ED-2 PRELIM REVIEWER  Patience and perseverance

 Sincerity and honesty

Teaching Profession  Firmness
 Promptness, efficiency, and ability to organize
Technical Ethical  Positive outlook and encouraging attitude
 acads  norms  Democratic leadership
 skills  standard
 Systematic
Teaching as a Multi-faced Human Activity  Friendly and sociable
 Teaching is a multi-faced human activity for it  Values in academic upgrading and professional
involves a wide range of planning, strategies, development
interactions, organizational arrangement and
material resources that take place in the teaching – Teaching as a Profession
learning process.  the word “professional” implies one who possesses
 Teachers are often viewed as the most important skill and competence/expertise
variable in the learners educational environment.  Professional – is one who conforms to the technical
or ethical standards of a profession.
Various Factors of Teaching
 Teacher’s role Elements of a Profession
 Teaching strategies and techniques 1. Initial Professional Education
 Goals and objectives as basis for teaching  Professionals generally begin their professional
 Means to attain the desired objectives lives by completing a university program in their
 Psychological foundation chosen fields (teacher education, engineering,
nursing, or accountancy). This means long and
Teaching as a Science and Art arduous years of preparation.
 it is an art because it calls for the exercise of talent  This is just initial, which means only the beginning
such as creativity and resourcefulness to deal because a professional is expected to learn
skillfully and promptly with new situations and endlessly.
difficulties.
 it is a science for it involves a systematic and 2. Accreditation
organized system of procedure, strategies,  University programs are approved by a regulatory
techniques and mental skill in attainment of body like the Commission on Higher Education
knowledge and information that will equip the learner (CHED) in the Philippines to ensure that graduates
for a better quality of life. from these recognized programs start their
 the teacher is not a dispenser of knowledge but a professional lives with competence.
person in charge of the education of children that
goes in the classroom. 3. Licensing
 she/he, the person provides the educational climate,  Licensing is mandatory, not voluntary and is
the resources that stimulate the children to explore administered by a government authority.
learning opportunities, investigate various  In the Philippines, this government authority is the
phenomena and seek answer. Professional Regulation Commission (PRC).

Varied Role of a Teacher 4. Professional Development

 Manager  This is an ongoing professional education that
 Councilor maintains or improves professionals’ knowledge
and skills after they begin professional practice.
 Motivator
 In the Philippines, this is continuing Professional
 Leader
Development mandated by RA 10912, otherwise
 Model known as the CPD Act of 2016.
 Public Relation
 Parent-surrogate 5. Professional Societies
 Facilitator  Professionals see themselves as part of
 Instructor community of like-minded individuals who put their
professional standards above the individual self-
Desirable Characteristics a Teacher should possess interest or their employer’s self-interest.
 Emotional stability and sound mental health  These professional societies put dedication to the
 Physical health and dynamic personality public interest and commitment to moral and
 Above average intelligence ethical values.
 Creativity, imagination, resourcefulness
 Good grooming, poise and refinement in word and 6. Code of Ethics
action.  Each profession has a code of ethics to ensure
 Courtesy, kindness and tact that its practitioners behave responsibly. The code
states what professionals should do.
  Professionals can be ejected from their 1976
professional societies or lose their licenses to  teaching became a profession in 1976 with PD.1006
practice for violating the code of ethics. issued by President Ferdinand E. Marcos
 The teaching profession is governed by the Code
of Ethics for Professional Teachers. Violation of 1994
the Code of Ethics for professional teachers is one  RA 7836 – The Philippine Teachers
of the grounds for the revocation of the Professionalization Act of 1994 was passed to
professional teacher’s certificate of registration promote quality education by proper supervision and
and suspension from the practice of the teaching regulation of the licensure examination and
profession (Sec. 23, RA. 7836). professionalization of the practice of the teaching
profession (Section 2).
Historical Development of Teaching as a Profession _________________________________________
in the Philippines
Teaching as a Vocation and Mission
Pre-Hispanic Period
 there was no established formal schooling in the Teaching: Mission and/or Job?
country.  If you are doing it only because you are paid for it,
 mothers, fathers and tribal leaders served as it’s a job.
teachers at home and in the community.  If you are doing it not only for the pay but also for
 no formal preparation for teachers took place. service; it’s a mission.

