Social Dimensions of Education including Legal Bases of Education and the Teaching

Profession

ROLES AND RESPONSIBILITES OF TEACHERS IN THE LOCAL AND GLOBAL

COMMUNITY

Traditional and Non-Traditional Roles of Teachers

 as a director of learning
 as an information processor
 as a knower
 as a pioneer in the world of idea
 as a decision maker
 as a judge of achievement
 as a moralist
 as a model for the youth
 as a person of culture
 as a communication link
 as a mediator of culture
Multi-cultural Education
 The exploration of concepts of cultural diversity, similarities, and prejudices to
promote cultural understanding.
 Education that promotes equity in the schooling for all students.
 It is a process of comprehensive school reform and basic education for all students.
 It challenges and rejects racism and other forms of discrimination in schools and
society and accepts and affirm the pluralism that students, their communities, and
their teachers reflect.
Characteristics of Multi-Cultural Education
 Personally empowering
 Socially transformative
 Pedagogically humanistic
 Experiential and reflective
Globalization
 Stretching of social, political and economic activities across political frontiers,
regions, and continents.
 The growing magnitude of interconnectedness and flows of trade, investment, and
migration.
 A speeding up of global interactions and processes through world-wide systems of
transportation and communication.
 The deepening of impacts of global and world events on local conditions.
Influences of Cultural Relativity and Variability on Teaching and Learning process
 The child’s cultural background influences the children’s way of interpreting and
viewing the world view when teaching.
 Cultural behavior must be evaluated based on the normative standards of the society
in which that cultural behavior operates.
Human Rights Education
 Human rights education should be focused on the values, principles, and standards of
human rights and how they can be translated into day-to-day actions.
Gender Education
  Anchored on gender equality which has the following dimensions: equality of access,
equality in the learning process, equality of educational outcomes, equality of external
results.
Equality of Educational Outcomes
 Girls and boys enjoy equal opportunities
 Outcomes are based on individual talents and efforts.
Environmental Education
 Focuses on human-earth relationship, promotes care of environment for sustainable
development.
 Impact of human activities on the environment
 Potential benefits of technological advances and the potential damages these advances
pose to the environment
Education for Sustainable Development
 Envisions a world where everyone is provided with the opportunity to benefit from
quality education and learn the values, behaviors, and lifestyles acquired for a
sustainable future and for positive social transformation.
Transformative Education
 The inculcation of social awareness, social conscience, and social commitment along
with the basics of education.
 The development of a commitment for critical thinking and social awareness,
decision-making and problem solving, a commitment for social action.
 It seeks to fundamentally change the meaning of education from one that merely sees
the world outside as an object of study into an education that is mired in the problems
of the world.
 Transformative education struggles to transform the world in the process of
transforming itself.
Roles of Teachers in Nation-Building
 Effective molders of youth to be productive and upright citizens who will lead our
country.
 Ensure that classroom instruction are delivered according to the prescribed curriculum
Education for All (EFA) Goals
 Expand and improve comprehensive early childhood care and education, especially
for the most vulnerable and disadvantaged children.
 Ensure that by 2015 all children, particularly girls. children in difficult circumstances
and those belonging to ethnic minorities, have access to complete free and
compulsory primary education of good quality.
 Ensure that the learning needs of all young people and adults are met through
equitable access to appropriate learning and life skills programmes
 Achieve a 50% improvement in levels of adult literacy by 2015, especially for women
and equitable access to basic and continuing education for all adults
 Eliminate gender disparities in primary and secondary education by 2015, and achieve
gender equality in education by 2015, with a focus on ensuring girls full and equal
access to and achievement in basic education of good quality
 Improve every aspect of the quality of education, and ensure their excellence so that
recognized and measurable learning outcomes are achieved by all, especially in
literacy, numeracy, and essential life skills.
FOUR PILLARS OF LEARNING
 The four pillars of learning is proposed by the International Commission for the
Twenty-first Century in its report to UNESCO: “Learning: The Treasure Within”
  A central argument is that if education is to succeed in its task, curriculum as its core
should be restructured or repacked around the four pillars of learning: learning to
know, learning to do, learning to live together, and learning to be.
Learning to Know
 Learning to know lays the foundations of lifelong learning.
 It is about basic knowledge that we need to be able to understand our environment
and to live in dignity.
 It is about competencies to acquire information and search actively for knowledge.
 It is about arousing curiosity. allowing to experience the pleasure of research and
discovery
 It is about developing the powers of concentration, memory and thought
 Learning to know is learning to learn
Learning to Do
 Learning to do refers to the acquisition of practical skills, and also of social and
psychological skills.
 It refers to an aptitude for teamwork and initiative and a readiness to take risks
 It is about personal initiative and the ambition to innovate
 It is about the competence of putting what we have learned into practice so as to act
creatively on our environment.
 Learning to do enables us to turn our knowledge into effective innovations.
Learning To Live Together
 Learning to live together is the pillar that the UNESCO Commission emphasizes more
than any other.
 It refers to the developing an understanding of others through dialogue – leading to
empathy, respect, and appreciation.
 And, if we are to understand others, we must first know ourselves.
 It is about recognizing our growing interdependence, about experiencing shared
purposes, and about implementing common projects and a joint future.
Learning to Be
 Learning to be is founded on the fundamental principle that education needs to
contribute to the all-round development of each individual.
 It is about the broadening of care for each aspect of the personality.
 It deals with the freedom of thought, feeling and imagination that we need to act more
independently, with more insight, more critically, and more responsibly.
 The end of education is to discover and open the talents which are hidden like a
treasure within every person.
EDUCATIONAL DEVELOPMENTS

