Republic of the Philippines

Eulogio “Amang” Rodriguez Institute of Science and Technology

General Mariano Alvarez Cavite Campus

In Partial Fulfillment
Of the Course

Professional Education

Compilation of Reports

The Teaching Profession

SY: 2018-2019

Submitted to:
Ms. Nelia Ortega
Professor
 CHAPTER SUMMARY

CHAPTER I
Socially Responsible Teachers: Rich with Philosophical Heritage……………

CHAPTER II
The Professional Teachers Are Competent………………………………………..

CHAPTER III
The Professional Teachers Are Global……………………………………………...

CHAPTER IV
The Legal Bases of the Teaching Profession……………………………………...

CHAPTER V
Other Legal Bases………………………………………………………………………

CHAPTER VI
The Professional Teacher: Conformers of Legal and Constitutional
Mandates………………………………………………………………………………….
 Socially Responsible
Teachers:

Rich with Philosophical

Heritage
Reporters:

Zuzaine Marish Angeles

Farrah Lyn B. Cabag

Maryniza M. Abogado

Daizel A. Bañaga
What is Philosophy?

 The term has been derived from two Greek words, ‘Philos’ means love
and ‘Sophia’ means wisdom.

 Philosophy means love for knowledge or passion for learning.

What is Education?

 In literary sense, education owes its origin to the two Latin words:
‘Educare’ and ‘Educ ere’
 Educare’- means ‘to nourish’, ‘to bring up’, ‘to raise’; ‘Educere’- means ‘to
bring forth’, ‘to draw out’, ‘to lead out’. ‘Educatum’- means- ‘the act of
teaching and training’.

PHILOSOPHIES OF EDUCATION

1.) ESSENTIALISM

 Why teach?

This philosophy contends that teachers teach for learners to acquire basic
knowledge, skills, and values.

 What to teach?

Basic skills or the fundamental R’s -- reading, ‘riting, ‘rithmetic, right

conduct-- as these are essential to the acquisition of higher or more
complex skills needed in preparation for adult life.

 How to teach?

Essentialist teachers emphasize mastery of subject matter. They are

expected to be intellectual and moral models of their students.
2.) Progressivism (Pragmatism or Experimentalism)

 Why teach?

Progressivist teachers teach to develop learners into becoming

enlightened and intelligent citizens of a democratic society.

 What to teach?
Need-based and relevant curriculum. This is a curriculum that “responds
to students’ needs and that relates to students’ personal lives and
experiences.” More concerned with teaching the learners the skills to cope
change. Change is the only thing that does not change. Natural and social
sciences. Teachers expose students to many new scientific, technological,
and social developments, reflecting the progressivist notion that progress
and change are fundamental.
 How to teach?
Progressivists teachers employ experiential methods.They believe that
one learns by doing. (John Dewey) Problem-solving method makes use of
the scientific method. “Hands-on-minds-on” teaching methodology (e.g.,
field trips during which students interact with nature or society). Teachers
also stimulate students through thought-provoking games and puzzles.
3.) Perennialism (Rational Humanism)

 Why teach?

To develop the students’ rational and moral powers. Belief in the primacy
of reason and in the human’s ability to make rational judgments about the
goodness of things (Adler & Hutchins).

 What to teach?

The perennialist curriculum is a universal one on the view that all human
beings possess the same essential nature. Heavy on humanities and
general education. Great Books.
 How to teach?

The perennialist classrooms are “centred around teachers”.The teachers

do not allow the students’ interests or experiences to substantially dictate
what they teach.They apply whatever creative techniques and other tried
and true methods which are believed to be most conducive to disciplining
the students’ minds.

4.) Existentialism
 Why teach?
To help students understand and appreciate themselves as unique
individuals who accept complete responsibility for their thoughts, feelings,
and actions. Existence precedes essence. Education of the whole person,
not just the mind.

 What to teach?

Gives a wide variety of options from which to choose. Emphasis on the

humanities. Vocational education to teach children about themselves and
their potentials. In the arts, students are encouraged to practice individual
creativity and imagination.

 How to teach?

Focuses on the individual. Learning is self-paced, self-directed. Individual

contact with the teacher. Teachers remain non-judgmental and take care
not to impose their values on the students; since values are personal.

5.) Behaviourism

 Why teach?

Student’s behaviour is a product of his environment.

 What to teach?

Teach students to respond favourably to various stimuli in the

environment.

 How to teach?

Arranges environmental conditions so that students can make the

responses to stimuli e.g., well-managed classroom, use of attention
catchers and incentives.

6.) Linguistic Philosophy

 Why teach?

To develop the communication skills of the learner. Teachers teach to

develop in the learner the skills to send messages clearly and receive
messages correctly.

 What to teach?

Learners should be taught to communicate clearly. Communication takes

three (3) ways – verbal, nonverbal and paraverbal. This can be oral or
written.

 How to teach?

The most effective way to teach language and communication is the

experiential way.

7.) Constructivism

 Why teach?

Constructivism sees to develop intrinsically motivated and independent

learners adequately equipped with learning skills.
  What to teach?

Learners are taught learning processes and skills such as searching,

critiquing and evaluating information.

 How to teach?

Promote dialogical exchange of ideas among learners and between

teacher and learners.

Prepared by:

Zuzaine Marish Angeles

 SOCIAL RESPONSIBLE TEACHER: THE ACTIVE MEMBER OF SOCIAL
INSTITUTION

What Social Institution?

 Consists of group of people who have come together for a common

purpose.
 Any institution in a society that works to socialize group people in it.

Characteristics of an Institution

 Institution are purposive

 Relatively permanent in content
 Institution are structured
 Institution are a unified structure
 Institution are necessarily value-laden

Functions of an Institution
 Institutions simplify social behavior for the individual person.
 Control our behavior.
 Provide readymade form of social relations and social roles for individual

Major Social Institution
FAMILY

 A family (from Latin: familia) is a group of people related either

by consanguinity
 (by recognized birth), affinity (by marriage or other relationship), or co-
residence.
 The basic agent of socialization because it is here where individuals
develops values, behaviors and ways of life through interactions with
member of the family.

Family
 Satisfy the Basic Needs of Society: Provides foods, shelter, medicine,
water, clothing.
 Define Dominant Social Values: Manners, respect
 Establish Permanent Patterns of Social Behavior:
 What to do and not to do in public, how to treat others

 Provide Roles for Individuals in Society : Mother, father,sister, brother,

daughter, son

According to Structure

 Conjugal or Nuclear Family

- the primary or elementary family consisting of husband, wife and
children.

 Consanguine or Extended Family

- consist of marriage couple , their parents, siblings, grandparents,
uncles, aunts and cousins.
 According to Descent

 Patrilocal
- when the newly married couple lives with the parents of the
husband.

 Matrilocal
- when the newly married couple lives with the parents of the wife.

 Neolocal
- when the newly married pair maintains a separate household and
live by themselves.

According to term of Marriage

 Polyandry
one woman is married to two or more men at the same time.

 Polgamy
one man is married to two or more women at the same time.

 Cenogamy
two or more men mate with two or more women in group marriage.

According to Authority

 Partriarchal
when the father is considered the head and plays a dominant role.

 Matriarchal
when the mother or female is the head and makes the major
decisions.
  Equalitarian - when both father and mother share in making decisions and
are equal in authority.

EDUCATION

 A form of learning in which the knowledge, skills and habits of group of people
are transferred from one generation to the next through teaching, training or
research.
Education

 Satisfy the Basic Needs of Society : Selecting competent individuals

 Define Dominant Social Values: How to function in society
 Establish Permanent Patterns of Social Behavior: How to act and react to
peers
 Support Other Institution : Preparations for careers
 Provide Roles for Individuals in Society :Student

RELIGION

 It’s a system of biliefs and rituals that serve to bind people together trough
shared worship, thereby creating social group.
 Set of beliefs and practices that pertain to sacred or suprnatural realms that
guided human behaviors and gives meaning to life among community of
believers.
Religion

 Satisfy the Basic Needs of Society : Spiritually, place to belong, explains

phenomena
 Define Dominant Social Values: Rights from wrong
 Establish Permanent Patterns of Social Behavior: Morals, Respect
 Support Other Institution : Give place to be accepted
 Provide Roles for Individuals in Society :Acceptance, part of group
ECONOMIC INSTITUTION
 It’s a system of beliefs and rituals that serve to bind people together trough
shared worship, thereby creating social group.
 Set of beliefs and practices that pertain to sacred or supernatural realms that
guided human behaviors and gives meaning to life among community of
believers.
Economic

 Satisfy the Basic Needs of Society: The ability buy and sell basic
needs(food, water, housing etc.)
 Define Dominant Social Values: Everyone has the right to buy and sell
wares
 Establish Permanent Patterns of Social Behavior: Teaches how to interact
with others in a socially acceptable manner
 Support Other Institution : Provides a cohesive system that everyone has
to have a role in to create an efficient society
 Provide Roles for Individuals in Society :Provides jobs

GOVERNMENT AS A SOCIALINSTITUTION

 It’s an institution which solves conflicts that are public in nature and
involve more than a few people.
 It’s an institution entrusted with making and enforcing the rules of a society
as well as with regulating relations with other societies.
Government
 Satisfy the Basic Needs of Society: Provides protection and rules of
society (laws)
 Define Dominant Social Values: Actions have consequences
 Establish Permanent Patterns of Social Behavior: There is a set of rules
that need to be followed
 Support Other Institution: Keeps the people safe
  Provide Roles for Individuals in Society: Provides jobs, and a way for
citizens to control what goes on in their country.
Personal Qualities of Active Member of Social Institution

 Good Personality
Personality refers to the character and appeal the teacher exude as they
walk relate with others.
 Honest
Honest teachers possess good sense of value. They really trustworthy
and viable manifest integrity as professionals.
 Enthusiastic
Enthusiastic have pleasant outlook, optimism and sense of humor.
 Caring
Include being compassionate and interested in others.

 Role Model
Models good behavior and set good example for others to emulate.

 Fair
Fairness denotes impartiality, open mindedness and objective judgment
and decision making.
 Friendly
Friendly teacher demonstrate pleasant, warm hearted, loving relation with
their students.

 Respectful
Being respectful means being well-behave. Teachers show politeness and
courtesy in dealing w/ students and the public.

 Dedicated
The teachers are devoted, loyal and committed to the profession.

 Creative
 Creative teachers do things in their own way. They have the ability to
create new and original ideas.

 Flexibility
Flexibility is the ability of teachers to adapt to situations.

Attitudes of Professional Teachers are manifested in Term of:

 Empathy towards students

 Commitment and dedication to the profession
 Reflective practitioner
 Passion for teaching

THE TEACHERS AS A PROFESSIONAL

Teachers are professional. They belong to a profession which society regard

as a noble profession.

What is Profession?

 The word “profession” means different things to different people.

 This group positions itself as possessing special knowledge and skills in a
widely recognized body of learning derived from research, education and
training at a high level, and is recognized by the public.

Criteria of Professional Teachers

 Professional Academic preparation

Teachers have finished a four year degree course in education.

 Licensure and Commitment to the service

Teachers are licensed professional as certified by the Professional Regular
Commission (PRC). They possess extensive knowledge in their own field and
are committed to the service of the youth.
 Public Service and Altruism
Teachers are aware that teaching is service. They entered the profession in
the hope that they could help influence the students to become better persons
and live more meaningful life.

 Adherence
Teachers are governed by the Code of Ethics of professional Teacher. The
code provides for ethical behavior expected of the teachers for discipline
purposes.

 Member to Professional Organizations

Professional organizations have been organized for teacher to take care of
their welfare.

Ex: Manila Public school Teachers Association (MPSTA), Mathematics Teachers

Association of the Philippine (MTAP).

Prepared by:

Farrah Lyn B. Cabag

Education

 the process in which knowledge, skills and pattern of behaviour and

transmitted from an individual or group to another.

Expectation of Society from the teachers:

1. Help the students succeed in the knowledge society

• Academic achievement

• Communication skills

• Creative and critical thinking

• Social problem- solving

• Workplace skills

2. Prepare students to be functioning members of society.

3. Teach values such as punctually, truth, hard work, honesty, hygiene,

patriotism, love and sincerity, obedience. Society needs these values to be
propagate.

Theodore Roosevelt, President of U.S stated “To educate a person in mind

and not in morals is to educate a menace to society.”

4. Act as the bridge between the school and the community.

5. Identify pressing issues and provide enlightenment to society.

 Academic – The school provides for the development of a brand array of

knowledge and intellectual skills.

 Vocational – The school prepares the individual for the world of work and
his economic responsibilities.
  Social and Civic – The school acts an agent of socialization. Students
learn how to get along well with others through the various activities they
engage in. Social ethics are discussed in schools to make students
aware of their moral and ethical obligation as a person and as a member
of society.

Personal – This pertains to the development of individual talent and self –

expression. The school provides the total development of the individual including
creativity and authenticity.

Religion (Church)

 is a system of roles and norms that involves faith which binds people
together in a social groups.

Function of religion

 Social cohesion – Religious beliefs encourage strengthening of bonds

among people and cultivate social solidarity and collective conscience
among the believers.

 Social control – Religion guides people to conform to the norms and

values of society. Specific religious norms of conduct and values control
the behavior of the members. They become the standards to follow. The
church has an intense influence over the beliefs, principles, and practices
of its believers.

 Emotional support – Religion provides meaning for life. It fosters

closeness, love, cooperation and helpfulness among its members. It
makes suffering more bearable of their faith.
Government

 It is an institution that holds the power to make and enforce the rules and
laws of society.
The ruling body must be recognized by its people to enforcethe laws or
rules and govern them.

In democratic type of government, the citizens elect their official periodically to

govern them for the period.

Prepared by:

Maryniza M. Abogado
 SOCIALLY RESPONSIBLE TEACHERS: MORAL AND ETHICAL

“Even in your worst day on the job, you are still some children’s best
hope.”

“A teacher affects eternity; he can never tell where his influence stop.”

Morals – are values related to a system of beliefs (religious system or political

system)

“Writings, customs, and monuments of past and present generations point

out to this conclusion: that all peoples on earth, no matter how savage and
illiterate, have recognize a supreme law, divine origin commanding good and
forbidding evil.” (Pacino, 1964)

Characteristics of Good Moral Character:

1. being fully human – you have realized substantially your potential as a

human person
2. being a loving person – you are caring in an unselfish and mature
manner with yourself, other people and God
3. being virtuous person – you have acquired good habits and attitudes
and you practice them consistently in your daily life
4. being morally mature person – you have reached a level of
development emotionally, socially, mentally, spiritually appropriate to your
developmental stage

The natural law is engraved in the heart every man and woman. Our act is
moral when it is in accordance with our human nature. Our intellect and free will
make us different from and above the beast.

You are a person of good moral character when you are: human, loving, virtuous
and mature.
Morality – refers to a subset of ethical rules of special importance. Moral rules
are often the basis for the rules of society.

– the quality of human acts by which we call them right or wrong, good or evil

– your human action is right when it conforms with the norm, rule, or law of
morality. Otherwise, it is said to be wrong.

3 Stages of Morality:

1. Morality of Self-Interest – Characterized by doing the act or the behavior

to gain rewards or avoid punishment.
2. Morality of Law & Social Rules – When the action or behavior of the
individual is determined by the rule and authority. People’s actions are
motivated by obedience and respect for law.
3. Morality of Abstract Principles – Exhibited by people who assume
personal responsibility in their behavior. Their behavior is guided by their
ethical principle and moral values.

Ethics – refers to a system of principles of conduct that guide the behavior of a

person

Ethical Standards:

1. Respect – Teachers need to demonstrate respect for spiritual and cultural

values, diversity, social justice, freedom and democracy.
2. Integrity –This means being honest, reliable and morally upright.
3. Care –They should provide a caring commitment where the students
would feel valued and accepted.
4. Trust –Trust means being fair, honest and being open to people.
Code of Ethics

It is viewed as the hallmark of professional maturity. It also provides guidance on

decision making.

Resolution No. 435

Series of 1997
PREAMBLE
Teachers are duly licensed professionals who possess dignity and reputation
with high moral values as well as technical and professional competence in the
practice of their noble profession, and they strictly adhere to, observe, and
practice this set of ethical and moral principles, standards, and values.

Prepared by:

Daizel A. Bañaga
 The
Professional Teachers

Are Competent

Reporters:

Kristin Joy G. Carilla

Gladys Dagongdong

Marifel Cortez

Baby Jane O. Docot

 COMPETENT TEACHERS:
EFFECTIVE CLASSROOM MANAGERS

Introduction

Classroom is a complex interaction of students, teachers, and learning materials.

A competent teacher should have the skills in managing instruction, classroom,
environment, time and discipline in order to impact knowledge and skills to
students.

Classroom management
- is the business of getting students to do what teachers want them to do. If the
teacher is good at it, a lot of things get done and students enjoy coming to class.

Prepared by:

Kristin Joy G. Carilla

 MANAGING THE CLASSROOM WELL IS IMPORTANT
IN TEACHING AND LEARNING

Here are some tips in order to manage the classroom well:

1. Set rules and procedures that students are expected to follow:
The teacher must communicate the rules clearly to the students.
2. Clear communication entails a clear discussion of every rule and its
rationale.
3. Let Students Actively Engage in the Pursuit of Knowledge.
Active learning generates a much higher noise level than the silent
classrooms of the past.
4. Lead Students to Take Responsibly for their learning.
5. Teachers encourage students to understand the importance of choosing
good behavior over the short-term thrills of bad behavior.
6. Respect Everyone
Teacher and students treat each other with obvious respect. This is
evident in such non-verbal interactions.

