POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

OPEN UNIVERSITY SYSTEM

INSTRUCTIONAL
MATERIALS
MEM 605
PROFESSIONAL ETHICS AND VALUES
IN EDUCATION
Dr. Fe Baronia Dr. Rosalie A. Corpus
Dr. Diana Lee Tracy K. Chan Prof. Jim Fernando
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

OUTCOMES-BASED COURSE SYLLABUS

COURSE INFORMATION

Course Code MEM 605 Course Title PROFESSIONAL ETHICS AND VALUES EDUCATION Course Credit 3 Units

This course deals with the foundational knowledge in the field of professional ethics, the use of ethical approach to decision making designed to contribute to the ethical development of
professional educators and educational leaders. This course is intended to acquaint the graduate students with emphasis on the code of conduct in the work environment and on the issues
Course Description pertaining to legal responsibilities and liabilities, professional ethical standards and general professional conduct in contemporary society based on the Magna Carta for Teachers and the Code
of Ethics for Professional Teachers. Furthermore, this course is intended to familiarize the graduate students with the content of the Code of Ethics, Philippine Professional Standards for
Teachers (PPST), National Competency-Based Standards for School Heads (NCBS-SH), collaborative professionalism, process of ethical decision making geared towards the total development
of highly ethical educational leaders.

Pre-Requisites None Co-Requisites None

PUP: The National Polytechnic University

VISION (PUP: Pambansang Politeknikong Unibersidad)

Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities through a re-engineered polytechnic university by committing to:

MISSION ▪ provide democratized access to educational opportunities for the holistic development of individuals with global perspective
▪ offer industry-oriented curricula that produce highly skilled professionals with managerial and technical capabilities and a strong sense of public service for nation building
▪ embed a culture of research and innovation
▪ continuously develop faculty and employees with the highest level of professionalism
▪ engage public and private institutions and other stakeholders for the attainment of social development goal establish a strong presence and impact in the international
academic community

PUP A. Mabini Campus, Anonas Street, Sta. Mesa, Manila 1016

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Website: www.pup.edu.ph | Email: [email protected]

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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

The Open University System intends to:

COLLEGE GOALS 1. Promote access and equity in education among out-of-school youth, working individuals, and professionals as its mandate.
2. Provide a responsive curriculum to empower students to become functional leaders in society.
3. Foster a flexible teaching and learning approach.
4. Provide a comparable learning environment for students.
5. Empower course specialists, employees and students by using technology facilitated classroom and knowledge management.
6. Encourage course specialists and students to produce quality research outputs to become competitive at national and international level.
7. Expand collaborative partnership and network in promoting people empowerment.
8. Respond to the needs of the people to improve socioeconomic status through education.

The Polytechnic University of the Philippines commits to provide inclusive and equitable quality education and promote lifelong learning opportunities for human advancement and social
transformation through re-engineered polytechnic academic programs. Toward this end, we, the members of the PUP Community will vigorously and steadfastly endeavor to continuously
QUALITY POLICY STATEMENT improve the standard of university services to the satisfaction of our clients through the adoption and continuous review of our Quality Management System.

PUP A. Mabini Campus, Anonas Street, Sta. Mesa, Manila 1016

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 As a polytechnic state university, PUP shall develop its students to possess:

1. Critical and Creative Thinking. Graduates use their rational and reflective thinking as well as innovative abilities to life situations in order to push boundaries, realize possibilities, and
deepen their interdisciplinary, multidisciplinary, and/or transdisciplinary understanding of the world.
2. Effective Communication. Graduates apply the four macro skills in communication (reading, writing, listening, and speaking), through conventional and digital means, and are able to use
these skills in solving problems, making decisions, and articulating thoughts when engaging with people in various circumstances.
INSTITUTIONAL LEARNING 3. Strong Service Orientation. Graduates exemplify strong commitment to service excellence for the people, the clientele, industry and other sectors.
OUTCOMES (ILO) 4. Adept and Responsible Use or Development of Technology. Graduates demonstrate optimized and responsible use of state-of-the-art technologies of their profession. They possess
digital learning abilities, including technical, numerical, and/or technopreneurial skills.
5. Passion for Lifelong Learning. Graduates perform and function in society by taking responsibility in their quest for further improvement through lifelong learning.
6. Leadership and Organizational Skills. Graduates assume leadership roles and become leading professionals in their respective disciplines by equipping them with appropriate
organizational skills.
7. Personal and Professional Ethics. Graduates manifest integrity and adherence to moral and ethical principles in their personal and professional circumstances.
8. Resilience and Agility. Graduates demonstrate flexibility and the growth mindset to adapt and thrive in the volatile, uncertain, complex and ambiguous (VUCA) environment.
9. National and Global Responsiveness. Graduates exhibit a deep sense of nationalism as it complements the need to live as part of the global community where
diversity is respected. They promote and fulfill various advocacies for human and social development.

Alignment to ILOs

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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

Based on the CMO 15, s. 2019, the master’s programs must be aligned with Level 7 of the Philippine 1 2 3 4 5 6 7 8 9
Qualifications Framework (PQF) which demand the following from graduates of master's degree
programs:

1. Advanced knowledge and skills in a specialized interdisciplinary, or multidisciplinary field of study

PROGRAM LEARNING for professional practice;
OUTCOMES
(PLO) 2. Self-directed research.

3. Lifelong learning with a highly substantial degree of independence that involves individual work or
teams of interdisciplinary or multidisciplinary experts; and

4. Application of the above-mentioned skills in research, professional, or creative work.

Based on CMO No. 15, Series of 2019, graduate programs are expected to produce advanced Alignment to PLOs
competencies that can spur and sustain to better contribute to the attainment of sustainable development,
PERFORMANCE expected to: 1 2 3 4
INDICATORS
(PI) 1. Leadership and innovation

2. Scientific and technological growth.

3. Creative and effective learning and teaching.

4. Entrepreneurship.

5. Good governance.

6. National sovereignty and independent international relations.

7. Articulation of Filipino culture and arts.

PUP A. Mabini Campus, Anonas Street, Sta. Mesa, Manila 1016

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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

Upon the completion of the course, the OUS graduate students should be able to: Alignment to PLOs

COURSE LEARNING 1 2 3 4 5 6 7
OUTCOMES
(CLOs) 1. Identify the theoretical and practical knowledge pertaining to professional ethics and values L
L
in education.

2. Commit to on-going professional development and lifelong learning to continually improve ethical
P P O
and values in the profession.

3. Adhere to the standard of the profession within the educational organization and the wider community. L P P

4. Promote cooperation among all agencies and professionals working for the best interests of O
L P O
students and stakeholders.

5. Respond effectively to the challenges in the change of education landscape. P O O

6. Provide professional services responsive to the needs of the community. L P P O

7. Recognize diversity in the organization through exemplary leadership. L P O O

Legend: L – learn, P – practice, O – opportunity for development

OUTCOMES-BASED TEACHING AND LEARNING PLAN (OBTL PLAN)

Instructional Delivery Design
Desired Learning Alignment Learning Assessment Tasks
Week Outcomes (DLOs) to CLOs Content/Topics Face-to- Flexible Learning and Teaching Activities (FLTAs) (TAs)
(18 Weeks) Face
Synchronous Asynchronous

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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

1. Discuss the vision Vision, Mission, and Ten • Class discussion 1) Student inquiry
1 and mission Reform Agenda of the 2) Consultation
statements of Polytechnic University of the
Master in Philippines and the Institute of
Education Open and Distance Education
Management (IODE) on Master of Education
program. Management Program.
2. Explain the
policies on both Policies on Synchronous and
the synchronous Asynchronous Sessions
and
asynchronous Course Guide
sessions. Course Requirements
3. Discuss the
course guide and
MEM 605 Instructional
overview of the
Material
course.