Adopt-A-School Program (RA 8225)

 Aims to create multiple partnership with the business sector, foundations, non-
government organizations and individuals to team-up with DepEd in providing the
needed assistance and service to public schools.
Child-Friendly School Program
 Protects children without imposing corporal punishment, no physical, sexual, or
mental harassment.
 A child-friendly school ensures that children are learning in its proper direction and
that it involves all pupils, families, and the community itself.
  The program involves teaching the students about life skills, active and participatory
learning, and develops children’s self-esteem and self-confidence, free of bias from
teachers and parents.
 DepEd Order No. 40 s. 2012 reiterates the policy and guidelines on protecting
children in school from abuse, violence, exploitation, discrimination, bullying, and
other forms of abuse.
Every Child A Reader Program
 Aims to make children from Grade 1 to 6 able to read as expected at their level.
 To honor the country’s top reading teachers and their important contribution ot the
field of literacy, DepEd launches the Search for Outstanding Reading Teachers
(SORT) and the National Read-A-Thon (NRAT) contest.
Mobile Teachers
 Mobile teaching is part of the DepEd ALS program, which aims to educate as much
children and grown-ups through the non-conventional mode of teaching.
 Mobile teachers are those assigned to educate individuals outside the comforts of the
classroom.
Multi-Grade Program in Philippine Education (MPPE)
 Alternative scheme to improve, access, equity and quality in the delivery of basic
education.
 Pupils of different ages and grade levels in one classroom under one teacher
Schools First Initiative Program (SFIP)
 Involves stakeholders to improve and attain better quality education for all.
 All sectors in the community shall give support to and share their resources with the
schools. It provides the opportunity to reorganize all structures and levels of the
department from the central, regional and provincial/city division towards creating an
appropriate learning environment which places every public elementary and
secondary as the core of the learning process.
Schools Improvement Plan
 A development plan which embodies the school and the community vision of the
future as well as the strategies, and activities they want to undertake to attain that
vision and enable schools to negotiate for development initiative.
 It is a comprehensive overview of major priorities to which stakeholders will be
dedicated to at least three years.
Study Now Pay Later Program
 This program is a scheme of providing loan or credit to the poor but deserving
students who are enrolled in priority courses in selected higher education institutions.
School-Based Management
 School heads are at liberty to explore ways by which they can run the school most
beneficial to the school community.
Alternative Learning System Accreditation & Equivalency (ALS A & E)
 It offers the successful test takers certification of learning achievements at two
learning levels – Elementary and Secondary – that is comparable to the formal
education system.
 The ALS A &E Tests un both levels are standardized paper and pencil-based tests and
use multiple-choice test and composition writing.
ALS Programs
 Literacy Program caters to the illiterates. IT is a community-based educational
program for out-of-school children, youth and adults to develop basic literacy skills.
  Accreditation and Equivalency (A & E) Program is offered for literates who have
not completed ten years of basic education. A & E is a certification of learning for
out-of-school youth and adults aged 15 years old and above, who are unable to avail