Spanish Period Teaching as a Vocation

 Educational decree of 1863, free public school  Vocation – “vocate” (Latin word) means to call
system was established.  based on the ethymology of the word, vocation
 missionaries served as teachers means a call
 the same decree provided for a normal school run by  vocation refers to a call to do something like to
the Jesuits to educate male teachers in Manila. teach.
 Normal schools for women were not established until  Whatever is our calling, the call is always to serve.
1875
 it was the Spaniards who started training teachers in If teaching is your vocation then it means:
Normal School  You said yes to your call to teach
 formal training for teachers began when men were  You commit yourself in the total transformation of the
trained as maestros and few years later, maestras learner
(women) were also trained.  You can consider teaching as a lifetime commitment
thus aim through the years towards quality teaching.
American Period
 American soldiers served as the first teachers. Teaching as a Mission
 1901 – Philippine Commission enacted into law Act  Teaching is also a mission
74 which created the Department of Public  “mission” (Latin word) means “to send”
Instruction, laid the foundations of the public school  The Webster’s New Collegiate Dictionary defines
system and offered free public education for mission as “task assigned”
Filipinos.  You are sent to accomplish an assigned task
 there was a shortage of teachers, the Philippine
commission authorized the Secretary of Public Teaching and a life of meaning
Instruction to bring to the Philippines 600 teachers  Dr. Josette T. Biyo
from USA. They were called Thomasites.  first Asian teacher to win the Intel Excellence in
 Due to urgent need for teachers, the Americans Teaching Award in an international competition.
gave bright young Filipino students opportunity to  Teaching is touching the hears of people and
take up higher education in American colleges and opening the minds of children.
universities financed by the Philippine Government.
They were called the Pensionados.

Act of 74 in 1901
 the establishment of the Philippine Normal School
(PNS) in Manila, as an institution for training
teachers.

PNS (Philippine Normal School)

