THE TEACHING PROFESSION owned by private institutions, religious people.

5. The education act of 1901, also known as Act. R.A 586

No. 74 of the Philippine Commission was EDUCATION ACT OF 1940
promulgated to: August 7, 1940
a) Established a department of Public 6yrs elementary
Instruction. fixing the school entrance age to 7 years old compulsory
b) Established a highly centralized system attendance in primary double session
c) Provide for the importation of teachers CA 4007
d) Create the Philippine Normal School (1901) completely abolished matriculation fee
6. The Department of Public Instruction set up a EO 134
three- level Instruction of schools:  designated TAGALOG as basis of the national
a) The first level consistent of a four-year language
primary and three-year intermediate.  1936
b) The second level was a four-year high CA 263
school. required the teaching of Tagalog in schools as medium
c) The third level at first was a two-year junior of instruction
college and later a four-year program. 1940
Commonwealth Act No. 117
7. The University of the Philippines founded in
placed all public school teachers under Civic Service
1908, was the first school of University status. Rules and Regulations.
8. Reading, witting, arithmetic, language, GMRC, C.A 578
civics, hygiene and sanitation, gardening, domestic PERSONS IN AUTHORITY
science, American History, and Philippine history June 8, 1940
were the subject areas for study supervision in public and duly recognized private
schools, colleges and universities
9. The American director of the Bureau of
Education spelled out these aims of American C.A 80
education:  ADULT EDUCATION LAW
A. Training of Filipinos for self-government and  October 26, 1936
 to eliminate illiteracy
B. Provision of English as common language
 give vocational and citizenship training to adult
COMONWEALTH PERIOD (1935-1942)  ALS, OHSP
1. The fundamental aims of education as provided C.A 578
by the 1935 Constitution are as follows: to PERSONS IN AUTHORITY
develop moral character, personal discipline, June 8, 1940
civic conscience and vocational efficiency and to supervision in public and duly recognized private school
teach the duties of citizenship. colleges and universities
2. Education aimed to continue the
Commonwealth was to help prepare for the C.A 80
coming independence of a new Filipino nation.  ADULT EDUCATION LAW
3. Training was done through the public schools  October 26, 1936
 to eliminate illiteracy
R.A 2706
 give vocational and citizenship training to adult
PRIVATE SCHOOL LAW
 ALS, OHSP
March 10, 1917
The Secretary of the Department of Public Instruction
was vested to supervise, inspect and regulate
C.A 589
single session
ESTABLISHED SCHOOL RITUAL compulsory completion of elementary grades
Singing of The National Anthem to be followed by the compulsory enrollment upon attaining 7years old
Patriotic Pledge June 20,1953
August 19, 1940
R.A.1079, June 15, 1954,
C.A 1 (RA 9163) civil service eligibility of teachers.
National Defense Act
preparatory military training to youth required all R.A. 1124, June 16, 1954, created the Board of
citizens to render civic welfare service, law enforcement National Education (BNE) tasked with formulating
and military service educational policies and directing Philippine
December 21, 1935 education. BNE as a later renamed Board of Higher
Education (NBE) by P.D. No.1, was abolished by
JAPANESE ERA (1943-45)
with the creation of the Board of Higher Education
1. Greater East Asia Co-Prosperity Sphere
by Batas Pambansa Blg. 232. The Board's function
2. Love for labor
now assumed by CHED under R.A. 7722.
3. Teaching Health and Physical Education
4. Termination of English R.A 1265
5. Diffusion of the Japanese language in the DAILY FLAG CEREMONY
Philippines (NIPPONGO) compulsory in all educational institutions
6. Emphasized health/vocational education June 11,1955