2-3 1. Discuss the CLO 1, 2, Module 1 - Theoretical  Video Analysis 1. Write a term paper on the following
various qualities &3 Background on the topics:
which make man Different Components of Man’s  Interactive Discussion 1.1 The Problems of Education
distinct from other Nature 1.2 The Problems of Society
forms of non-  Online Oral Presentation
sapient life. 1. Moral Agency and Ethical  Content and Contextual 2. Discuss human nature from
2. Identify the Knowledge Analysis of the Articles the perspectives of different
different 1.1 Harmony of Self as authors.
components of Human Being
man’s nature. 3. Write an essay on
3. Articulate the 1.2. Understanding human nature.
concepts of self- Harmony in the Self,

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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

awareness on the Family and Society

importance of
ethical and moral 2. Harmony of Self and the
behavior of man Environment
in the context of
educational
management
practice.
4. Instill a deeper self-
awareness on the
importance of
ethical and moral
behavior of man.

4-5 1. Define the moral CLO 1, 3, Module 2 - Educational Class discussion

authority of &4 Theories on Ethics and Values 1. Read: “What is the Teaching Act?”
educational Education Share prior learning by Roland Keene.
managers experiences in the class
grounded on self- 2.1 Education Management as 2. Write an essay on one’s personal
confidence, A Human Act reflection as a teacher.
professional
competence, and 2.2 Professional Ethics, Rights 3. Presentation of case studies in
commitment. & Duties professional ethics.
2. Discuss the moral
obligation of 4. Write a vision and mission
educators and statement of a school grounded
schools to the
changing world.
3. Demonstrate the
democratic
principle of on the ethical principles of

PUP A. Mabini Campus, Anonas Street, Sta. Mesa, Manila 1016

Direct Line: 5335-1730 | Trunk Line: 5335-1787 or 5335-1777 local 201
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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

respect for the respect to individual differences

legitimate and caring for the well-being of
exercise of students, teachers, and other
authority and stakeholders of the school.
freedom.
4. Compare the
ethical
considerations in
the practice of
academic
freedom and civil
liberties of
educators.
5. Develop a school
ethical principle of
respect to
individual
differences and
caring for the
well-being of
students in the
educative
process.

6-8 1. Discuss the aims CLO 1, 2, Module 3 - Professional Values Policy Research and Case Analysis
of education in 5, & 6 and Ethical Objectivity Research on:
relations to of 3.1 Aims of Education from 1. The latest DepEd policy on
teaching and Different the recruitment and deployment of
administration. Philosophical School public-school teachers.
2. Compare the aims of Thoughts
of education of the 2. The policy/provisions for the

PUP A. Mabini Campus, Anonas Street, Sta. Mesa, Manila 1016

Direct Line: 5335-1730 | Trunk Line: 5335-1787 or 5335-1777 local 201
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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

different 3.2 Principles of Ethical recruitment and deployment of private

philosophical Management school teachers.
school of 3.3 Ethical Behavior and
thoughts. Diversity 3. The policy/provisions for
3. Differentiate the 3.4 Benefits of a Diverse recruitment and deployment
principles of Workforce of private school teachers.
ethical 3.5 The Professional
management. Code of Ethics 4. The present salaries of
4. Discuss the 3.6 R.A. 4670: Magna teachers paid by the
safeguards in the Carta for Public city/municipality/provincial
disciplinary School Teachers
procedures in government to determine if
resolving cases of they are in accordance with
teachers. Sec. 17 of the Magna Carta.

COMPLETION OF COURSE REQUIREMENT EXAMINATION/OR SUBMISSION OF

9 MIDTERM PERIOD
COURSE REQUIREMENT

1. Identify CLO 1, 2,  Interactive  Discussion Forum

Module 4 - Professionalism
Professionalism, 3, 4, 5,6 discussion 1. Discourse Analysis
and the School Culture Case Analysis
Ethics and Values  on The Challenges of
Education in the  Video Professionalism, Ethical
4.1 Professionalism, Ethics and presentation
context of an Standard, values in Education
Values Education
educational and the Teacher Practice in
10 - 11  Video
administrator. terms of the following
4.2 Pedagogy and Cultural conferencing
2. Recognize the education reform movements:
Convergence
value of  Discourse 1.1 The ASEAN Qualification
professionalism Analysis Framework for Higher
4.3 Professional Collaboration
across all Education (AQAFHE)
and
1.2 The Philippine

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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

endeavor’s Collaborative  Case Analysis Professional Standard for

perspective. Professionalism Teachers (PPST)
3. Differentiate the 4.1 Ten Tenets of 1.3 The No Child Left Behind
professional Collaborative (NCLB)
behavior patterns Professionalism 1.4 The Individual
and the prevalent Performance Commitment
practices among 4.2 The Professional Ethics, and Review (IPCR)
administrators, Values in Education and 1.5 Results-Based
and school Metaphors Performance
perspective Management System
versus self- (RPMS)
perspective. 1.6 Accreditation
4. Discuss the 1.7 The K-12 Law
problem of 2. Develop an institutional
professional school framework to translate the 10
practice. Tenets of collaborative professionalism
5. Integrate the in your school organization.
code, ethical
conduct, and 3. Create a metaphor that will
moral hierarchy of demonstrate the image of the school,
to all practices in the administrator and the teacher based
the educational on experiences and observation.
management.
6. Develop an
Institutional or
School
Framework of
Professionalism.

PUP A. Mabini Campus, Anonas Street, Sta. Mesa, Manila 1016

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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

12 - 14 1. Gain a deeper Module 5 - Management  Online Presentation  Formulate, design and develop a
understanding of Models, Technology and pragmatic school policy that
Ethical Practices. Challenges to Ethical  Discussion Forum subscribe to the tenets of
2. Reflect on how Professionalism utilitarianism focusing on the major
practices may issues and concerns of students,
provide a win-win 5.1 Management Models and parents, and teachers.
scenario with Ethical Professionalism  Devise an Action Plan to share and
innovation 5.3 The Challenges of discuss the updated list of Filipino
management, Managerial and Professional Values with students, parents,
technology Ethics teachers, and administrators in the
growth and 5.4 Personal and Professional school.
ethical norms. Ethics
3. Briefly explain,
“Teach Ethics and 5.2 Elements of Management
Values Education and Management Models
with humanitarian 5.2.1 Definition of
frame of mind of Management Model for the
“First, do no School Organization
harm.” 5.2.2 Generic Management
Models
5.2.3 Forces of Challenges

5.3 Technology Innovation

5.3.1 Individual Professional
Organizations
5.3.2 Individual Professional
Responsibility
5. 3.3 The Language of
Professional Ethics and Values
Education in Management
5.3.4 Success Factors in

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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

Technology

Week  Identify the Module 6 - Transition Towards  Interactive  Design and create a  Construct a development plan of a
15 - 17 Guiding Professional, Ethical and discussion development plan for a value- value-based culture in one’s school.
Principles in the Value-Based School Culture based culture program in the
Framing of the school.  Make an analysis on the present
National 6.1 Ethics and Values and the educational situation in the
Competency School Administrator: The respective division within the context
Based School – Codes of Educational of school administration and provide
School Head. Administrator recommendactions to improve the
6.1.1 Guiding professional and ethical values of
 Determine the Principles in the teachers and school administrators.
Seven Domains Framing of the
of the National National
Competency Competency
Based Standards Based School -
for School Heads School Head
(NCBSSH) (NCBS –SH);
6.1.2 National
 Evaluate the Competency-
relationship of Based Standards
NCBSSH and the for School Head
PPST (NCBS-SH)
implementation. 6.1.3 The Philippine
 Discuss the Professional
Challenging Standards for
Roles of a School Teacher (PPST)
Principal/Administ 6.2 The Challenging Roles
rator. of a School
Principal/Administrator

PUP A. Mabini Campus, Anonas Street, Sta. Mesa, Manila 1016

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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

 Create a 6.2.1 Republic Act No. 9155

conceptual Chapter 1, Section 7
framework and
policy to reconcile 6.3 Values and the Paradigm
the Challenging Shift
Roles of School 6.4 Ethical Standards of
Principal/Administ Teachers and Administrators
rator and the
PPST need of the 6.5 Value-based Social Culture
teachers.