 offered a two-year preparation for teachers
 1949 – renamed PNS to Philippine Normal College
and offer the four-year education course.
The “Pwede na” Mentality: Enemy of Excellent 6. If students have a low-performing teacher, they
Mission Preparation and Accomplishment simply will not outgrow the negative effects of lost
 the striving for excellent accomplishment sometimes learning opportunities for years to come.
brings us to our “pwede na” mentality, which is 7. Having a better teacher not only as a substantial
inimical to excellence. impact on students' test scores at the end of the
 this mentality is expressed in other ways like: school year but also increases their chances of
 “talagang ganyan yan” attending college and their earnings as adults
 “wala na tayong magagawa” (Hammond, D., 2000)
 “di na mahalata”
 “di ko na yan sagot”  A teacher's impact on learner lasts. The teacher is
 “dagdag trabaho/gastos lang yan” the key to student achievement.
 (all indicators of defeatism and resignation to
mediocrity) The Teacher as a Professional
 if we stick to this complacement mentality, excellent  A professional is one who went through long years
mission accomplishment elude us. of preparation to earn a teacher education degree
 if we remain true to our calling and mission as a recognized but the CHED, after which they hurdled a
professional teacher, we have no choice but to take LET administered by the Board for Professional
the endless and the “less traveled road” to Teachers with the supervision of the PRC.
excellence.  By passing the LET, they obtain a license which they
obliged to renew every 3 years on a condition that
_________________________________________
they can show proof of Continuing Professional
Development.
The Demands of Society from the Teachers as a
 As a professional teacher, they are expected to
Professional
abide by the Code of Ethics for Professional
 Teachers spend at least 6 hours a day, 5 days in a
Teachers.
week in 10 months of the school year with students.
 The teacher is a "licensed professional who
Teachers spend more time with the students than
possesses dignity and reputation with high moral
parents. That's why parents expect so much of
values as well as technical and professional
teachers.
competence. They adheres to, observes and
 Teachers have tremendous power to influence
practices a set of ethical and moral principles,
students. Society as a whole expect much from
standards and values.
teachers and schools.
 From their very title "teacher", to teach well is what
The Demands from the Teacher as a Professional
society primarily demands of teachers. The learning
 The Code of Ethics for Professional Teachers spells
of the learner is the teacher's main concern.
out the demands of the states, community, higher
 The effective teacher makes the good and the not so
authorities and school officials and parents from
good learner learn. On the other hand, the
teachers.
ineffective teacher adversely affects the learning of
 The word "teacher" suggest that the main
both good and the not so good student.
responsibility of the professional teachers is to
teach. The teacher's primary customer is the learner.
Research findings shared by Dallas Public Schools'
Models of Effective Teaching
Accountability System:
A. Robert Marzano's Casual Teacher Evaluation
1. Learning gains realized by students during a year in
Model of four domains:
the classroom of an effective teacher were sustained
over later years and were compounded by additional
1. Classroom strategies and behaviors
years with effective teachers.
 involve routine events such as communicating
2. Depressed achievement results resisted
learning goals and feedback and establishing
improvement even after a student was placed with
rules and procedures.
an effective teacher, and the negative impact was
 involve addressing content by helping students
discernible statistically for approximately three
interact with new knowledge, practice and
subsequent years.
deepen new knowledge.
3. Learning gains realized by students during a year in
 helping students generate and test hypotheses.
the classroom of an effective teacher were sustained
 involve events enacted on the spot such as
over later years and were compounded by additional
engaging students, recognizing adherence to
years with effective teachers.
rules and procedures, establishing and
4. The negative effects of a poor-performing teacher on
maintaining effective relationships with students
student achievement persist through three years of
and communicating high expectations for all
high-performing teachers.
students.
5. The good news is that if students have a high-
performing teacher one year, they will enjoy the
advantage of that good teaching in future years.
2. Planning and Preparing 3. create a conducive or favorable learning
 planning and preparing for lessons environment for diverse groups or learners
 for use of technology 4. assess and report learners' progress
 for needs of students receiving special 5. demonstrate professionalism as they deal with
education superiors, colleagues, students and parents.
 for needs of students who lack support for
schooling The Philippine Professional Standards for Teachers
(PPST)
3. Reflection on Teaching  The PPST, the revised National Competency-Based
 evaluating personal performance such as Teacher Standards (NCBTS), give the teacher
identifying areas of pedagogical strengths and professional competencies in seven domains, 37
weaknesses strands and 146 performance indicators for four
 developing, implementing and monitoring a career stages.
professional growth plan  According to the PPST, quality teachers in the
Philippines need to possess the following
4. Collegiality and Professionalism characteristics:
 promoting positive interactions with colleagues, 1. Recognize the importance of mastery of content
students and parents knowledge and its interconnectedness within
 seeking mentorship for areas of need/interest and across curriculum areas, coupled with a
 mentoring other teachers and sharing ideas and sound and critical understanding of the
strategies application of theories and principles of teaching
 adhering to school rules and procedures and learning.
 participating in school initiatives 2. Provide learning environments that are safe,
secure, fair and supportive in order to promote
B. Charlotte Danielson Framework for Teaching learner responsibility and achievement.
1. Planning and Preparation 3. Establish learning environments that are
2. The Classroom Environment responsive to learner diversity.
3. Instruction 4. Interact with the national and local curriculum
4. Professional Responsibilities requirements.
5. Apply variety of assessment tools and strategies
C. James Stronge - Teacher Effectiveness in monitoring, evaluating, documenting and
Performance Evaluation System (TEPES) System reporting learners' needs, progress and
achievement.
7 Performance Standards: 6. Establish school-community partnerships aimed
1. Professional Knowledge and enriching the learning environment, as well
2. Instructional Planning as the community's engagement in the
3. Instructional Delivery educative process.
4. Assessment of/for Learning 7. Value personal growth and professional
5. The Learning Environment development and exhibit high personal regard
6. Professionalism for the profession by maintaining qualities that
7. Student Progress uphold the dignity of teaching such as caring
attitude, respect and integrity.
Teacher Evaluation Standards - The McREL model
(Mid-Continent Research for Education and Professionalism: The Hallmark of a Professional
Learning)  Society expects the teacher as a professional to
1. Teachers demonstrate leadership. demonstrate professionalism in all that they do.
2. Teachers establish a respectful environment for a  Professionalism is both a professional and a
diverse population of students. personal trait.
3. Teachers know the content they teach.
4. Teachers facilitate learning for their students.  The Code of Ethics for Public School Teachers
5. Teachers reflect on their practices. adopted in Section 7 of RA 4670 explains
professional conduct:
 Since the main task of the professional teacher is to  It behooves every teacher to assume and
teach, society demands from their teaching maintain professional attitude to his work and in
competence. dealing with his associates in the profession. It
 Teaching competence is spelled out in the PPST should be his self-imposed duty to constantly
and in the four models of effective learning: improve himself professionally.
1. prepare and plan very well for instruction  Criticism, when necessary, should clearly reflect
2. execute or deliver that instruction plan very well friendly motivation and a sincere desire to
because they has professional knowledge uphold the standard and dignity of the
(mastery of subject matter) profession.
  In dealing with his pupils or students, the The Code of Ethics for the Professional Teachers
teacher should ever strive to be professionally
correct, friendly, and symphathetic. A. Preamble and Article 1