of the formal school system, or who have dropped out of formal elementary or
secondary education.
 Indigenous Peoples (IP) Education is a program that aims to develop an IP culture-
sensitive core curriculum, learning materials and assessment tools/instruments.
 Informal Education Program provides opportunities for adolescents, parents, and
street children to acquire and accumulate knowledge, skills, attitudes, and values from
daily experiences at home, at work, at play, and from life itself.
Government Assistance to Student and Teachers in Private Education (GASTPE)
 The government through the Education Service Contracting (ESC) Scheme and the
Tuition Fee Supplement (TFS) has entered into a contract with the private schools in
order to accommodate those who otherwise will not be able to avail of free public
secondary education.
Project EASE (Effective and Affordable Secondary Education)
 The project caters for students who cannot attend class regularly due to personal,
economic or financial reasons.
 By providing modules, an EASE student can enter into a contract with the school to
study at home for a period of time until became ready to return of formal school
system.
National Career Assessment Examination (NCAE)
 This examination evaluates students’ general scholastic abilities and also adds several
new test layers, including technical-vocational aptitude, occupational interests, and
entrepreneurial skills.
 The new test components allow parents and their children to assess career options
based on the students’ skills towards any field of interest. It can also be basis for
students’ goals towards college and possible entrepreneurial capabilities.
MADARIS Education
 An Islamic-friendly and culturally-sensitive curriculum for Muslim learners
implemented in ARMM.
 The Enriched Curriculum for Public Elementary Schools uses the Arabic Language
and Islamic Values Education (ALIVE) taught by qualified asatidz (Muslim teachers)
who were trained by DepEd.
Open High School Program (OHSP)
 High school students who incur long-term absences or who are permanently unable to
attend due to time, distance, physical impairment, financial constraints, social, and
family problems may avail of the OHSP.
 It uses the concept of distance education as it offers independent, self-pacing, and
flexible study programs using self-instructional materials.
 They are supported with tutors whom they could meet occasionally for guidance and
tutorial support.
Modified In-School Off-School Approach (MISOSA)
 MISOSA frees the children from the confines of the four corners of the classrooms as
it allows pupils to learn even while at home or in the community.
 MISOSA combines formal and non-formal learning activities to meet the needs for
classrooms, learning materials, and teachers.
 It likewise taps community resources for instructional materials or sources of
knowledge.
Mother Tongue-Based Multilingual Education (MTB MLE)
 The mother tongue or the child’s first language will be used as the primary medium of
instruction from preschool until at least Grade 3.
 The mother tongue will be the main vehicle to teach understanding and mastery of all
subjects such as mathematics, science, AP, EP, MAPEH, Filipino, and English.
 Twelve major languages shall be offered as a learning area and utilized as language of
instruction: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Marano,
Hiligaynon, Chabacano, Waray, Bahasa-sug, Maguindanaoan
LEGAL BASES OF EDUCATION

1987 Constitution, Article 14: Education, Science and Technology, Arts, Culture, and
Sports

Section 1 : The State shall protect and promote the right of all citizens to quality education at
all levels, and shall take appropriate steps to make such education accessible to all.

