Learning Outcomes

At the end of the topic, you are expected to discuss the Preamble and Article I, explain how
professional teachers should relate to the primary, secondary, and tertiary stakeholders, the teaching
community and higher authorities, and describe how a professional teacher should conduct
himself/herself as a person, in the teaching profession and in business.

Introduction
From ethics, we learn the rightness and wrongness of an action, the righteousness before God, and the
love of God and neighbor. Merriam-Webster dictionary defines a code as a system of principles or
rules.
So, what is a code of ethics for professionals?
To understand better the meaning and purpose of a Code of Ethics, visit the following sites.
http://ethics.iit.edu/ecodes/codefunctions
https://www.dictionary.com/e/pop-culture/code-of-ethics/

Which of the following statements are true about the code of ethics for professionals? Put check marks
to all the statements that are correct.

✓ Statements

It is a set of professional values and responsibilities each professional is expected to

commit to.

It sets the standards of conduct deemed responsible and honorable for their line of work.

It can potentially serve as legal support in courts of law for those seeking to meet work-
related moral obligations.
The violations of this code are valid grounds for the revocation of the ability to practice
professionally.
It constitutes a contract between the profession and society in exchange for the right to
professional autonomy.
Question 1: What are the legal bases of the creation of the Code of Ethics for Professional Teachers?
Pursuant to the provisions of the ff:
• paragraph (e), article II, of R. A. No. 7836 (Philippines Professionalization Act of 1994)

https://www.prc.gov.ph/uploaded/documents/PROFESSIONAL%20TEACHERS-LAW1.PDF
• Paragraph (a), section 6, P.D. No. 223 (Creating The Professional Regulation Commission And
Prescribing Its Powers And Functions), as amended, the Board for Professional Teachers hereby
adopt the Code of Ethics for Professional Teachers.

Link: https://www.officialgazette.gov.ph/1973/06/22/presidential-decree-no-223-s-1973/
Question 2: What is the purpose of the creation of the Code of Ethics for Professional Teachers?
So, what are the answers to the “Start-Up” activity? Actually, all statements are correct. The code of
ethics for professional teachers is a set of professional values and responsibilities each teacher is
expected to commit to. It sets the standards of conduct deemed responsible and honorable for the
teachers’ work. Moreover, it can potentially serve as legal support in courts of law for those seeking to
meet work-related moral obligations, and that the violations of this code are valid grounds for the
revocation of the teachers’ licenses to practice professionally.
The code of ethics for professional teachers is a system of principles or rules that indicate how a teacher
acts ethically. It tells what is righteous for teachers to do and it compels all professional teachers to
observe and practice the ethical standards provided in the Code.
It explains how professional teachers should relate to the primary, secondary, and tertiary stakeholders,
the teaching community and higher authorities, and describe how a professional teacher should conduct
himself/herself as a person, in the teaching profession and in business.

3.1 The Preamble and Article I

PREAMBLE
Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well
as technical and professional competence in the practice of their noble profession, they strictly adhere to
observe, and practice this set of ethical and moral principles, standards, and values.
ARTICLE I – SCOPE AND LIMITATIONS
Section 1. Philippine Constitution provides that all educational institution shall offer quality education for all
competent teachers committed of its full realization The provision of this Code shall apply, therefore, to all
teachers in schools in the Philippines.

Section 2. 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.

