batas Pambansa Blg. 232. The Board’s function now assumed by CHED under R.A.
7722.
• Republic Act No. 1265, June 11, 1955, provided that a daily flag ceremony shall be compulsory in all
schools.
• Republic Act No. 1425, June 12, 1955, prescribed the inclusion in the curricula of all schools in all
levels, the life, works and writings of Jose Rizal especially the “Noli Me Tangere” and “El
Filibusterismo.”
• Republic Act no. 4670, Magna Carta for Public School teachers, June 18, 1966, aims to promote
and improve the socio-economic status of public schools teachers, their living and working
conditions, and their employment and career prospects.
• Republic Act No. 5447, Special Education Fund of 1968, created the special education fund and
local school boards primarily to finance and support provincial schools.
• Republic Act No. 6054, Barrio High School Law, created high schools throughout the country
through the imitative of Dr. Pedro T. Orata.
Education during the New Society (1972-1986)

• The aim of education is for national development
• Made education relevant to the needs of the changing world
• Proclamation 1081 on September 21, 1972 started educational revolution
• Adoption of the acronym PLEDGES – Peace and order; Land reform; Economic development;
Development of moral values; Government reorganization; Employment and manpower
development; Social services
• Bilingual Education Policy – use of English and Filipino as media of instruction in specific learning
areas
• Curricular changes in Elementary Education
a) Focused on the 3rs
b) Integration of values in all learning areas
c) Emphasis on mastery learning
• Curricular changes in Secondary Education
a) Increased in time allotment
b) YDT and CAT introduced as new courses
c) Elective offerings as part of the curriculum Educational Programs Initiated:
a) Project IMPACT- Instructional management by Parents, Community, and teachers
b) ISOSA – In School, Off School Approach
c) CPS – Continuous Progression Scheme
d) PRODED – Program for a Decentralized Educational Development
e) NCEE – National College Entrance Examination
f) NEAT – National Elementary Assessment Test for grade VI- battery of achievement test of
multiple choices.
g) NSAT – National Secondary Assessment Test replaces NCEE; not a prerequisite to
entrance to college, 20% of the result is computed to the GPA.
Education during the Present (1986-Present)
• DECS Order No. 6, s. 1998, issued by Education Secretary Lourdes R. Quisumbing, strengthens
the teaching of values in the New Elementary School Curriculum (NESC) launched in SY 1989-90
under the Program for Decentralized Educational Development (PRODED) and Secondary
Development Program (SEDP) respectively.
• The national budget appropriates the highest allocation for education
• Promotion and improvement of the public school teachers
• Education aimed to promote national development and values education
• Implementation of NESC – addressed to civic, intellectual and character development of the child.
Its features are:
a) Fewer learning areas; emphasis on mastery learning