Week COMPLETION OF COURSE REQUIREMENT EXAMINATION/OR SUBMISSION OF

FINAL PERIOD
18 COURSE REQUIREMENT

REFERENCES FROM THE NINOY AQUINO LEARNING AND LIBRARY RESOURCES CENTER (NALLRC)
OUTCOMES-BASED BOOK LISTINGS (CBBL)

 Call Number: LB2801-3095 Orly Shapira Lishchinsky (2018). International Aspects of Organizational Ethics in Educational Systems.
 Call Number: HV854. F446 2018 Stephanie Feeney and Nancy K. Freeman (2019), Ethics and the Early Childhood Educator
 Call Number: LB1775. F446 2020 Stephanie Feeney, Nancy K. Freeman, and Eva Moravcik Teaching the NAEYC Code of Ethical Conduct: A Resource Guide
 Call Number: RC455.2. E8 2021, Laura Weiss Roberts and Gabriel Termuehlen Professionalism and Ethics: Q & A Self-Study Guide for Mental Health Professionals
 H1-99 Ann Gallagher Slow Ethics and the Art of Care.

OTHER REFERENCES
• Bilbao, Purita P., Brenda B. Corpuz, Avelina T. Llagas and Gloria G. Salandanan.
The Teaching Profession (OBE K12 Based.). Lorimar Publishing Inc., Quezon City, 2015.
• Donlevy, J. Kent, Walker, Keith D. (2011). Working Through Ethics in Education and Leadership
• Gaur, Sangal, & Gagaria (2009) A Foundation Course in Human Values and Professionals Ethics, p.51-67
• Zheng & Song (2010). Metaphor analysis in the educational discourse: A critical review, Volume 8, No.9 (Serial No.84)
• Zolingen & Honders (2010). Metaphors and the Application of a Corporate Code of Ethics, Journal of Business Ethics

PUP A. Mabini Campus, Anonas Street, Sta. Mesa, Manila 1016

Direct Line: 5335-1730 | Trunk Line: 5335-1787 or 5335-1777 local 201
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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

CLASSROOM POLICIES

FACE-TO-FACE DELIVERY FLEXIBLE TEACHING AND LEARNING ACTIVITIES (FLTAs)

General classroom guidelines Synchronous sessions

1. Students shall attend set contact schedule ready with all the materials 1. Check your device ahead of your scheduled synchronous meeting (camera, microphone, keyboard, speakers, etc.)
and outputs required to be read, discussed, and/or submitted. Students 2. Attend the synchronous class on time.
should have also read required texts at least once before its scheduled. 3. Be ready to turn on your microphone and camera anytime.
discussion. 4. Choose a comfortable space to attend the online class.
2. Plagiarism shall not be tolerated. The following penalties will be strictly 5. Click the ‘raise hand’ button and wait to be acknowledged by the teacher(s) before unmuting your microphone.
implemented to outputs proven to contain plagiarized words, phrases, 6. Do not abuse the chat box.
clauses, sentences, paragraphs, or ideas: First offense – automatic 7. Read the assigned materials before attending the class.
failure in the output; Second offense – automatic failure in the output + 8. Be mindful of your classmates and teacher’s time. Be alert, constructive, and responsive.
letter from parent/s/guardian/s that acknowledges the offense; Third
offense – automatic failure in the course. Asynchronous sessions
3. Students who have any form of disability must inform the course
instructor immediately so that alternative 1. Study the sections and functions of the assigned learning management system (LMS) ahead of time.
arrangements may be immediately considered. 2. Always check the expected submission/turn in schedule. For some timed activities, late submission may cause deductions
4. All students are expected to read and strictly observe the PUP Student to your grades. For group activities, discuss the best time and platform to discuss the assignment of tasks with your
Code of Conduct groupmates.
https://drive.google.com/file/d/0B1BuDAuN0r8SX1BWX2N 3. Ask for help from your teacher(s) and classmates when necessary.
SN3FURzg/view?resourcekey=0-oi8lUy9PCFysh0FDyL5ipw (Follow the rules on sending an effective email to your teacher. A separate discussion shall be allotted for this.)
Guidelines for the face-to-face delivery:
1. Strictly observe the minimum health protocols set by the university.
2. Check your schedule on the class Facebook page before going to
school.
3. Be mindful of your classmates and teacher’s time. Be alert,
constructive, and responsive.

PUP A. Mabini Campus, Anonas Street, Sta. Mesa, Manila 1016

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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

COURSE REQUIREMENT/S GRADING SYSTEM

Synchronous Activity Class Standing 70%

Midterm / Final Examinations 30%
• Participation in the classroom activities (CLOs 1 and 2) 100%
• Oral Presentation Midterm Grade + Final Term Grade = Final Grade
First Grading Period Second Grading Period
Asynchronous Activity (eMabini Learning Portal) CLOs Assessment Tasks Percentage CLOs Assessment Tasks Percentage
CLOs Week 1 10% CLOs Week 10 10%
• Discussion Forum (CLOs 1, 2, 5, 6 and 7)
CLOs Weeks 2-3 20% CLOs Weeks 11-12 20%
• Final Paper - 60% of the final grade (font 12, TNR, double- CLOs Weeks 4 - 6 20% CLOs Weeks 13 - 16 20%
spaced throughout 8.5”x11” sheets, with one-inch margins CLOs Weeks 7 - 8 20% CLOs Weeks 15 - 17 20%
around; 5,000-6,000 words/20-30 pages, excluding CLOs Week 9 - Mid-Term Exam 30% CLOs Week 18 - Final Exam 30%
preliminary pages and bibliography; use APA 7th Edition TOTAL A 100% TOTAL B 100%
for the in-text citations and arrangement of the (A + B)/2 = Final Grade
bibliographic sources) (CLOs 1, 2, and 3)

Rubrics for Assessment: ORAL PRESENTATION

Advance Proficient Average Approaching Beginner

Criteria
1.00 (97% -100%) 1.50 – 1.25 (92% - 96%) 2.00 – 1.75 (87% - 91%) 3.00 – 2.25 (75%- 86%) 5.00
Comprehensive and scholarly Comprehensive and scholarly Limited knowledge of the Very limited knowledge of No knowledge of the topic.
written/ and contribute advanced. written/ discussion of the topic topic. the topic.
Appropriateness of the Content
information and discussion of the
topic
Produce sharp, clear, intelligent, Produce clear, intelligent, Clear discussion of the Some discussions on the Discussions of the topic are
and easy-to- understand content. and easy-to- understand topic. topic are not clear. not understandable
Comprehensiveness and Clarity
discussion of the topic content.
discussion of the topic

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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

Discussion of the concept is very Discussion of the concept is Discussion flow somewhat Discussion of the concept Discussion of the concept uses
Organization critical and logical and uses words logical and uses appropriate logical and uses has very limited words. words are vague and not
(Conciseness and Cohesion) are appropriate. words. appropriate words. comprehensible.

Connects the information. The information and The information and The information and The information and discussion
Relevance and discussion of the topic discussion of the topic discussion of the topic has discussion of the topic has of the topic has no connection to
(Needs of the Audience) to the audience effectively. has strong connection to limited connection to the very limited connection to the the audience.
the audience audience audience.

Rubrics for Assessment: DISCUSSION FORUM

Criteria 7-10 points 4-6 points 0-3 points

Required number of posts made on time. Original post Required number of posts were made, but posts Did not make the required number of posts on time.
Number of Posts and replies to other student posts were made on were made on the same day.
different days.
Postings reflect the readings and outside information Postings reflect the reading and some outside Posting does not reflect the readings, and/or outside
Quality of posting with proper outside source material citation. source material but outside source material not sources.
cited.
Response relevant to posting and supports position Response relevant to posting but fails to support Response not relevant to original posting.
Quality of reply
with information. position
Has no errors in grammar or spelling. Has minor errors in grammar or spelling. Displays fundamental errors in vocabulary and writing
Grammar/Mechanics
style.
Always expresses opinions and ideas in a clear Usually expresses opinions and ideas about topic Rarely/does not express opinions on and ideas about
Clarity
manner. in a clear manner. topic in a clear manner.
Explanations, resources, and Explanations, resources, and Explanations, resources, and
Presentation of
examples always support posted claims/propositions. examples usually support posted claims. examples do not support propositions or posts are off
Relevant Evidence
the topic.

PUP A. Mabini Campus, Anonas Street, Sta. Mesa, Manila 1016

Direct Line: 5335-1730 | Trunk Line: 5335-1787 or 5335-1777 local 201
Website: www.pup.edu.ph | Email: [email protected]

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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

Responds to questions posted and demonstrates Responds to the question posted and refers to Responds to the question posted but does not
Understanding of reading and outside
understanding of material and outside source material readings. mention materials from the readings.
source material
and properly cites information.