Section 2: The State shall

 establish, maintain, and support a complete, adequate and integrated system
of education relevant to the needs of the people and society.
 establish and maintain a 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.
 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;
 encourage non-formal, informal, and indigenous learning systems, as well as
self-learning, independent and out-of-school study programs particularly
those that respond to community needs; and
 provide adult citizens, the disabled, and out-of-school youth with training in
civics, vocational efficiency, and other 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 for 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 vocational efficiency.
3. At the option expressed in writing by the parents or guardians, religion shall
be allowed to be taught to their children or wards in 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, without additional cost to the Government
Section 4.
1. The State recognizes the complementary roles of public and private
institutions in the educational system and shall exercise reasonable
supervision and regulation of all educational institution.
2. Education institutions, other than those established by religious groups and
mission boards, shall be owned solely by citizens of the Philippines or
 corporations or associations at least sixty per centum of the capital 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 be vested in
citizens of the Philippines. No educational institution shall be established
exclusively for aliens and no groups of aliens shall comprise more than one-
third of enrollment in any school. The provisions of this subsections shall not
apply to schools established for foreign diplomatic personnel and their
dependents and, unless otherwise provided by law, for other temporary
residents.
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 shall
ensure that teaching will attract and retain its rightful share of the best
available talents through adequate renumeration and other means of job
satisfaction and fulfillment.
Education Act of 1982 (BP 232) : An Act Providing for the Maintenance of an
Integrated System of Education
 It is a blueprint for an educational system which envisions an integrated educational
system where non-formal education will complement non-formal education.
 Its objectives are: (a) provide for a broad general education that will assist each
individual in the peculiar ecology of his own society; (b) train the nation’s manpower
in the middle-level skills required for national development; (c) develop the
professions that will provide leadership for the nation in the advancement of
knowledge for improving the quality of human life; and (d) respond effectively to
challenging needs and conditions of the nation through a system of educational
planning and evaluation.
 The law also provides for a free legal assistance to teachers.
 It also prohibits the giving of compulsory assignments not related to teacher’s duties.
 The law also specifies government commitment to extend financial support and
assistance to public and private schools.
 It includes a provision on special rights of teachers as persons in authority.
RA 9155 (Governance of Basic Education Act)
 Stressed the principle of shared governance which recognizes that every unit in the
education bureaucracy has a particular role, task, and responsibility inherent in the
office and for which it is principally accountable to outcomes.
 Feedback mechanisms shall be established to ensure coordination and open
communication of the central office with the regional, division, and school levels.
 Transfer of Cultural Agencies, abolition of the Bureau of Physical Education and
School Sports
 DECS became what is now known as the DepEd
RA 7836 (Teachers Professionalization Act)
 Defined teachers as all persons engaged in teaching at the elementary and secondary
level, whether on full-time or part-time basis, including industrial arts or vocational
teachers and all other persons performing supervisory and /or administrative functions
in the aforesaid levels and qualified to practice teaching under this Act.
 Except as otherwise provided, all applicants for registration as professional teachers
shall be required to undergo a written examination which shall be given at least once a
year in such places and dates as the Board may determine upon approval by the
Commission.
 A valid certificate of registration and a valid professional license from the
Commission are required before any person is allowed to practice as professional
teacher in the Philippines, except as otherwise allowed.
 Periodic merit examination of teachers is provided.
 The Board shall have the power, after due notice and hearing to suspend or revoke the
certificate of registration of any registrant, to reprimand or to cancel the
temporary/special permit for any of the following causes:
- conviction for any criminal offense by a court of competent jurisdiction
- immoral, unprofessional, or dishonorable conduct
- by a court of competent jurisdiction for being mentally unsound or
insane
- malpractice, gross incompetence, gross negligence, or serious ignorance
of the practice of the teaching profession
- the use of or perpetration of any fraud or deceit in obtaining a certificate
of registration, professional license or special/temporary permit;
- chronic inebriety or habitual use of drugs;
- violation of any of the provision of this Acts, the rules and regulations
and other policies of the Board and the code of ethical and professional
standards for professional teachers;
- unjustified or willful failure to attend seminars, workshops, conferences,
and the like and the continuing program prescribed by the Board and the
Commission.
RA 4670 (The Magna Carta for Public School Teachers)
 The Magna Carta for Public School Teachers applies to all public school teachers
except those in the professorial staff of state college and universities.
 The term “teacher” shall mean all persons engaged in classroom teaching, in any level
of instruction, on full-time basis, including guidance counselors, school librarians,
industrial arts or vocational instructors, and all other persons performing supervisory
and/or administrative functions in all schools, colleges and universities operated by
the Government or its political subdivisions; but shall not include school nurses,
school physicians, school dentists, and other school employees.
 Study Leave. In addition to existing leave privileges, teachers shall be entitled to
study leave not exceeding one school year after seven months of service. During the
period of such leave, they shall be entitled to at least sixty percentum of their monthly
salary. No teacher shall be allowed to accumulate more than one year study leave,
unless he needs an additional semester to finish his thesis for a graduate study in
education or allied courses.
 Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers
when the nature of the illness demands a long treatment that will exceed one year at
the least.
  Salary Increase Upon Retirement. Public school teachers having fulfilled the age
and service requirements of the applicable retirement laws shall be given one range
salary raise upon retirement, which shall be the basis of the computation of the lump
sum of the retirement pay and the monthly benefits thereafter.
RA 9647 : An Act Designating The Philippine Normal University as the Country’s
National Center for Teacher Education, Appropriating Funds Thereof, And For Other
Purposes