Prepared by:

Gladys Dagongdong
 CLASSROOM MANAGEMENT TECHNIQUES

Management of instruction
-refers to the smooth flow of instructional process. Smoothness involves
circulating to facilitate students’ cooperation and discussion as they work in small
group.

1. Maintain smoothness and avoid jarring breaks within the activity flow.
2. Manage transition from one activity to another. Give clear signal.
3. Maintain group focus during the lesson so that all the students stay
involved.
4. Maintain a group focus during a seatwork by circulating.
5. Develop witness and be aware of student’s behavior all the time.
6. Develop overlapping skills and be prepared for any scenarios.

Management of discipline
-refers to the means of preventing misbehavior from occurring or the
manner responding to behavioral problems in order to reduce their recurrence in
the classroom.
1. Start with clear, specific plan for introducing the student to classroom
rules.
2. Set few class rules for the students to follow.
3. Create an atmosphere where there is respect to one another.
4. Create varied lessons to make students pay attention and avoid engaging
in activities that disrupts class discussion.
5. Manage serious behavior problems through applied behavior analysis
6. Prevent serious behavior problem and remove the causes of behavior.
7. Formally develop the desired behavior by teaching (not telling) the
behavior.
Management of relationship
-refers to emotional climate and communications affecting learning
conditions.
1. Maintain positive climate characteristics which allow students to choose a
variety of activities to achieve common goals.
2. Develop sense of interdependence , common bonds and relationship
qualities that enhance wholesome emotional climate.
3. Develop communication characteristics that promotes wholesome
classroom relationship like positive constructive conversations aimed at
understanding on another’s point of view.
4. Render different forms of assistance by providing class meetings or
students to have an opportunity to examine the ideas and feelings that
influence value judgment.

Management of physical environment

-refers to the organization of the learning environment, supplies, and
materials.
1. Organize supplies and materials for activities that occur frequently in most
readily accessible place.
2. Expectations regarding beginning and end of the class must be clearly
expressed.
3. Avoid interruptions during class program.
4. Arrange physical setting and maximize visibility and accessibility.
5. Materials and equipment stations are available in sufficient quantity are
used to display students work and complement current class activities.
Bulletin boards and wall spaces set explicit procedures for getting
materials and returning them to the designated classroom location.

Management of time
-refers to the organization and use of allocated time in the classroom.
1. Make good use of classroom time.
 2. Start teaching at the beginning of the period and end on time.
3. Establish routine behavior.
4. Minimize time spent on discipline and prevent interruptions.
5. Teach lessons that are so interesting, engaging and relevant to student’s
interest.
6. Maintain momentum through avoidance of interruptions.

Prepared by:

Marifel Cortez
 COMPETENT TEACHERS: GOOD COMMUNITY LINK
is a leader who wins the hearts and minds of the students. Such a teacher
sees the value in developing and working with others, including parents and
colleagues, and actively seeks out opportunities for professional collaboration
within and beyond the school.

Community Link
-refers to the ideal that classroom activities are meaningfully linked to the
experiences and aspirations of learners in their homes and communities.
1. Teachers assume a wide range of roles to support school and students
success.
They can also lead in a variety of ways and one of which is they can serve
as leaders in the community where they belong.

2. Teacher interacts with parents, with students and other teachers regularly,
affecting the lives of their students daily.
3. In addition to the classes they teach teachers find themselves involved in
many community projects and serve the community at large as leaders.
4. They also regularly take positions within their barangay, communities of
teachers, parent-teacher organizations and professional teacher
organizations.
5. Teachers should be guided with the Code of Ethics for Professional
Teachers, Article III

The Teacher in the Classroom and Community

1. The teacher is a diplomat and ambassador of tact and sensitivity, as
he/she facilitates productive, positive interactions among the multiplicity of
personalities, cultures, beliefs and ideas.
2. A teacher is a facilitator of learning and of the development of the youth;
he shall, therefore, render the best services by providing an environment
conducive to such learning and growth.
 3. Every teacher shall provide leadership and initiative to actively participate
in the community movements for moral, social, educational, economic,
and civic betterment.
4. Every teacher shall merit reasonable social recognition for which purpose
he shall behave with honor and dignity at all times and refrain from such
activities as gambling, smoking, drunkenness, and other excesses, much
less elicit relation.
5. Every teacher shall live for and with the community and shall, therefore,
refrain from disparaging the community
6. Every teacher shall helps the school keep the people in the community
informed about the school’s work and accomplishments as well as it’s
needs and problems.
7. Every teacher is intellectual leader in the community, especially in the
barangay, and shall welcome the opportunity to provide such leaderships
when needed, to extend counseling services, as appropriate, and to
actively be involved in matters affecting the welfare of the people.
8. Every teacher shall maintain harmonious and pleasant personal and
official relations with other professionals, with government officials, and
with the people, individually or collectively.
9. A teacher possesses freedom to attend church and worships as
appropriate, but shall not use his positions and influence to proselyte
others.

The Teachers, Parents and the Community

1. Parents are the first teachers in the home
2. Teachers in the school continue to enrich the students’ experiences at
home, thus strengthening the valuable, personal traits and characteristics
initially developed.
3. The members of the community, in addition to the parents, include the
local government units, the non-government agencies, civic organizations
and all residents.
The Teacher has two communities
1. Teaching Communities
consist of his/her fellow teacher, colleagues and superiors
2. Community outside the school
Include the parents of his/her learners, local officials, alumni/alumnae and
other members of the society in which the school is located
To function well in the classroom and in the community, he/she must be
equipped with competencies.
1. Knowledge
2. Skills
3. Attitudes

Prepared by:

Baby Jane O. Docot

 The
Professional Teachers

Are Global

Reporters:

Florence F. Evora
Rizza Joy M. Fabreag
Clifford John Ferrer
Jayson Flores
Kevin Rodriguez
Abigael Faith Guillo
Herlina Gabriel
Moises Cogtong
 GLOBAL EDUCATION AND GLOBAL TEACHER

As teachers of the future, we will be teaching in a “Flat World” or “One Planet

Schoolhouse”. These two terms imply global education as a result of the
shrinking world due to access in technology.

Global Education Definition:

1. UNESCO defines global education as a goal to become aware of
educational conditions or lack of it, in developing countries worldwide and
aim to educate all peoples to a certain world standards.
2. Global education is 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.

Goals to Achieve Global Education:

1. Expand early childhood care education.
2. Provide free and compulsory primary education for all (EFA).
3. Promote learning and life skills for young and adult.
4. Increase adult literacy by 50%.
5. Achieve gender parity by 2015, gender quality by 2015 and
6. Improve quality of education.

The 21st Century Learning Goals:

1. 21st Century Content - emerging content areas such as global awareness,

financial, economic, business, and entrepreneurial literacy; civic literacy;
health and awareness.
2. Learning and thinking skills - critical thinking and problem solving skills,
communication, creativity and innovation, collaboration, contextual
learning, information and media literacy.
 3. ICT literacy - Using technology in the context of learning so students know
how to learn.
4. Life Skills - Leadership, ethics, accountability, personal responsibility, self-
directions, others
5. 21st Century Assessments - Authentic assessment that measure the
areas of learning

Global Teacher

A Global Teacher is a competent teacher who is armed with enough skills,

appropriate attitude and universal values to teach students with both time tested
as well as modern technologies in education in any place in the world. He or she
is someone who thinks and acts both locally and globally with worldwide
perspectives, right in the communities where he or she is situated.

Global Filipino Teacher

A global Filipino teacher should have the following qualities and characteristics in
addition to knowledge, skills and values:
1. Understands how this world is interconnected;
2. Recognizes that the world has rich variety of ways of life;
3. Has a vision of the future and sees what the future would be for
himself/herself and the students;
4. Must be creative and innovative;
5. Must understand, respect and be tolerant of the diversity of cultures;
6. Must believe and take action for education that will sustain the future;
7. Must be able to facilitate digitally-mediated learning;
8. Must have depth knowledge;
9. Must possess good communication skills (for Filipino teachers to be
multilingual). And lastly but more importantly,
 10. Must possess the competencies of a professional teacher as embodies in
the National Competency-Based Standards for Teachers (NCBTS).

Prepared by:

Florence F. Evora
 WHAT IS K TO 12 EDUCATION SYSTEM?

Enhanced Basic Education as popularly known as K to 12 is a flagship reform

strategy initiated by the Department of Education that aims to produce Filipino
graduates who are holistically developed with 21 st century skills and prepared for
higher education, middle level skills development, employment, and
entrepreneurship.

Legal basis of K to 12
The new curriculum initially gained ground in 2011 with the enactment of
RA 10533 (Kinder Educational Act.)
RA 10533 passed in 2013 had established the K to 12 program that added
Grades 11 & 12 as the Senior high school stage of the 13-years Enhanced Basic
Education System.

K to 12 VS Old System

K to 12
1. A 12 Years Program
2. Students will graduate at the age of 18
3. The K to 12 program accelerates mutual recognition of Filipino graduates
and Professionals in other countries
4. Kindergarten is mandatory
5. The new curriculum gives students the chance to choose among three
tracks and undergo immersion, which provides relevant exposure and
actual experience in their chosen track.

Old System
1. 10-year basic education curriculum
2. Graduates of the curriculum are younger than 18
 3. Foreign countries do not automatically recognize Overseas Filipino
workers (OFWs) as professionals abroad
4. Kindergarten is optional and not a pre-requisite for admission to Grade 1
5. Old education system offers a broas curriculum that does not include
enough practical applications

Prepared by:

Rizza Joy M. Fabreag

 HOW DOES K TO 12 PROGRAMS OF VARIOUS COUNTRIES DIFFER?

A. Philippines
In the Philippines, K to 12 Program covers the kindergarten, plus the 12 years of
basic education which is 6 years of primary education, 4 years of Junior High
school and 2 years of Senior High school.

Salient Features of K to 12 Program

1. Strengthening Early Childhood Education. Universal kindergarten for 5 years
old learner.
2. Making the curriculum relevant to learners. Students are provided with in
depth-acquisition of knowledge, skills, values and attitudes across all levels
and subjects. Mother-tongue based Instruction serves as foundation.
3. Mastery of Knowledge and skills is done by introducing simple concepts in a
spiral progression in subject areas like Mathematics and Science.
4. Gearing Up for the future. The 2 years of SHS is a specialization based on the
learner’s aptitude and Specialization is a choice of three tracks: Academic
Track, Technical-Vocational Track, and Arts and Designs Track. The
Academic track includes 4 strands; General Academic, Accountancy,
Business Management (ABM), Humanities and Social Science (HUMSS),
Science, Technology, Engineering, Mathematics (STEM).
5. Nurturing the Fully-developed Filipino. Completing the Enhanced Basic
Education from kindergarten, elementary, JHS curriculum and specialized
SHS program, a Filipino K to 12 graduate is ready to take his/her choice path.

B. Singapore
Education in Singapore begins with Kindergarten or pre-school at the age of 4-6
years. In Kindergarten, although not compulsory, a 3-4 hour provision of
language development, literary skills, basic number concepts, social skills, and
appreciation of music and movement is being provided to the young learners.
Mother tongue is also a part of the curriculum. Mother tongue language includes
Chinese, Malay, Tamil and Indian.

B. Brunei Darussalam
Brunei Darussalam starts with one year primary education and then 6 years of
elementary education. Students take and should pass the end of cycle public
examination before they progress to diversified secondary level.

Secondary level has 2 categories: General Secondary Education Program and

Upper Secondary Education.

C. Malaysia
Malaysian Education begins with pre-school where the medium of
instruction is both Malaysian and English. Preschool that use Tamil or Chinese
as medium of instruction also conduct teaching-learning process using Bahasa ,
Malaysia, and English.
Elementary education is 6 years with a requirement of passing the public
examination determining factor of the students readiness to secondary or high
school level.

Prepared by:

Clifford John Ferrer

 MULTICULTURAL DIVERSITY: A CHALLENGE TO GLOBAL TEACHERS

Multicultural Diversity refers to the equal rights and opportunities to all different
group or race.

Multicultural Education refers to any form of education or teaching that

incorporates the histories, values, beliefs and perspective of people from different
cultural background.

Multicultural Classroom: The four elements you need for success.

1. Educators should write and implement a curriculum that is more inclusive of
different cultural perspectives and the contributions related to each subject or
concept.
2. Teachers and schools should be conscious of, and deeply committed to,
helping all students reach their full potential.
3. Teachers, schools, and educators should be aware of, and address, racist
tendencies and any actions that convey discrimination, prejudice, or
stereotyping of minority groups. Teachers and schools should provide help
and support for students, to aid their understanding and treatment of social &
structural inequalities.

The Goal of Inclusive and Multicultural Classroom

To assist children with recognizing the differences, as well as similarities among
all the people and helps the children to understand and work well with other’s as
they grow and mature.

Accommodating Cultural Differences and Commonalities

The teachers themselves are unaware of the cultural norms that exist in the
diverse culture, which often times interfere with the teaching and learning.
Therefore it is very important for a prospective teacher like you to be
knowledgeable about differences in cultures, religion, ethnicity and even
language of your students.

Basic Assumptions that Enhance Teacher development

1. No two learners are exactly the same.
2. Children in all classrooms are heterogeneous.
3. Strategies that work with one learner may not work with the others.
4. Students background and experiences should be considered when teaching.
5. Community members from various ethnic groups can assist teachers in
facing issues of ethnic differences and similarities.

Prepared by:

Jayson Flores
 GLOBAL TEACHERS: TECHNOLOGY AND DIGITAL INNOVATIVE

Globalization and rapid increase in technology have put greater demands and on
the teachers.

How does technology work for the K to 12 and 21st Century Teachers?
K 12 and 21st Century teachers are demanded to be multi-skilled, multi-literate
and multi-specialists among other things.The skills of K to 12 and 21 st century
teachers go beyond teaching content areas but also facilitating and organizing
groups and activities.

What are some of the latest and greatest inventions in computers and
digital media which can be of great help to an innovative teacher?
1. Projectors
Projectors are used to be abled students to see larger version of the
teachers’ documents presented through power point presentation.
2. Interactive White Boards
Smart boards and Mimeo boards are interactive white boards which can
be used by teachers and students in manipulating texts, objects and in visiting
websites for content review.
3. Websites and Blog
Teachers can now create their own websites and blogs to post lectures,
assignments, additional content or even communication to parents.

Prepared by:

Kevin Rodriguez
 DEVICES THAT CAN HELP TEACHERS BEING INNOVATIVE

Computer
Computers play a vital role in every field. They aid
industrial processes; they find applications in
medicine; they are the heart of the software industry;
they play a vital role in education. The uses of
computers in education are manifold. Here, we shall
talk about the important facets of the role of
computers in education. When we ask educators about why we should have
computers in education, we constantly hear that the computer can help or that
the computer can help in education.

Tablets
The best way for students to learn is at
personalize pace. Tablets give teachers the
liberty to exactly that. On top of that, teachers
can make this process private so that kids
don’t ridicule others who are learning at a
different pace than them.

Social Networks
Social network tools afford students and institutions with multiple opportunities to
improve learning methods. Through these
networks, you can incorporate social media
plugins that enable sharing and interaction.
Students can benefit from online tutorials and
resources that are shared through social
networks and LMS’s.
Free Internet Tools For Education:
1) Firefox
2) Google Reader
3) Gmail
4) Skype
5) YouTube
6) WordPress
7) Twitter

How can a teacher benefit from technology aided instruction?

1) Teacher can save time and effort because of the easy access to course
materials
2) Students are motivated by computer based, screens and digital materials
and technology aided instruction.
3) Teachers can use technology as an avenue for extended learning.
4) Technology can also cater to personalized and differentiated instruction.
5) Technology allows teachers creativity in organizing and presenting
lessons.

Prepared by:

Abigael Faith P. Guillo

 GLOBAL TEACHERS: ACTIVE PARTICIPANTS IN VARIOUS PROGRAMS

“We cannot hold a torch to light another’s path without brightening our own.”
-Ben Sweetland
To become a global teacher, you need to broaden your teaching perspectives.
Expanding your experiences beyond the confines of your classroom to the wider
learning environment of the world is one of the many avenues in order to achieve
a level of global competitiveness. Opportunities for this endeavor can be
achieved through: Teachers Exchange Program

1. Visiting International Faculty Program (VIF)

1. United States’ largest cultural exchange program for teachers.
2. Dedicated to transforming lives through international exchange of teachers
3. Offers highly qualified teachers from around the world serving as
teachers and cultural ambassadors in United States
a. VIF Purpose and Beliefs
 Ensure that students, educators and communities worldwide reap the
benefits of international education.
The program believes in the following principles:
1. All schools should have at least one international exchange teacher.
2. All students should be exposed to the variety of exchange teachers during
their academic careers.
3. All communities should have an equal opportunity to develop globally
literate citizens to help build a foundation for success in the global
marketplace.
b. History of VIF
1987 – the year it was founded
1989– began accepting teachers from other countries of the world to teach
kindergarten up to grade 12
1996 – VIF was asked by North Carolina Department of Public Instruction to
recruit teachers in other subject areas.
2. Fulbright Teacher Exchange Program
1. Helped nearly 23,000 Teachers and school administrators to promote
mutual understanding between U.S. and other countries around the world
since 1946.
2. Thirty countries including the Philippines currently participate in this
program which varies from year to year.
3. Inter-African Teacher Exchanges
1. The objectives of this program are to provide opportunity for African
Teachers to learn from the teaching environment in other African
countries.
2. Aimed to extend experiences and widen the horizon of African Teachers
by encouraging exchange visits to countries outside Africa as well.
3. Envisioned to create cultural awareness and tolerance of development in
different African education environments.