The Demands of Society from the Teacher as a PREAMBLE

Person Teachers are duly licensed professionals who possess
 "I am only a teacher!" Often times, this is what we dignity and reputation with high moral values as well as
hear when a teacher introduces their selves a midst technical and professional competence. In the practice
a group of professionals such as doctors, lawyers, of their noble profession, they strictly adhere to, observe,
nurses, accountants, engineers, and etc. and practice this set of ethical and moral principles,
standard, and values.
 And yet, admittedly, so much is expected or
demanded of a teacher. Teachers are judged more ARTICLE I
strictly than other professionals. When a teacher SCOPE AND DELIMITATIONS
fails to meet expectations of the public like when she SECTION 1. The Philippine Constitution provides that all
wears a mini-skirt or fails to pay debt on time, the educational institutions shall offer quality education for
remark from the scrutinizing eye of the public is all Filipino citizens, a vision that requires professionally
"Teacher ka pa man din!". competent teachers committed to is full realization. The
provisions of this Code shall apply, therefore, to all
Questions to Ponder: teachers in all schools in the Philippines.
1. What are the demands of the teaching profession SECTION 2. This Code covers all public and private
from the teachers as a person? school teachers in all educational institutions at the
2. What personal qualities/attributes of teachers are preschool, primary, elementary, and secondary levels
demanded by the teaching profession? whether academic, vocational, special. Technical, or
3. What personal traits must a teacher possess in order non-formal. The term “teacher” shall include industrial art
to function well as a professional teacher? or vocational teachers and all other persons performing
supervisory and/or administrative functions in all school
12 Characteristics of an Effective Teacher at the aforesaid levels, whether on full-time or part-time.
 A longitudinal, qualitative, quasi-research study of in-
service and pre-service teachers, by Robert J. B. Relationship with the Secondary and Tertiary
Walker: Stakeholders
1. Prepared - come to class each day ready to
teach. The education of a child is not the sole responsibility of
2. Positive - have optimistic attitude about teaching school heads and teachers. As the African proverb says,
and about students. “It takes a whole village to raise a child.” The code of
3. Holds high expectations - set no limits on ethics sites different groups of external stakeholders with
students and believe everyone can be whom schools and teachers have to relate and work for
successful. the education of the child. These are the state (Article II),
4. Creative - are resourceful and inventive on how the Community (Article III) and parents (Article IX).
they teach their classes. Secondary stakeholders indirectly receive the service.
5. Fair handle students and grading fairly These are the learner’s parents. Tertiary stakeholders
6. Display a personal touch - approachable are indirect but crucial participants in the process of
7. Cultivate a sense of belonging - have a way to children’s education. These are the future employers,
make students feel welcome and comfortable in the government or the state and society in general.
their classrooms
8. Compassionate - are concerned about students'
personal problems and can relate to them and ARTICLE II
their problems. THE TEACHER AND THE STATE
9. Has a sense of humor - make learning fun and SECTION 1. The schools are the nurseries of the
do not take - everything seriously. citizens of the state. Each teacher is a trustee of the
10. Respect students - do not deliberately cultural and educational heritage of the nation and is
embarrass students; teachers who give the under obligation to transmit to learners such heritage as
highest respect get the highest respect. well as to elevate national morality, promote national
11. Forgiving - do not hold grudges. pride, cultivate love of country, instill allegiance to the
12. Admit mistakes- quick to admit of being wrong. Constitution and respect for all duly constituted
authorities, and promote obedience to the laws of the
Professionalism state.
 it is something demanded of teachers both as
professional and as a person. Professionalism is SECTION 2. Every teacher or school official shall
succinctly described in Article XI of the Code of actively help carry out the declared policies of the state,
Ethics for Professional Teachers. and shall take an oath to this effect.
_________________________________________
SECTION 3. In the interest of the State of the Filipino
people as much as of his own, every teacher shall be ARTICLE III
physically, mentally and morally fit. THE TEACHER AND THE COMMUNITY
SECTION 1. A teacher is a facilitator of learning and of
SECTION 4. Every teacher shall possess and actualize the development of the youth; he shall, therefore, render
full commitment and devotion to duty. the best services by providing an environment
conductive to such learning and growth.
SECTION 5. A teacher shall not engage in the promotion
of any political, religious, or other partisan interest, and SECTION 2. Every teacher shall provide leadership and
shall not, directly, or indirectly, solicit, require, collect, or initiative to actively participate in community movements
receive any money, service, other valuable material from for moral, social, educational, economic, and civic
any person or entity for such purposes. betterment.