REPUBLIC ERA (1943-1972) R.A 1425

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.
R.A 139
BOARD OF TEXTBOOKS/TEXTBOOK LAW all public
schools must only use books that are approved by
the Board for a period of 6 years from the date of
their adoption amount of book will be devalued
every year
June 14, 1947
R.A 896
ELEMENTARY EDUCATION ACT OF 1953
restoration of grade 7
Inclusion of Rizal's life, works, Noli, El Fili in the
curriculum
June 12,1955
R.A 4670
MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
June 18,1966
aims to promote and improve the socio- economic
status of public school teachers, their living and
working conditions an their employment and
career prospects
RA 5447
SPECIAL EDUCATION FUND
fund primarily to finance local school boards and
support provincial schools 1968
R. A.6054 BARRIO HIGH SCHOOL LAW created high
schools throughout the country through the
imitative of Dr. Pedro T. Orata.
1. The aim of education is for national
development
2. Made education relevant to the needs of the
changing world
 3. Proclamation 1081 on September 21, 1972 d) Technical-Vocational Education
started educational revolution reform
4. Adoption of the acronym PLEDGES - Peace and
order: Land reform: Economic development; R.A. 7722
Development of moral values; Government The Higher Education Act of 1994 created the
reorganization; Employment and manpower Commission on Higher Education (CHED) to be
development; Social services headed by a chairman under the Office of the
5. Bilingual Education Policy - use of English and President.
Filipino as media of instruction in specific
R.A7796 TESDA Law
learning areas
created the Technical Education and Skills
6. Curricular changes in Elementary Education
Development Authority headed by a Director
a. Focused on the 3rs
General under the Department of Labor and
b. Integration of values in all
Employment (DOLE).
learning areas
The Bureau of Technical and Vocational
c. Emphasis on mastery learning
Education of DECS has been absorbed by this
PRESENT PERIOD (1986-Present) agency
DECS Order No. 6, s. 1998, issued by Education
R.A. 7784
Secretary Lourdes R. Quisumbing, strengthens the
August 4, 1994,
teaching of values in the New Elementary School
"An act strengthens teacher education in the
Curriculum (NESC) launched in SY 1989-90 under
Philippines by establishing Centers of
the Program for Decentralized Educational
Excellence, provides for the establishment of
Development (PRODED) and Secondary
CENTREXES in each of the regions in the
Development Program (SEDP) respectively.
country which shall be maintained for a period
of five years.
1. The national budget appropriates the highest
allocation for education
R.A. 7687
2. 2.Promotion and improvement of the public
created the Science and Technology
school teachers
scholarship program for indigent but
3. Education aimed to promote national
deserving youth in the country under the
development and values education
Department of Science and Technology (DOST)
4. Focused on the development on humanism
and Filipinism in all learning areas. RA 7168
The Congressional Commission on Education converted Philippine Normal College to
(EDCOM), with its report in 1991, Philippine Normal University
recommended the following: December 26, 1991
a) Division of DECS into the Department
of Basic Education (DBE), Technical R.A. 416
Education and Skills Development Philippine Normal School- Philippine Normal
Authority (TESDA), and Commission College
on Higher Education (CHED); June 18,1949
b) Establishment of teacher Education
Center of Excellence;
c) Professionalization of teachers; and
R.A. 7731 in 1994 abolished the NCEE
mandated by P.D. 146.
R.A. 7836 in 1994 revised P.D. 1006 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
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.
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
4. NEAP
National Educators Academy of the
Philippines was established while better
in service and pre-service training were
included in TEEP and the AusAid
(Australian Aid)- assisted
LAWS OF THE PROFESSIONALIZATION OF
TECAHERS
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.
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. 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
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
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
carry out 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
As a facilitator of learning, render best service
Section 2
Shall provide leadership and initiative to actively
participate in community movements
Section 3
refrain from activities as gambling, smoking,
drunkenness, and other excesses, much less illicit
relations.
Section 4
study and understand local customs and traditions
in order to have sympathetic attitude, therefore,
refrain from disparaging the community.
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 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
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
ARTICLE X THE TEACHER AND BUSINESS
ARTICLE XI - THE TEACHER AS A PERSON
ARTICLE XII - DISCIPLINARY ACTIONS -
ARTICLE XIII – EFFECTIVITY
BATAS PAMBANSA BLG. 232 (THE
EDUCATION ACT OF 1982)
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)
RIGHT OF ALL SCHOOL PERSONNEL (Section 10)
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
Voluntary Accreditation (Section 29)
Teachers and Administrators obligations and
qualification (Sections 16 and 17)
Government Financial Assistance to Private Schools
(Section 41)
R.A 4670
MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
June 18,1966
aims to promote and improve the socio-economic
status of public school teachers, their living and
working conditions an their employment and
career prospects.
1) recruitment qualifications for teachers
2) Code of Professional Conduct for Teachers
3) teaching hours- 6hrs of classroom teaching
4) additional compensation-25% of regular
remuneration
5) health and injury benefits- thru GSIS
6) 1 year study leave (SABBATICAL LEAVE) after 7
years of continuous teaching, teacher should
receive 60% of the 1 month salary
7) 1 range salary increase upon retirement( basis
computing the retirement fee)
8) freedom to form organization
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 PILLARS OF EDUCATION
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
Content Knowledge and Pedagogy
Learning Environment
Diversity of Learners
Curriculum and Planning
Assessment and Reporting
Community Linkages and Professional Engagement
Personal Growth and Professional Development
Career stages of teacher (PPST)
Beginning Teachers - 0-1
Proficient Teachers - 1-2
Highly Proficient Teachers - 3-5
Distinguished Teachers - more than 5 years
PHILIPPINE QUALIFICATIONS FRAMEWORK
LEVEL 1-NCI
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
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.
THE CHANGING GLOBAL LANDSCAPE FOR 21ST
CENTURY
"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.
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;
PERSONAL QUALITIES OF A GOOD TECAHER
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 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.
Global 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.
Global 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.