Saturday, July 20, 2013
Real Challenge in Philippine Education
Real challenge in Philippine education
By
Ambeth Ocampo
Philippine Daily Inquirer
First Posted 22:42:00 01/17/2008
Filed Under: Education, history
Philippine Daily Inquirer
First Posted 22:42:00 01/17/2008
Filed Under: Education, history
Sen.
Edgardo Angara delivered the Sixth Jaime V. Ongpin Annual Memorial lecture at
the Ateneo Professional Schools in Rockwell Center to a full auditorium last
Wednesday. With the theme ?Education is Our Future,? he spoke about the need to
nurture Science, Technology, Engineering, and Innovation (STEI) in Philippine
education through massive government funding, institutional linkages, and
public policy, thereby jump-starting our arrested development. Compared with
other countries, we have fallen behind in this area, but that was not the
depressing part of the lecture that ended with the optimistic line, ?the future
is within our reach.?
That
education is important, that education is essential to our development as a
people and a nation is an accepted fact. But the data presented by the senator
on our present standing in STEI was horrendous. We have lagged a long way since
Anacleto del Rosario demonstrated the use of electric light in the Ateneo
Municipal in Intramuros in the late 19th century. In a dark age largely
illuminated by candles, kalburo, gas and Jesuits, the first light bulb in the
Philippines blazed for a few seconds creating a sensation in Manila. But what
did Filipinos do with that enthusiasm? Did we develop electric light? We did
nothing.
References
to technology in the correspondence of our heroes provide engaging reading. For
example, when Jose Rizal made his first trip abroad in 1883 and took an
elevator in Marseilles, he wrote home and described his first ride in a lift to
his bewildered sisters in Calamba, who could not imagine what was this box that
brought a passenger up and down different levels of a building without walking.
Then we have Marcelo H. del Pilar who had a telephone installed in the
editorial office of La Solidaridad, and wrote home to describe how his voice
could travel long distances, which was beyond the imagination of his wife
Tsanay in Bulacan. Emilio Aguinaldo was one of the first Filipinos to ride a
submarine and an airplane, and it is unfortunate that he did not record his
impressions.
Airplanes,
elevators, cell phones, the Internet and space travel are part of our lives
today. We just have to look back to appreciate the change, to realize that the
gap between science fiction and reality is fast closing
While
I agreed with most of the points Angara made in his long but solid lecture, I
felt the real challenge lay much deeper, and was only hinted at in the lecture.
Our real challenge is improving the present state of basic education. If we
enumerate all the problems of Philippine education, we will take days of
delight in self-flagellation that ends nowhere. Rather than complain, I teach
at the Ateneo de Manila University and the University of the Philippines, if
only to do my bit in the effort to shape our future. Looking at my students in
the classroom, I stare literally, eyeball to eyeball with our future.
It
was unfortunate that no reference was made in the lecture to the 1925 report of
the Monroe Commission on Philippine Education because while this may seem like
an archival document, reading is humbling because we still confront the basic
problems they identified in 1925. There are two ways to look at the Monroe
Report. One is to praise the Monroe Commission for its foresight, because like
clairvoyants they were able to see our present problems 83 years ago. The other
way to interpret the report is to accept the sad fact that Philippine education
has not changed very much since 1925. As I keep telling people, do not blame
history for seeming to repeat itself, we are to blame because we repeat
history.
Education
has always held out hope for the future because it creates an idea or illusion
that it is a means for upward mobility. Education provides the means to go up
the social and economic ladder based on merit and achievement. Education is
seen as a means to break the status quo. Education tells us that things do not
have to be the way they are. This may explain why Filipino parents push their
children to earn university degrees despite our recent placement test results
that reveal that less than 10 percent of graduating high school students have
the aptitude for a university track, and that most of our graduates are better
suited for entrepreneurial or vocational futures. It is unfortunate that some
parents see the placement tests as discriminatory, and something that goes
against the right to higher education. But then we must match desire with
aptitude.