1. Are teachers who have no license considered professional?

A review of the Preamble and Article I tell that teachers who have no license are not included in the
group of professional teachers.
2. Is the code applicable to teachers in the tertiary level?
Article I, Section 2 specifically enumerates its applicability to primary, pre-school, elementary and
secondary. It does not indicate that it is applicable to tertiary teachers.
The majority of the tertiary teachers are graduates of other disciplines not related to teacher education,
and these disciplines have different Codes of Ethics to observe.
A college instructor or professor technically is not covered by the Code of Ethics for Teachers. A faculty
member of the tertiary level is not even required by law to pass LET, only master’s degree. Those
handling subjects in the College of Education are required by CHED to have LET.
3. Are private school teachers required of a license? What about pre-school teachers, vocational teachers,
ALS teachers, school heads, Education Supervisors and Schools Division Superintendents?
Yes. According to Article I, the provision of the Code shall apply to all teachers in schools in the Philippines
and to persons performing supervisory and /or administrative functions in all schools at the primary,
pre-school, elementary and secondary levels, whether on full time or part-time basis.
School Officials refers to any engaged in educational work other than classroom teaching, in supervisory,
administrative or directive, like superintendents, college deans, university president, rectors, members
of the governing board of a school, and other supervisory and administrative officials.
School embraces all educational institutions irrespective of grade or type, and include primary,
intermediate, elementary, secondary whether academic, vocational, special, technical or professional.
4. Are all professors in the teacher education institutions required of a license?
Yes, because it is a Commission on Higher Education (CHED) requirement as stated in the CHED
Memorandum Orders (CMOs).
CMO 74, s. 2017 Policies, Standards and Guidelines for BEEd and CMO 75, s. 2017 Policies, Standards
and Guidelines for BEEd, Section 14 indicates that a license is required for Professional Education faculty.

3.2 Relationship with the External Stakeholders

In education, the term stakeholder typically refers to anyone who is invested in the welfare and
success of a school and its students, including administrators, teachers, staff members, students,
parents, families, community members, local business leaders, and elected officials such as school
board members, city councilors, and state representatives.
Link: https://www.edglossary.org/stakeholder/
The education of a child is not the sole responsibility of school heads and teachers. In fact, school heads
and teachers cannot do it by themselves. As the African proverb says, "It takes a whole village to raise a
child." The Code of Ethics cites different groups of external stakeholders with whom schools and
teachers have to relate and work for the education of the child.
These are the State (Article II), the Community (Article III) and parents (Article IX). Secondary
stakeholders indirectly receive the service. These are the learners' parents. Tertiary stakeholders are
indirect but crucial participants in the process of children's education. These are the future employers,
the government or the state and society in general.
(Source: DepEd Continuous Improvement - Project Learning Guide p.26)
Article II. The Teacher and the State (Tertiary Stakeholder)
Article II, simply outlines the responsibilities of the teachers towards the State. Since the schools are
considered as training grounds for future citizens of the country, the teachers have the solemn duty of
molding the minds of their students into the right direction. As the saying goes, “train up the child in the
way he should go and when he is old, he shall not depart from it.” (King Solomon, Proverbs 22:6)
Moreover, the teachers are exhorted to avoid acts that would demean the profession and tarnish its
nobility.

Section 1. The schools are the nurseries of the future citizens of the state. Each teacher is a trustee of
the cultural and educational heritage of the nation and is under obligation to transmit to learners such
heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill
allegiance to the constitution and for all duly constituted authorities, and promote obedience to the
laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of the state,
and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher
shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan
interest, and shall not directly or indirectly, solicit, require, collect, or receive any money or service or
other valuable material from any person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.
Section 7. A teacher shall not use his position or facial authority or influence to coerce any other person
to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the
product of his researches and investigations provided that, if the results are inimical to the declared
policies of the State, they shall be brought to the proper authorities for appropriate remedial action.