b) Focused on the development of the 3Rs
c) Emphasis on the development of the intellectual skills which are as important as work
skills
d) Multi-disciplinary treatment of curriculum content
e) Student-centered
f) Cognitive-affective manipulative based curriculum
g) Values education offered as separate subject area
h) Emphasis in Science and technology
i) Uses bilingual policy
j) Critical thinking emphasized
• Focused on the development on humanism and Filipinism in all learning areas.
• Implementation of SEDP in response to the need to continue pupil development. To meet these
needs, it aims to improve policy making and increase the internal efficiency of the educational
system. Its features are:
a) Subjects generally oriented to the development of values
b) Specific competencies
c) Concept-based subject areas
d) Uni-disciplinary treatment of curriculum content
• The Congressional Commission on Education (EDCOM), with its report in 1991, recommended the
following:
a) Division of DECS into the Department of Basic Education (DBE), Technical Education
and Skills Development Authority (TESDA), and Commission on Higher Education
(CHED);
b) Establishment of teacher Education Center of Excellence;
c) Professionalization of teachers; and
d) Technical-Vocational Education reform.
• R.A. 7722, the Higher Education Act of 1994, created the Commission on Higher Education (CHED)
to be headed by a chairman under the Office of the President.
• R.A> 7796, TESDA Law, created the Technical Education and Skills Development Authority headed
by a Director General under the Department of Labor and Employment (DOLE). The Bureau of
technical and Vocational Education of DECS has been absorbed by this agency.
• R.A. 7784, August 4, 1994, “An act strengthens teacher education in the Philippines by establishing
Centers of Excellence,” provides for the establishment of CENTREXES in each of the regions in the
country which shall be maintained for a period of five years.
• R.A. 7687 crated the science and technology scholarship program for indigent but deserving youth
in the country under the Department of Science and Technology (DOST)
• R.A. 7168, December 26, 1991, converted the Philippine Normal College into Philippine Normal
University under the Board of Regents
• R.A. 7731 in 1994 abolished the NCEE mandated by P.D. 146.
• R.A. 7836 in 1994 revised P.D. 10006 and created the Professional Board for Teachers and
provided for a Licensure Examination for Teachers (LET) to be administered by the Professional
Regulation Commission (PRC). It also provided for the formulation and adoption of Code of Ethics
for Professional Teachers.
Future Direction for the Philippines – “Education for All”
1. EFA – Mandated by Presidential 480 – whose vision is anchored on humanitarianism and
equalitarianism. Its components are:
• ECCD – Early Childhood Care and Development
• UQPE – Universal Quality of Primary Education
• EOI – Eradication of Illiteracy
• CE – Continuing Education
2. DECS Own Master Plan for Basic Education;
• Looking beyond the realism of the education system
• Strengthening its bonds with its present and potential partners
• Employing more non-traditional means of ensuring that children stay school.
• Realizing that the planning of education and the implementation of its programme must take into
primary and serious consideration the system provisions also for guaranteeing that it has the
students to work on.
• Establishing viable alternative learning system encomprising non-form and informal education.
• Strengthening of the partnership between school, home and community and local government –
(Expanded the PTA into parent-teacher-community association (PTCA) as part of self-
management under the Third Elementary Education Project (TEEP) package of reforms)
3. Third Elementary Education Project (TEEP) Department of Education’s response to the Social
Reform
• Agenda of the government which aims to –
• Raise the participation school-aged children in elementary education,
• Improve the six-year completion in the elementary schools and
• Increase academic achievement the project provinces
• Upgrading of teacher competencies and improving their welfare was seen by EFA as a
fundamental and long-term policy measure to bring about quality basic education.
4. NEAP – National Educators Academy of the Philippines was established while better in service and
pre-service training were included in TEEP and the Aus Aid (Australian Aid)- assisted
Program in Basic Education (PROBE)
• Internalizes EFA’s philosophy and goals
• The quality goal of EFA is emphasizing creative and critical thinking Strengthening the
foundation of Education Priorities:
• Advancement of ECCD (Early Childhood Care and Development) with proper material, child
health. Care and nutrition, [inclusion of early childhood experiences in grade one in classes with
children who have not undergone preschool]
• Expansion of preschool services
• Impact of the 8 – week Early Experiences in Grade I scheme should be studied
5. Improving the Quality of Primary Education
• Programme Intervention
• Differentiated approaches should be allowed for males and females and for urban rural areas
when formulating intervention to combat the low survival rate and high dropout and repetition
rates.
• Special children that required focused and differentiated approaches such as distance learning.
These need alternative learning approaches because of the serious structural difficulty in
maintaining school attendance.
• Multi-level materials assisted instruction
• School feeding with parent-teacher partnership and community.
• Multi-grade – strengthening this MTG teaching as the norm for difficult-to-reach areas and
sparsely populated areas.
• Comprehensive teacher education and development programme
• Upgrade teaching approaches and techniques through School-based inset by principals and
supervisors.
• Teaching approaches which promote active participatory and experiential learning.
LAWS OF THE PROFESSIONALIZATION OF TEACHERS
P.D. 1006: Decree Professionalizing Teachers

 PBET Passing score = 70, no rating below 50 in any subject
 NBT (National Board for Teachers)
 Results within 150 days
 Professional Teaching Certificate = Evidence
 Registration Reciprocity
 No Certificate – No Practice
 Fine (P1,000-P5,000) or (Imprisonment of 6 months – 2 years)
R.A. 7836: Philippine Teacher Professionalization Act of 1994

- Creation of the Board for Professional Teachers consists of a Chairman, Vice Chairman and 3 members.
- Prescription of LET
Qualifications of Board Members
 Citizen and resident of Philippines
 At least 35 years of age
 Good moral character
 Has not been convicted of any crime
 Graduate of Education Course
 Preferably Master’s/Doctor’s Degree Holder
 Valid Professional License and Valid COR
 At least 10 years of Teaching Experience
 No pecuniary interest for at least 3 years
 Member of APO
 Not affiliated with a review center
Examination and Registration