PD 603 : The Child and Youth Welfare Code

 It extends protection to children in vulnerable situations, specifically dependent,
neglected, and abandoned, the physically and mentally disabled, and children in
conflict with the law
RA 10157 : Kindergarten Education Act
 Kindergarten is now mandatory and compulsory for all five-year old learners,
Kindergarten, as the first stage of the basic education system, becomes a requirement
for entrance to Grade 1.
 Kindergarten adopts the mother tongue-based multilingual education/
RA 10533 (Enhanced Basic Education Act of 2013)
 Encompasses kindergarten, elementary and secondary education as well as alternative
learning systems for out-of-school learners and those with special needs
 One (1) year of kindergarten, six (6) years of elementary educations, four (4) years of
junior high school and two (2) years of senior high school.
Other Legal Bases
1. Act no. 74. The Act laid the foundations of the Philippine public school system and
made English the language of instruction. It also provided the legal basis for the
establishment of the Philippine Normal School and Trade School in Manila, and an
Agricultural School in Negros.
2. Act 1870. Enacted in 1908, it founded the University of the Philippines.
3. Commonwealth Act 1. This is the basis of compulsory military training in schools
4. Commonwealth Act 177. It placed public school teachers under the Civil Service
Rules and Regulations with reference to their examination, appointment, transfer,
separation, leave, and tenure of office.
5. Commonwealth Act 578. It confers the status of persons in authority upon
supervisors, principals, teachers, and professors of public and recognized private
schools.
6. Commonwealth Act 586. It provides for the present six-year elementary course,
school entrance age, and the national support for elementary education.
7. PD 1006. The law considered the teachers as professionals and teaching as a
profession.
8. RA 7610. Special Protection of Children Against Child Abuse
9. RA 10627. Anti-bullying Act of 2013
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Code of Ethics for Professional Teachers adopted and promulgated by the Board for
Professional Teachers through Board Resolution No. 435, s. 1997, pursuant to the provisions
of par ( e ) of Article II of RA 7836

Teachers as Professionals
Duly licensed professional who possess 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, standard
and values.
(Preamble, Code of Ethics for Professional
Teachers)