Teacher’s Activities:
1. Be stationed at one school for one week and another school for another
week
2. Observe teaching in the said teacher’s subject
3. Guest teach using ICT’s at the schools that the teacher is visiting
4. Engage in discussions with teachers in another school.
5. Write a journal of their exchange visit

Prepared by:

Herlina O. Gabriel
 GLOBAL PERSPECTIVE – CANADIAN EDUCATOR EXCHANGE
FOUNDATION & GLOBAL TEACHER PRIZE

The Canadian Education Exchange Foundation is a non-profit foundation

which handles both student and educator exchanges. Offer educators and their
students an opportunity to broaden their understanding of one another’s cultures,
customs and languages.

Two Kinds of Exchanges:

1. One Year– These exchanges enable teachers in Alberta to swap their jobs
(and homes) with teachers in countries such as Australia, New Zealand, United
Kingdom and the United States, Germany, Switzerland, France and others for a
period of one year.
2. Short Term– These exchanges which occur during the spring and summer
holidays, enable the teachers and administrators to job shadow with the
counterpart in another country.

Job shadowing is the name given to the opportunity for you to observe or
“shadow” someone doing their job.
1. For the job shadow exchange program, the incoming educator spends two
weeks living and working with the Canadian educator, and the Canadian
educator in turn spends two weeks living and working with the foreign
educator in his/her country. Longer or shorter periods may be negotiated.
2. In addition, CEEF is pleased to offer a special short term, job shadow program
for school administrators and teachers in co-operation with education
authorities in Germany and occasionally in Australia. Exchanges are
available for both elementary and secondary school teachers, principals and
vice-principals.
What is the role of CEEF/Canadian Education Exchange Foundation in the
organization of the exchange?
The main responsibilities for the staff of CEEF include:
1. Establishing, in consultation with partner organizations abroad, the partnership
between two schools;
2. Providing guidance to school personnel around organization of the exchange,
including both hosting and visiting portions;
3. Undertaking all international travel arrangements, that is, from the international
airport in Ontario to the final destination abroad;
4. Arranging, if necessary, domestic travel within your province for the visiting
groups;
5. Organizing major excursions in the country abroad, if requested;
6. In partnership with the organization abroad, providing ongoing support during
the year and especially in case of emergency during either the hosting or
visiting portions of the exchange.

Who can apply to the CEEF teacher exchange program?

To qualify as a potential exchange candidate, a teacher must:
1. Have a minimum of 5 years teaching experience;
2. Be recognized by his/her employing authority as an exemplary teacher who is
a credit to the profession;
3. Obtain formal approval for the exchange from his/her principal, supervisory
officer, school board or authority;
4. Have a full time assignment and a permanent contract;
5. Meet the criteria established by the exchange country to which he/she wishes
to apply.

Global Teachers Millennium Awards

1. The Global Teacher Exchange program commits to improving the quality
of education in South Africa, Ghana, Uganda, and the UK.
2. To promote partnership between the North and South African countries.
 3. This program is limited only to participating countries.

Global Teacher Exchange’ Program Aims:

1. Change the lives of UK educators, personally and professionally by
encouraging them to fulfill their aspiration and use their talents in
innovative ways.
2. Ensure benefits for staff and pupils of UK schools and their local
communities through the dissemination of innovative development
education.
3. Support the aims and activities of Link’s educational programs in South
Africa, Ghana and Uganda.
4. Set a standard and develop a model for other similar scheme.

It is the intent of the program to achieve learning outcomes among the

target partners of the United Kingdom in terms of:
1. Increased knowledge of people and life in developing countries;
2. Better understanding of how UK is linked in developing countries;
3. More positive attitudes towards people and life in developing countries-
challenge stereotypes an beliefs in shared humanity; and
4. More positive attitudes towards multicultural nature of UK society-
challenging of stereotypes and embracing of diversity.

A Global Teacher in this program is described as someone who:

1. Thinks and acts both locally and globally;
2. Embraces the world’s rich variety of ways of life;
3. Understands how this world is interconnected;
4. Is committed to making the world a more equitable place;
5. Believes in education for sustainable development;
6. Has professional and personal skills to share, and to learn;
7. Brings the world into their classroom, school and community;
 8. Encourages dialogue and partnership between the North and the South;
9. Can inspire other to act as global teachers.

Prepared by:

Moises B. Cogtong
 The Legal Bases
Of the

Teaching Profession

Reporters:

Maria Rose Labis

Aries Latoga

Ma. Gianne Ria Iyoyo

Erick Isorena

Cury Luces

Mark Anthony Jaromay

 HISTORICAL PESPECTIVE
OF THE PHILIPPINE EDUCATIONAL SYSTEM

Education in the Philippines has undergone several stages of development from

the pre-Spanish times to the present. In meeting the needs of the society,
education serves as focus of emphases/priorities of the leadership at certain
periods/epochs in our national struggle as a race.

Pre-Colonial Period (Pre-Magellanic times)

 As early as in, education was informal, unstructured, and devoid of
methods.
 Children were provided more vocational training and less academics (3
Rs) by their parents and in the houses of tribal tutors.

Spanish Period
 The tribal tutors were replaced by the Spanish Missionaries. Education
was religion-oriented. It was for the elite, especially in the early years of
Spanish colonization.
 Access to education by the Filipinos was later liberalized through the
enactment of the Educational Decree of 1863 which provided for the
establishment of at least one primary school for boys and girls in each
town under the responsibility of the municipal government; and the
establishment of a normal school for male teachers under the supervision
of the Jesuits.
 Primary instruction was free and the teaching of Spanish was compulsory.
Education during that period was inadequate, suppressed, and controlled.

Revolutionary Government (1st Republic)

 The schools maintained by Spain for more than three centuries were
closed for the time being but were reopened on August 29, 1898 by the
Secretary of Interior.
  The Burgos Institute in Malolos, the Military Academy of Malolos, and the
Literary University of the Philippines were established. A system of free
and compulsory elementary education was established by the Malolos
Constitution.

American Rule
 An adequate secularized and free public school system during the first
decade of American rule was established upon the recommendation of the
Schurman Commission.
 Free primary instruction that trained the people for the duties of citizenship
and avocation was enforced by the Taft Commission per instructions of
President McKinley. Chaplains and non-commissioned officers were
assigned to teach using English as the medium of instruction.

Philippine Commission by virtue of Act No. 74

 A highly centralized public school system was installed in 1901.
 The implementation of this Act created a heavy shortage of teachers so
the Philippine Commission authorized the Secretary of Public Instruction
to bring to the Philippines 600 teachers from the U.S.A. They were the
Thomasites.

Significant changes in the Educational System

 The high school system supported by provincial governments, special
educational institutions, school of arts and trades, an agricultural school,
and commerce and marine institutes were established in 1902 by the
Philippine Commission. In 1908, the Philippine Legislature approved Act
No. 1870 which created the University of the Philippines.
 The Reorganization Act of 1916 provided the Filipinization of all
department secretaries except the Secretary of Public Instruction.
 Japanese educational policies were embodied in Military Order No. 2 in
1942. The Philippine Executive Commission established the Commission
 of Education, Health and Public Welfare and schools were reopened in
June 1942. On October 14, 1943, the Japanese – sponsored Republic
created the Ministry of Education. Under the Japanese regime, the
teaching of Tagalog, Philippine History, and Character Education was
reserved for Filipinos. Love for work and dignity of labor was emphasized.
On February 27, 1945, the Department of Instruction was made part of the
Department of Public Instruction.
 In 1947, by virtue of Executive Order No. 94, the Department of Instruction
was changed to Department of Education. During this period, the
regulation and supervision of public and private schools belonged to the
Bureau of Public and Private Schools.
 In 1972, it became the Department of Education and Culture by virtue of
Proclamation 1081 and the Ministry of Education and Culture in 1978 y
virtue of P.D. No. 1397. Thirteen regional offices were created and major
organizational changes were implemented in the educational system.
 The Education Act of 1982 created the Ministry of Education, Culture and
Sports which later became the Department of Education, Culture and
Sports in 1987 by virtue of Executive Order No. 117. The structure of
DECS as embodied in EO No. 117 has practically remained unchanged
until 1994 when the Commission on Higher Education (CHED), and 1995
when the Technical Education and Skills Development Authority (TESDA)
were established to supervise tertiary degree programs and non-degree
technical-vocational programs, respectively.
 The Congressional Commission on Education (EDCOM) report provided
the impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating
the Commission on Higher Education (CHED) and the Technical
Education and Skills Development Authority (TESDA), respectively.
 The trifocal education system refocused DECS’ mandate to basic
education which covers elementary, secondary and nonformal education,
including culture and sports. TESDA now administers the post-secondary,
 middle-level manpower training and development while CHED is
responsible for higher education.
 In August 2001, Republic Act 9155, otherwise called the Governance of
Basic Education Act, was passed transforming the name of the
Department of Education, Culture and Sports (DECS) to the Department
of Education (DepEd) and redefining the role of field offices (regional
offices, division offices, district offices and schools). RA 9155 provides the
overall framework for (i) school head empowerment by strengthening their
leadership roles and (ii) school-based management within the context of
transparency and local accountability. The goal of basic education is to
provide the school age population and young adults with skills, knowledge,
and values to become caring, self-reliant, productive and patriotic citizens.

SUMMARY OF HISTORICAL PERSPECTIVE

Prepared by:

Maria Rose Labis

 THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES

Article XIV: Education, Science and Technology, Arts, Culture and Sports

EDUCATION
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:

(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 a system of free public education in the elementary
and high school levels. Without limiting the natural right of parents to rear their
children, elementary education is 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 systems, 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 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 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 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 institutions.

(2) Educational 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 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 be 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 provided by
law, including 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.

Prepared by:

Aries Latoga
 Language
Section 6. The national language of the Philippines is Filipino. As it evolves, it
shall be further developed and enriched on the basis of existing Philippines and
other language.
Section 7. For purposes of communication and instruction, the official languages
of the Philippines are Filipino and, until otherwise provided by law, English.
Section 8. This Constitution shall be promulgated in Filipino and English and
shall be translated into major regional language, Arabic and Spanish.
Section 9. The Congress shall establish a national language commission
composed of representatives of various regions and disciplines which shall
undertake, coordinate, and promote researchers for the development,
propagation, and preservation of Filipino and other languages.

Science and technology

Section 10.Science and Technology are essential for national development and
progress. The state shall give priority to research and development, invention,
innovation, and their utilization; and to science and technology education and
training and services. It shall support indigenous, appropriate and self-reliant,
scientific and technological capabilities, and their application to the country’s
productive system and national life.
Section 11. The Congress may provide for incentives, including tax deductions,
to encourage private participation in programs of basic and applied scientific
research. Scholarships, grants-in-aid, or other forms of incentives shall be
provided to deserving science student, researchers, scientists, inventors,
technologist, and specially gifted citizens.
Section 12. The state shall regulate the transfer and promote the adaptation of
technology from all sources for the national benefit. It shall encourage the widest
participation of private groups, local governments, and community-based
organization in the generalization and utilization of Science and Technology.
Section 13. The state shall protect and secure the exclusive rights of scientist,
inventors, artists, and other gifted citizens to their intellectual property and
creations, particularly when beneficial to the people, for such period as may be
provided by law.

Arts and Culture

Section 14. The state shall foster the preservation, enrichment and dynamic
evolution of the Filipino national culture based on the principle of unity in diversity
in a climate of free artistic and intellectual expression.
Section 15. Arts and letters shall enjoy the patronage of the State. The State
shall conserve, promote and popularize the nation’s historical and cultural
heritage and resources, as well as artistic creations.
Section 16. All the country’s artistic and historic wealth constitutes the cultural
treasure of the nation and shall be under the protection of the State which may
regulate its disposition.
Section 17. The State shall recognize, respect and protect the rights of
indigenous cultural communities to preserve and develop their cultures,
traditions, and institution. It shall consider these rights in the formulation of
national plans and policies.
Section 18.
(1) The State shall equal access to cultural opportunities through the educational
system, public or private cultural for entities, scholarship, grants and other
incentives and community cultural centers, and other public venues.
(2) The State shall encourage and support research and studies on the Arts and
Culture.

Prepared by:

Ma. Gianne Ria C. Iyoyo

 BATAS PAMBANSA BLG 232 EDUCATION ACT OF 1982

AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF

AN INTEGRATED SYSTEM OF EDUCATION

I. GENERAL PROVISIONS

CHAPTER 1 : Preliminary Matters

Section 1. Title - This Act shall be known as the "Education Act of 1982."

Section 2. Coverage - This Act shall apply to and govern both formal and non-
formal systems in public and private schools in all levels of the entire educational
system.

CHAPTER II : Declaration of Basic State Policy and Objectives

Section 3. Declaration of Basic Policy - It is the policy of the State to established

and maintain a complete, adequate and integrated system of education relevant
to the goals of national development. Toward this end, the government shall
ensure, within the context of a free and democratic system, maximum
contribution of the educational system to the attainment of the following national
developmental goals:

1. To achieve and maintain an accelerating rate of economic development

and social progress;
2. To ensure 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 a changing world.
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
enjoyment of the benefits of education by all its citizens.

The state shall promote the right of the nation's cultural communities in the
exercise of their right to develop themselves within the context of their cultures,
customs, traditions, interest and belief, and recognizes education as an
instrument for their maximum participation in national development and in
ensuring their involvement in achieving national unity.

Section 4. Declaration of Objectives - The educational system aim to:

1. Provide for a broad general education that will assist each individuals in
the peculiar ecology of his own society, to

(a) attain his potentials as a human being;

(b) enhance the range and quality of individual and group
participation in the basic functions of society; and
(c) acquire the essential educational foundation of his development
into a productive and versatile citizen;
2. Train the nation's manpower in the middle-level skills for national
development;

3. Develop the profession that will provide leadership for the nation in the
advancement of knowledge for improving the quality of human life; and

4. Respond effectively to changing needs and conditions of the nation

through a system of educational planning and evaluation.

Towards the realization of these objectives, and pursuant to the Constitution, all
educational institutions shall aim to inculcate love of country, teach the duties of
citizenship, and develop moral character, personal discipline, and scientific,
technological, and vocational efficiency.
Furthermore, the educational system shall reach out to educationally deprived
communities, in order to give meaningful reality to their membership in the
national society, to enrich their civic participation in the community and national
life, and to unify all Filipinos into a free and just nation.

II. THE EDUCATIONAL COMMUNITY

CHAPTER I
Preliminary Provisions

Section 5. Declaration of Policy and Objectives - It is likewise declared

government policy to foster, at all times, a spirit of shared purposes and
cooperation among the members and elements of the educational community,
and between the community and other sectors of society, in the realization that
only in such an atmosphere can be true goals and objectives of education be
fulfilled.

Moreover, the State shall:

1. Aid and support the natural right and duty of parents in the rearing of
the youth through the educational system.

2. Promote and safeguard the welfare and interest of the students by

defining their rights and obligations, according them privileges, and
encouraging the establishment of sound relationships between them and
the other members of the school community.

3. Promote the social economic status of all school personnel, uphold their
rights, define their obligations, and improve their living and working
conditions and career prospects.

4. Extend support to promote the viability of those institutions through

which parents, students and school personnel seek to attain their
educational goals.
Section 6. Definition and Coverage - "Educational community" refers to those
persons or groups of persons as such or associated in institutions involved in
organized teaching and learning systems.

The members and elements of the educational community are:

1. "Parents" or guardians or the head of the institution or foster home

which has custody of the pupil or student.

2. "Students," or those enrolled in and who regularly attend and

educational institution of secondary or higher level of a person engaged in
formal study. "Pupils," are those who regularly attend a school of
elementary level under the supervision and tutelage of a teacher.

3 "School personnel," or all persons working for an educational institution,

which includes the following:

a. "Teaching or academic staff," or all persons engaged in actual

teaching and/or research assignments, either on full-time or part-
time basis, in all levels of the educational system.

b. "School administrators," or all persons occupying policy

implementing positions having to do with the functions of the school
in all levels.

c. "Academic non-teaching personnel," or those persons holding

some academic qualifications and performing academic functions
directly supportive of teaching, such as registrars, librarians,
research assistants, research aides, and similar staff.

d. "Non-academic personnel," or all other school personnel not

falling under the definition and coverage of teaching and academic
staff, school administrators and academic non-teaching personnel.
 4. "Schools," or institutions recognized by the State which undertake
educational operations.