 A citizen of the Philippines or an alien whose country has reciprocity with the Philippines in the
practice of the teaching profession
 At least eighteen (18) years of age
 In good health and of good reputation with high moral values
 Has not been convicted by final judgment
(1) For teachers in preschool, (BECED)
(2) For teachers in the elementary grades (BSEED)
(3) For teachers in the secondary grades, a bachelor's degree in education or its equivalent with a
major and minor, or a bachelor's degree in arts and sciences with at least ten (10) units in
professional education
(4) For teachers of vocational and two-year technical courses, a bachelor's degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education.
Sec. 16. Report of the Results of the Examination

The Board shall, within one hundred twenty (120) days after the examination, report the ratings
obtained by each candidate to the Professional Regulation Commission for approval and
appropriate action.
Sec. 26. Registration and Exception
1. A holder of certificate of eligibility by CSC and DECS
2. A registered professional teacher with the NBT (PD 1006)
3. An elementary or secondary teacher for 5 years in good standing and a holder of Bachelor of
Science in Education or its equivalent
4. A elementary or secondary teacher for 3 years in good standing and a holder of a master’s degree
in education

Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching
Profession and Cancellation of Temporary or Special Permit
1. Conviction by a court
2. Immoral, unprofessional or dishonorable conduct
3. Mentally unsound or insane
4. Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the
teaching profession
5. Perpetration of any fraud or deceit in obtaining a certificate of registration, professional license or
special/temporary permit
6. Chronic inebriety or habitual use of drugs
7. Violation of the code of ethical and professional standards for professional teachers.
8. Unjustified or willful failure to attend seminars, workshops, conferences or continuing education
programs prescribed by the board.
Periodic Merit Examination

 Oral and Written examination
 Once in every five (5) years
 No examination fee
Incentives
 Diploma of merit
 Earn merit points for purposes of promotion in salary or to a higher position or grade level
 Be placed in the priority list for government scholarship
R.A. 9293: Amendment to R.A. 7836

Special Permits:
 Para- teachers
 International Recognition
 5 years inactive teachers take refresher course
 18 units of Prof. Ed
TEACHING AS A VOCATION AND MISSION
Vocation – “Vocare” – to call, a calling

Mission – “Misio” – to send, we are sent into the world to accomplish a mission
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Pursuant to the provisions of paragraph (e). Article 11, of R. A.. No. 7836. otherwise known as the
Philippines Professionalization Act of 1994 and Paragraph (a), section 6. P.D. No. 223. as amended, the
Board for Professional Teachers hereby adopt the Code of Ethics for Professional Teachers.

PREAMBLE
Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as
well as technical and professional competence in the practice of their noble profession, they strictly adhere
to. observe, and practice this set of ethical and moral principles, standards, and values.
ARTICLE I – SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provides that all educational institution shall offer quality education
for all competent teachers committed of it’s full realization The provision of this Code shall apply, therefore,
to all teachers in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions at the
preschool, primary, elementary. and secondary levels whether academic, vocational, special, technical, or
non-formal. The term “teacher” shall include industrial arts or vocational teachers and all other persons
performing supervisory and /or administrative functions in all school at the aforesaid levels, whether on full
time or part-time basis.
ARTICLE II – THE TEACHER AND THE STATE
Section 1. The schools are the nurseries of the future citizens of the state: each teacher is a trustee of the
cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage
as well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to
the constitution and for all duly constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carryout the declared policies of the state, and
shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own. every teacher shall
be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest,
and shall not. directly or indirectly, solicit, require, collect, or receive any money or service or other valuable
material from any person or entity for such purposes
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.
Section 7. A teacher shall not use his position or facial authority or influence to coerce any other person to
follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product
of his researches and investigations: provided that, if the results are inimical to the declared policies of the
State, they shall be brought to the proper authorities for appropriate remedial action.
ARTICLE III – THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the youth: he shall, therefore,
render the best service by providing an environment conducive to such learning and growth.

Section 2. Every teacher shall provide leadership and initiative to actively participate in community
movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with
honor and dignity at all times and refrain for such activities as gambling, smoking, drunkenness, and other
excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand
local customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the
community.
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.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay. and shall
welcome the opportunity to provide such leadership when needed, to extend counseling services, as
appropriate, and to actively be involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other
professionals, with government officials, and with the people, individually or collectively.
Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use his
positions and influence to proselyte others.
ARTICLE IV – A TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest
genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the
best preparations for the career of teaching, and shall be at his best at all times and in the practice of his
profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the
Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency,
enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to
be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make
improper misrepresentations through personal advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for
earning a descent living.
ARTICLE V – THE TEACHERS AND THE PROFESSION
Section 1. Teacher shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence,
and faith in one another, self sacrifice for the common good, and full cooperation with colleagues. When the
best interest of the learners, the school, or the profession is at stake in any controversy, teacher shall
support one another.