1. The schools are the "nurseries of the citizens of the state”. What are nurseries for? Why are schools
called the "nurseries of the citizens of the state?“
In horticulture, a nursery is a place where young plants and trees are cultivated and grown by a gardener.
The school represents the nursery where the citizens of the state, the learners, are trained to gain
knowledge that will help them understand the world around them and to develop the skills and values
necessary for them to become sustainable. The gardener refers to the people in the academic place
especially the teachers who will help these learners to achieve their academic goals.
2. “Each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation
to transmit to learn such heritage.” In what ways can teachers do this?
There are many things in our Filipino culture that we can be proud of and are therefore worth preserving
and passing on to maintain Filipino identity, promote national pride and cultivate love of country.
Regardless of the subject taught, these should be integrated in their lessons.
3. What is the obligation of the teachers pertaining to the declared policies of the state?
Every teacher or school official shall actively help carry out the declared policies of the state, and shall
take an oath to this effect. They should be models of obedience to the state policies, and teachers, when
applicable, talks about this with students or integrate these policies in their lessons.
4. What steps do employers take to ensure that a teacher is physically, mentally, and morally fit?
Every teacher is expected to be fit or else cannot perform his/her function. Pursuant to Sec. 22 (Medical
Examination and Treatment) of RA 4670 otherwise known as the Magna Carta to Public School Teachers,
teachers shall undergo annual physical examination free of charge not less than once a year during the
teacher's professional life.
Schools should not be hiring potential liabilities in their group. The teacher’s physical, mental or moral
state may cause unpleasant relationship with the students, the parents, and people in the community.
5. What does the statement “full commitment and devotion to duty” mean?
Every teacher should avoid loafing, misdemeanor, and many other offensive acts in the workplace during
working hours. Each should be contributory to the realization of the institution’s vision and mission.
Thus, all teachers are expected of their binding performance of dedication and commitment to their
respective stations.
6. Explain why a teacher shall not engage in the promotion of any political, religious, or other partisan
interest.
To practice politics and religion are constitutional rights. However, private school and public school
teachers are prohibited from promoting any political party to avoid biases specially that the public school
teachers are called to perform election duties under the law.
Teachers have to preserve the dignity of the education sector by not engaging directly or indirectly in
electioneering except to vote. Engaging in partisan politics is teacher's abuse of authority.
The Omnibus Election Code of the Philippines, Article XXII on Election Offenses states that one of the
prohibited acts is “Coercion of Subordinates”. If a teacher intimidates, coerces or forces students to vote
in favor of a candidate, he will become liable for violation of the law and subject to criminal proceedings.
As a professional, the teacher is expected not to take advantage of his/her position or power to promote
his/her own interest whether political nor religious, nor to solicit, require or collect any money, service
or material from any person.
A professional teacher violates Section 6 of Article II if he/she fails to vote for no justifiable reason. Voting
is teacher's participation in the affairs of the state.
7. Every teacher shall enjoy academic freedom. What does academic freedom mean? Is this academic
freedom absolute?
Academic freedom is the freedom of an academic institution through its faculty, researchers and
students to search for the truth (thus, research), and to pursue knowledge (thus, teach and study),
wherever it may lead without unreasonable interference or restriction from the state, church or public
pressure.
Through academic freedom – students and teachers can discuss freely without fear of censorship or
retaliation. We can preserve the intellectual integrity of our institution and maintain our academic
standards. We can challenge one another’s views but we should not penalize the other for holding a
different view.
Academic freedom does not mean faculty can harass the students or students cannot be required to
have mastery of their subjects. The curriculum belongs to the institution, not the faculty and thus has
certain standards that must be upheld. The admission process belongs to the institution, not the faculty.
Academic freedom is a product not only of individual academic research but of vigorous, sustained
intellectual exchange and dialogue among scholars and non-academics, a free and open exchange of
ideas.
The professional teacher shall enjoy academic freedom so he/she can share the product of his/her
researches and investigations in support of the endless search for truth. However, this academic
freedom is not absolute. It has limits. If the research findings are damaging to the state, the research
results shall be submitted to the proper authorities for appropriate action.
Link: https://www.davaodoctors.edu.ph/2017/08/25/academic-freedom-by-dr-sylvia-b-concepcion/

Article III. The Teacher and the Community (Tertiary Stakeholder)

Section 1. A teacher is a facilitator of learning and of the development of the youth: he shall, therefore, render
the best service by providing an environment conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements
for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor
and dignity at all times and refrain for such activities as gambling, smoking, drunkenness, and other excesses,
much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local
customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the
community.