Rubrics for Assessment: WRITTEN DISCOURSE PAPER

Extremely Competent Highly Competent Fairly Competent Not Yet Competent

Paper goes beyond the assignment to Demonstrates a good grasp of the Paper does not address some Paper is inconsistent with the
explore the implications of arguments or principles but does not exceed aspects of the assignment. principles and theories related to the
Depth of analysis evidence in new contexts or in them. topic.
particularly thoughtful, insightful, and/or
original ways.
Paper represents the authors’ Paper represents the author’s Paper represents the authors’ Paper badly misrepresents the
arguments, evidence, and conclusions arguments, evidence, and arguments, evidence and authors’ arguments, evidence, and/or
Grasp of reading(s) accurately, fairly and eloquently. conclusions accurately. conclusions accurately though conclusions.
Demonstrates a firm understanding of not sufficiently clearly because
the topic. of some inaccuracies.
Evidence used to support the central Evidence used to support the Connection between argument Evidence used does not clearly
point is rich, detailed and connection central point is well chosen, though and evidence is not clearly support the main argument.
between argument and evidence is not particularly rich or detailed and articulated in all cases.
Evidence
clearly and compellingly articulated in all connection between argument and
cases. evidence is clearly articulated.

Synthesizes and reframes key points Synthesizes and brings closure but Restates the same points as Is missing or cursory.
from the paper and suggests new does not examine new perspectives the topic paragraph without
Conclusion perspectives or questions relevant to the or questions. reframing them. Introduces
central argument and brings closure. new material rather than new
perspectives.
Organization of paper is logical and Organization of paper is logical and Organization of the paper can Organization of the paper is not
Organization quickly apparent. apparent, but transitions between only be discerned with effort. logical or discernable.
paragraphs are not consistently
smooth.

PUP A. Mabini Campus, Anonas Street, Sta. Mesa, Manila 1016

Direct Line: 5335-1730 | Trunk Line: 5335-1787 or 5335-1777 local 201
Website: www.pup.edu.ph | Email: [email protected]

THE COUNTRY’S 1st POLYTECHNICU

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS/OVPBSC
OPEN UNIVERSITY SYSTEM
Institute of Open and Distance Education

CLASS FACULTY INFORMATION

INFORMATION
Section: Name of Faculty:

Time: Consultation Time:

Room: Office Tel. No./ Mobile Phone No.

Semester: Second Semester, AY 2022-2023 Institutional Email:

Prepared by: Reviewed and checked by: Recommending Approval: Approved by:

DR. DIANA LEE TRACY K. CHAN DR. EMANUEL C. DE GUZMAN

04/12/2022 DR. ROSEMARIEBETH R. DIZON DR. CARMENCITA L. CASTOLO Vice President for Academic Affairs
Faculty /Date Chairperson/IODE Director/Date Executive Director/Date

Form No.
Revision No.
Date of Approval
Semester
Academic Year

PUP A. Mabini Campus, Anonas Street, Sta. Mesa, Manila 1016

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Website: www.pup.edu.ph | Email: [email protected]

THE COUNTRY’S 1st POLYTECHNICU

 TABLE OF CONTENTS

Module Title Page

1 Theoretical Background Different Components of Man’s Nature 1

Unit 1 - Moral Agency and Ethical Knowledge
Unit 2 - Understanding Harmony in the Self, family and Society

2 Educational Theories on Ethics and Values Education 6

Unit 1 - Education Management as a Human Act
Unit 2 – Professional Ethics, Rights & Duties

3 Professional Values And Ethical Objectivity 10

Unit 1 - Aims of Education and the Profession
Unit 2. Principles of Ethical Management
Unit 3. Ethical Behavior and Diversity
Unit 4. Professional Ethics and the Magna Carta in Education

4 Professionalism and the School Culture 18

Unit 1 - Professionalism, Ethics and Values Education
Unit 2 - Institutional Framework of Professionalism
Unit 3 - The Professional Ethics, Values in Education and Metaphors

5 Management Models, Technology And Challenges To Ethical 32

Professionalism
Unit 1 - Management Models and Ethical Professionalism
Unit 2 - Elements of Management and Management Models
Unit 3 - Technology Innovation
Unit 4 - Scientific Competition

6 Transition Towards Professional, Ethical and Value-Based School Culture 50

Unit 1 – Ethics and Values and the School Administrator: The Codes of
Educational Administrator:
Unit 2 - The Challenging Roles of a School Principal/Administrator

References 60
MODULE 1 - THEORETICAL BACKGROUND ON THE DIFFERENT
COMPONENTS OF MAN’S NATURE
Overview:

This module provides a holistic understanding of man, origin and the components of man’s
nature. The topics discussed the qualities that made man different from other non-sapient forms of
life, the concepts of self-awareness and the importance of ethical and moral behavior in the context
of educational management and leadership practice, the importance of ethical and moral behavior in
man. Furthermore, the discussion is focused on man’s identity in terms of moral, social, political,
economic and spiritual aspects; connection of man to his physical and natural world to know the true
essence on the meaning of one’s life as a person interacts with other people in the community. In
addition, the topics discussed would help shape educators perspectives in involving oneself to be
productive educational leaders and to serve as an exemplar model on the call for peace, harmony,
compassion and reverence for life and the love for learning.

Module Objectives:

After the successful completion of the module, you should be able to:

1. Discuss the various qualities which make man distinct from other forms of non-sapient life.

2. Identify the different components of man’s nature.

3. Articulate the concepts of self-awareness on the importance of ethical and moral behavior of
man in the context of educational management practice.

4. Instill a deeper understanding and self-awareness on the importance of ethical and moral
behavior of man.

1
Course Materials:

Unit 1 - Moral Agency and Ethical Knowledge Harmony of Self as Human Being

Moral agency involves the ability to act freely, reflectively, and purposefully based on moral
principles. In philosophical point of view, man can be viewed into the idealism side and the
materialism side. In the idealist point of view, thought is over being or spirit is over matter and God
over the world while materialists teaches us that mind, consciousness, spirits or souls are the only
important parts. In addition, the emphasis is on the inculcation of truth, beauty and goodness that
lead to the shaping of the moral character and values such as: truth, beauty and goodness which
will lead to the development of one’s moral character of the child and aim at self – realization of all
individuals by one's own efforts.

Moral

Morality refers to the way people conduct their activities according to standards or rules of
right and wrong, good or bad. To be morally upright means living with the expectations of the
society and to know what is right from wrong and the values of self-worth, self-esteem, goodness,
honesty, integrity, personal discipline, courage, trust, self-control and compassion. To be moral or
to act morally, a person must believe in some values and have the will to act accordingly relating to
the judgment of right and wrong in human behavior expressing or teaching an idea of right behavior
with a standard of right behavior. In education, acquisition of character include the expressions of
moral attitudes.

Moral refers to what societies sanction as right and acceptable. Majority of the people tend
to act morally and follow societal guidelines. Morality often requires that people sacrifice their own
short-term interests for the benefit of society as a whole.

Spirituality

According to McLaughlin (2005), spirituality means incorporating the personal values of

integrity, morality and good quality work. On the other hand, it signifies treating colleagues in an
affectionate and responsible way.
Religion as an institution is a very powerful cultural force for social stability. God is of
indispensable value because we believe that without God our life has no meaning. Acceptance of
other beliefs can result to unity, solidarity and cooperation in the service of our fellowmen.

2
Understanding Harmony in the Self, Family and Society

Peace is one of the keys to live a happy and fulfilling life. The highest happiness is to be
in harmony with oneself. Harmony with oneself is related with the balance of mind, body and
soul as well as to be conscious of one’s inner and outer world, to accept things as they are
and to adopt the new ones.

Family was created as the basic social institution. Harmony and understanding with the family
members are needed in order to have a better life with an atmosphere of absolute peace, relaxation,
unconditional love, fearlessness, understanding, freedom of expression and longing for each other
between and among the members of the family.

The society is an extension of the family which was created where human beings were
bounded together to produce the means of life. Man is a social being who continue to struggle for
survival and need to interact with other people. To be in harmony with society is a necessary
condition for development, fulfillment, happiness and survival of individuals and groups despite
diversity.