SECTION 6. Every teacher shall vote and shall exercise SECTION 3. Every teacher shall merit reasonable social
all other constitutional rights and responsibilities. recognition for which purpose he shall behave with
honor and dignity at all times and refrain from such
SECTION 7. A teacher shall not use his position or activities as gambling, smoking, drunkenness and other
official authority of influence to coerce any other person excesses, much less illicit relations.
to follow any political course of action.
SECTION 4. Every teacher shall help the school keep
SECTION 8. Every teacher shall enjoy academic the people in the community, and shall, therefore, study
freedom and shall have the privilege of sharing the and understand local customs and traditions in order to
product of his researchers and investigations, provide have a sympathetic attitude, therefore, refrain from
that, if the results are inimical to the declared policies of disparaging the community.
the State, they shall be draw to the proper authorities for
appropriate remedial action. SECTION 5. Every teacher shall help the school keep
the people in the community informed about the school’s
Sec. 22 (Medical Examination and Treatment) of RA work and accomplishments as well as its needs and
4670 otherwise known as the Magna Carta to Public problems.
School Teachers, teachers shall undergo annual
physical examination free of charge not less than once a SECTION 6. Every teacher is an intellectual leader in the
year during the teacher’s professional life. community, especially in the barangay, and shall
welcome the opportunity to provide such leadership
As a professional, the teacher is expected not to take when needed, to extend counseling services, as
advantage of his/her position or power to promote appropriate, and to actively be involved in matters
his/her own interest whether political nor religious, nor to affecting the welfare of the people.
solicit, require or collect any money, service or material
from any person. SECTION 7. Every teacher shall maintain harmonious
and pleasant personal and official relations with other
A professional teacher violates Section 6 of Article II if professionals, with government officials, and with the
he/ she fails to vote for no justifiable reason. Voting is people, individually or collectively.
teacher’s participation in the affairs of the state.
SECTION 8. A teacher possess freedom to attend
He/she also violates Section 7 of Article II is he/she church and worship, as appropriate, but shall not use his
engages in partisan politics. Teachers have to preserve position and influence to proselyte others.
the dignity of the education sector by not engaging
directly or indirectly in electioneering except to vote. ARTICLE IX
Engaging in partisan politics is teacher’s abuse of THE TEACHER AND THE PARENTS
authority. SECTION 1. A teacher shall establish and maintain
cordial relations with parents, and shall conduct himself
The professional teacher shall enjoy academic freedom to merit their confidence and respect.
so he/she can share the product of his/her researchers SECTION 2. A teacher shall inform parents, through
and investigations in support of the endless search for proper authorities, of the progress or deficiencies of
truth. However, this academic freedom is not absolute. It learners under him, exercising utmost condor and tact in
has limits. If the research findings are damaging to the pointing out learners’ deficiencies and in seeking
state, the research results shall be submitted to the parent’s cooperation for the proper guidance and
proper authorities for appropriate action. improvement of learners.
SECTION 3. A teacher shall hear parent’s complaints
with sympathy and understanding, and shall discourage
unfair criticism.
 shall avoid jeopardizing the interest and welfare of
learners whose right to learn must be respected.
C. Relationship with the Internal Stakeholders SECTION 5. A teacher has a right to invoke the principle
that appointments, promotions, and transfers of teachers
ARTICLE V are made only on the basis of merit and need in the
THE TEACHER AND THE TEACHING COMMUNITY interest of the service.
SECTION 1. Teachers shall, at all times, be imbued with SECTION 6. A teacher who accepts a position assumes
the spirit of professional loyalty, mutual confidence, and a contractual obligation to live up to his contract,
faith in one another, self-sacrifice for the common good, assuming full knowledge of the employment terms and
and full cooperation with colleagues. When the best conditions.
interest of the learners, the school, or the profession is at
stake in any controversy, teachers shall support one ARTICLE VIII
another. THE TEACHER AND THE LEARNERS
SECTION 2. A teacher is not entitled to claim for work SECTION 1. A teacher has the right and duty to
not of his own, and shall give due credit for the work of determine the academic marks and the promotion of
others which he may use. learners in the subjects they handle. Such determination
SECTION 3. Before leaving his position, a teacher shall shall be in accordance with generally accepted
organize and leave to his successor such records and producers of evaluation and measurement. In case of