That
we need STEI is not an issue. Rather we must improve our basic education -- our
elementary and high school levels -- to prepare young people not just for STEI
but for whatever career they have the skills for. While it is good to aspire
for a university education, it has a negative side. This desire for higher
learning has spawned a lucrative industry in diploma mills that should be
closed. Then there are the unusual and redundant number of state colleges and
universities that have sprouted like mushrooms all over the country. While many
of these SUCs are doing well, these should not blind us to the fact that we are
spreading our resources thinly rather than, say, investing heavily in the
University of the Philippines and supporting existing campuses outside the
Diliman Republic.
GOOD TEACHING!!!
Good Teaching: The Top Ten Requirements
Richard Leblanc, Ph.D.
York University
Editor’s note: In 1998, professor Leblanc was awarded the Seymous Schulich Award for Teaching Excellence. His top ten requirements for good teaching was originally published in The Teaching Professor, Vol. 12, # 6, 1998.
THE CORE
Association for Experiential Education
Schools & Colleges Professional Group Newsletter
Spring 1999, Vol. 2, # 1
York University
Editor’s note: In 1998, professor Leblanc was awarded the Seymous Schulich Award for Teaching Excellence. His top ten requirements for good teaching was originally published in The Teaching Professor, Vol. 12, # 6, 1998.
- GOOD TEACHING is as much about passion as it is about reason. It’s about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It’s about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students.
- GOOD TEACHING is about substance and training students as consumers of knowledge. It’s about doing your best to keep on top of your field, reading sources, inside and outside of your areas of expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly journals. Good teaching is also about bridging the gap between theory and practice. It’s about leaving the ivory tower and immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaising with their communities.
- GOOD TEACHING is about listening, questioning, being responsive, and remembering that each student and class is different. It’s about eliciting responses and developing the oral communication skills of the quiet students. It’s about pushing students to excel; at the same time, it’s about being human, respecting others, and being professional at all times.
- GOOD TEACHING is about not always having a fixed agenda and being rigid, but being flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances. It’s about getting only 10 percent of what you wanted to do in a class done and still feeling good. It’s about deviating from the course syllabus or lecture schedule easily when there is more and better learning elsewhere. Good teaching is about the creative balance between being an authoritarian dictator on the one hand and a pushover on the other. Good teachers migrate between these poles at all times, depending on the circumstances. They know where they need to be and when.
- GOOD TEACHING is also about style. Should good teaching be entertaining? You bet! Does this mean that it lacks in substance? Not a chance! Effective teaching is not about being locked with both hands glued to a podium or having your eyes fixated on a slide projector while you drone on. Good teachers work the room and every student in it. They realize that they are conductors and the class is their orchestra. All students play different instruments and at varying proficiencies. A teacher’s job is to develop skills and make these instruments come to life as a coherent whole to make music.
- GOOD TEACHING is about humor. This is very important. It’s about being self-deprecating and not taking yourself too seriously. It’s often about making innocuous jokes, mostly at your own expense, so that the ice breaks and students learn in a more relaxed atmosphere where you, like them, are human with your own share of faults and shortcomings.
- GOOD TEACHING is about caring, nurturing, and developing minds and talents. It’s about devoting time, often invisible, to every student. It’s also about the thankless hours of grading, designing or redesigning courses, and preparing materials to further enhance instruction.
- GOOD TEACHING is supported by strong and visionary leadership, and very tangible instructional support resources, personnel, and funds. Good teaching is continually reinforced by an overarching vision that transcends the entire organization from full professors to part-time instructors and is reflected in what is said, but more importantly by what is done.
- GOOD TEACHING is about mentoring between senior and junior faculty, teamwork, and being recognized and promoted by one’s peers. Effective teaching should also be rewarded, and poor teaching needs to be remediated through training and development programs.
- AT THE END OF THE DAY, good teaching is about having fun, experiencing pleasure and intrinsic rewards…like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens. It’s about the former student who says your course changed her life. It’s about another telling you that your course was the best one he’s ever taken. Good teachers practice their craft not for the money or because they have to, but because they truly enjoy it and because they want to. Good teachers couldn’t imagine doing anything else.