Section 5. Every teacher shall help the school keep the people in the community informed about the school’s
work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay. and shall welcome
the opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to
 actively be involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other
professionals, with government officials, and with the people, individually or collectively.
Section 8. A teacher possess freedom to attend church and worships as appropriate, but shall not use his
positions and influence to proselyte others.

Teachers are considered leaders of the community where they live and in order to merit the respect and
admiration of the people in the community the teacher must lead a morally upright life. A teacher should
not be engaged in immoral relations, gambling, and drunkenness and other vices considered immoral by
the standards of the community where he/she lives and serves.
The teachers are also mandated by the code to have a clear understanding of the customs and traditions
of their community in order for them to avoid acts that would be considered aberrant (not typical) by
the people of that community.
1. As facilitators of learning, what kind of classroom environment should teachers create?
As a professional teacher, he/she is a facilitator of learning by ensuring that he/she provides a favorable
environment for learning.
2. Are the teachers’ responsibilities confined only in the classroom? Why or why not?
No. He/she acts as a leader by initiating and participating in community activities for moral, social,
educational, economic and for the benefit of community members and the community as a whole.
3. Is it proper for a teacher to be with his/her students in an alcohol drinking spree? Explain your answer.
No because a teacher is expected to behave with honor and dignity at all times and refrain for such
activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations.

4. Is it proper for a teacher to give disparaging remarks about a community? Explain your answer.
No. On the contrary, according to section 3 Article III, the teacher must study and understand local
customs and traditions in order to have sympathetic attitude towards the members of the community.
5. What is the role of a teacher in the community and what are his/her responsibilities for the community
as mentioned in Article III?
The teacher is an intellectual leader in the community. As a community leader he/she deals with other
professionals and community officials harmoniously and professionally. Because he/she wants to work
with the community, he/she keeps people informed of developments in school.
Article IX – The Teachers and Parents

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

1. How should the teachers relate with the parents of their learners?
As posted at the www.educationworld.com, the school's best ally in the task of nurturing a student's
innate 'urge to learn' is, first and foremost, the parents. They should work as a team to facilitate the best
educational experience possible for students. So, it is very important that the teacher establishes and
maintains cordial relations with parents and shall inform them, through proper authorities, of the
progress and deficiencies of their child under him exercising utmost candor and tact. To maintain the
harmonious relationship with the parents, the teacher should also make sure that he/she has listening
ears in hearing the complaints of the parents and shows sympathy and understanding.

3.3 Relationship with Internal Stakeholders

Students, teachers and administrators can be considered internal stakeholders in an educational
institution. Each one of them plays an important role for the success and development of a school. The
learners are the primary stakeholders and the direct recipient of the academic venture. The teachers
collaborate with his/her fellow teachers and school administrators. So, how should the teacher relate to
the internal stakeholders?
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 than 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.

In the classroom, our primary goal is to teach the learners knowledge, skills and values which will enable
them to understand the world around them, and to have a sustainable future.
1. One of the twelve characteristics of an effective teacher from Robert J. Walker’s study is fairness. What
provisions of the Code describes a what a fair teacher is?

• bases the evaluation of the learners work on merit and quality of academic performance
• shall not make deductions from their scholastic ratings as a punishment for acts which are clearly
not manifestation of poor scholarship
• does not accept, directly or indirectly, any remuneration from tutorials
• the academic marks and the promotions of learners in the subject or grades he handles is in
accordance with generally accepted procedures of evaluation and measurements
• shall handle each learner justly and impartially
• does not accept favors or gifts from learners, their parents or others in their behalf in exchange
for requested concessions, especially if undeserved

2. Another characteristic of an effective teacher from Robert J. Walker’s study is compassion. What
provisions of the Code describes a what a compassionate teacher is?

• In case of any complaint, teachers concerned shall immediately take appropriate actions,
of serving due process.
• deal justifiably and impartially with each of the students
• has no prejudices and discriminations (race, ethnicity, beliefs, sexual orientation and
others)
• shall not inflict corporal punishment on offending learners
• 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
3. What should a teacher do when mutual attraction and subsequent love develop between him and his
learner?
The teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential
treatment of the learner.