Unit 2 - Harmony of Self in the Environment

Man is the steward of all creation of his environment. Progress made man a destroyer of his
environment. Environmental problems arise due to man’s greediness. Greed may be the greatest
motivation. When people who have already more money that they can spend in ten lifetimes
continue to despoil rivers, engage in illegal logging, etc. What do they show themselves to be.
greedy, selfish and uncaring for other’s welfare.

Living in harmony with nature is respecting all forms of life around us that fosters the well-
being of the planet, humans, animals, and plant life all together. The need to sustain is to continue
to refuse, reduce, reuse, repurpose and recycle. Keeping in touch with nature gives the feeling of
vitality for the life and for the health and well being.

Social

Societies are created out of man’s needs. All laws either natural and divine as well as statutes
enacted by man must be obeyed to for the common welfare of the people with peace, justice and
respect for each other. In societies where people differ in economic status need to

3
observe and respect human rights is always a question. Every man must exercise and enjoy one’s
rights equally before the law.

Political

Politics is the power of the state to enact and implement laws and policies for the benefit of
the society thru the political leaders. It is also the science and art of governing society in the pursuit
of the common welfare. Politics deals with the study of government, institutions and decision- making
processes that govern the world we live in.

The rise and fall of government depends on how the political leaders govern. In a democratic
country, the power to lead over the society is is mandated by the through election. The people need
a responsive government to the needs of its constituents with commitment and dedication in the
name of public service. Political leaders with high sense of nationalism and love of country contribute
to global peace and harmony among nations.

Environment

Nature is the master of humanity. It must be appreciated in different aspects. Every human
being instinctively pursues preservation and conservation of natural resources. People now live in
the world of materialism and has forgotten the preservation and conservation of the natural
resources. Laws on the preservation and conservation be properly implemented.

Economics

Man uses various forms of economic organizations for livelihood. Economic institutions are
established primarily for this purpose and serve other functions in the society. There are convictions
of man as a worker such as work ethics, economic development in the service of man, balance
between economics and social development and the latest is entrepreneurial spirit.

4
Assignment/Activities/Assessment

1. Write a term paper on the following topics:

1.1 The Problems of Education
1.2 The Problems of Society

2. Discuss human nature from the perspectives of different authors.

3. Write an essay on human nature.

4. Read:
https://scholarship.depauw.edu/cgi/viewcontent.cgi?article=1030&context=studentresearchother
Make a reflection.

5
 MODULE 2 – EDUCATIONAL THEORIES ON ETHICS AND VALUES
EDUCATION

Overview

Educational leaders manage situations and make decisions every day. The decisions or the
courses of action carried out by educational managers play an important role in the achievement of
organizational and institutional goals and objectives. Simultaneously, decisions influence or have an
impact on persons and groups of people and thus, necessitates that education leaders are guided
by ethical frameworks crucial to the administration and development of the school and community
they serve.

This module sets forth theories elucidating the application, interpretation and purpose of
professional ethics in the educative process that could serve as guiding values and ethical framework
for education managers.

Course Objectives

After successful completion of this module, you should be able to:

1. Define that moral authority of educational managers is grounded on self-confidence, professional

competence, and commitment.

2. Discuss the moral obligation of educators and schools in the changing the world.

3. Demonstrate the democratic principle of respect for the legitimate exercise of authority and
freedom.

4. Compare ethical considerations in the practice of academic freedom and civil liberties of
educators.

5. Develop a school’s vision and mission statements based on the ethical principles of respect of
individual differences and caring for the well-being of students and of the educative process.

6
Course Materials

Unit 1 – Education Management as a Human Act

Educational Management is concerned with the operation of educational organizations which

include the process of planning, organizing and directing activities in a school, effectively utilizing
human and material resources as well as controlling the resources of educational institutions in order
to accomplish the objectives an educational institution.

The actions taken by educational leaders in this process of managing and dealing with the
curriculum, pedagogy, community relations, and educational outcomes are considered, deliberate,
structured, done intentionally and with full knowledge.

Human relations theory enables educational administrators to recognize the human factor in
institution. Employees/students have personal needs and talents. Recognition of individual potential
not only motivates them, but also awakens them to use available resources to enhance their skills as
individuals or groups.

Educational management includes the ideas on ethics, culture, and diversity in the different
educational systems. determine the effectiveness and efficacy of management practices going
forward. Effectively and innovatively managing change is the primary challenge facing educational
management locally, regionally, and globally in the decades ahead.

School administrators carry the gargantuan task of ensuring that education functions, in
John Dewey’s words, as “the heart of the sociality of man.” The social and moral development of
human beings and human relationships are undoubtedly the moral obligation of schools and the
principal responsibility dwells on the shoulders of its leaders.

The following topics and resources elucidates essential ethical frameworks and moral
leadership qualities such as: Self-confidence, Professional Competence and Generosity;
Commitment; Education as a form of intervention in the world; Freedom and Authority; Decision-
making; Knowing how to listen; Openness to dialogue; and, Caring for students.

7
Unit 2 – Professional Ethics, Rights & Duties

Schools as social institutions exist in a society where racial, sexual, and class discrimination
is prevalent and thus, distortions even in the very concept of ethics take place in schools. The social
inequalities and injustice are manifested in schools by ethical dilemmas such as conflicts in the
relationships among and between students, teachers, and school administrators.

The critical role of education is to overcome these social inequalities and injustice.
Educational leaders have the ethical responsibility for their actions in society. As change agents, they
are expected to employ objectivity, fairness, and impartiality in decision-making based on the ethical
principle of acting in the best interest of their clients. The moral obligation of educational leaders to
change the world requires professional ethics, respect for autonomy and dignity, empathy and
compassion for others, and social justice.

Read:

AAUP's 1915 Declaration of Principles, The American Association of University

Professors, President, John Dewey, Columbia University
Inquiring into the Ethical Dimensions of Professional Practice, Ontario College
of Teachers
https://www.oct.ca/-/media/PDF/Inquiring%20into%20 PP/Professional_ Practice_en_web.pdf

Brubacher, John S., 1978, Modern Philosophies of Education – Part V Chapters 13 and 14,
International Student Edition, National Bookstore, Mandaluyong City by Special Agreement with
McGraw-Hill, Inc. Book Company

The Benefits of Teaching Ethical Dilemmas | Edutopia

https://www.edutopia.org/article/benefits-teaching-ethical-dilemmas

Morales, Amanda and Samkoff, Jory, 2015, "The Teacher-Artist's Creed: Teaching
as a Human, Artistic, and Moral Act", Faculty Publications: Department of Teaching,
Learning and Teacher Education. 283.

https://digitalcommons.unl.edu/teachlearnfacpub/283

Freire, Paulo, 2001, Pedagogy of Freedom: Ethics, Democracy, and Civic Courage - Chapter 4 –
Teaching as a Human Act p. 85

Joan Marques and Satinder Dhiman, eds., Springer, 2017, Leadership and Self-Confidence -
Chapter 17 in Leadership Today: Practices for Personal and Professional Performance
Critchley, P. 2003., Autonomy, Authenticity and Authority: The Rational Freedom of Jean

Jacques Rousseau – Chapter 6 Improving Students' Relationships with Teachers to Provide

Essential Supports for Learning https://www.apa.org/education/k12/relationships

8
Watch:

Decision-making on Techniques https://www.youtube.com/watch?time_continue=6&v=YqWiHtX2-

z0&feature=emb_logo

Assignment/Activities/Assessment

1. Read: “What is the Teaching Act?” by Roland Keene.

2. Write an essay on one’s personal reflection as a teacher.

3. Create a graphic organizer on decision-making in response to ethical dilemmas

experienced/encountered in schools.

4. Presentation of case studies in professional ethics.

5. Write a vision and mission statement of a school grounded on the ethical principles of respect
to individual differences and caring for the well-being of students, teachers, and other
stakeholders of the school.

9
 MODULE 3: PROFESSIONAL VALUES AND ETHICAL OBJECTIVITY

This module discusses the aims of education from the different philosophical thoughts with
emphasis on RA 4670: Magna Carta for Public School Teachers as well as the the principles of
ethical management.