Section 7. Community Participation. - Every educational institution shall provide

for the establishment of appropriate bodies through which the members of the
educational community may discuss relevant issues, and communicate
information and suggestions for assistance and support of the school and for the
promotion of their common interest.

Representatives from each subgroup of the educational community shall sit and
participate in these bodies, the rules and procedures of which must be approved
by them and duly published.

CHAPTER II
Rights

Section 8. Rights of Parents - In addition to other rights under existing laws, all
parents who have children enrolled in a school have the following rights:

1. The right to organize by themselves and/or with teachers for the

purpose of providing a forum for the discussion of matters relating to the
total school program, and for ensuring the full cooperation of parents and
teachers in the formulation and efficient implementation of such programs.

2. The right to access to any official record directly relating to the children
who are under their parental responsibility.

Section 9. Right of Students in School - In addition to other rights, and subject to

the limitation prescribed by law and regulations, and student and pupils in all
schools shall enjoy the following rights:

1. The right to receive, primarily through competent instruction, relevant

quality education in line with national goals and conducive to their full
development as person with human dignity.
 2. The right to freely chose their field of study subject to existing curricula
and to continue their course therein up to graduation, except in cases of
academic deficiency, or violation of disciplinary regulations.

3. The right to school guidance and counseling services for decisions and
selecting the alternatives in fields of work suited to his potentialities.

4. The right of access to his own school records, the confidentiality of

which the school shall maintain and preserve.

5. The right to the issuance of official certificates, diplomas, transcript of

records, grades, transfer credentials and other similar documents within
thirty days from request.

6. The right to publish a student newspaper and similar publications, as

well as the right to invite resource persons during assemblies, symposia
and other activities of similar nature.

7. The right to free expression of opinions and suggestions, and to

effective channels of communication with appropriate academic channels
and administrative bodies of the school or institution.

8. The right to form, establish, join and participate in organizations and

societies recognized by the school to foster their intellectual, cultural,
spiritual and physical growth and development, or to form, establish, 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 own he organizations or societies.

Section 10. Rights of all School Personnel - In addition to other rights provided
for by law, the following rights shall be enjoyed by all school personnel:
 1. The right to free expression of opinion and suggestions, and to effective
channels of communication with appropriate academic and administrative
bodies of the school or institution.

2. The right to be provided with free legal service by the appropriate

government office in the case of public school personnel, and through the
school authorities concerned in the case of private school personnel,
when charged in an administrative, civil and/or criminal proceedings by
parties other than the school or regulatory authorities concerned for
actions committed directly in the lawful discharge of professional duties
and/or in defense of school policies.

3. The right to establish, join and maintain labor organizations and/or

professional and self-regulating organizations of their choice to promote
their welfare and defend their interests.

4. The right to be free from involuntary contributions except those imposed

by their own organizations.

Section 11. Special Rights and/or Privileges of Teaching or Academic Staff -

Further to the rights mentioned in the preceding Section, every member of the
teaching or academic staff shall enjoy the following rights and/or privileges:

1. The right to be free from compulsory assignments not related to their

duties as defined in their appointments or employment contracts, unless
compensated therefor, conformably to existing law.

2. The right to intellectual property consistent with applicable laws.

3. Teachers shall be deemed persons in authority when in the discharge

of lawful duties and responsibilities, and shall, therefore, be accorded due
respect and protection.
 4. Teachers shall be accorded the opportunity to choose alternative career
lines either in school administration, in classroom teaching, or others, for
purposes of career advancement.

Section 12. Special Rights of School Administration - School administrators

shall, in accordance with existing laws, regulations and policies of the Ministry of
Education, Culture and Sports, be accorded sufficient administrative discretion
necessary for the efficient and effective performance of their functions.

School administrators shall be deemed persons in authority while in the

discharge of lawful duties and responsibilities, and shall therefore be accorded
due respect and protection.

Section 13. Rights of Schools - In addition to other rights provided for by law,
schools shall enjoy the following:

1. The right of their governing boards or lawful authorities to provide for

the proper governance of the school and to adopt and enforce
administrative or management systems.

2. The right for institutions of higher learning to determine on academic

grounds who shall be admitted to study, who may teach, and what shall be
subjects of the study and research.

Prepared by:

Erick Isorena
 CHAPTER III
Duties and Obligations

Section 14. Duties of Parents.

1. Parents, individually or collectively, through the school systems, shall help
carry out the educational objectives in accordance with national goals.
2. Parents shall be obliged to enable their children to obtain elementary
education and shall strive to enable them to obtain secondary and higher
education in the pursuance of the right formation of the youth.
3. Parents shall cooperate with the school in the implementation of the
school program curricular and co-curricular.
Section 15. Duties and Responsibilities of Students
1. Exert his utmost to develop his potentialities for service, particularly by
undergoing an education suited to his abilities, in order that he may
become an asset to his family and to society.
2. Uphold the academic integrity of the school, endeavor to achieve
academic excellence and abide by the rules and regulations governing his
academic responsibilities and moral integrity.
3. Promote and maintain the peace and tranquility of the school by observing
the rules and discipline, and by exerting efforts to attain harmonious
relationships with fellow students, the teaching and academic staff and
other school personnel.
4. Participate actively in civic affairs and in the promotion of the general
welfare, particularly in the social, economic and cultural development of
his community and in the attainment of a just, compassionate and orderly
society.
5. Exercise his rights responsibly in the knowledge that he is answerable for
any infringement or violation of the public welfare and of the rights of
others.
Section 16. Teacher’s Obligations
1. Perform his duties to the school by discharging his responsibilities in
accordance with the philosophy, goals, and objectives of the school.
2. Be accountable for the efficient and effective attainment of specified
learning objectives in pursuance of national development goals within the
limits of available school resources.
3. Render regular reports on performance of each student and to the latter
and the latter’s parents and guardians with specific suggestions for
improvement.
4. Assume the responsibility to maintain and sustain his professional growth
and advancement and maintain professionalism in his behavior at all
times.
5. Refrain from making deductions in students’ scholastic rating for acts that
are clearly not manifestations of poor scholarship.
6. Participate as an agent of constructive social, economic, moral,
intellectual, cultural and political change in his school and the community
within the context of national policies.
Section 17. School Administrators’ Obligations
1. Perform his duties to the school by discharging his responsibilities in
accordance with the philosophy, goals and objectives of the school.
2. Be accountable for the efficient and effective administration and
management of the school.
3. Develop and maintain a healthy school atmosphere conducive to the
promotion and preservation of academic freedom and effective teaching
and learning, and to harmonious and progressive school-personnel
relationship.
4. Assume and maintain professional behavior in his work and in dealing with
students, teachers, academic non-teaching personnel, administrative staff,
and parents or guardians.
 5. Render adequate reports to teachers, academic non-teaching personnel
and non-academic staff on their actual performance in relation to their
expected performance and counsel them on ways of improving the same.
6. Observe due process, fairness, promptness, privacy, constructiveness
and consistency in disciplining his teachers and other personnel.
7. Maintain adequate records and submit required reports to the Ministry of
Education, Culture and Sports.
Section 18. Obligations of Academic Non-Teaching Personnel
1. Improve himself professionally be keeping abreast of the latest trends and
techniques in his profession.
2. Assume, promote and maintain an atmosphere conducive to service and
learning.
3. Promote and maintain an atmosphere conducive to service and learning.

III. THE EDUCATIONAL SYSTEMS

CHAPTER 1
Formal Education

Section 19. Declaration of Policy- the State recognizes that formal education,
or the school system, in society’s primary learning system, and therefore the
main instrument for the achievement of the country’s educational goals and
objectives.
Section 20. Definition- “Formal Educational” refers to the hierarchically
structured and chronologically graded learning organized and provided by the
formal school system and for which certification is required in order for the
learner to progress through the grades or move to higher levels.
1. Elementary Education– the first stage of compulsory, formal education
primarily concerned with providing basic education and usually corresponding to
six or seven grades, including pre-school programs.
2. Secondary Education– the state of formal education following the elementary
level concerned primarily with continuing basic education and expanding it to
include the learning of employable gainful skills, usually corresponding to four
years of high school.
3. Tertiary Education– post secondary schooling is higher education leading to
a degree in a specific profession or discipline.
Section 21. Objectives of Elementary Education
1. To provide the knowledge and develop the skills, attitudes, and values
essential to personal development and necessary for living in and
contributing to a developing and changing social milieu;
2. To provide learning experiences which increase the child’s awareness of
and responsiveness to the changes in and just demands of society and to
prepare him for constructive and effective involvement;
3. To promote and intensify the child’s knowledge of, identification with, and
love for the nation and the people to which he belongs
4. To promote work experiences which develop the child’s orientation to the
world of work and creativity and prepare himself to engage in honest and
gainful work.
Section 22. Objectives of Secondary Education.
1. To continue to promote the objectives of elementary education; and
2. To discover and enhance the different aptitudes and interests of the
students so as to equip him with skills for productive endeavor and/or
prepare him for tertiary schooling.
Section 23. Objective of Tertiary Education.
1. To provide a general education program that will promote national identity,
cultural consciousness, moral integrity and spiritual vigor;
2. To train the nation’s manpower in the skills required for national
development;
3. To develop the professions that will provide leadership for the nation; and
4. To advance knowledge through research work and apply new knowledge
for improving the quality of human life and responding effectively to
changing societal needs and conditions.
 CHAPTER 2
Non-Education and Specialized Educational Services

Section 24.Specialized Educational Service- The State further recognizes its

responsibility to provide, within the context of the formal education system,
services to meet special needs of certain clientele.

1. “Work Education,” or “Practical Arts,” as a program of basic education

which aims to develop the right attitudes towards work; and “technical-vocational
education,” post-secondary but non-degree programs leading to one, two, or
three year certificates in preparation for a group of middle-level occupations.
2. “Special Education,” the education of persons who are physically, mentally,
emotionally, socially, or culturally different from the so-called “normal” individuals
that they require modification of school practices/services to develop them to
their maximum capacity; and
3. “Non-formal Education,” any organized school-based educational activities
undertaken by the Ministry of Education, Culture and Sports and other agencies
aimed at attaining specific learning objectives for a particular clientele, especially
the illiterates and the out-of-school youth and adults, distinct from and outside the
regular offerings of the formal school system.

The objectives of non-formal education are as follows:

a. To eradicate illiteracy and raise the level of functional literacy of the
population;
b. To provide unemployed and underemployed youth and adults with appropriate
vocational/technical skills to enable them to become more productive and
effective citizens; and
c. To develop among the clientele of non-formal education proper values and
attitudes necessary for personal, community and national development.
 CHAPTER 3
Establishment of Schools

Section 25. Establishment of Schools- all schools shall be established in

accordance with law. The establishment of new national schools and the
conversion of existing schools from elementary to national secondary or tertiary
schools shall be by law: Provided, that any private school proposed to be
established must incorporate as an non-stock educational corporation in
accordance with the provisions of the Corporation Code of the Philippines. This
requirement to incorporate may be waived in the case of family-administered pre-
school institution.

Government assistance to such schools for educational programs shall be used

exclusively for that purpose.
Section 26. Definition of Terms
1. “Schools” are duly established institutions of learning or educational
institutions.
2. “Public Schools” are educational institutions established and
administered by the government.
3. “Private Schools” are educational institutions maintained and
administered by private individuals or groups.
Section 27. Recognition of Schools
The educational operations of schools shall be subject to their prior authorization
of the government, and shall be affected by recognition. In the case of
government operated schools, whether local, regional, or national, recognition of
educational programs and/or operations shall be deemed granted simultaneously
with establishment.
In all other case the rules and regulations governing recognition shall be
prescribed and enforced by the Ministry of Education, Culture and Sports
defining therein who are qualified to apply, providing for a permit system, stating
the conditions for the grant of recognition and for its cancellation and withdrawal,
and providing for related matters.
Section 28. Effects of Recognition; Punishable Violations
1. It transforms the temporary permit to a permanent authority to operate;
2. It entitled the school or college to give the students who have completed
the course for which recognition is granted, a certificate, title or
diploma.

3. It shall entitle the students who have graduated from said recognized
course or courses to all the benefits and privileges enjoyed by graduates
in similar courses of studies in all schools recognized by the government.
1. Operation of schools and educational programs without authorization,
and/or operation thereof in violation of the terms of recognition, are hereby
declared punishable violations subject to the penalties provided in this Act.
Section 29. Voluntary Accreditation
The Ministry shall encourage programs of voluntary accreditation for institution
which desire to meet standards of quality over and above minimum required for
State recognition.

Prepared by:

Cury P. Luces
 CHAPTER 4
Internal Organization of Schools

Section 30. Organization of Schools-

Each school shall establish such internal organization as will best enable it to
carry out its academic and administrative functions, subject to limitations
provided by law.
Each school establish such arrangements for the peaceful settlement of disputes
between or among the members of the educational community.
Section 31. Governing Board-
Every government college or university as a tertiary institution and every private
school shall have a governing board pursuant to its charter or the Corporation
Code of the Philippines, as the case may be.
Section 32. Personnel Transactions-
The terms and conditions of employment of personnel in government schools
shall be governed by the Civil Service, budgetary and compensation laws and
rules.

In private schools, dispute arising from employer-employee relations shall fall

under the jurisdiction of the Ministry of Labor and Employment as provided for by
law regulations: Provided, That in view of the special employment status of the
teaching and academic non-teaching personnel, and their special roles in the
advancement of knowledge, standards set or promulgated jointly by the Ministry
of Education, Culture and Sports and by the Ministry of Labor and Employment
shall be applied by the Ministry of Labor and Employment: Provided, further, That
every private school shall establish and implement an appropriate system within
the school for the prompt and orderly settlement of provisions of Articles 262 and
263 of the Labor Code.
 CHAPTER 5
School Finance and Assistance
Section 33. Declaration of Policy - It is hereby declared to be the policy of the
State that the national government shall contribute to the financial support of
educational programs pursuant to goals of education as declared in the
Constitution. Towards this end, the government shall:

1. Adopt measures to broaden access to education through financial assistance

and other forms of incentives to schools, teachers, pupils and students; and
2. Encourage and stimulate private support to education through, inter alia, fiscal
and other assistance measures.

A. FUNDING OF REPUBLIC SCHOOLS

Section 34. National Funds - Public school shall continue to be funded from
national funds: Provided, that local governments shall be encouraged to assume
operation of local public schools on the basis of national fund participation and
adequate revenue sources which may be assigned by the national government
for the purpose.
Section 35. Financial Aid Assistance to Public Secondary Schools - The
national government shall extend financial aid and assistance to public
secondary schools established and maintained by local governments, including
barangay high schools.
Section 36. Share of Local Government - Provinces, cities and municipalities
and barangays shall appropriate funds in their annual budgets for the operation
and maintenance of public secondary schools on the basis of national fund
participation.
Section 37. Special Education Fund - The proceeds of the Special Education
Fund accruing to local governments shall be used exclusively for the purposes
enumerated in Section 1 of Republic Act No. 5447, and in accordance with rules
and regulations issued by the Ministry of Education, Culture and Sports and the
Ministry of the Budget. Said proceeds shall be considered a local fund and shall
be subject to Presidential Decrees No. 477, Presidential Decree No. 1375 and
other applicable local budget laws and regulations.
Section 38. Tuition and other School Fees - Secondary and post-secondary
schools may charge tuition and other school fees, in order to improve facilities or
to accommodate more students.
Section 39. Income from other Sources - Government-supported educational
institution may receive grants, legacies, donations and gifts for purposes allowed
by existing laws.
Furthermore, income generated from production activities and from auxiliary
enterprises may be retained and used for schools concerned in accordance with
rules and regulations jointly issued consistently with pertinent appropriation and
budgetary laws by the Ministry of the Budget, the Ministry of Education, Culture
and Sports and the Commission on Audit.

B. FUNDING OF PRIVATE SCHOOLS

Section 40. Funding of Private Schools - Private schools may be funded from
their capital investment or equity contributions, tuition fees and other school
charges, grants, loans, subsidies, passive investment income and income from
other sources.
Section 41. Government Assistance - The government, in recognition of their
complementary role in the educational system, may provide aid to the programs
of private schools in the form of grants or scholarships, or loans from government
financial institutions: Provided, that such programs meet certain defined
educational requirements and standards and contribute to the attainment of
national development goals.
Section 42. Tuition and Other Fees - Each private school shall determine its
rate of tuition and other school fees or charges. The rates and charges adopted
by schools pursuant to this provision shall be collectible, and their application or
use authorized, subject to rules and regulations promulgated by the Ministry of
Education, Culture and Sports.
Section 43. Income from Other Sources - Any private school duly recognized
by the government, may receive any grant and legacy, donation, gift, bequest or
devise from any individual, institution, corporation, foundation, trust of
philanthropic organization, or research institution or organization as may be
authorized by law.
Furthermore, private schools are authorized to engage in any auxiliary enterprise
to generate income primarily to finance their educational operations and/or to
reduce the need to increase students' fees.
Section 44. Institutional Funds - The proceeds from tuition fees and other
school charges, as well as other income of schools, shall be treated as
institutional funds. Schools may pool their institutional funds, in whole or in part,
under joint management for the purpose of generating additional financial
resources.