THE CORE
Association for Experiential Education
Schools & Colleges Professional Group Newsletter
Spring 1999, Vol. 2, # 1
Reading Education in the Philippines
Reading Education in
the Philippines
Posted on Monday, February
27, 2012
Filipinos
have been fighting for their rights to education. Our forefathers struggled
just so they would be allowed to read and write – to be educated. Today we have
much more freedom than our lolos and lolas. We now have more sovereignty
to study and learn. However, not every Filipino has the ability and capacity to
cherish this freedom to read and write. Many factors constrain others from
fully enjoying the said right.
In the Philippines,
education, particularly, reading education is impaired by poverty, technology,
and lack of motivation and inspiration. Many Filipinos are unable to read
because of their socio-economic status. Some families do not have enough money
to send their children to school; thus the children grow up without knowing how
to read and write. Some families are a little bit blessed that they are able to
send their children to a community/public school; however, their children learn
basic reading in a very slow pace since such school does not have enough
teachers and enough up-to-date reading materials in good condition. Indeed, not
all Filipino families have the capacity to enter a well-funded school with
competent reading teachers and lots of books to read.
In addition, reading also
constantly competes with modern technology in the country. Instead of reading
books, novels, or stories, some children choose to play online games nowadays.
Instead of grabbing a book, some children opt to grab DVDs and sit all day
watching movies. Moreover, reading education in the Philippines is also weak
because of the absence of internal and external motivation among children.
Filipino youth do not choose to develop their love for reading because they
never saw their parents touch a book, as well. Parental motivation needs to be
developed to improve reading among Filipino youths.
Fortunately, some Filipinos
have the initiative to promote reading, especially among the young ones. Some
of our legislators have drafted and passed laws that promote reading. Various
colleges and universities, such as the University of the Philippines, offer
education courses that train future teachers to teach and encourage reading not
only in the English subject, but within the content subjects (e.g. science and
math), as well.
Many organizations also
provide programs that aim to help Filipinos develop their love for reading. The
Read-to-be-Smart project of Smart Communications that encourages a
community-based promotion and development of reading skills; the Reading Link
for remediation and enrichment of readers of UP; and the summer training
program for teachers of UP, MILES, are just some of the programs in the country
that encourages reading education.
Other organizations that
promote the same advocacy include the Reading Association of the Philippines,
International Reading Association, and Global Volunteer Network.
Sources:
Lina
B. Diaz de Rivera. “To teach reading is to spread love.” Inquirer.net. (Posted
on Jan. 29, 2012). Retrieved on February 9, 2012 from http://newsinfo.inquirer.net/136293/to-teach-reading-is-to-spread-loveMaximum A. “The Philippines: A Reading People.” Hubpages.com. Retrieved on February 9, 2012 fromhttp://maximuma.hubpages.com/hub/The-Philippines-A-Reading-People
Yolanda Sotelo. “Catching the reading ‘fever’.” Inquirer.net. (Posted on Feb. 28, 2010). Retrieved on February 9, 2012 fromhttp://newsinfo.inquirer.net/inquirerheadlines/learning/view/20100228-255883/Catching-the-reading-fever
Sunday, July 14, 2013
OHSP
What is OHSP?
It is an alternative mode of secondary education that uses distance learning. It is part of the formal education and purposely designed for the high school students who cannot attend regular class program.
Who are qualified to enroll?
They are the kind of learners, without age limit, who can demonstrate capacity for independent learing and are willing to undertake self-directed learning. They are:
It is an alternative mode of secondary education that uses distance learning. It is part of the formal education and purposely designed for the high school students who cannot attend regular class program.
Who are qualified to enroll?