Section 2. A teacher is not entitled to claim credit or work not of his own. and shall give due credit for the
work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such
records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school,
and shall not divulge to anyone documents which has not been officially released, or remove records from
the files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what he may appear to be
an unprofessional and unethical conduct of any associates. However, this may be done only if there is
incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate,
preferably in writing, without violating the right of the individual concerned.
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, further, that all qualified candidates
are given the opportunity to be considered.
ARTICLE VI – THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS
Section 1. Every teacher shall make it his duties to make an honest effort to understand and support the
legitimate policies of the school and the administration regardless of personal feeling or private opinion and
shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors, especially under
anonymity. However, if there are valid charges, he should present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when special conditions
warrant a different procedure, such as when special conditions are advocated but are opposed by
immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority..
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to
the administration and to extent possible, shall raise grievances within acceptable democratic possesses.
In doing so. they shall avoid jeopardizing the interest and the welfare of learners whose right to learn must
be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of
teachers are made only on the basis of merit and needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract,
assuming full knowledge of employment terms and conditions.
ARTICLE VII – SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL
Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy
towards teachers and other personnel, such practices being standards of effective school supervision,
dignified administration, responsible leadership and enlighten directions.
Section 2. School officials, teachers, and other school personnel shall consider it their cooperative
responsibility to formulate policies or introduce important changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers under them
such as recommending them for promotion, giving them due recognition for meritorious performance, and
allowing them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates
except for cause.
Section 5. School authorities concern shall ensure that public school teachers are employed in accordance
with pertinent civil service rules, and private school teachers are issued contracts specifying the terms and
conditions of their work: provided that they are given, if qualified, subsequent permanent tenure, in
accordance with existing laws.
ARTICLE VIII – THE TEACHERS AND LEARNERS
Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners
in the subject or grades he handles, such determination shall be in accordance with generally accepted
procedures of evaluation and measurement. In case of any complaint, teachers concerned shall
immediately take appropriate actions, of serving due process.
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. Under no circumstance shall a teacher be prejudiced nor discriminated against by the learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in
exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is
authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic
performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and
learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential
treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from
their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are
adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.
ARTICLE IX – THE TEACHERS AND PARENTS
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct
himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies
of learner under him. exercising utmost candor and tact in pointing out learners deficiencies and in seeking
parent’s cooperation for the proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall
discourage unfair criticism.
ARTICLE X – THE TEACHER AND BUSINESS
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation:
provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the
settlement of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in. any
commercial venture which furnish textbooks and other school commodities 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 in accordance with the existing regulations: provided, further,
that members of duly recognized teachers cooperatives may participate in the distribution and sale of such
commodities.
ARTICLE XI – THE TEACHER AS A PERSON
Section 1. A teacher is, above all. a human being endowed with life for which it is the highest obligation to
live with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principles of personal
behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy
of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the
destinies of men and nations.
ARTICLE XII – DISCIPLINARY ACTIONS
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 Teacher, suspension from the practice of teaching profession, reprimand or
cancellation of his temporary/special permit under causes specified in Sec. 23. Article HI or R.A. No. 7836.
and under Rule 31. Article VIII. of the Rules and Regulations Implementing R.A. 7836.
ARTICLE XIII – EFFECTIVITY
Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after
sixty (60) days following it’s publication in the official Gazette or any newspaper of general circulation,
whichever is earlier.

THE
THE1987
1987CONSTITUTIONS
PHILIPPINE CONSTITUTION
Article XIV Sections 1-5(5)