Prepared by:

Mark Anthony T. Jaromay

 Other Legal Bases

Reporters:

Erwin Maninang

Marigold Magno

Eloisa Eunice Maninang

Argen Ortinez
 REPUBLIC ACT NO. 7836
PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994

AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF

THE PRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING A
LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES.

Article I: Title
Section 1. Short Title- This Act shall be known as the "Philippine Teachers
Professionalization Act of 1994."

Section 2. Statement of Policy- The State recognizes the vital role of teachers
in nation-building and development through a responsible and literate
citizenry.Towards this end, the State shall ensure and promote quality education
by proper supervision and regulation of the licensure examination and
professionalization of the practice of the teaching profession.cralaw

Section 3. Objectives- This Act has the herein objectives:

(a) The promotion, development and professionalization of teachers and the
teaching profession; and
chan robles virtual law library
(b) The supervision and regulation of the licensure examination.

Section 4. Definition of Terms- For purposes of this Act, the following terms
shall mean:chanroblesvirtualawlibrary
(a) "Teaching" — refers to the profession concerned primarily with classroom
instruction, at the elementary and secondary levels in accordance with the
curriculum prescribed by the Department of Education, Culture and Sports,
whether on part-time or full-time basis in the private or public schools.
chan robles virtual law library
(b) "Teachers" — refers to all persons engaged in teaching at the elementary and
secondary levels, 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 all schools in the aforesaid levels and qualified to
practice teaching under this Act.
(c) "Board" — refers to the Board for Professional Teachers duly established and
constituted under this Act.
(d) "Commission" — refers to the Professional Regulation Commission.

Article II: Board for Professional Teachers

Section 5. Creation and Composition of the Board- There is hereby created
under this Act a Board for Professional Teachers, hereinafter called the Board, a
collegial body under the general supervision and administrative control of the
Professional Regulation Commission, hereinafter referred to as the Commission,
composed of five (5) members who shall be appointed by the President of the
Philippines from among the recommendees chosen by the Commission.The
recommendees shall be chosen from the list of nominees selected by the
accredited association of teachers, who duly possess all the qualifications
prescribed in Section 8 of this Act.

The chairman and the voice-chairman of the Board shall be appointed from these
five (5) members by the President: Provided, That the members of the first Board
appointed under this Act shall be automatically registered as professional
teachers and issued with the certificate of registration and professional license
upon payment of the fees for examination, registration, and other fees prescribed
by the Commission.

Section 6. Duties and Function of the Board- The Board shall have the
following duties and functions:
(a) Promulgate, administer and enforce rules and regulations necessary for
carrying out the provisions of this Act in accordance with the charter of the
Professional Regulation Commission;
chan robles virtual law library
(b) Determine and fix the frequency, dates, and places of examination, appoint
supervisors, proctors, and other personnel as needed who shall be entitled to a
daily allowance to be fixed by the Board for every examination day actually
attended, use buildings and facilities of public or private schools for examination
purposes;
(c) Issue, suspend, or revoke the certificate of registration for the practice of the
teaching profession;
(d) Prescribe and collect examination and other fees as it may deem proper;
(e) Prescribe and/or adopt a code of ethical and professional standards for the
practice of the teaching profession.Such ethical standards, rules and regulations
to take effect sixty (60) days after its publication in the Official Gazette or in any
newspaper of general circulation;
(f) Administer oaths in connection with the administration of this Act;
(g) Supervise and regulate the registration, licensure and practice of professional
teachers in the Philippines;
(h) Adopt an official seal of the Board;cralaw
(i) Look into the conditions affecting the practice of the teaching profession and
whenever necessary, adopt such measures as may be deemed proper for the
enhancement and maintenance of high professional and ethical standards of the
profession;
(j) Ensure that all educational institutions offering elementary and secondary
education comply with the essential requirements for curricula, faculty and
facilities for the elementary and secondary levels;
(k) Investigate such violations of this Act, the rules and the code of ethical and
professional standards for professional teachers as it may come to the
knowledge of the Board, and for this purpose, to issue subpoena and subpoena
duces tecum to secure the appearance of witnesses and the production of
documents in connection therewith; and
(l) Discharge such other powers, duties and functions as the Board may deem
necessary for the practice of the teaching profession and the upgrading,
enhancement, development and growth of education in the Philippines.

Section 7. Term of Office- The members of the Board shall hold office for a
term of three (3) years from the date they assume office: Provided, That the first
appointees to the Board under this Act shall hold office according to the following
terms: one (1) member shall serve for one (1) year; one (1) member for two (2)
years; the chairman, vice-chairman, and one (1) member for three (3) years.
Vacancies shall be served for the unexpired term only. No person who has
served for two (2) consecutive terms shall be eligible for
reappointment.Appointment to fill an unexpired term shall be considered an
appointment to a complete term.
The chairman or any member shall take his oath of office prior to the
performance of his duties.

Section 8. Qualification of Board Members- Each Board member must at the

time of his appointment:
(a) Be a citizen and resident of the Philippines;
chan robles virtual law library
(b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of
high moral values in his personal as well as professional conduct and has not
been convicted of any offense involving moral turpitude;
(c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in
Education and preferably a holder of a master's or doctorate degree in education,
or their equivalents, from a university, school, college, academy or institute duly
constituted, recognized and/or accredited by the Philippine government;
(d) Be a professional teacher with a valid certificate of registration and valid
professional license, save those members who shall compose the first Board for
Professional Teachers;
(e) Has been a professional teacher in the active practice of the teaching
profession for at least ten (10) years in the elementary and secondary level; and
(f) Not be an official or member of the faculty of, nor have pecuniary interest in
any university, college, school, or institution conferring a bachelor's degree in
education or its equivalents for at least three (3) years prior to his appointment,
and neither connected with a review center or with any group or association
where review classes or lectures in preparation for the licensure examination are
offered or conducted.

Provided, however,That, the membership to the Board shall be evenly distributed

to cover all levels of education, including equitable representation of the different
fields of specialization.

Section 9. Compensation of the Board- The chairman, vice-chairman, and

members of the Board shall receive compensation comparable to the
compensation received by existing regulatory boards under the Professional
Regulation Commission, computed on the basis of the number of
examinees/candidates.

Section 10. Supervision of the Board and Custodian of its Records- The
Board shall be under the supervision and control of the Commission. All records,
including applications for examination, examination papers and results, minutes
of deliberation, administrative cases and investigative cases and investigations
involving professional teachers shall be kept by the Commission.

Section 11. Secretariat and Support Services- The Professional Regulation

Commission, through its chairman, shall provide the secretariat and other
support services to implement effectively the provisions of this Act.cralaw
Section 12. Removal of a Board Member- The chairman or any member of the
Board may be removed by the President of the Philippines upon
recommendation of the Commission for neglect of duty, incompetence,
unprofessional, unethical, immoral or dishonorable conduct, commission or
toleration of irregularities in the examination, after having been given the
opportunity to defend himself in a proper administrative investigation.
In the course of investigation, the President may preventively suspend the
respondent.

Prepared by:

Erwin P. Maninang
Article III : Examination and registration
Section 13. Examination, Registration and License Required- Except as
otherwise specifically allowed under the provisions of this Act, 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 a professional teacher in
the Philippines, except as otherwise allowed under this Act.

Section 14. Scope of Examination- The examinations for the elementary and
secondary school teachers shall be separate. The examination for teachers in
the elementary level shall consist of two (2) parts, namely: professional education
and general education. The examination for teachers in the secondary level shall
consist of three (3) parts, namely: professional education, general education, and
field of specialization.

Section 15. Qualification Requirements of Applicants- No applicant shall be

admitted to take the examination unless, on the date of filing of the application,
he shall have complied with the following requirements:
(a) A citizen of the Philippines or an alien whose country has reciprocity with the
Philippines in the practice of the teaching profession;
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(b) At least eighteen (18) years of age;
(c) In good health and of good reputation with high moral values;
(d) Has not been convicted by final judgment by a court for an offense involving
moral turpitude;
(e) A graduate of a school, college or university recognized by the government
and possesses the minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor's degree in early childhood education
(BECED) or its equivalent;
chan robles virtual law library
(2) For teachers in the elementary grades, a bachelor's degree in elementary
education (BSEED) or its equivalent;
(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; and
(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.

Section 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.

Section 17. Issuance of Certificate of Registration and Professional

License- The registration of a professional teacher commences from the date his
name is enrolled in the roster of professional teachers.
Every registrant who has satisfactorily met all the requirements specified in this
Act shall, upon payment of the registration fee, be issued a certificate of
registration as a professional teacher bearing the full name of the registrant with
serial number and date of issuance signed by the chairman of the Commission
and the chairman, vice-chairman, and members of the Board, stamped with the
official seal, as evidence that the person named therein is entitled to practice the
profession with all the rights and privileges appurtenant thereto. The certificate
shall remain in full force and effect until withdrawn, suspended and/or revoked in
accordance with law.cralaw

A professional license signed by the chairman of the Commission and bearing

the registration number and date of issuance thereof and the month of expiry or
renewability shall likewise be issued to every registrant who has paid the annual
registration fees for three (3) consecutive years. This license shall serve as
evidence that the licensee can lawfully practice his profession until the expiration
of its validity.
Section 18. Oath Before Practice- Every registrant shall be required to take his
professional oath before practicing as a professional teacher.

Section 19. Periodic Merit Examination of Teachers- To encourage continuing

professional growth and development and to provide additional basis for merit
promotion, in addition to their performance rating, teachers may take an oral and
written examination at least once in five (5) years as basis for merit promotion. In
taking this examination, no fee shall be required.

Section 20. Failure to Pass the Merit Examination- If a teacher fails to pass
the merit examination, he or she shall be allowed to take the examination for a
second time. Should he or she fail to pass the merit examination for the second
time, then he or she shall be required to take a DECS accredited refresher
course or program before being allowed to retake the examination.

Failure of any permanent teacher to pass the merit examination shall not,
however, be used as a ground for his/her dismissal or demotion.

Section 21. Incentives- Teachers who pass the merit examination shall:
(a) Be awarded a diploma of merit by the Board;
chan robles virtual law library
(b) Earn merit points for purposes of promotion in salary or to a higher position or
grade level;
(c) Be placed in the priority list for government scholarship; and
(d) Enjoy such other benefits as may be promulgated by the Board.

Similar incentives shall be given to teachers who make inventions, develop new
methods of teaching, write a book or books and create works of artistic merit.
Section 22. Integration of the Teaching Profession- The teaching profession
shall be integrated into one national organization which shall be recognized by
the Board and the Commission as the one and only integrated and accredited
association of professional teachers. Upon registration with the Board, every
professional teacher shall be encouraged to become a member of the integrated
national organization. Those who have been registered with the Board but are
not members of the said integrated organization shall be allowed to register as
members of the said integrated organization within three (3) years after the
effectivity of this Act. Membership in the integrated organization shall not be a
bar to membership in other associations of the teaching profession. The
professional teachers shall receive the benefits and privileges appurtenant to
their membership in the said integrated and accredited organization of
professional teachers only upon payment of the required membership fees and
dues.

Section 23. Revocation of the Certificate of Registration, Suspension from

the Practice of the Teaching Profession, and Cancellation of Temporary or
Special Permit- 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 of a holder thereof who is exempt from
registration, for any of the following causes:
(a) Conviction for any criminal offense by a court of competent jurisdiction;
chan robles virtual law library
(b) Immoral, unprofessional or dishonorable conduct;
(c) Declaration by a court of competent jurisdiction for being mentally unsound or
insane;
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of
the practice of the teaching profession;
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of
registration, professional license or special/temporary permit;
(f) Chronic inebriety or habitual use of drugs;cralaw
(g) Violation of any of the provisions of this Act, the rules and regulations and
other policies of the Board and the Commission, and the code of ethical and
professional standards for professional teachers; and
(h) Unjustified or willful failure to attend seminars, workshops, conferences and
the like or the continuing education program prescribed by the Board and the
Commission.

The decision of the Board to revoke or suspend a certificate may be appealed to

the regional trial court of the place where the Board holds office within fifteen (15)
days from receipt of the said decision or of the denial of the motion for
reconsideration filed in due time.

Section 24. Registration by Reciprocity- No teacher of a foreign nationality

shall be admitted to the examination, or be given a certificate of registration or be
entitled to any of the rights and privileges provided under this Act; unless the
country or state of which he is a subject permits Filipino professional teachers to
practice within its territorial limits on the same basis as subjects or citizens of
said country or state: Provided, that the requirements of certification of teachers
with said foreign state or country are substantially the same as those required
and contemplated under this Act: Provided, further, That the laws of such state or
country grant the same privilege to Filipino professional teachers on the same
basis as the subject or citizens of such foreign country or state.

Section 25. Roster of Professional Teachers- A roster of professional teachers

containing the names and addresses of professional teachers, date of
registration or issuance of certificate, and other data which in the opinion of the
Board may appear pertinent shall be maintained. Copies of the roster shall be
provided by the Commission to the Board, the Department of Education, Culture
and Sports, and the integrated and accredited organization of professional
teachers.
Section 26. Registration and Exception- Two (2) years after the effectivity of
this Act, no person shall engage in teaching and/or act as a professional teacher
as defined in this Act, whether in the preschool, elementary or secondary level,
unless he is a duly registered professional teacher, and a holder of a valid
certificate of registration and a valid professional license or a holder of a valid
special/temporary permit.

Upon approval of the application and payment of the prescribed fees, the
certificate of registration and professional license as a professional teacher shall
be issued without examination as required in this Act to a qualified applicant, who
at the time of the approval of this Act, is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service
Commission and the Department of Education, Culture and Sports; orcralaw
chan robles virtual law library
(b) A registered professional teacher with the National Board for Teachers under
the Department of Education, Culture and Sports (DECS) pursuant to
Presidential Decree No. 1006; or
(c) Not qualified under paragraphs one and two but with any of the following
qualifications. to wit:
(1) An elementary or secondary teacher for five (5) years in good standing and a
holder of Bachelor of Science in Education or its equivalent; or
chan robles virtual law library
(2) An elementary or secondary teacher for three (3) years in good standing and
a holder of a master's degree in education or its equivalent.

Provided, That they shall be given two (2) years from the organization of the
Board for professional teachers within which to register and be included in the
roster of professional teachers: Provided, further, That those incumbent teachers
who are not qualified to register without examination under this Act or who, albeit
qualified, were unable to register within the two-year period shall be issued a
five-year temporary or special permit from the time the Board is organized within
which to register after passing the examination and complying with the
requirements provided this Act and be included in the roster of professional
teachers: Provided, furthermore, That those who have failed the licensure
examination for professional teachers shall be eligible as para-teachers and as
such, shall be issued by the Board a special or temporary permit, and shall be
assigned by the Department of Education, Culture and Sports (DECS) to schools
as it may determine under the circumstances.

Article IV: Provisions relative to the practice of the teaching profession

Section 27. Inhibition Against the Practice of the Teaching Profession-
Except as otherwise allowed under this Act, no person shall practice or offer to
practice the teaching profession in the Philippines or be appointed as teacher to
any position calling for a teaching position without having previously obtained a
valid certificate of registration and a valid professional license from the
Commission.

Section 28. Penal Provisions- The following shall be punishable by a fine of not
less than Five thousand pesos (P5,000.00) nor more than Twenty thousand
pesos (P20,000.00) or imprisonment of nor less than six (6) months nor more
than five (5) years, or both, at the discretion of the court:cralaw
(a) Any person who practices the teaching profession in the Philippines without
being certified in accordance with the provisions of this Act;
chan robles virtual law library
(b) Any person who represents or attempts to use as his own certificate of
registration that of another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the
Board or any member thereof in obtaining a certificate of registration as teacher;
(d) Any person who impersonates any registrant of the same or different name;
(e) Any person who uses a revoked or suspended certificate of registration;
(f) Any person who, in connection with his name, otherwise assumes, uses or
advertises any title or description tending to convey or conveys the impression
that he is a teacher without holding a valid certificate; and
(g) Any person who violates or who abets the violation of any of the provisions of
this Act.

The penalty of fine or imprisonment or both, as provided in this section, shall also
apply to any school official who shall cause or be responsible for the commission
of any of the above-enumerated acts.
Section 29. Appropriations- Such sums as may be necessary to carry out the
provisions of this Act shall be included in the 1996 General Appropriations Act
and thereafter.

Section 30. Implementing Guidelines- The Board shall formulate and adopt the
necessary guidelines for the effective implementation of the provisions of this Act
within sixty (60) days of its approval.cralaw

The Board shall submit to both Committees on Education, Arts, and Culture; and
the Committees on Civil Service and Professional Regulation of the Senate and
House of Representatives, copies of the implementing rules and guidelines within
thirty (30) days after its promulgation.

Any violation of this section shall render the official/s concerned liable under
Republic Act No. 6713, otherwise known as the "Code of Conduct and Ethical
Standards for Public Officials and Employees" and other pertinent administrative
and/or penal laws.

Section 31. Transitory Provision- All incumbent teachers in both the public
and private sector not otherwise certified as professional teachers by virtue of
this Act, shall be given (5) years temporary certificates from the time the Board
for Professional Teachers is organized within which to qualify as required by this
Act and be included in the roster of professionals.