other data as are necessary to carry on the work. any complaint, teachers concerned shall immediately
SECTION 4. A teacher shall hold inviolate all confidential take appropriate action, observing the process.
information concerning associates and the school, and SECTION 2. A teacher shall recognize that the interest
shall not divulge to anyone documents which have not and welfare of learners are his and foremost concern,
yet been officially released, or remove records from the and shall handle each learner justly and impartially.
files without official permission. SECTION 3. Under no circumstance shall a teacher be
SECTION 5. It shall be the responsibility of every prejudiced nor discriminatory against any learner.
teacher to seek correctives for what may appear to be SECTION 4. A teacher shall not accept favors or gifts
an unprofessional and unethical conduct of any from learners, their parents or others in their behalf in
associate. This may be done only if there is exchange for requested concessions, especially if under
incontrovertible evidence for such conduct. served.
SECTION 6. A teacher may submit to the proper SECTION 5. A teacher shall not accept, directly or
authorities any justifiable criticism against an associate, indirectly, any remuneration from tutorials other than
preferably in writing, without violating any right of the what is authorized for such service.
individual concerned. SECTION 6. A teacher shall base the evaluation of the
SECTION 7. A teacher may apply for a vacant position learner’s work on merit and quality of academic
for which he is qualified, provided that he respects the performance.
system of selection on the basis of merit and SECTION 7. In a situation where mutual attraction and
competence, provided, further; that all qualified subsequent love develop between teacher and learner,
candidates are given the opportunity to be considered. the teacher shall exercise utmost professional discretion
to avoid scandal, gossip, and preferential treatment of
ARTICLE VI the learner.
THE TEACHER AND HIGHER AUTHORITIES IN THE SECTION 8. A teacher shall not inflict corporal
PHILIPPINES punishment on offending learners nor make deductions
SECTION 1. A teacher shall make it his duty to make an from their scholastic ratings as a punishment for acts
honest effort to understand and support the legitimate which are clearly not manifestations of poor scholarship.
policies of the school and the administration regardless SECTION 9. A teacher shall insure that conditions
of professional feeling or private opinion and shall contributive to the maximum development of learners
faithfully carry them out. are adequate, and shall extend needed assistance in
SECTION 2. A teacher shall not make any false preventing or solving learner’s problems and difficulties.
accusation or charges against superiors, especially
under anonymity. However, if there are valid charges, he D. His/Her Person, Profession and Business
should present such under oath to competent authority.
SECTION 3. A teacher shall transact all official business ARTICLE IV
through channels except when special conditions THE TEACHER AND THE PROFESSION
warrant a different procedure, such as when reforms are SECTION 1. Every teacher shall actively help insure that
advocated but are opposed by the immediate superior, teaching is the noblest profession, and shall manifest
in which case the teachers shall appeal directly to the genuine enthusiasm and pride in teaching as a noble
appropriate higher authority. calling.
SECTION 4. A teacher, individually or as part of a group, SECTION 2. Every teacher shall uphold the highest
has a right to seek redress against injustice and possible standards of quality education., shall make the
discrimination and, to the extent possible, shall raise his best preparation for the career of teaching, and shall be
grievances within democratic processes. In doing so, he at his best at all times 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 for the school, but shall not make
improper misinterpretations through personal
advertisements and other questionable means.
SECTION 5. Every teacher shall use the teaching
profession in a manner that makes it a dignifies means
for earning a decent living.

ARTICLE XI
THE TEACHER AS A PERSON
SECTION 1. A teacher shall live with dignity in all places
at all times.
SECTION 2. A teacher shall place premium upon self-
respect and self-discipline as the principle of personal
behavior in all relationships with others and in all
situations.
SECTION 3. A teacher shall maintain at all times a
dignified personality which could serve as model worthy
of emulation by learners, peers, and others.
SECTION 4. A teachers shall always recognize the
Almighty God or being as guide of his own destiny and
of the destinies of man and nations.

ARTICLE X
THE TEACHER AND BUSINESS
SECTION 1. A teacher has a right to engage, directly or
indirectly in legitimate income generation, provided that it
dies not relate to or adversely affect his work.
SECTION 2. A teacher shall maintain a good reputation
with respect to financial matters such as in the
settlement of his just debts, loans and other financial
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.