Section 1. The state shall protect and promote the right of all the citizens to quality education at all
levels and shall take appropriate steps to make such education accessible to all.
Section 2. The state shall:
1. Establish, maintain and support a complete, adequate and integrated system of education relevant to
the needs of the people and society;
2. Establish and maintain s system of free public education in the elementary and high school levels.
Without limiting the natural rights of parents to rear their children, elementary education is compulsory for all
children of school age;
3. Establish and maintain a system of scholarship grants, student loan programs, subsidies and other
incentives which shall be available to deserving students in both public and private schools, especially to the
underprivileged;
4. Encourage non- formal, informal and indigenous learning system, as well as self- learning
independent and out-of-school study programs particularly those that respond to community needs; and
5. Provide adult citizens, the disabled and out-of-school youth with training in civics, vocational efficiency
and skills.
Section 3.
1. All educational institutions shall include the study of the Constitution as part of the curricula.
2. They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical development of the country, teach the rights and
duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal
discipline, encourage critical and creative thinking, broaden scientific and technological knowledge and
promote efficiency.
3. At the option expressed in writing by the parent or guardians, religion shall be allowed to be taught to their
children or wards in the public elementary and high schools within the regular class hours by instructors
designated or approved by the religious authorities of the religion to which the children or wards belong,
additional cost to the Government.
Section 4.
1. The state recognizes the complementary roles of the public and private institutions in the educational
system and shall exercise reasonable supervision and regulation of all educational institutions.
2. Educational institutions, other than those established by religious groups and mission boards, shall
be allowed solely by citizens of the Philippines or corporations or associations at least sixty per centum of
the capital of which is owned by such citizens. The Congress may, however, require increased Filipino equity
participation in all educational institutions. The control and administration of educational institutions shall
vested in citizens of the Philippines. No educational institution shall be established exclusively for aliens and
no group of aliens shall comprise more than one third of the enrollment in any school. The provisions of this
subsection shall not apply to schools established for foreign diplomatic personnel and their dependents and,
unless otherwise provided by law, for other foreign temporary residents.
3. All revenues and assets of non- stock, non- profit educational institutions used actually, directly and
exclusively for educational purposes shall be exempt from taxes and duties. Upon the dissolution or cessation
of the corporate existence of such institutions, their assets shall be disposed of in the manner provided by
law. Proprietary educational institutions, including those cooperatively owned, may likewise be entitled to
such exemptions subject to the limitations provide by law including d restrictions on dividends and provisions
for reinvestment.
4. Subject to conditions prescribed by law, all grants endowments, donations or contributions used
actually, directly and exclusively for educational purposes shall be exempt from tax.
Section 5.
1. The State shall take into account regional and sectoral needs and conditions and shall encourage local
planning in the development of educational policies and programs.
2. Academic freedom shall be enjoyed in all institutions of higher learning.
3. Every citizen has a right to select a profession or course of study, subject to fair, reasonable and equitable
admission and academic requirements.
4. The State shall enhance the right of teachers to professional advancement. Non- teaching academic and
non-academic personnel shall enjoy the protection of the State.
5. The State shall assign the highest budgetary priority to education and ensure that teaching will attract and
retain its rightful share of the best available talents through adequate remuneration and other means of job
satisfaction and fulfillment.
BATAS PAMBANSA BLG. 232(THE EDUCATION ACT OF 1982)
This was an act providing for the establishment and maintenance of an integrated system of
education. In accordance with Section 2, this act shall apply to and govern both formal and non- formal
system in public and private schools in all levels of the entire educational system. As provided by this Act,
the national development goals are as follows:
1. To achieve and maintain an accelerating rate of economic development and social progress.
2. To assure the maximum participation of all the people in the attainment and enjoyment of the benefits of
such growth; and
3. To achieve and strengthen national unity and consciousness and preserve, develop and promote desirable
cultural, moral and spiritual values in changing world.
It is also stated in Section3 that:
The State shall promote the right of every individual to relevant quality education, regardless of sex,
age, creed socio- economic status, physical and mental conditions, racial or ethnic origin, political or other
affiliation. The State shall therefore promote and maintain equality of access to education as well as the
benefits of education by all its citizens.
RIGHTS OF STUDENTS IN SCHOOL (Section 9)

1. The right to receive competent instruction, relevant quality education.
2. The right to freely choose their field of study subject to the existing curricula and continue their course up
to graduation, except in cases of academic deficiency or violations of disciplinary regulations.
3. The right to school guidance and counseling services.
4. The right to access to his owns school records and the confidentiality of it.
5. The right to issuance of official certificates, diplomas, transcript of records, grades, transfer credentials and
similar document within thirty days from request.
6. The right to publish a student newspaper and invite resource persons during symposia, assemblies and
other activities.
7. The right to free expression of opinions and suggestions and to effective channels of communication with
appropriate academic and administrative bodies of the school or institutions.
8. The right to form or establish, join and participate in organizations and societies recognized by the
school…, or to form, join and maintain organizations and societies for purposes not contrary to law.