Scope and Limitations

 This Code shall apply, therefore, to all teachers in schools in the Philippines.
 It covers all public and private school teachers in all educational institutions at the
preschool, primary, elementary and secondary.
The Teacher and 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.
 Every teacher or school official shall actively help carry out the declared policies of
the State, and shall take an oath to this effect.
 Every teacher shall be physically, mentally, and morally fit.
 Every teacher shall possess and actualize a full commitment and devotion to duty.
 A teacher shall not engage in the promotion of any political, religious, or other
partisan interest.
 Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.
 A teacher shall not use his position or official authority or influence to coerce any
other person to follow any political course of action
 Every teacher shall enjoy academic freedom.
The Teacher and the Community
 A teacher is a facilitator of learning and of the development of the youth.
 Every teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic, and civic
betterment.
 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 such as
gambling, smoking, drunkenness, and other excesses, much less illicit relations.
 Every teacher shall live for and with the community and shall, therefore, study and
understand the local customs and traditions in order to have sympathetic attitude,
therefore, refrain from disparaging the community.
 Every teacher shall help the school keep the people in the community informed about
the school’s work and accomplishment as well as its needs and problems.
 Every teachers 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.
 Every teacher shall maintain harmonious and pleasant personal and official relations
with other professionals, with government officials, and with the people, individually,
or collectively.
 A teacher possess freedom to attend church and worships as appropriate, but shall not
use his positions and influence to proselyte others.
The Teacher and the Professions
 Every teacher shall actively insure that teaching is the highest profession.
 Every teacher shall uphold the highest possible standards of quality education, shall
make the best preparations for the career of teaching.
  Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulations Commission.
 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.
 Every teacher shall use the teaching profession in a manner that makes it dignified
means for earning a decent living.
 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.
 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.
 Before leaving his positions, a teacher shall organize for whoever assumes the
position such records and other data as are necessary to carry on the work.
 A teacher shall hold inviolate all confidential information concerning associates and
the school.
 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.
 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.
 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 opportunity to be considered.
The Teacher and Higher Authorities in the Profession
 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 carefully carry them out.
 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.
 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 opposed by immediate supervisors, in which case, the teacher shall
appeal directly to the appropriate higher authority.
 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.
 Every teacher has a right to invoke the principle that appointment, promotions, and
transfer of teachers are made only on the basis of merit and needed in the interest of
the service.
 A teacher who accepts a position assumes a contractual obligation to live up to his
contract, assuming full knowledge of employment terms and conditions.
School Officials, Teachers, and Other Personnel
 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.
  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.
 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 and in
training programs.
 No school officials shall dismiss or recommend for dismissal a teacher or other
subordinates except for a cause.
 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.
The Teachers and Learners
 A teacher has a right and duty to determine the academic marks and the promotions of
learners in the subject of 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, observing
due process.
 A teacher shall recognize that the interest and welfare of learners are of first and
foremost concerns, and shall deal justifiably and impartiality with each of them.
 Under no circumstance shall a teacher be prejudiced nor discriminated against by the
learner.
 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.
 A teacher shall not accept, directly or indirectly, any renumeration from tutorials other
than what is authorized for such service.
 A teacher shall base the evaluation of the learner’s work only in merit and quality of
academic performance.
 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.
 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
manifestations of poor scholarship.
 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.
The Teacher as a Person
 A teacher is, above all, a human being endowed with life for which it is the highest
obligation to live with dignity and at all times whether in school, in the home, or
elsewhere.
 A teacher shall place premium upon self-discipline as the primary principled of
personal behavior in all relationships with others and in all situations.
 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.
 A teacher shall always recognize the Almighty God as guide of his own destiny and
of the destinies of men and nations.
Professional Teachers’ Accountability to Learners and the Profession
Duty of Teachers
1. As an Educator. (enshrined in Article XIV, 1987 Constitution)
2. As a parent.
Article 218 of the Family Code : “The school, its administrators and
teachers, engaged in child care shall have special parental authority and
responsibility over the minor child while under supervision, instruction, or
custody.”
Article 219, FC : “ Those given the authority and responsibility under Article
218 shall principally and solidarily liable for damages caused by acts or
omissions of the unemancipated minor.”