Provided, however, That the Professional Board Examination for Teachers

(PBET) shall still be administered by the Civil Service Commission and the
Department of Education, Culture and Sports for the year 1995.cralaw

Section 32. Separability Clause- If, for any reason, any section or provision of
this Act or the application of such section or provision to any person or
circumstance is declared unconstitutional or invalid, no other section or provision
of this Act shall be affected thereby.
Section 33. Repealing Clause- All laws, presidential decrees, executive orders,
rules and regulations or parts thereof inconsistent with the provisions of this Act
are hereby repealed or modified accordingly.

Section 34. Effectivity Clause- This Act shall take effect after fifteen (15) days
following its complete publication in the Official Gazette or in two (2) newspapers
of general circulation.

Prepared by:

Marigold A. Magno
 THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

I. DECLARATION OF POLICY – COVERAGE

Section 1. Declaration of Policy. – It is hereby declared to be the policy of this
Act to promote and improve the social and economic status of public school
teachers, their living and working conditions, their terms of employment and
career prospects in order that they may compare favorably with existing
opportunities in other walks of life, attract and retain in the teaching profession
more people with the proper qualifications, it being recognized that advance in
education depends on the qualifications and ability of the teaching staff and that
education is an essential factor in the economic growth of the nation as a
productive investment of vital importance.

Section 2. Title – Definition. – This Act shall be known as the “Magna Carta for
Public School Teachers” and shall apply to all public school teachers except
those in the professorial staff of state colleges and universities.
As used in this Act, the term “teacher” shall mean all persons engaged in
classroom teaching, in any level of instruction, on full-time basis, including
guidance counselors, school librarians, industrial arts or vocational instructors,
and all other persons performing supervisory and/or administrative functions in all
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.

II. RECRUITMENT AND CAREER

Section 3. Recruitment and Qualification. – Recruitment policy with respect to
the selection and appointment of teachers shall be clearly defined by the
Department of Education: Provided, however, That effective upon the approval of
this Act, the following shall constitute the minimum educational qualifications for
teacher-applicants:
(a) For teachers in the kindergarten and elementary grades, Bachelor’s degree in
Elementary Education (B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor’s degree in Education or its
equivalent with a major and a minor; or a Bachelor’s degree in Arts or Science
with at least eighteen professional units in Education.
(c) For teachers of secondary vocational and two years technical courses,
Bachelor’s degree in the field of specialization with at least eighteen professional
units in education;
(d) For teachers of courses on the collegiate level, other than vocational,
master’s degree with a specific area of specialization;
Provided, further, That in the absence of applicants who possess the minimum
educational qualifications as hereinabove provided, the school superintendent
may appoint, under a temporary status, applicants who do not meet the minimum
qualifications: Provided, further, That should teacher-applicants, whether they
possess the minimum educational qualifications or not, be required to take
competitive examinations, preference in making appointments shall be in the
order of their respective ranks in said competitive examinations: And provided,
finally, that the results of the examinations shall be made public and every
applicant shall be furnished with his score and rank in said examinations.

Section 4. Probationary Period. – When recruitment takes place after adequate

training and professional preparation in any school recognized by the
Government, no probationary period preceding regular appointment shall be
imposed if the teacher possesses the appropriate civil service eligibility: provided,
however, that where, due to the exigencies of the service, it is necessary to
employ as teacher a person who possesses the minimum educational
qualifications herein above set forth but lacks the appropriate civil service
eligibility, such person shall be appointed on a provisional status and shall
undergo a period of probation for not less than one year from and after the date
of his provisional appointment.
Section 5. Tenure of Office. – Stability on employment and security of tenure
shall be assured the teachers as provided under existing laws.
Subject to the provisions of Section three hereof, teachers appointed on a
provisional status for lack of necessary civil service eligibility shall be extended
permanent appointment for the position he is holding after having rendered at
least ten years of continuous, efficient and faithful service in such position.

Section 6. Consent for Transfer – Transportation Expenses. – Except for cause

and as herein otherwise provided, no teacher shall be transferred without his
consent from one station to another.
Where the exigencies of the service require the transfer of a teacher from one
station to another, such transfer may be effected by the school superintendent
who shall previously notify the teacher concerned of the transfer and the reason
or reasons therefor. If the teacher believes there is no justification for the
transfer, he may appeal his case to the Director of Public Schools or the Director
of Vocational Education, as the case may be. Pending his appeal and the
decision thereon, his transfer shall be held in abeyance: provided, however, that
no transfers whatever shall be made three months before any local or national
election.
Necessary transfer expenses of the teacher and his family shall be paid for by
the Government if his transfer is finally approved.

Section 7. Code of Professional Conduct for Teachers. – Within six months

from the approval of this Act, the Secretary of Education shall formulate and
prepare a Code of Professional Conduct for Public School Teachers. A copy of
the Code shall be furnished each teacher: provided, however, that where this is
not possible by reason of inadequate fiscal resources of the Department of
Education, at least three copies of the same Code shall be deposited with the
office of the school principal or head teacher where they may be accessible for
use by the teachers.
Section 8. Safeguards in Disciplinary Procedure. – Every teacher shall enjoy
equitable safeguards at each stage of any disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his
choice and/or by his organization, adequate time being given to the teacher for
the preparation of his defense; and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being taken against a
teacher during the pendency of his case.

Section 9. Administrative Charges. – Administrative charges against a teacher

shall be heard initially by a committee composed of the corresponding School
Superintendent of the Division or a duly authorized representative who should at
least have the rank of a division supervisor, where the teacher belongs, as
chairman, a representative of the local or, in its absence, any existing provincial
or national teacher’s organization and a supervisor of the Division, the last two to
be designated by the Director of Public Schools. The committee shall submit its
findings and recommendations to the Director of Public Schools within thirty days
from the termination of the hearings: provided, however, that where the school
superintendent is the complainant or an interested party, all the members of the
committee shall be appointed by the Secretary of Education.

Section 10. No Discrimination. – There shall be no discrimination whatsoever

in entrance to the teaching profession, or during its exercise, or in the termination
of services, based on other than professional consideration.

Section 11. Married Teachers. – Whenever possible, the proper authorities

shall take all steps to enable married couples, both of whom are public school
teachers, to be employed in the same locality.
Section 12. Academic Freedom. – Teachers shall enjoy academic freedom in
the discharge of their professional duties, particularly with regard to teaching and
classroom methods.

III. HOURS OF WORK AND REMUNERATION

Section 13. Teaching Hours. – Any teacher engaged in actual classroom
instruction shall not be required to render more than six hours of actual
classroom teaching a day, which shall be so scheduled as to give him time for
the preparation and correction of exercises and other work incidental to his
normal teaching duties: provided, however, that where the exigencies of the
service so require, any teacher may be required to render more than six hours
but not exceeding eight hours of actual classroom teaching a day upon payment
of additional compensation at the same rate as his regular remuneration plus at
least twenty-five per cent of his basic pay.
Section 14. Additional Compensation. – Notwithstanding any provision of
existing law to the contrary, co-curricula and out of school activities and any other
activities outside of what is defined as normal duties of any teacher shall be paid
an additional compensation of at least twenty-five per cent of his regular
remuneration after the teacher has completed at least six hours of actual
classroom teaching a day.
In the case of other teachers or school officials not engaged in actual classroom
instruction, any work performed in excess of eight hours a day shall be paid an
additional compensation of at least twenty-five per cent of their regular
remuneration.
The agencies utilizing the services of teachers shall pay the additional
compensation required under this Section. Education authorities shall refuse to
allow the rendition of services of teachers for other government agencies without
the assurance that the teachers shall be paid the remuneration provided for
under this Section.
Section 15. Criteria for Salaries. – Teacher’s salaries shall correspond to the
following criteria:
(a) they shall compare favorably with those paid in other occupations requiring
equivalent or similar qualifications, training and abilities;
(b) they shall be such as to insure teachers a reasonable standard of life for
themselves and their families; and
(c) they shall be properly graded so as to recognize the fact that certain positions
require higher qualifications and greater responsibility than others: Provided,
however, That the general salary scale shall be such that the relation between
the lowest and highest salaries paid in the profession will be of reasonable order.
Narrowing of the salary scale shall be achieved by raising the lower end of the
salary scales relative to the upper end.
Section 16. Salary Scale. – Salary scales of teachers shall provide for a gradual
progression from a minimum to a maximum salary by means of regular
increments, granted automatically after three years: provided, that the efficiency
rating of the teacher concerned is at least satisfactory. The progression from the
minimum to the maximum of the salary scale shall not extend over a period of ten
years.
Section 17. Equality in Salary Scales. – The salary scales of teachers whose
salaries are appropriated by a city, municipal, municipal district, or provincial
government, shall not be less than those provided for teachers of the National
Government.

Prepared by:

Eloisa Eunice Maninang

Section 18 Cost of living allowance- Teachers’ salaries shall at the very least,
keep pace with the rise in the cost of living by the payment of a cost-of-living
allowance which shall automatically follow changes in a cost-of-living index.

Section 19 Special hardship allowances- In areas in which teachers are

exposed to hardship such as difficulty in commuting to the place of work or other
hazards peculiar to the place of employment, as determined by the Secretary of
Education.

Section 20. Salaries to be paid in legal tender- Salaries of teachers shall be

paid in legal tender of the Philippines or its equivalent in checks or treasury
warrants.

Section 21 Deductions prohibited- No person shall make any deduction

whatsoever from the salaries of teachers except under specific authority of law
authorizing such deductions.

HEALTH MEASURES AND INJURY BENEFITS

Section 22 Medical examination and treatment- Compulsory medical

examination shall be provided free of charge before they take up teaching and
shall be repeated not less than once a year they take up teaching, and shall be
during the teacher’s professional life.

Section 23 Compensation for injuries- Teachers shall be protected against the

consequences of employment injuries in accordance with existing laws.
 LEAVE AND RETIREMENT BENEFITS

Section 24 Study leave- In addition to the leave privileges now enjoyed by

teachers in the public schools, they shall be entitled to study leave not exceeding
one (1) school year after (7) years of service.

Section 25 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.

Section 26 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 basis of the
computation of the lump sum of the retirement pay and the monthly benefits
thereafter.

TEACHERS ORGANIZATION

Section 27 Freedom to organize- Public school teachers shall have the right to
freely and without previous authorization both to establish and to join
organizations of their choosing, whether local or national to further and defend
their interest.

Section 28. Discrimination against teachers prohibited- The rights

established in the immediately preceding Section shall be exercised without any
interference or coercion.
Section 29 National teachers’ organization- National teachers’ organizations
shall be consulted in the formulation of national educational policies and
professional standards, and in the formulation of national policies governing the
social security of the teachers.

ADMINISTRATION AND ENFORCEMENT

Section 30 Rules and regulations- The Secretary of Education shall formulate

and prepare the necessary rules and regulations to implement the provisions of
this Act.

Section 31. Budgetary estimates- The Secretary of Education shall submit to

Congress annually the necessary budgetary estimates to implement the
provisions of the Act concerning the benefits herein granted to public school
teachers under the employ of the National Government.

Section 32. Penal provision- Any person who shall willfully interfere with,
restrain or coerce any teacher in the exercise of his rights guaranteed by this Act
or who shall in any other manner commit any act to defeat any of the provisions
of this Act shall, upon conviction, be punished by a line of not less than one (1)
hundred pesos nor more than one (1) thousand pesos, or by imprisonment, in the
discretion of the court.

Section 33 Repealing clause- All Acts or parts of Acts, executive orders and
their implementing rules inconsistent with the provisions of this Act are hereby
repealed, amended or modified accordingly
Section 34. Separability clause- If any provision of this Act is declared invalid,
the remainder of this Act or any provisions not affected thereby remain in force
and in effect.

Section 35 This shall take effect upon its approval.

Prepared by:

Argen Ortinez
 The Professional
Teacher:

Conformers of Legal
and
Constitutional Mandates

Reporters:
Lilibeth B. Concillo
Isaiah Marion Palomares
Patrick Jay Pascua
Josette Ramos
John Patrick Soriano
Elias G. Virtudazo
Regie Pallasigui
Mariel Suing
V.A John Teodoro
 THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Resolution No. 435 Series of 1997

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836,
otherwise known as the Philippine Teachers 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 possess dignity and reputation
with high moral values as well as technical and professional competence in the
practice of their noble profession, and they strictly adhere to, observe, and
practice this set of ethical and moral principles, standards, and values.

“Your Honor” / Honorable

“I have to admit that there is one person whose profession entitles him/her
to be address “your honor” ”.

-Atty. Ulpiano “Ulan” Sarmiento

“The TEACHER”
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institution
shall offer QUALITY EDUCATION for all Filipino Citizens. A vision that requires
professionally competent teachers committed to is 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, in still
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 official 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 from 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 possess 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 decent living.

Prepared by:

Lilibeth B. Concillo
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.

Section2. 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.

Section3. 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.

Prepared by:

Isiah Marion L. Palomares

Article IX: The Teachers and Parents
Section 1. A teacher shall establish and maintain cordial relations with parents,
and shall conduct himself to merit their confidence and respect.
Section 2. A teacher shall inform parents, through proper authorities, of the
progress or deficiencies of learners under him, exerting utmost candor and tact in
pointing out learners’ deficiencies and in seeking parent’s cooperation for the
proper guidance and improvement of learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and
understanding, and shall discourage unfair criticism.

Article X: The Teachers and Business

Section 1. A teacher has a right to engage, directly or indirectly, in legitimate
income generation, provided that it does not relate to or adversely affect his
work.
Section 2. A teacher shall maintain a good reputation with respect to financial
matters such as in the settlement of his just debts, loans and other financial.
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 that such shall be in accordance with existing
regulations.

Article XI: The Teachers as a Person

Section 1. A teacher shall live with dignity in all places at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline as
the principle of personal behavior in all relationships with others and in all
situations.
Section 3. A teacher shall maintain at all times a dignified personally which could
serve as model worthy of emulation by learners, peers and others.
Section 4. A teacher shall always recognize the almighty God or being as guide
of his own destiny and of the destinies of men and nations.

Article XII: Disciplinary Actions

Section 1. Any violations of any provision of his code shall be sufficient ground
for the imposition against the erring teacher of disciplinary action consisting of
revocation of his certificate of registration and license as professional teacher,
suspension from the practice of the teaching profession, reprimand, or
cancellation of his temporary/special permit under causes specified in sec. 23,
Article III or RA. No. 7836, and under rule 31, article viii, of the rules and
regulations implementing RA. No. 7836.

Article XIII: Effectivity

Section 1. This code shall be approved by the professional regulation
commission and shall take effect sixty (60) days following its publication in the
official gazette or any newspaper of general circulation, whichever is earlier.

Prepared by:

Patrick Jay I. Pascua

 THE MAGNA CARTA FOR PRIVATE SCHOOL TEACHERS
- SENATE S. NO. 1548 (JUAN MIGUEL F. ZUBIRI)