Learning Objectives:

After successful completion of this Module, the graduate student should be able to:

1. Discuss the importance of the aims of education in the context of teaching and
administration.

3. Compare the aims of education of the different philosophical school of thoughts.

4. Differentiate the principles of ethical management.

4. Discuss the safeguards in the disciplinary procedures in resolving cases of teachers.

Unit 1. Aims of Education and the Profession

The aims of education serve as essential guide and make the activities of an individual
successful. These stimulate human activities to achieve and provide direction These make the
children grow into productive citizens that use their knowledge, talents and learned skills to sustain
themselves and help others while pursuing the human race forward in areas of equality, equity and
harmony.

A profession is a discipline group of individuals who adhere to ethical standards and who hold
themselves out as, and are accepted by the public as possessing special knowledge and skills in a
widely recognized body of learning derived from research, education and training at a high level, and
who are prepared to apply this knowledge and exercise these skills in the interest of others. It is
inherent in the definition of a Profession that a code of ethics governs the activities of

10
each Profession. Such codes require behavior and practice beyond the personal moral obligations
of an individual. They define and demand high standards of behavior in respect to the services
provided to the public and in dealing with professional colleagues. Further, these codes are enforced
by the Profession and are acknowledged and accepted by the community. (Australian Council of
Professions, 2003)

Aims of Education from the Different Philosophical School of Thoughts

Realism

1. Develop the physical and mental powers of the learners.

2. Prepare the learner lead a happy and contended life.
3. Develop the awareness in the learner of his surroundings and real world around him.
4. Provide the sensory training so that he is able to have thorough knowledge of the external world.
5. Develop an attitude of equilibrium between self-consciousness and social consciousness.
6. Develop an attitude of experimentation.
7. Develop a rational attitude and ability to understand empirical facts.
8. Inculcate scientific attitude and temperament to think logically.
9. Develop the reflective strength so as to enable a learner to reach at right conclusion.
10. Prepare the learner for a professional practice of his occupation.

Pragmatism

1. Enable the learner to create values in his life.

2. Develop the social efficiency in man.

Progressivism

1. Promote democratic, social living with while placing focus on active and relevant learning.

Reconstructionism

1. Improve and reconstruct society, as well as educate for social reform.

Naturalism

1. Express himself
2. Prepare man for struggle
3. Enable man to adjust himself with his environment
4. Develop the nature

11
5. Develop the culture
6. Prefect human machine
7. Attain the present and future happiness
8. Develop the individual
9. Redirect and sublimate the instincts
10. Utilize the leisure time properly

Essentialism

Equip students with common core or the “basic” of information and skills needed
for the promotion of citizenship.

Constructivism

1. Focus in thinking about learning not on the subject or lesson to be taught

2. No knowledge independent of the meaning attributed to experience by the learners or
community of learners.

3. Use sensory input and constructs meaning out of it.

4. Construct meaning and system of meaning
5. Provide activities which engage the mind as well as the hands Dewey called this reflective
activity.

6. Connect learning’s with other human beings

Unit 2. Principles of Ethical Management

Ethical management refers to corporate management that not only fulfills economic goals and
legal responsibilities, but also meets the ethical expectations imposed by social norms in conducting
business. The four main principles of ethical management are as follows:

1. Respect for each employee – While it is difficult at times, it is important to make sure that
employees or team members be treated with respect. Everyone in the organization differs in
religious and cultural beliefs, hence each one be treated fairly.

2. Mutual respect – The role as a manager involves making sure that employees treat each other
with respect in terms of ideas and opinion. Respect must be given despite differing opinion and need
to work together for a common purpose to be more productive.

3. Procedural Fairness – There could be no control on the procedures set forth by the company,
however, control is on the implementation of any procedure fairly and with impartiality.

12
5. Decision Making Transparency –In any decision made, it must be known to all the employees
to understand fully and to readily accept the decisions made. As stated by Beauchamp and Childress,
the core ethical principles of beneficence (do good), non-maleficence (do not harm), autonomy
(control by the individual), and justice (fairness) are important to the code of ethics.

Unit 3. Ethical Behavior and Diversity

Ethical behavior in the workplace is founded on the moral compass of the company, which is
often a direct reflection of owners or senior managers. Ethical behaviour is doing the right thing in
circumstances regardless of whether a person is being watched or not. Examples of ethical behaviour
are a cashier who calls after a customer who left his change on the counter. It is staying a few minutes
late to keep the store open when a co-worker is running late. Ethical behavior is also exhibited in
taking ownership of work, even when there are problems and then finding solutions without pointing
fingers at others. Many ethics policies are governed by rules and regulations from a government or
regulatory bodies. This might include keeping client information private or securing payment
information. In these roles, ethics is used to prevent outside bad actors from doing unethical things.
While a company cannot prevent every bad act, ethically-driven companies work hard to do the right
thing and prevent bad things from happening.

Benefits of a Diverse Workforce

Diversity in the workplace is not directly an ethical issue. It refers to the different types of
people from different backgrounds who make up the staff in the office. As the world economy has
opened up opportunities for education and jobs, companies find talent in a lot of unique and
different areas. This has led to very diverse teams coming from different religious, cultural, ethnic
and gender backgrounds. There are benefits of a diverse workforce.

When diversity is embraced, it builds stronger teams with better communication. Teams
become more innovative, tackling problems from different points of view. When diversity is not
embraced, not only does it have a negative effect on the team but it can become an ethical issue.If
a person feels harassed or discriminated against for his background or beliefs, this is an ethical issue.
This not only leaves departments feeling strain and anxiety, but it also leads to problems with
productivity, added conflict and potential lawsuits.

13
Unit 4. Professional Ethics and the Magna Carta in Education

An professional group delivers important services, makes a commitment to serve the public,
and claims a special relationship to the community where they field of specialization is identified and
have set of standards.

An Occupation becomes a Profession when:

1. A group of individuals sharing the same occupation organize to work in a morally permissible way,
or to work to support a moral ideal (i.e, Doctors organize to cure the sick, librarians organize to
promote access to information, etc.).

2. Members set and follow special standards for carrying on their occupational work. Standards must
go beyond what law, the marketplace, ordinary morality (what a ordinary moral person must do)
and public opinion demand (i.e. a good contractor only needs to fulfill the terms of his contract, a
good professional soldier must serve his country honorably even when ordinary morality, law, and
public opinion do not require it.)

Code of Ethics are special standards that is morally binding to “professed” members of the
profession. If a member freely declares (or professes) him/herself to be part of a profession, he/she
is voluntarily implying that he/she will follow these special moral codes. If the majority of members
of a profession follow the standards, the profession will have a good reputation and members will
generally benefit; if the majority of members violate these voluntary standards, professed members
of a profession will be at a disadvantage or at the least receive no benefit from declaring a
profession.

A Professional is member of an occupational group (characterized above) who:

1. Sees other members, including those employed elsewhere, as peers/colleagues;

2. Exercises judgment in the performance of occupational tasks and follows relevant professional
standards;
3. Accepts the profession's agreement to work in a morally permissible way (often expressed as a
code of ethics) as determining in part the obligations of the role.

14
The Professional Code of Ethics

A code of ethics for a particular profession that prescribes how its member professionals are to
pursue their common ideals, its ethical standards and values so that each may do the best
including the public.
Salisbury Cathedral defines Magna Carta as:
a) a symbol of justice, fairness and human rights.
b) known as the “Great Charter” it has inspired and encouraged movements for freedom
and constitutional government which democratizes education reform. It had become more than a

sober statement of the common law.

The Magna Carta for Public School Teachers was declared in the Philippines on June 28,
1966. Also known as Republic Act No. 4670, the Senate of the Philippines explained that the act
was envisioned to provide programs for the promotion and improvement of the well-being and
economic status of public school teachers in our country.