9. The right to be free from involuntary contributions except those approved by their organizations and
societies.
RIGHT OF ALL SCHOOL PERSONNEL (Section 10)
1. Free expression of opinions and suggestions.
2. To be provided with free legal service by the appropriate government office in case of public school
personnel and the school authorities concerned in case of private school personnel, when charged in
administrative, civil and/or criminal proceedings, by parties other than the school authorities concerned,
for actions committed directly in the lawful discharged of professional duties and/or in defense of school
policies.
3. Establish join, maintain labor organization of their choice to promote their welfare and defend their interes
.t
4. To be free from involuntary contributions except those imposed by their own organizations.
SPECIAL RIGHTS and/or PRIVILEGES OF TEACHING OR ACADEMIC STAFF (Section 11)

1. Right to be free compulsory assignment not related to their duties defined in their appointment or
employment contracts unless compensated thereof. (additional compensation Sec. 14 R.A. 4670- at least
25% his regular remuneration) 2. Right to intellectual property………
3. Teachers are persons in authority when in lawful discharge of duties and responsibilities… shall therefore
be accorded due respect and protection (Commonwealth Act No. 578)
4. Teachers shall be given opportunity to choose career alternatives for advancements.
RIGHTS OF ADMINISTRATORS(Section 12)

School administrators shall be deemed persons in authority while in the lawful discharge of their
duties and responsibilities…. Shall be accorded due respect and protection (Commonwealth Act No. 578)
RIGHTS OF SCHOOLS (Section 13)

1. The right of their governing boards…….to adopt and enforce administrative or management
systems.
The right of institutions of higher learning to determine on academic grounds who shall be admitted to
study, who may teach, and who shall be the subjects of the study and research.
MAINTENANCE OF QUALITY EDUCATION

1. Voluntary Accreditation (Section 29)
2. Teachers and Administrators obligations and qualification (Sections 176 and 17)
3. Government Financial Assistance to Private Schools (Section 41)
COMMONWEALTH ACT NO. 578
Enacted on June 8, 1940, conferred the status of “persons in authority” upon the teachers,
professors, and persons charged with the supervision of public or duly recognized private schools, colleges
and universities.
This Act also provided a penalty of imprisonment ranging from six months and one day to six years
and a fine ranging from 500 to 1, 000 pesos upon any person found guilty of assault upon those teaching
personnel.
R.A. 4670: MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

Known as the “Magna Carta for Public School Teachers”. This was approved on June 18, 1966
to promote and improve the social and economic status of public school teachers, their living and working
conditions, their employment and career prospects. It also provided the following:
1. Recruitment qualifications for teachers

2. Code of Professional Conduct for Teachers
3. Teaching hours- 6 hours of classroom teaching (maximum load)
4. Additional compensation- 25% of the regular remuneration
5. Health and injury benefits (thru the GSIS)
6. One year study leave (sabbatical leave) after seven years of continuous teaching, the teacher should
receive 60% of the monthly salary.
7. One range salary increase upon retirement (basis computing the retirement fee).
8. Freedom to form organizations.
NATIONAL BUDGET CIRCULAR 514, S. 2007

The Department of Education and Department of Budget and Management have issued the Joint Circular
No. 1 s., 2021, amending the National Budget Circular 514, s. 2007, which grants higher Special Hardship
Allowance to eligible teachers and school heads.
The issuance increased the amount of SHA, from 15-25% of the monthly basic salary previously, to 25% of
the monthly basic salary of the personnel assigned in hardship posts.
The grant of Special Hardship Allowance is given monthly to classroom teachers in elementary and
secondary schools and school heads or administrators exposed to extreme difficulties and hazards, such
as difficulty in commuting to the place of work.
SHA can also be availed by teachers in pure multigrade schools, mobile teachers, and non-formal
education or Alternative Learning System (ALS) coordinators.
OTHER LAWS IN EDUCATION
RA 10157 – Kindergarten Education Act

RA 10533 – Enhanced Basic Education Act
RA 11713 – Excellence in Teacher Education Act
RA 8980 – Early Childhood Care Development Act
RA 7722 – Commission on Higher Education
RA 7796 – Technical Education Skills Development Authority
RA 9155 – Governance of Basic Education Act of 2001
RA 8190 – Localization Law
5 PILLAR’S OF EDUCATION
UNESCO’S Education for Sustainable Development Initiative (2012) presented a conceptual framework for
ongoing, lifelong learning . This model organizes learning into the following five pillars:
1. Learning to Know – the development of skills and knowledge needed to function in this world
e.g. formal acquisition of literacy, numeracy, critical thinking and general knowledge.
2. Learning to DO – the acquisition of applied skills linked to professional success.
3. Learning to Live Together – the development of social skills and values such as respect and
concern for others, and the appreciation of cultural diversity.