They are the kind of learners, without age limit, who can demonstrate capacity for independent learing and are willing to undertake self-directed learning. They are:
- Those deserving first year high school students who are either:
- physically impaired
- working students
- financially hard up
- living far from school (distance from home to school)
- having justifiable and legitimate reasons
- First Year drop-out students
- Grade Six Graduates
- Philippine Education Placement Test (PEPT) passer
Saturday, July 13, 2013
Open High School Program
What is OHSP?
It is an alternative mode of secondary education that uses distance learning. It is part of the formal education and purposely designed for the high school students who cannot attend regular class program.
Who are qualified to enroll?
They are the kind of learners, without age limit, who can demonstrate capacity for independent learing and are willing to undertake self-directed learning. They are:
It is an alternative mode of secondary education that uses distance learning. It is part of the formal education and purposely designed for the high school students who cannot attend regular class program.
Who are qualified to enroll?
They are the kind of learners, without age limit, who can demonstrate capacity for independent learing and are willing to undertake self-directed learning. They are:
- Those deserving first year high school students who are either:
- physically impaired
- working students
- financially hard up
- living far from school (distance from home to school)
- having justifiable and legitimate reasons
- First Year drop-out students
- Grade Six Graduates
- Philippine Education Placement Test (PEPT) passer
Thursday, July 11, 2013
Wednesday, July 10, 2013
Saturday, July 6, 2013
Code of Ethics of a Professional Teachers
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
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 possesses 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.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational
institution shall offer quality education for all competent teachers.
Committed to its full realization, the provision of this Code shall
apply, therefore, to all teachers in schools in the Philippines.Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term “teacher†shall include industrial arts or vocational teachers and all other persons performing supervisory and /or administrative functions in all school at the aforesaid levels, whether on full time or part-time basis.
Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the
state; each teacher is a trustee of the cultural and educational
heritage of the nation and is under obligation to transmit to learners
such heritage as well as to elevate national morality, promote national
pride, cultivate love of country, instill allegiance to the constitution
and for all duly constituted authorities, and promote obedience to the
laws of the state.Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.
Section 7. A teacher shall not use his position or 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 schools work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively.
Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use his positions and influence to proselyte others.
Article IV: A Teacher and the Profession
Section 1. Every teacher shall actively insure that teaching is the
noblest profession, and shall manifest genuine enthusiasm and pride in
teaching as a noble calling. Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations through personal advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a descent living.
Article V: The Teachers and the Profession
Section 1. Teachers 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, teachers shall support one
another.Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which has not been officially released, or remove records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and unethical conduct of any associate. 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 Profession
Section 1. Every teacher shall make it his duty 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 enlightened
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, provided that such determination shall be in accordance with
generally accepted procedures of evaluation and measurement. In case of
any complaint, teachers concerned shall immediately take appropriate
actions, observing due process.Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.
Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations
with parents, and shall conduct himself to merit their confidence and
respect.Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner under him, exercising utmost candor and tact in pointing out the learner's deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair criticism.
Article X: The Teacher and Business
Section 1. A teacher has the right to engage, directly or indirectly, in
legitimate income generation; provided that it does not relate to or
adversely affect his work as a teacher.Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherently, related to such purchase and disposal; provided they shall be in accordance with the existing regulations; provided, further, that members of duly recognized teachers cooperatives may participate in the distribution and sale of such commodities.
Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life for
which it is the highest obligation to live with dignity at all times
whether in school, in the home, or elsewhere.Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations.
Article XII: Disciplinary Actions
Section 1. Any violation of any provision of this code shall be
sufficient ground for the imposition against the erring teacher of the
disciplinary action consisting of revocation of his Certification of
Registration and License as a Professional Teacher, suspension from the
practice of teaching profession, or reprimand or cancellation of his
temporary/special permit under causes specified in Sec. 23, Article III
or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and
Regulations Implementing R.A. 7836.
Article XIII: Effectivity
Section 1. This Code shall take effect upon approval by the Professional
Regulation Commission and after sixty (60) days following its
publication in the Official Gazette or any newspaper of general
circulation, whichever is earlier.
Code of Ethics of a Professional Teachers
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
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 possesses 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.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational
institution shall offer quality education for all competent teachers.