The RA 4670: Magna Carta for Public School Teachers

Republic Act 4670 Policy Act promote and improve the social and economic status of public
school teachers, their living and working conditions, their terms of employment and career prospects
in order that they may compare favorably with existing opportunities in other walks of life, attract and
retain in the teaching profession more people with the proper qualifications, it being recognized that
advance in education depends on the qualifications and ability of the teaching staff and that education
is an essential factor in the economic growth of the nation as a productive investment of vital
importance. The Code of Professional Conduct for Teachers clearly stipulated in blueprint ethical and
moral responsibilities of administrators to safeguards every teacher:

1. to provide equitable safeguards at each stage of any disciplinary procedure and shall have:
a) the right to be informed, in writing, of the charges;
b) the right to full access to the evidence in the case;16
c) the right to defend himself and to be defended by a representative of his choice and/or by
his organization, adequate time being given to the teacher for the preparation of his
defense; and,
d) the right to appeal to clearly designated authorities. No publicity shall be given to
any disciplinary action being taken against a teacher during the pendency of his case.

15
2. In the case that there is a need to have an Administrative charges against a teacher, ethical
standards are provided as such: teacher
a) shall be heard initially by a committee composed of the corresponding School
Superintendent of the Division or a duly authorized representative who should at
least have the rank of a division supervisor, where the teacher belongs, as
chairman, a representative of the local or, in its absence, any existing provincial or
national teacher's organization and a supervisor of the Division, the last two to be
designated by the Director of Public Schools.
b) a special committee shall submit findings and recommendations to the Director of
Public Schools within thirty days from the termination of the hearings.

3. In hiring teachers, ethical and moral considerations must also be imposed such as:

a) no discrimination whatsoever in entrance to the teaching profession, or during its

exercise, or in the termination of services, based on other than professional consideration.
b) proper authorities shall take all steps to enable married couples, both of whom are
public school teachers, to be employed in the same locality, but not necessarily in
the same school.
c) teachers shall enjoy academic freedom in the discharge of their professional
duties, particularly with regard to teaching and classroom methods.

4. In the hours of work and remuneration

a) teacher must be engaged in actual classroom instruction for six hours of actual
classroom teaching a day,
b) must give time for the preparation and correction of exercises and other work
incidental to his normal teaching duties:
Provided, however, the exigencies of the service so require, any teacher may be required
to render more than six hours but not exceeding eight hours of actual classroom teaching a day
upon payment of additional compensation at the same rate as his regular remuneration plus at
least twenty-five per cent of his basic pay.
c) Additional Compensation is provided by the law t, any co-curricular and out of
school activities and any other activities outside of what is defined as normal duties
of any teacher shall be paid as an additional compensation of at least twenty-five
per cent of his regular remuneration after the teacher has completed at least six
hours of actual classroom teaching a day. In the case of other teachers or school

16
 officials not engaged in actual classroom instruction,
d) any work performed in excess of eight hours a day shall be paid an additional
compensation of at least twenty-five per cent of their regular remuneration.
The school administrator utilizing the services of teachers shall recommend to pay the
additional compensation required under RA 4670. According to the law, education authorities
shall refuse to allow the rendition of services of teachers for other government agencies without
the assurance that the teachers shall be paid the remuneration provided for under this section.
Teacher's salaries shall correspond to the following criteria:
a) Teachers shall paid in accordance with their qualifications, training and abilities;
b) Teachers shall be such as to insure teachers a reasonable standard of life for themselves
and their families; and
c) Teachers shall be properly graded so as to recognize the fact that certain positions
require higher qualifications and greater responsibility than others. (please read RA 4670)

Assignment/Activities/Assessment

1. Discuss the importance of the aims of education.

2. Compare the aims of education of the different philosophical school of thoughts.

3. Discuss the safeguards in the disciplinary procedures in resolving cases of teachers.

4. Differentiate the principles of ethical management.

5. Research on:

5.1 The latest DepEd policy on the recruitment and deployment of public school teachers. What
provisions in the Magna Carta are bases of the DepEd policy?

5.2 The policy/provisions for the recruitment and deployment of private school teachers?

5.3 The meaning of academic freedom cited in Sec. 12 of the Magna Carta.

5.4 The present salaries of teachers paid by the city/municipality/provincial government to

determine if they are in accordance with Sec. 17 of the Magna Carta.

17
 MODULE 4 - PROFESSIONALISM AND THE SCHOOL CULTURE

Overview

This module discuss the 21st century challenges of educators in teaching, professional
growth and ethical administration. This part of the module discusses how professionalism and values
in education can be sustained despite the many challenges to test the moral hierarchy of an educator.
The political, economic, and social environment affect educational practices which educators are
hard pressed to deepen their professional ethics and values to steadfast and maintain integrity of self
in the profession.

Learning Objectives:

After successful completion of this module, you should be able to:

1. Identify Professionalism, Ethics and Values Education in the context of an educational

administrator.

2. Differentiate the professional behaviour patterns against the prevalent practices among
administrators, and the school perspective versus the self-perspective.

3. Recognize the value of professionalism across all endeavor perspective

4. Discuss the problem of practice

5. Integrate the code, ethical conduct and moral hierarchy of to all practices in the
educational management

6. Establish an Institutional or School Framework of Professionalism

7. Create an action plan that manifest professional, ethical and values education organized
for collaborative work and structure protocol to support meaningful improvement in the
school for the community, teachers and students.

18
Professionalism, Ethics and Values Education

Professionalism, Ethics and Values Education are three very important words across field any
discipline, yet neglected and put aside by many. These words are commonly uttered by dare not
practice in reality. Professional is defined in the Philippine context is a person that has completed a
university course, passed a licensure examination, follows the set of standards/code of practice and
adheres to professional code of ethics. (Resolution No. 2012-668, series of 2012, section 15). Duly
licensed professional teachers are expected to possess dignity and reputation with high moral
values, as well as technical and professional competence. They are likewise strictly adhering to
observe and practice set of ethical and moral principles, standards and values (Resolution No. 435,
1997, Preamble, Code of Ethics).

On the other hand, professionalism as defined by the Encyclopedia in Education (2013), as

the right and obligations of professionals to determine their own tasks as they see fit based on their
code of ethics to follow and adhere. It is important to note that, any professional who carry out the
regulatory and disciplinary functions, as well as administrative and other ceremonial duties practiced
professionalism. However, the changing demands or new qualifications in teacher education and
management poses many arguments and debates on the monopolistic nature of the profession: that
a professional society is one structured around career hierarchies rather than by the merits of its
classroom and community performance. may be related to this process. There are many issues and
concern about professional’s adherence to professional ethics and moral values.

According to Hargreaves,H. & O'Connor, M.T. (2018), classic profession which has
developed an area of expertise and knowledge enjoyed the authority and respect of people in many
different societies. The nature of the knowledge base is an important feature of an occupational group
to be regarded as a professional. Knowledge of the professional is not only conditioned by the extent
to which the knowledge involved is specialized skills in the university teaching. The educator’s
expertise or skills with which an occupational or professional group is imbued are now based on the
merit of social success and respectability among the members. Viewing education as an ethical
undertaking is also challenged from its constituents. Bachman, Leonard R. (2013). combined insights
of the New Professionalism reinforced five fundamental realms of the built environment domain as
defined in the Two Spheres theory. Institutional Framework of Professionalism (Bachman, Leonard
R., 2013):

1. Discipline refers to a large, specialized, complex and difficult body of knowledge,

principles and techniques on which a lifetime of learning is spent toward reflection,

19
 mastery and in service to society. This is the ‘tradition as client’ dimension of a profession.

2. Occupation refers to a specialized skills, principles and knowledge employed with

purpose and fitness and also given in turn for profitable returns and meritorious
recognition; ethical and visionary service to society projecting world view and the
protection of public good. This is the ‘owner and user as client’ dimension.

3. Education refers to acquisition and maintenance of the basic knowledge and skills
prerequisite to membership in the profession. This is the ‘autopoietic replication as client’
dimension.

4. Organizational Membership refers to institutionalize and regulatory standards of

practice, fitness for purpose, the ethical oversight of practitioners, gatekeepers for entry
to the profession, and the agent of collective member interests, as well as organized
liaison to government and the public. This is the ‘trust as client’ dimension.

5. Virtue is a collectively shared vision towards the advancement of public good including a
high regard for ethics, mores and traditions and a concern for shared well-being. This is
the ‘society as client’ dimension of a profession.