4. Learning to BE – the learning that contributes to a person’s mind, body, and spirit. Skills
include creativity and personal discovery, acquired through reading, the Internet, and activities
such as sports and arts.
5. Learning to Transform Oneself and Society – when individuals and groups gain knowledge,
develop skills, and acquire new values as a result of learning, they are equipped with tools and
mindsets for creating lasting change in organizations, communities, and societies.
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
Domains:
1. Content Knowledge and Pedagogy

2. Learning Environment
3. Diversity of Learners
4. Curriculum and Planning
5. Assessment and Reporting
6. Community Linkages and Professional Engagement
7. Personal Growth and Professional Development
Career stages: A continuum
1. Beginning Teachers
2. Proficient Teachers
3. Highly Proficient Teachers
4. Distinguished Teachers
PHILIPPINE QUALIFICATIONS FRAMEWORK
LEVEL 1 – NC I
LEVEL 2 – NC II
LEVEL 3 – NC III
LEVEL 4 – NC IV
LEVEL 5 – DIPLOMA (2 year course)
LEVEL 6 – BACHELOR’S
LEVEL 7 – MASTER’S
LEVEL 8 - DOCTORAL
21ST CENTURY SKILLS

R.A. 10912: CONTINUING PROFESSIONAL DEVELOPMENT ACT OF 2016
Nature of CPD Programs. - The CPD Programs consist of activities that range from structured to
nonstructured activities, which have learning processes and outcomes.
These include, but are not limited to, the following:
(a) Formal learning;
(b) Nonformal learning;
(c) Informal learning;
(d) Self-directed learning;
(e) Online learning activities; and
(f) Professional work experience.
Section 10. CPD as Mandatory Requirement in the Renewal of Professional License and
Accreditation System for the Practice of Professions. - The CPD is hereby made as a mandatory
requirement in the renewal of the PICS of all registered and licensed professionals under the
regulation of the Commission.
10.1. The implementation of this provision shall provide a transition period to develop the
necessary standards, processes, capacity, and infrastructure while minimizing the cost and
inconvenience to professionals covered by the requirement. Attached hereto as Annex "A"
is the list of the priority deliverables as antecedent requirements for the full implementation
of the CPD Act of 2016.
10.2. During this transition period, the following shall be observed:
a) Professionals working overseas shall not be covered by the CPD requirement.
b) Newly licensed professionals shall not be covered by the CPD requirement for the first
renewal cycle after obtaining their license.
c) The various CPD Councils shall reduce the required CPD credit units to a minimum,
which shall not be more than fifteen (1 5), as provided for under applicable laws.
THE CHANGING GLOBAL LANDSCAPE FOR 21ST CENTURY LEARNERS
“If we are to select and prepare the new generation of teachers equipped with the knowledge,
skills and values to help their culturally different and socially advantaged students to learn, and to
become socially responsible citizens, significant changes are needed.”
- Delor’s Report
The New Learning Environment
 Learner-centered
 New spaces and borderless
 Enhanced opportunity for creativity and innovations, and
 Use of ICT
The New Learning Contents

With the new learning environment and the explosion of knowledge, content or subject matter of learning
has been modified. From a specific discipline or subject area, subject matter of learning has the following
characteristics:
 Integrated/interdisciplinary;

 Demand-driven
 Emphasis on learning tools on how to retrieve knowledge; and
 Balance of scientific, technological, cultural, global, local concepts
The New Processes of Learning

With the advancement in the study of the mind and cognition, various processes of learning evolved with
human intervention of teachers and peers as well as non-human intervention of artificial intelligence (AI) of
robots. With these advancements, different processes of learning and the methods to facilitate these have
evolved. These include the idea of multiple ways of learning which can be mediated by the following:
 Face-to-face when learners and teachers are confined in the same learning space at the same time
with the teacher facilitating learning.
 Distance learning-when teaching learning is mediated by traditional(modules in print) or modern
technology (on-line or off-line) without the physical presence of the teacher in a virtual class. It can
be synchronous or asynchronous.
 Blended modalities. When teaching and learning is facilitated through face-to face or distance
learning which enable to the teachers and learners to have both physical presence and physical
absence in the teaching-learning process
 Experiential and lifelong-when learners are immersed into the real-life situation, such that learning
becomes more authentic and meaningful.
The New Types of Learners
 The new breed of learners does not have age boundaries. Learners maybe are in an informal,
formal or informal setting.
 a confident person who thinks independently and critically and who communicates effectively;
 self-directed and who questions, reflects and takes responsibility for his/her own learning;
 a concerned citizen, informed about the world and local affairs, has a strong sense of civic
responsibilities and participates actively in improving the lives of others;
 a member of the new generation: pop-culture, different ways of thinking, responding.
PERSONAL QUALITIES OF A GOOD TEACHER
1. Intelligence
2. Compassion
3. Emotional Stability
4. Innovativeness
5. Fairness
6. Professionalism
7. Drive
8. Self-confidence
9. Cooperativeness
10. Buoyancy
11. Reliability
GLOBAL EDUCATION AND GLOCAL TEACHER
Global education has been best described by two definitions:
Global Education
UNESCO defines global education as a goal to develop countries worldwide and is aimed at educating all people in
accordance with world standards.
Another definition is that global education is a curriculum