EXPLANATORY NOTE
School teachers play a vital role in our educational system. While the state
recognizes the rights of public school teachers, the case is not the same with
private school teachers. The Magna Carta for Public School Teachers, a law
enacted in 1966, gives many important rights to public school teachers. It has
strengthened the country's public school system. It is believed, however, that, the
same law must apply to the private school system. This bill seeks to give security
of tenure to private school teachers, the right against discrimination, academic
freedom, and benefits related to health and study leaves. It also provides private
school teachers the right to self-organization, and extending it also to those in
non-profit institutions. This bill is expected to promote and improve the social and
economic status of private school teachers, their terms of employment and
working conditions in order that the teaching profession in our private school
system may attract and retain qualified and dedicated personnel. Approval of this
bill is urgently requested.
Section 1. Title- This Act shall be known as the "Magna Carta for Private School
Teachers."
Section 2. Declaration of Policy- It is hereby declared to be the policy of this
Act to promote and improve the social and economic status of private school
teachers, their terms of employment and working conditions in order that the
teaching profession in our private school system may attract and retain qualified
and dedicated persons, it being recognized that our private school system plays
a vital role in the education of our people for the duties of citizenship.
Section 3. Definition- As used in this Act, the term "teacher" shall mean all
persons engaged in teaching in any level of instruction on full-time or part-time
basis, including guidance counselors, school librarians, industrial arts or
vocational instructors, and all other persons performing supervisory or
administrative functions in all private schools, colleges and universities. This Act
shall apply to all private school teachers including those in the professional staff
or private colleges and universities.
Section 4. Tenure of Office- In order to secure for teachers stability of
employment and security of tenure, the teachers shall not be dismissed except
for dishonesty, oppressions, misconduct, neglect of duty, conviction of a crime
involving moral turpitude, notoriously disgraceful or immoral conduct, improper or
unauthorized solicitation of contributions from subordinate employees or from
students or any violation of the rules and regulations issued by the Department of
Education and by Commission on Higher Education, as the case maybe.
Section 5. Safeguards in Disciplinary Procedure- In connection with the right
granted to teachers in the immediately preceding section, every teacher shall
enjoy equitable procedural safeguards at each stage of any disciplinary
procedure and shall have:
a) the right to be informed, in writing of the charges against him; b) the right to full
access to the evidence in the case:
c) the right to defend himself and to be defended by a representative of his
choice or by his organization, adequate time being given to the teacher for the
preparation of his defense: and
d) the right to appeal to clearly designated authorities. No publicity shall be given
to any disciplinary action being taken against a teacher during the pendency of
his case.
Section 6. No Discrimination- There shall be no discrimination whatsoever in
the employment of teachers or the grant of assignments, promotion and
privileges during their incumbency or in the termination of their services, based
on considerations other than professional qualifications.
Section 7. Academic Freedom- Teachers shall enjoy academic freedom in the
discharge of their professional duties particularly with regard to teaching,
research and classroom methods.
Section 8. Medical Examination and Treatment- Compulsory medical
examination shall be provided free of charges for all teachers before their
employment and once a year thereafter. Where medical examination shows that
medical treatment or hospitalization is necessary, the same shall be provided
free by the private school paying the salary of the teacher.
Section 9. Compensation for injuries- Teachers shall be protected against the
consequences of employment injuries in accordance with existing laws. The
effects of the physical and nervous strain on the teacher’s health shall be
recognized as a compensable occupational disease in accordance with existing
laws.
Section 10. Study Leave- In addition to the leave privileges now enjoyed by
teachers in the private schools, they shall be entitled to study leave not
exceeding one school year after ten years of service. During the period of such
leave the teachers shall be entitled to at least sixty percent of their monthly
salary.
Section 11. Indefinite Leave- An indefinite sick leave of absence shall be
granted to teachers when the tenure of the illness demands a long treatment that
will exceed one year at the least.
Section 12. Freedom to Organize- Private school teachers shall have the right,
freely and without previous authorization, to establish and to join organizations of
their choosing, whether local or national, to further and defend their interests.
Section 13. Discrimination Against Teachers Prohibited- The rights
established in the immediately preceding section shall be exercised without any
interference or coercion. It shall be unlawful for any person to commit any acts of
discrimination against teachers which are calculated to (a) make the employment
of the teacher subject to the condition that he shall not join an organization, or
shall relinquish membership in an organization, (b) to cause the dismissal of, or
otherwise prejudice a teacher by reason of his membership in an organization
activities outside school hours, or with the consent of the proper school
authorities, within school hours, and (c) to prevent him from carrying out the
duties imposed upon him by his position in the organization, or to penalize him
for an action undertaken in that capacity.
Section 14. Implementing Rules and Regulations- The Department of
Education, in the case of elementary and high school teachers, and the
Commission on Higher Education, in the case of vocational, college and
university teachers, shall jointly formulate and issue the necessary rules and
regulations to implement the provisions of this Act, however, such rules and
regulations shall be applicable only to their respective constituencies. Rules and
regulations issued pursuant to this section shall take effect thirty (30) days after
publication in a newspaper of general circulation and by such other means as the
Secretary of Education and the Chairman of the Commission on Higher
Education deem reasonably sufficient to give interested parties general notice of
such issuance.
Section 15. Penal Provision- A person who shall willfully interfere with, restrain
or coerce any teacher in the exercise of his rights guaranteed by this Act or who
shall in any manner violate any provision of this Act or the rules duly issued
thereunder shall, upon conviction be punished by a fine of not less that one
thousand pesos or by imprisonment for not more than one year, or both, in the
discretion of the court. If the offender is a public official, the court shall order his
dismissal from the government service.
Section 16. Repealing Clause- All laws, decrees, orders, rules and regulations,
and issuances or parts thereof inconsistent with this Act are hereby repealed or
amended accordingly.
Section 17. Separabiliy Clause- If any provision of this Act is declared invalid,
the remainder of this Act or any provisions not affected thereby shall remain in
force and effect.
Section 18. Effectivity Clause- This Act shall take effect fifteen days after its
publications in the official Gazette or in at least two national newspapers of
general circulation, whichever comes earlier.

Prepared by:

Josette R. Ramos
 THE MAGNA CARTA FOR PRIVATE SCHOOL TEACHERS
03 MAY 2016 DRAFT BY ACT PARTY LIST

The Alliance of Concerned Teachers (ACT-Teachers) is a progressive,

militant and nationalist organization of teachers, academic non-teaching
personnel and non-academic non-teaching personnel established on June 26,
1982 in the Philippines. It is the largest non-traditional teachers' organization in
the country which works for the economic and political well-being of teachers and
all other education workers as well as for genuine social transformation.
Be it enacted by the Senate and the House of Representatives of the Philippines
in Congress Assembled:

A. General Provisions
Section 1. Title- This Act shall be known as “The Magna Carta For Private
School Teachers.”
Section 2. Declaration of Policy- It is hereby declared to be the policy of this
Act to promote and improve the social and economic status of private school
teachers, their living and working conditions, their terms of employment and
career prospects in orders that they may compare favorably with existing
opportunities in other walks of life, attract and retain in the teaching profession
more people with the proper qualifications, it being recognized that our private
school system plays a vital role in the education of our people.
Section 3. Guiding Principles- In matters involving the rights and welfare of
private school teachers, the following are the guiding principles:
a. Education is a vital function of society and as such, shall be given due
recognition and support by the government.
b. Teachers play an essential role in inculcating upon pupils/students respect for
human rights and for fundamental freedoms and in the total development of a
human personality and of the nation as a whole so that their own civil, political,
and socio-economic rights shall be respected, protected and fulfilled.
c. Teachers comprise the largest group of professional and service workers of
society and if united, can be potent agents of progressive reform in the
educational system and the nation as a whole.
d. Working conditions for teachers should be such as will best promote effective
teaching, research and extension work to enable them to carry out their
professional tasks.
e. All aspects of employment and tenure of teachers shall be free from any form
of discrimination on grounds of sex, civil status, religion, political belief or
affiliation, economic condition or membership in teachers’ or employees’
organizations.
f. Faculty organizations shall be recognized as a force which can contribute
greatly to the advancement of the rights and welfare of teachers and shall
therefore participate in the determination of educational policies.
g. Teachers have the capacity to propagate a nationalist and scientific education.
Section 4. Construction in Favor of Teachers- All doubts in the
implementation and interpretation of the provisions of this Act including its
implementing rules and regulations shall be resolved in favor of teachers.
Section 5. Definition- As used in this Act, “teacher” shall mean all persons
engaged in classroom teaching in any level of instruction on full time or part time
basis including guidance counselors, industrial arts or vocational instructors and
all other persons performing supervisory or administrative functions in all private
schools, colleges and universities but shall not include school nurses, school
physicians, school dentists and other school employees.

B. Recruitment and Careers

Section 6. Minimum Qualifications of a Private School Teacher- The school
teaching personnel in pre-school, elementary and secondary level of basic
education in all private schools must pass the Licensure Examination for
Teachers (LET). For all levels of instruction, the following shall constitute the
minimum educational qualifications for teacher-applicants:
a. Pre-school and elementary. Holder of a bachelor’s degree in elementary
education or its equivalent. Pre-school teachers shall have at least six units of
professional subjects relating to pre-primary education
b. Secondary, For Academic Subjects- Holders of a bachelor’s degree in
secondary education or its equivalent or a Bachelor of Arts or Science degree or
its equivalent with at least 18 professional units in education
c. Secondary Vocational And Two Years Technical Courses- Bachelor’s
degree in the field of specialization with at least 18 professional units in
education
d. Collegiate Level other than Vocational- Master’s degree with a specific area
of specialization except when there is a lack of applicants with Master’s Degree
in which case a bachelor’s degree in specific area of specialization will suffice
subject to Regulation which the CHED will impose.
e. Graduate School Level-Doctor of Philosophy with a specific area of
specialization except when there is a lack of applicants with PhD in which case a
master’s degree in specific area of specialization will suffice subject to Regulation
which the CHED will impose.
Section 7. Probationary Period- When recruitment takes place after adequate
training and professional preparation in any school recognized by the
Government, the hired teachers shall be placed under probationary status for a
period not exceeding one (1) academic year provided that the conditions for its
satisfactory completion shall be strictly related to professional competence made
known at the time of hiring and stipulated in the contract of employment.
Section 8. Non Extension of Probationary Period- The private school shall not
extend the probationary period beyond the one academic year of probation.
Section 9. Security of Tenure- Teachers shall be assured of stability of
employment and security of tenure. No private school teacher shall be dismissed
by the school except for cause and the proper observance of due process.
Section 10. Consent for Transfer- Except for cause and as herein otherwise
provided, no teacher shall be transferred without his/her consent from one
branch/station to another.
Section 11. No Discrimination In Entrance To Teaching Profession- There
shall be no discrimination whatsoever in entrance to the teaching profession or
during its exercise or in the termination of service based on consideration other
than professional qualifications.
Section 12.Advancement and Promotion- Subject to necessary qualifications,
teachers shall be assured opportunities to move from one type or classification to
a higher level or rank.
Section 13. Ranking of Faculty Members in Higher Education- Faculty
members in higher education shall be assigned academic ranks in accordance
with their academic training and scholarship. Criteria for ranking shall be
performance-oriented and determined in collaboration with teacher’s
organizations.
Section 14. Academic Freedom- Teachers shall enjoy academic freedom in the
discharge of their professional duties, particularly with regard to teaching and
classroom methods.

C. Hours of Work, Remuneration and Leaves

Section 15. Teaching Hours- Actual classroom teaching in basic education
which shall be so scheduled as to give teachers time for the preparation and
correction of exercises and other work incidental to normal teaching duties, shall
not be more than six (6) hours a day.
Section 16. Additional Compensation- Notwithstanding any provision of
existing law to the contrary, teachers who undertake co-curricular and off-
campus activities, and any other activities beyond their normal duties that will
make them work longer than their regular workload shall be paid the regular
compensation for the actual hours worked plus an additional compensation of at
least twenty five percent (25%) of their regular remuneration.
Section 17. Hardship Allowances- In areas where teachers are exposed to
hardship peculiar to the place of employment such as difficulty in commuting to
the place of work or other hazards, they shall be compensated with special
hardship equivalent to at least twenty five percent of their monthly salary.
Section 18. Criteria for Salaries- Teacher’s salaries shall:
1. Reflect the importance to society of the teaching function and hence the
importance of teachers as well as the responsibilities of all kinds which fall upon
them from the time of their entry into the service;
2. Compare favorably with salaries paid in other occupations requiring similar or
equivalent qualifications, training and abilities;
3. Provide teacher with the means to ensure a reasonable standard of life for
themselves and their families as well as to invest in further education or in the
pursuit of cultural activities, thus enhancing their professional qualification;
4. Take account of the fact that certain posts require higher qualifications and
experience and carry greater responsibilities;
5. Be paid regularly and on time;
6. Be reviewed periodically to take into action such factors as a rise in the cost of
living, increased productivity leading to higher standards of life, or a general
upward movement in wage or salary levels.
Section 19. Salaries Paid on Monthly Basis- Salaries of teachers shall be paid
on monthly basis for a period of twelve (12) months regardless of semestral or
summer vacations. For purposes of this Section, monthly basis shall mean that
teachers shall be considered paid for all the days of the month including rest
days and holidays. Teachers who are required to work during semestral or
summer vacations shall be paid an additional compensation pro rata.
Section 20. Annual Salary Adjustment- Salary scales of teachers shall be
adjusted upward annually, upon consultation with teachers’ organizations, to
mitigate the effects of inflation as measured by the consumer price index.
Section 21. Deductions Prohibited- No person shall make any deduction from
the salaries of teachers except under specific laws authorizing such deductions.

D. Leave and Retirement Benefits

Section 22. Sick Leave- Full-time teachers in the elementary and secondary
schools shall be entitled to an annual sick leave with pay of fifteen (15) working
days.
Section 23. Vacation Leave- Full-time teachers shall be entitled to an annual
vacation leave with full pay of fifteen (15) days.
Section 24. Maternity and Paternity Leaves- Teachers shall be entitled to
maternity and paternity leaves in accordance with Republic Act 8282, as
amended and Republic Act 8187, respectively. Provided, however, that the
maternity leave shall not be less than ninety (98) days, in accordance to the 2000
Maternity Protection Convention 183.
Section 25. 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.
Section 26. Emergency Leave- In case of calamities where a teacher becomes
a victim, or in the event of death in his or her immediate family or any serious
accident befalling him or her or a dependent, he or she shall be entitled to an
emergency leave with pay of not exceeding five (5) days per year.
Section 27. Retirement- Teachers having fulfilled the age and service
requirements of applicable retirement laws shall be granted one range salary
increase upon retirement, which shall be the basis of the computation of the lump
sum of the retirement pay and the corresponding benefit thereafter.
Section 28. Gratuity Benefit- Teachers who choose to retire before reaching
the compulsory retirement age and have rendered not less than two (2) years
services shall be granted gratuity benefit equivalent to one month pay for every
year of services.

E. Health Measures and Injury Benefits

Section 29. Medical Examination and Treatment- Compulsory medical
examination shall be provided free for all teachers before their employment and
annually thereafter.
Where medical examination shows that medical treatment and/or hospitalization
is necessary for infectious diseases or injuries suffered not only during teaching
or on-campus activities but also when engaged in school related activities away
from the school premises or off-campus, same shall be provided free by the
school concerned.
In regions where there is scarcity of medical facilities, teacher may obtain
elsewhere the necessary medical care with the right to be reimbursed for their
travelling expenses by the private school management concerned.
Section 30. Compensation for Injuries- Teachers shall be protected against
the consequences of employment injuries in accordance with existing laws. The
effects of the physical and nervous strain on the teacher’s health shall be
recognized as a compensable disease in accordance with existing laws.
Section 31. Social Security Standards- The standards of social security
provided for teachers shall be in accordance with those set out in relevant
instruments of the International Labor Organization and in particular the Social
Security Convention of 1952.

F. Teacher’s Organization
Section 32. Freedom to Organize- Private school teachers shall have the right,
freely and without previous authorization to establish and to join organizations of
their choosing, whether local or national, to further defend their interest.
Section 33. Discrimination Against Teachers Prohibited- It shall be unlawful
for any person to commit any act of discrimination against teachers which are
calculated:
(a) To make the employment of the teacher subject to the condition that he or
she shall not join an organization, or shall relinquish membership in an
organization;
(b) To cause the dismissal of, or otherwise prejudice a teacher by reason of
membership in an organization activities outside school hours, or with the
consent of the proper school authorities within school hours; and
(c) To prevent him from carrying out the duties imposed upon him by his position
in the organization, or to penalize him for an action undertaken in that capacity.
Section 34. Participation in Policy Making- Teachers shall have the right to be
actively represented in the Boards of Regents of their respective schools,
colleges and universities and shall be consulted in the formulation of professional
standards, educational policies and other rules affecting their rights and welfare.
Section 35. Strike, Picketing and Other Concerted Activities-The right of
teachers and their organizations to conduct strikes, pickets and other concerted
activities shall not be impaired in any manner, nor their exercise prejudice any
teacher or teachers’ organization.

G. Final Provisions
Section 36. Teaching of the Manga Carta for Private School Teachers- The
teaching of this Act shall be compulsory in all schools offering courses in
education.
Section 37. Implementing Rules and Regulations- The Department of
Education and the Commission on Higher Education, in consultation with
teachers’ organizations, shall jointly promulgate the rules and regulations
necessary to implement the provisions of this Act, Provided, that such rules and
regulations shall be applicable only to their respective constituencies. Rules and
regulations issued pursuant to this Section shall take effect thirty (30) days after
publication in a newspaper of general circulation and by such other means as the
Secretary of Education and the Chairman of the Commission on Higher
Education deem reasonably sufficient to give interested parties general notice of
such issuance.
Section 38. Penal Provision- A person who willfully interferes with, restrains or
coerces any teacher in the exercise of his rights guaranteed by this Act or who in
any manner violates any provision of this Act or the rules duly issued hereunder
shall be punished with a fine of not less than five thousand pesos or by
imprisonment for not more than one year, or both, in the discretion of the court.
Section 39. Administrative Sanctions- The implementing Rules and
Regulations shall include therein the appropriate rules for the imposition of
administrative sanctions upon private schools that will violate any of the
foregoing rights of a private school teacher.
Section 40. Repealing Clause- All laws, decrees, orders, rules and regulations,
and issuances or parts thereof inconsistent with this Act are hereby repealed or
amended accordingly.
Section 41. Separability Clause- If any provision of this Act is declared invalid,
the remainder of this Act or any provisions not affected thereby shall remain in
force and effect.
Section 42. Effectivity Clause- This act shall take effect fifteen (15) days after
its publication in the Official Gazette or in at least two newspaper of general
circulation, whichever comes earlier.

Prepared by:

John Patrick L. Soriano

 PARENTAL AUTHORITY

Chapter 1:
General Provisions
(The Family Code of the Philippines)

Article 209
Pursuant to the natural right and duty of parents over the person and property of
their un emancipated children, parental authority and responsibility shall include
the caring for and rearing them for civic consciousness and efficiency and the
development of their moral, mental and physical character and wellbeing.

Article 210
Parental authority and responsibility may not be renounced or transferred except
in the cases authorized by law.