Committed to its full realization, the provision of this Code shall
apply, therefore, to all teachers in schools in the Philippines.Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term “teacher†shall include industrial arts or vocational teachers and all other persons performing supervisory and /or administrative functions in all school at the aforesaid levels, whether on full time or part-time basis.
Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the
state; each teacher is a trustee of the cultural and educational
heritage of the nation and is under obligation to transmit to learners
such heritage as well as to elevate national morality, promote national
pride, cultivate love of country, instill allegiance to the constitution
and for all duly constituted authorities, and promote obedience to the
laws of the state.Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.
Section 7. A teacher shall not use his position or 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 schools work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively.
Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use his positions and influence to proselyte others.
Article IV: A Teacher and the Profession
Section 1. Every teacher shall actively insure that teaching is the
noblest profession, and shall manifest genuine enthusiasm and pride in
teaching as a noble calling. Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations through personal advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a descent living.
Article V: The Teachers and the Profession
Section 1. Teachers 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, teachers shall support one
another.Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which has not been officially released, or remove records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and unethical conduct of any associate. 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 Profession
Section 1. Every teacher shall make it his duty 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 enlightened
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, provided that such determination shall be in accordance with
generally accepted procedures of evaluation and measurement. In case of
any complaint, teachers concerned shall immediately take appropriate
actions, observing due process.Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.
Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations
with parents, and shall conduct himself to merit their confidence and
respect.Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner under him, exercising utmost candor and tact in pointing out the learner's deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair criticism.
Article X: The Teacher and Business
Section 1. A teacher has the right to engage, directly or indirectly, in
legitimate income generation; provided that it does not relate to or
adversely affect his work as a teacher.Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherently, related to such purchase and disposal; provided they shall be in accordance with the existing regulations; provided, further, that members of duly recognized teachers cooperatives may participate in the distribution and sale of such commodities.
Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life for
which it is the highest obligation to live with dignity at all times
whether in school, in the home, or elsewhere.Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations.
Article XII: Disciplinary Actions
Section 1. Any violation of any provision of this code shall be
sufficient ground for the imposition against the erring teacher of the
disciplinary action consisting of revocation of his Certification of
Registration and License as a Professional Teacher, suspension from the
practice of teaching profession, or reprimand or cancellation of his
temporary/special permit under causes specified in Sec. 23, Article III
or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and
Regulations Implementing R.A. 7836.
Article XIII: Effectivity
Section 1. This Code shall take effect upon approval by the Professional
Regulation Commission and after sixty (60) days following its
publication in the Official Gazette or any newspaper of general
circulation, whichever is earlier.
Code of Ethics of a Professional Teachers
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
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 possesses 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.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational
institution shall offer quality education for all competent teachers.
Committed to its full realization, the provision of this Code shall
apply, therefore, to all teachers in schools in the Philippines.Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term “teacher†shall include industrial arts or vocational teachers and all other persons performing supervisory and /or administrative functions in all school at the aforesaid levels, whether on full time or part-time basis.
Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the
state; each teacher is a trustee of the cultural and educational
heritage of the nation and is under obligation to transmit to learners
such heritage as well as to elevate national morality, promote national
pride, cultivate love of country, instill allegiance to the constitution
and for all duly constituted authorities, and promote obedience to the
laws of the state.Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.
Section 7. A teacher shall not use his position or 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 schools work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively.
Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use his positions and influence to proselyte others.
Article IV: A Teacher and the Profession
Section 1. Every teacher shall actively insure that teaching is the
noblest profession, and shall manifest genuine enthusiasm and pride in
teaching as a noble calling. Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations through personal advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a descent living.
Article V: The Teachers and the Profession
Section 1. Teachers 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, teachers shall support one
another.Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which has not been officially released, or remove records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and unethical conduct of any associate. 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 Profession
Section 1. Every teacher shall make it his duty 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 enlightened
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, provided that such determination shall be in accordance with
generally accepted procedures of evaluation and measurement. In case of
any complaint, teachers concerned shall immediately take appropriate
actions, observing due process.Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.
Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations
with parents, and shall conduct himself to merit their confidence and
respect.Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner under him, exercising utmost candor and tact in pointing out the learner's deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair criticism.
Article X: The Teacher and Business
Section 1. A teacher has the right to engage, directly or indirectly, in
legitimate income generation; provided that it does not relate to or
adversely affect his work as a teacher.Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherently, related to such purchase and disposal; provided they shall be in accordance with the existing regulations; provided, further, that members of duly recognized teachers cooperatives may participate in the distribution and sale of such commodities.
Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life for
which it is the highest obligation to live with dignity at all times
whether in school, in the home, or elsewhere.Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations.
Article XII: Disciplinary Actions
Section 1. Any violation of any provision of this code shall be
sufficient ground for the imposition against the erring teacher of the
disciplinary action consisting of revocation of his Certification of
Registration and License as a Professional Teacher, suspension from the
practice of teaching profession, or reprimand or cancellation of his
temporary/special permit under causes specified in Sec. 23, Article III
or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and
Regulations Implementing R.A. 7836.
Article XIII: Effectivity
Section 1. This Code shall take effect upon approval by the Professional
Regulation Commission and after sixty (60) days following its
publication in the Official Gazette or any newspaper of general
circulation, whichever is earlier.
Code of Ethics of a Professional Teachers
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
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 possesses 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.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational
institution shall offer quality education for all competent teachers.
Committed to its full realization, the provision of this Code shall
apply, therefore, to all teachers in schools in the Philippines.Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term “teacher†shall include industrial arts or vocational teachers and all other persons performing supervisory and /or administrative functions in all school at the aforesaid levels, whether on full time or part-time basis.
Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the
state; each teacher is a trustee of the cultural and educational
heritage of the nation and is under obligation to transmit to learners
such heritage as well as to elevate national morality, promote national
pride, cultivate love of country, instill allegiance to the constitution
and for all duly constituted authorities, and promote obedience to the
laws of the state.Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.
Section 7. A teacher shall not use his position or 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 schools work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively.
Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use his positions and influence to proselyte others.
Article IV: A Teacher and the Profession
Section 1. Every teacher shall actively insure that teaching is the
noblest profession, and shall manifest genuine enthusiasm and pride in
teaching as a noble calling. Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations through personal advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a descent living.
Article V: The Teachers and the Profession
Section 1. Teachers 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, teachers shall support one
another.Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which has not been officially released, or remove records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and unethical conduct of any associate. 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 Profession
Section 1. Every teacher shall make it his duty 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 enlightened
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, provided that such determination shall be in accordance with
generally accepted procedures of evaluation and measurement. In case of
any complaint, teachers concerned shall immediately take appropriate
actions, observing due process.Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.
Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations
with parents, and shall conduct himself to merit their confidence and
respect.Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner under him, exercising utmost candor and tact in pointing out the learner's deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair criticism.
Article X: The Teacher and Business
Section 1. A teacher has the right to engage, directly or indirectly, in
legitimate income generation; provided that it does not relate to or
adversely affect his work as a teacher.Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherently, related to such purchase and disposal; provided they shall be in accordance with the existing regulations; provided, further, that members of duly recognized teachers cooperatives may participate in the distribution and sale of such commodities.
Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life for
which it is the highest obligation to live with dignity at all times
whether in school, in the home, or elsewhere.Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations.
Article XII: Disciplinary Actions
Section 1. Any violation of any provision of this code shall be
sufficient ground for the imposition against the erring teacher of the
disciplinary action consisting of revocation of his Certification of
Registration and License as a Professional Teacher, suspension from the
practice of teaching profession, or reprimand or cancellation of his
temporary/special permit under causes specified in Sec. 23, Article III
or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and
Regulations Implementing R.A. 7836.
Article XIII: Effectivity
Section 1. This Code shall take effect upon approval by the Professional
Regulation Commission and after sixty (60) days following its
publication in the Official Gazette or any newspaper of general
circulation, whichever is earlier.
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