that is international in scope which prepares today’s youth
around the world to function in one world environment under teachers who are intellectually, professionally, and
humanistically prepared.
Glocal Education
is about the diversity understanding the difference and teaching the different cultural groups in their own context to
achieve the goals of global education as presented by the United Nations.
Glocal Teachers
is a global teacher who is competent and armed with enough skills, appropriate attitude and universal values to teach
learners at home or abroad but is equipped with both time tested as well as modern technologies in education in
any time and any place in the world.
Is someone who thinks and acts both locally and globally with worldwide perspectives, but is teaching in the
communities, localities, towns, provinces and regions where he or she is situated.
Prepared by:
Miraflor C. Capara , LPT
Arrel Kim Delos Santos, LPT
Marlene M. Montero, EdD , LPT, CPO-PN(RES)


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PED 2 - The Teaching Profession

HISTORY OF THE PHILIPPINE EDUCATIONAL SYSTEM

Education during the Pre-Spanish period

Education during the American Period

Education during the Commonwealth Period (1935-1942)

2 | Carl Balita Review Center

Education during the Japanese Era (1943-45)

Education during the Republic (1943-1972)

Education during the New Society (1972-1986)

4 | Carl Balita Review Center

LAWS OF THE PROFESSIONALIZATION OF TEACHERS

P.D. 1006: Decree Professionalizing Teachers

R.A. 7836: Philippine Teacher Professionalization Act of 1994

Examination and Registration

Sec. 16. Report of the Results of the Examination

7 | Carl Balita Review Center

Periodic Merit Examination

R.A. 9293: Amendment to R.A. 7836

TEACHING AS A VOCATION AND MISSION

Vocation – “Vocare” – to call, a calling

CODE OF ETHICS FOR PROFESSIONAL TEACHERS

8 | Carl Balita Review Center

ARTICLE I – SCOPE AND LIMITATIONS

ARTICLE II – THE TEACHER AND THE STATE

ARTICLE III – THE TEACHER AND THE COMMUNITY

9 | Carl Balita Review Center

ARTICLE IV – A TEACHER AND THE PROFESSION

ARTICLE V – THE TEACHERS AND THE PROFESSION

10 | Carl Balita Review Center

ARTICLE VI – THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS

ARTICLE VII – SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL

ARTICLE VIII – THE TEACHERS AND LEARNERS

ARTICLE IX – THE TEACHERS AND PARENTS

12 | Carl Balita Review Center

ARTICLE X – THE TEACHER AND BUSINESS

ARTICLE XI – THE TEACHER AS A PERSON

ARTICLE XII – DISCIPLINARY ACTIONS

ARTICLE XIII – EFFECTIVITY

13 | Carl Balita Review Center

Article XIV Sections 1-5(5)

Section 2. The state shall:

BATAS PAMBANSA BLG. 232(THE EDUCATION ACT OF 1982)

RIGHTS OF STUDENTS IN SCHOOL (Section 9)

15 | Carl Balita Review Center

SPECIAL RIGHTS and/or PRIVILEGES OF TEACHING OR ACADEMIC STAFF (Section 11)

RIGHTS OF ADMINISTRATORS(Section 12)

RIGHTS OF SCHOOLS (Section 13)

MAINTENANCE OF QUALITY EDUCATION

R.A. 4670: MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

16 | Carl Balita Review Center

1. Recruitment qualifications for teachers

NATIONAL BUDGET CIRCULAR 514, S. 2007

OTHER LAWS IN EDUCATION

RA 10157 – Kindergarten Education Act

17 | Carl Balita Review Center

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

1. Content Knowledge and Pedagogy

Career stages: A continuum

PHILIPPINE QUALIFICATIONS FRAMEWORK

21ST CENTURY SKILLS

18 | Carl Balita Review Center

THE CHANGING GLOBAL LANDSCAPE FOR 21ST CENTURY LEARNERS

The New Learning Environment