Article V – The Teachers and the Teaching Community

The professional teacher works with other professional teachers, their colleagues. They are their
partners and collaborators. How should a teacher relate to his/her colleagues?
 Section 1. Teacher shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and
faith in one another, self-sacrifice for the common good, and full cooperation with colleagues. When the best
interest of the learners, the school, or the profession is at stake in any controversy, teacher shall support one
another.
Section 2. A teacher is not entitled to claim credit or work not of his own and shall give due credit for the work
of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records
and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and
shall not divulge to anyone documents which has not been officially released, or remove records from the files
without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what he may appear to be an
unprofessional and unethical conduct of any associates. However, this may be done only if there is
incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate,
preferably in writing, without violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified: provided that he respects the
system of selection on the basis of merit and competence: provided, further, that all qualified candidates are
given the opportunity to be considered.

1. Jona, a student, tells Teacher A that Teacher B has an illicit relationship with her Uncle Tom. Is it
appropriate for Teacher A to spread a gossip against Teacher B?
A professional teacher should work in collaboration with his/her fellow teachers. Gossip destroys
collegial relationships. It has no place in a professional community. A brotherly/sisterly correction for
what may appear to be unprofessional and unethical conduct of an associate is an act that is becoming
of a professional.
2. Teacher M caught Teacher R accepting gifts from the parents of his student who is vying for honors
and he suspected that this is in exchange for favorable grades. What should Teacher M do?
Should there be justifiable criticism against a fellow teacher, the right recourse is to submit to proper
authorities any justifiable criticism.
3. What provisions of the Code tell about professional conduct of a teacher?
• When the best interest of the learners, the school, or the profession is at stake in any controversy,
teacher shall support one another.
• does not claim credit or work not of his own and shall give due credit for the work of others which
he may use
• Before leaving his position, a teacher shall organize for whoever assumes the position such
records and other data as are necessary to carry on the work.
• 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

Article VI – The Teacher and Higher Authorities in the Profession

In addition to colleagues in the teaching profession, professional teachers also relate to higher
authorities who are his/her school heads, Supervisors, etc.
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.

1. Is it professional for a teacher to campaign against legitimate policies of the school and administration
with which he/she disagrees?
It is unprofessional for a teacher to campaign against legitimate policies of the school and administration
with which he/she disagrees. In contrast the professional thing to do is to support the legitimate policies
even though as a professional teacher one is personally against it. One must exert effort to understand
the wisdom of the policies of the administration. In the first place they may not have become policies if
they are not for the good of teachers.
2. Is it professional for a teacher to file charges against superiors under anonymity to protect
himself/herself?
It is likewise unprofessional to file charges against superiors under cover of anonymity. If there is truth
in the charges filed against superiors, one should not be afraid to come into the open.
3. Is it professional for a teacher to transact official business through proper channels?
To transact official business through proper channels is the professional and ethical thing to do. There
are exceptions, however. When the reforms advocated are opposed by the immediate superior, the
teacher shall appeal directly to the proper higher authority.
4. Is it professional for a teacher to go on strike with his group to seek redress against injustice?
To go on strike is not professional. True, professional teachers have a right to seek redress against
injustice or discrimination but should do it in a manner that does not jeopardize the welfare of learners
whose right to learn must be respected. Teachers going on strike adversely affect learners.
5. Is it professional for a teacher to be promoted based only on years of service and to complain against
transfer of teachers with whom the school head has prejudice?
Appointments, promotions are based only on merit and need in the interest of service in the profession.
Likewise, transfer of professional teachers is done on the basis of merit and need. Transfer of a teacher
made because of school head's prejudice towards the teacher is unprofessional.

3.4 The Teacher and His/her Person, Profession and Business

How should a teacher conduct himself/herself as a person in the teaching profession and in business?
Article IV - The 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.