Article 211
The father and the mother shall jointly exercise parental authority over the
persons of their common children. In case of disagreement, the father's decision
shall prevail, unless there is a judicial order to the contrary. Children shall always
observe respect and reverence towards their parents and are obliged to obey
them as long as the children are under parental authority. (311a)

Article 212
In case of absence or death of either parent, the parent present shall continue
exercising parental authority. The remarriage of the surviving parent shall not
affect the parental authority over the children, unless the court appoints another
person to be the guardian of the person or property of the children. (n)
 Article 213
In case of separation of the parents, parental authority shall be exercised by the
parent designated by the Court. The Court shall take into account all relevant
considerations, especially the choice of the child over seven years of age, unless
the parent chosen is unfit. (n)

Article 214
In case of death, absence or unsuitability of the parents, substitute parental
authority shall be exercised by the surviving grandparent. In case several
survive, the one designated by the court, taking into account the same
consideration mentioned in the preceding article, shall exercise the authority.
(355a)

Article 215
No descendant shall be compelled, in a criminal case, to testify against his
parents and grandparents, except when such testimony is indispensable in a
crime against the descendant or by one parent against the other.

Chapter 2

Substitute and Special Parental Authority

(The Family Code of the Philippines)

Article 216
In default of parents or a judicially appointed guardian, the following person shall
exercise substitute parental authority over the child in the order indicated:

1. The surviving grandparent, as provided in Article 214;

2. The oldest brother or sister, over twenty-one years of age, unless unfit or
disqualified; and
3. The child's actual custodian, over twenty-one years of age, unless unfit or
disqualified.
Whenever the appointment or a judicial guardian over the property of the child
becomes necessary, the same order of preference shall be observed. (349a,
351a, 354a)

Article 217
In case of foundlings, abandoned neglected or abused children and other
children similarly situated, parental authority shall be entrusted in summary
judicial proceedings to heads of children's homes, orphanages and similar
institutions duly accredited by the proper government agency. (314a)

Article 218
The school, its administrators and teachers, or the individual, entity or institution
engaged in child are shall have special parental authority and responsibility over
the minor child while under their supervision, instruction or custody.

Authority and responsibility shall apply to all authorized activities whether inside
or outside the premises of the school, entity or institution. (349a)

Article 219
Those given the authority and responsibility under the preceding Article shall be
principally and solidarily liable for damages caused by the acts or omissions of
the unemancipated minor. The parents, judicial guardians or the persons
exercising substitute parental authority over said minor shall be subsidiarily
liable.

The respective liabilities of those referred to in the preceding paragraph shall not
apply if it is proved that they exercised the proper diligence required under the
particular circumstances.

All other cases not covered by this and the preceding articles shall be governed
by the provisions of the Civil Code on quasi-delicts. (n)
The school its administrators, and teachers, or the individual entity or
institution engage in child care shall have special parental authority and
responsibility over the minor child while under their supervision,
instruction or custody.

Prepared by:

Elias G. Virtudazo
 Chapter 3

Effect of Parental Authority Upon the Persons of the Children

(The Family Code of the Philippines)

Article 220
The parents and those exercising parental authority shall have with the respect to
their unemancipated children on wards the following rights and duties:

1. To keep them in their company, to support, educate and instruct them by

right precept and good example, and to provide for their upbringing in
keeping with their means;
2. To give them love and affection, advice and counsel, companionship and
understanding;
3. To provide them with moral and spiritual guidance, inculcate in them
honesty, integrity, self-discipline, self-reliance, industry and thrift, stimulate
their interest in civic affairs, and inspire in them compliance with the duties
of citizenship;
4. To furnish them with good and wholesome educational materials,
supervise their activities, recreation and association with others, protect
them from bad company, and prevent them from acquiring habits
detrimental to their health, studies and morals;
5. To represent them in all matters affecting their interests;
6. To demand from them respect and obedience;
7. To impose discipline on them as may be required under the
circumstances; and
8. To perform such other duties as are imposed by law upon parents and
guardians. (316a)
Article 221
Parents and other persons exercising parental authority shall be civilly liable for
the injuries and damages caused by the acts or omissions of their
unemancipated children living in their company and under their parental authority
subject to the appropriate defenses provided by law. (2180(2)a and (4)a )
Article 222
The courts may appoint a guardian of the child's property or a guardian ad litem
when the best interests of the child so requires. (317)

Article 223
The parents or, in their absence or incapacity, the individual, entity or institution
exercising parental authority, may petition the proper court of the place where the
child resides, for an order providing for disciplinary measures over the child. The
child shall be entitled to the assistance of counsel, either of his choice or
appointed by the court, and a summary hearing shall be conducted wherein the
petitioner and the child shall be heard.

However, if in the same proceeding the court finds the petitioner at fault,
irrespective of the merits of the petition, or when the circumstances so warrant,
the court may also order the deprivation or suspension of parental authority or
adopt such other measures as it may deem just and proper. (318a)

Article 224
The measures referred to in the preceding article may include the commitment of
the child for not more than thirty days in entities or institutions engaged in child
care or in children's homes duly accredited by the proper government agency.

The parent exercising parental authority shall not interfere with the care of the
child whenever committed but shall provide for his support. Upon proper petition
or at its own instance, the court may terminate the commitment of the child
whenever just and proper. (391a)

Authority and responsibility shall apply to all authorized activities whether

inside or outside the premises of the school entity or institutions.
 CHAPTER 4

Effect of Parental Authority upon the Property of the Children

Article 225

• The father and the mother shall jointly exercise legal guardianship over
the property of the unemancipated common child without the necessity of
a court appointment. In case of disagreement, the father's decision shall
prevail, unless there is a judicial order to the contrary.

• Where the market value of the property or the annual income of the child
exceeds P50,000, the parent concerned shall be required to furnish a
bond in such amount as the court may determine, but not less than ten per
centum (10%) of the value of the property or annual income, to guarantee
the performance of the obligations prescribed for general guardians.

• A verified petition for approval of the bond shall be filed in the proper court
of the place where the child resides, or, if the child resides in a foreign
country, in the proper court of the place where the property or any part
thereof is situated.

• The petition shall be docketed as a summary special proceeding in which

all incidents and issues regarding the performance of the obligations
referred to in the second paragraph of this Article shall be heard and
resolved.

• The ordinary rules on guardianship shall be merely suppletory except

when the child is under substitute parental authority, or the guardian is a
stranger, or a parent has remarried, in which case the ordinary rules on
guardianship shall apply.

Article 226

• The property of the unemancipated child earned or acquired with his work
or industry or by onerous or gratuitous title shall belong to the child in
 ownership and shall be devoted exclusively to the latter's support and
education, unless the title or transfer provides otherwise.

• The right of the parents over the fruits and income of the child's property
shall be limited primarily to the child's support and secondarily to the
collective daily needs of the family.

Article 227

• If the parents entrust the management or administration of any of their

properties to an unemancipated child, the net proceeds of such property
shall belong to the owner. The child shall be given a reasonable monthly
allowance in an amount not less than that which the owner would have
paid if the administrator were a stranger, unless the owner, grants the
entire proceeds to the child. In any case, the proceeds thus give in whole
or in part shall not be charged to the child's legitimate.

Article 228

• The property of the unemancipated child earned or acquired with his work
or industry or by onerous or gratuitous title shall belong to the child in
ownership and shall be devoted exclusively to the latter's support and
education, unless the title or transfer provides otherwise.

• The right of the parents over the fruits and income of the child's property
shall be limited primarily to the child's support and secondarily to the
collective daily needs of the family.

CHAPTER 5
Suspension or Termination of Parental Authority

Article 229

• Parental authority terminates permanently:

• Upon the death of the parents;

 • Upon the death of the child; or

• Upon emancipation of the child.

• Unless subsequently revived by a final judgment, parental authority also

terminates:

• Upon adoption of the child;

• Upon appointment of a general guardian;

• Upon judicial declaration of abandonment of the child in a case filed for

the purpose;

• Upon final judgment of a competent court divesting the party concerned of

parental authority; or

• Upon judicial declaration of absence or incapacity of the person exercising

parental authority.

Article 230

• Parental authority is suspended upon conviction of the parent or the

person exercising the same of a crime which carries with it the penalty of
civil interdiction. The authority is automatically reinstated upon service of
the penalty or upon pardon or amnesty of the offender.

Article 231

• The court in an action filed for the purpose in a related case may also
suspend parental authority if the parent or the person exercising the same:

• Treats the child with excessive harshness or cruelty;

• Gives the child corrupting orders, counsel or example;

• Compels the child to beg; or

• Subjects the child or allows him to be subjected to acts of lasciviousness.

 • The grounds enumerated above are deemed to include cases which have
resulted from culpable negligence of the parent or the person exercising
parental authority.

• If the degree of seriousness so warrants, or the welfare of the child so

demands, the court shall deprive the guilty party of parental authority or
adopt such other measures as may be proper under the circumstances.

• The suspension or deprivation may be revoked and the parental authority

revived in a case filed for the purpose or in the same proceeding if the
court finds that the cause therefor has ceased and will not be repeated.

Article 232

• If the person exercising parental authority has subjected the child or

allowed him to be subjected to sexual abuse, such person shall be
permanently deprived by the court of such authority.

Article 233

• The person exercising substitute parental authority shall have the same
authority over the person of the child as the parents.

Prepared by:

Regie B. Pallasigui
 REPUBLIC ACT NO. 7610 - OTHER ACTS OF ABUSE

Section 10. Other Acts of Neglect, Abuse, Cruelty or Exploitation and Other
Conditions Prejudicial to the Child's Development
(A) Any person who shall commit any other acts of child abuse, cruelty or
exploitation or to be responsible for other conditions prejudicial to the child's
development including those covered by Article 59 of Presidential Decree No.
603, as amended, but not covered by the Revised Penal Code, as amended,
shall suffer the penalty of prision mayor in its minimum period.
(B) Any person who shall keep or have in his company a minor, twelve (12)
years or under or who in ten (10) years or more his junior in any public or private
place, hotel, motel, beer joint, discotheque, cabaret, pension house, sauna or
massage parlor, beach and/or other tourist resort or similar places shall suffer the
penalty of prision mayor in its maximum period and a fine of not less than Fifty
thousand pesos (P50,000): Provided, That this provision shall not apply to any
person who is related within the fourth degree of consanguinity or affinity or any
bond recognized by law, local custom and tradition or acts in the performance of
a social, moral or legal duty.
(C) Any person who shall induce, deliver or offer a minor to any one prohibited
by this Act to keep or have in his company a minor as provided in the preceding
paragraph shall suffer the penalty of prision mayor in its medium period and a
fine of not less than Forty thousand pesos (P40,000); Provided, however, That
should the perpetrator be an ascendant, stepparent or guardian of the minor, the
penalty to be imposed shall be prision mayor in its maximum period, a fine of not
less than Fifty thousand pesos (P50,000), and the loss of parental authority over
the minor.
(D) Any person, owner, manager or one entrusted with the operation of any
public or private place of accommodation, whether for occupancy, food, drink or
otherwise, including residential places, who allows any person to take along with
him to such place or places any minor herein described shall be imposed a
penalty of prision mayor in its medium period and a fine of not less than Fifty
thousand pesos (P50, 000), and the loss of the license to operate such a place or
establishment.
(E) Any person who shall use, coerce, force or intimidate a street child or any
other child to;
(1) Beg or use begging as a means of living;
(2) Act as conduit or middlemen in drug trafficking or pushing; or
(3) Conduct any illegal activities, shall suffer the penalty of prision
correccional in its medium period to reclusion perpetua.
For purposes of this Act, the penalty for the commission of acts punishable under
Articles 248, 249, 262, paragraph 2, and 263, paragraph 1 of Act No. 3815, as
amended, the Revised Penal Code, for the crimes of murder, homicide, other
intentional mutilation, and serious physical injuries, respectively, shall be
reclusion perpetua when the victim is under twelve (12) years of age. The penalty
for the commission of acts punishable under Article 337, 339, 340 and 341 of Act
No. 3815, as amended, the Revised Penal Code, for the crimes of qualified
seduction, acts of lasciviousness with the consent of the offended party,
corruption of minors, and white slave trade, respectively, shall be one (1) degree
higher than that imposed by law when the victim is under twelve (12) years age.
The victim of the acts committed under this section shall be entrusted to the care
of the Department of Social Welfare and Development.

Prepared by:

Mariel Suing
 REPUBLIC ACT NO. 7877
AN ACT DECLARING SEXUAL HARASSMENT UNLAWFUL IN THE
EMPLOYMENT, EDUCATION OR TRAINING ENVIRONMENT, AND FOR
OTHER PURPOSES

Section 1. Title– This Act shall be known as the "Anti-Sexual Harassment Act of
1995."
Section 2. Declaration of Policy– The State shall value the dignity of every
individual, enhance the development of it human resources, guarantee full
respect for human rights, an uphold the dignity of workers, employees, applicants
for employment, students or those undergoing training, instruction or education.
Towards this end, all forms of sexual harassment in the employment, education
or training environment are hereby declared unlawful.
Section 3. Work, Education or Training-related Sexual Harassment
Defined– Work, education or training-related sexual harassment is committed by
an employee, manager, supervisor, agent of the employer, teacher, instructor,
professor, coach, trainor, or any other person who, having authority, influence or
moral ascendancy over another in a work or training or education environment,
demands, requests or otherwise requires any sexual favor from the other,
regardless of whether the demand, request or requirement for submission is
accepted by the object of said Act.

In a work-related or employment environment, sexual harassment is committed

when:
The sexual favor is made as a condition in the hiring or in the employment, re-
employment or continued employment of said individual, or in granting said
individual favorable compensation, terms, conditions, promotions, or privileges;
or the refusal to grant the sexual favor results in limiting, segregating or
classifying the employee which in a way would discriminate, deprive or diminish
employment opportunities or otherwise adversely affect said employee;
The above acts would impair the employee’s rights or privileges under existing
labor laws; or
The above acts would result in an intimidating, hostile, or offensive environment
for the employee.

In an education or training environment, sexual harassment is committed:

against one who is under the care, custody or supervision of the offender;
against one whose education, training, apprenticeship or tutorship is entrusted to
the offender; when the sexual favor is made a condition to the giving of a passing
grade, or the granting of honors and scholarships, or the payment of a stipend,
allowance or other benefits, privileges, or considerations; or when the sexual
advances result in an intimidating, hostile or offensive environment for the
student, trainee or apprentice.

Any person who directs or induces another to commit any act of sexual
harassment as herein defined, or who cooperates in the commission thereof by
another, without which it would not have been committed, shall also be held
liable under this Act.
Section 4. Duty of the Employer or Head of Office in a Work-related,
Education or Training Environment– It shall be the duty of the employer or the
head of the work-related, educational or training environment or institution, to
prevent or deter the commission of acts of sexual harassment and to provide the
procedures for the resolution, settlement or prosecution of acts of sexual
harassment. Towards this end, the employer or head of office shall:
Promulgate appropriate rules and regulations in consultation with the jointly
approved by the employees or students or trainees, through their duly designated
representatives, prescribing the procedure for the investigation or sexual
harassment cases and the administrative sanctions therefor.
Administrative sanctions shall not be a bar to prosecution in the proper courts for
unlawful acts of sexual harassment.
The said rules and regulations issued pursuant to this section (a) shall include,
among others, guidelines on proper decorum in the workplace and educational or
training institutions.
(B) Create a committee on decorum and investigation of cases on sexual
harassment. The committee shall conduct meetings, as the case may be, with
other officers and employees, teachers, instructors, professors, coaches, trainors
and students or trainees to increase understanding and prevent incidents of
sexual harassment. It shall also conduct the investigation of the alleged cases
constituting sexual harassment.

In the case of a work-related environment, the committee shall be composed of

at least one
(1) Representative each from the management, the union, if any, the employees
from the supervisory rank, and from the rank and file employees.
In the case of the educational or training institution, the committee shall be
composed of at least one (1) representative from the administration, the trainors,
teachers, instructors, professors or coaches and students or trainees, as the
case maybe.

"The employer or head of office, educational or training institution shall

disseminate or post a copy of this Act for the information of all concerned.
Section 5. Liability of the Employer, Head of Office, Educational or Training
Institution– The employer or head of office, educational training institution shall
be solidarity liable for damage arising from the acts of sexual harassment
committed in the employment, education or training environment if the employer
or head of office, educational or training institution is informed of such acts by the
offended party and no immediate action is taken thereon.
Section 6. Independent Action for Damages– Nothing in this Act shall
preclude the victim of work, education or training-related sexual harassment from
instituting a separate and independent action for damages and other affirmative
relief.
Section 7. Penalties– Any person who violates the provisions of this Act shall,
upon conviction, be penalized by imprisonment of not less than one (1) month
nor more than six (6) months, or a fine of not less than Ten thousand pesos
(P10,000) nor more than Twenty thousand pesos (P20,000), or both such fine
and imprisonment at the discretion of the court.
Any action arising from the violation of the provision of this Act shall prescribe in
three (3) years.
Section 8. Separability Clause– If any portion or provision of this Act is
declared void and unconstitutional, the remaining portions or provisions hereof
shall not be affected by such declaration.
Section 9. Repealing Clause– All laws, decrees, orders, rules and regulations,
other issuances, or parts thereof inconsistent with the provisions of this Act are
hereby repealed or modified accordingly.
Section 10. Effectivity Clause– This Act shall take effect fifteen (15) days after
its complete publication in at least two (2) national newspaper of general
circulation.
This Act which is a consolidation of House Bill NO. 9425 and Senate Bill 1632
was finally passed by the House of Representatives and the Senate on February
8, 1995. Approved: Feb 14, 1995,FIDEL V. RAMOS, President of the Philippines.

Prepared by:

V.A. John c. Teodoro