1. What should be every teacher's regard towards his profession?

Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine
enthusiasm and pride in teaching as a noble calling.
2. Do you agree that one of the best preparations for a teaching career is the aim of quality education in
all levels of education?
One of the best preparations for a teaching career is the aim of quality education in all levels of
education. According to Rev. Fr. Joaquin Bernas, SJ “x x x making sure that basic education is really solid,
because if it is not solid, it affects the quality of secondary education. If secondary education is poor,
then the person goes to college unprepared for college work. And if he is allowed to graduate again with
a poor quality college education, he goes to university professional education even more unprepared.”
3. Are teachers obligated to improve their efficiency and enhance the prestige of the profession?
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.
4. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning
a decent living. What does it imply?
That teaching is the noblest profession is already a trite (overused) expression. However, its veracity can
and must never be questioned especially by the teachers themselves. Other professionals may also claim
that theirs is the noblest profession but the truth remains that without the teacher, there can be no
lawyer, doctor, engineer or even priest for it is a teacher who trained them to be such.
As a trusted member of society entrusted in the development of the young, the teacher should strive to
be worthy. Those who uses his position for unworthy purposes betrays the trust.
Article XI - The Teacher as a Person

Section 1. A teacher is, above all a human being endowed with life for which it is the highest obligation to live
with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principles of personal behavior in
all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of
emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of
men and nations.

1. How does the professional teacher carry herself/himself as a person?"

A teacher is looked up to as model and therefore live a dignified life worthy to be valued, respected and
emulated. He/she has made self-respect and self-discipline as the governing principle in his/her
relationships with all people in all situations and has always recognized the Almighty God as guide of his
own destiny and of the destinies of men and nations.
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 that such shall be in accordance with existing regulations.

1. We know that some teachers borrow or engage in business to eke out income. What is ethical for
them to do?
He/she can engage, directly or indirectly, in legitimate income generation provided that it does not
hamper his/her main role as a teacher. His work as an educator must be done efficiently despite
 having engaged in other means of income generation. His business should not eat his time for his
learners and should not sacrifice the integrity and nobility of his profession.
2. Is it ethical for a teacher to have loans?
The Code does not prevent a teacher from engaging in loans as long as he/she settles his debts and
loans according to its terms to maintain a good credit standing. To maintain a good reputation with
respect to the financial matters, he/she should not be involved in scandalous credit or loan which is
beyond his capacity to pay.
3. When do professional teachers violate Section 3 Article X?
A violation of this section is when the teacher is directly or indirectly involved in the selling of books
and other commodities which the students use especially when he earns money out of the sales of
the textbooks by becoming an agent or by getting percentages from the sales of the books.

Links:

http://ethics.iit.edu/ecodes/codefunctions
https://www.dictionary.com/e/pop-culture/code-of-ethics/
https://www.edglossary.org/stakeholder/
https://www.davaodoctors.edu.ph/2017/08/25/academic-freedom-by-dr-sylvia-b-concepcion/
VIDEOS:
Stakeholders: https://www.youtube.com/watch?v=w8wbJkNVdvc
Article I – IV: https://www.youtube.com/watch?v=qJzxTXqQ1qg
Article III: https://www.youtube.com/watch?v=tNcBatGKRKQ
Article V: https://www.youtube.com/watch?v=7iaAiXHCkuA
Article VI: https://www.youtube.com/watch?v=NjFN7yLkUxs
Article VII: https://www.youtube.com/watch?v=9Iswj3YDsUo&t=2s
Article IX: https://www.youtube.com/watch?v=Io8BHR6Jh54
Article X: https://www.youtube.com/watch?v=rpgMNksvY2I&t=63s
Article X: https://www.youtube.com/watch?v=eojl2FLs8Hk
Article XI: https://www.youtube.com/watch?v=pHQIZ0BNUnY

Book:
Bilbao, P., Corpuz, B., Llagas, A., & Salandanan, G. (2018). The Teaching Profession (4th ed.). Manila,
Phillippines: Lorimar Publishing.