If professionals are to act as a positive catalyst and influence on wider society, then their
practices and organizations will need to articulate more clearly how their independent protection of
the public good will bring benefits. Changes to professional practice and professional organizations
must focus on outcomes and long-term issues. As Bachman (2013) and Twinn's (2013) implied, all
regulated professions have a contract with society: in return for a monopoly on their specialized
area of expertise, practitioners are obligated to certain moral and ethical modes 21 of conduct. To
remain relevant to ‘wider society’ in a post-industrial context, then, built environment professionals
must constantly and progressively invigorate their societal contract.

Challenges for the Professional, Ethical and values in Educational Practice:

1. Disciplinary knowledge refers to professionals that are obligated to apply their

hardearned knowledge to the good of society. Beyond procedural expertise, however, they are also
required to develop wise insight toward ‘making sense of’ complicated situations. Institutional and
firm-level frameworks of professionalism will necessarily adapt their management styles to this
behaviour as the individual professional adapts to the complexity of sustainability, long-term
economics in education, network, and cybernetic tools.

2. Cybernetics refers to the intuition and expertise that is insufficient to the professional's
full use of disciplinary knowledge in the information society. Information itself, of course, is no
longer a commodity because knowledge workers everywhere have instant digital access to infinite
amounts of information on anything and everything. Drinking from the fire hose will not work. What

20
matters now is what one can do with information. Iteratively collecting information, then vetting,
organizing, pattern-seeking and making inferences is what leads to value production from the raw
ingredients of facts, data and information.

2. Research refers to the professionals that have the responsibility to nurture and grow the
knowledge, theories and principles that underlie their service to society. While sharing new
knowledge and best practices is a contradiction among professionals competing for the same work,
it happens that built environment practitioners are defined by the public nature of their artifacts (e.g.
Aho, p. 110; Bonham, p. 78). Postoccupancy evaluations, SoftLandings, performance certifications
and continuous commissioning will propagate many of the outcomes that have not heretofore been
widely shared.

4. Service to society versus culture refers to the culture that has a set of values and
experiences that establish a people's collective identity, then society is their set of shared
infrastructure, rules, economy and other elements of long-term well-being. The stakeholders as part
of both, of course, but unless production is relevant to the common good of society at large, then
professional significance as a cultural artefact is meaningless. society at large requires long-term
investment as to ‘public good.

A New Definition of Professionalism

If building professionals are to make a meaningful contribution (ethically and morally) in

society and sustainability. The professionals must simply adhere to the principles and concepts of
the code of ethics of a given profession. Educators who desire to teach must adhere to the code of
conduct of a teacher as to herself, her profession, the student and the community where she lives;
and, . if the educator on the other hand, would like to be an administrator, then they must follow
not only the code of ethics of a teacher but add principle of management by objectives, the
outcomes based-education and must address two fundamental issues:
1. to fill the large communications gap in society’s appreciation of sustainability; and,

2. to develop reasoned and rounded views about the complex world in which we work.
If professionals do not change their ways, they will become even less relevant to society, its
leaders and its wealth generators – marginalized from the sustainability debate and unable to
formulate the solutions needed. A new approach to professionalism is needed.

Based on the many literature (Twinn, 2013; Bachman, 2013) the new professionalism is defined
as follows:

1. Being relevant to politicians and the public.

21
 2. A single authoritative voice for communication, even when explaining multiple views.

3. Compatibility with media and public expectations – communication may entail sound bites,
but it needs to be underpinned with in-depth analysis in order to create trust.

4. Tailoring the response to a specific audience: to be concise, quick, relevant and balanced in
response to topical issues; and to present information in ways that speak directly to different
and wider audiences with economic, political, social or environmental standpoints. To
understand what level the views and interpretation are needed; policy, strategy and tactics.

5. Acting to build confidence across society: the provision of practical and prosperous ways
forward will assist politicians, the public and industry.

For Professionals to progress with this, they will need:

1. A unified arrangement that can pull together all the existing professional institutions.

2. A single point of contact for media and the public, not the current fragmentation.

3. Independence to take a balanced, long-term view of society’s needs and to be the

defender of the inhabitants of the built and natural environment.

4. Transparency, so the public can see what gives professionals and their institutions their
authority and wisdom.

5. A service that is more joined up and cross-discipline aware, including the economic and
social side of implementing technical issues. This must draw together all aspects of the
sustainability ‘Triple Bottom Line.”

6. Institution(s) that become the repositories of collective knowledge to benefit everyone,

avoiding the gaps, overlaps and misfits that occur today. This must include knowledge of
actual performance in operation and feedback for improving design and implementation,
as well as data on how public policies actually translate into practice.

7. Free public and research access to this knowledge, not kept in professional ivory towers
or corporate vaults. The worth of an institution will be in its ability to accumulate knowledge and
interpret it for day-to-day use in wider society.23

8. Every professional must be seen to have responsibilities outside jobs, required by their
institution, to dedicate a mandatory proportion of their time to the common good of
society. Involvement to community services, speakership to share expertise, etc.

9. The professions should put more effort into becoming key players in formulating policy
recommendations, initiating technical standards and regulatory frameworks for the built
environment. The professional should also be seen to have sufficient breadth and
relevance to balance economic prosperity and social good.

The key questions whether professionals are ready and willing to engage with these
challenges; and whether their institutions can adapt accordingly. Even though there are high

22
demands for professionals to perform these ways, yet, there are very few who are involved for the
good of the many. Ways how shared mission can involve the academic communities:
1. link academic research to professional practice via funding programs like the CHED,
PEAC, Metrobank, etc.

2. develop and use university research laboratories as trial grounds for professional
projects and foster interaction between students, interns, faculty and professionals;

3. direct academic research at all levels to the long-term investment value of deep design
investigation, cybernetic strategizing and predictive simulation

4. use peer-reviewed university research to promote the validity and unbiased value of
sustainability, human capital and social good as realized by clients

5. perform cooperative case study, post-occupancy, and continuous commissioning

studies with academic and professional team components;

6. publish long-term economic, energy performance, maintenance and occupant

satisfaction studies in language accessible to the public and entry-level students

7. institutionalize continuing education into academic–professional partnerships;

8. institutionalize internship into Malecha's research and practice model

9. ally student organizations with local and regional organizations representing specific
components of the professional, trade and building product organizations

10. link a component of academic accreditation to all the points above

11. fund all of the above at least partially from membership fees in professional
Organizations

Pedagogy and Cultural Convergence

Educators in schools carry out social justice commitment grounded in the Code of
Professional Ethics and moral values. Universities and schools in the community do not stand apart
from the problems in the society, whether, scientific or ethical;, stakeholders are all the recipients of
the fruits of the administrators and teachers initiatives to generate knowledge and deliver the same
to the communities. Poverty, inequality, injustice, criminality, etc are moral-political liabilities of the
school, not only the teachers but the administrators alike. Human development starts in the school
other than the home. If the schools and universities professional understand their purpose, ‘moral-
ethical responsibilities and accountabilities are attached to their professional.

Four Functions of Professional Capabilities (Walker, M. & McLean, M., 2013).

1. Recognize the full dignity of every human being;

23
2. Act for social transformation and to reduce injustice;
3. Make sound, knowledgeable, thoughtful, imaginative professional judgments;

4. Work/act with others to expand the comprehensive capabilities

Professional Collaboration and Collaborative Professionalism

Professional collaboration refers to how people collaborate within a profession. That collaboration
may be strong or weak, effective or ineffective, and undertaken one way or another. Collaborative
professionalism is about how people collaborate more professionally and also how they work as a
profession in a more collaborative way.

The Ten Tenets of Collaborative Professionalism

Tenets of collaborative professionalism are the principle, belief, doctrine and values
common to an organization or profession (Hargreaves,H. & O'Connor, M.T., 2018).

1. Collective autonomy means that educators have more independence from top-down
bureaucratic authority but less independence from each other. Collective autonomy values teachers’
professional judgment that is informed by a range of evidence rather than marginalizing that
judgment. Collective autonomy is not individual autonomy. Teachers’ work is open for feedback,
inspiration and assistance. They are accountable to each other more than they are to the system.

2. Collective efficacy is the expression of the belief that professionals can make a difference, have
an impact, or achieve goals. Collective efficacy is about the belief that, together,
educators/administrators can make a difference to the students we teach and guide through standard
policies, implementing rules and regulations. Teachers and administrators could do better and have
a greater impact on all their students.

3. Collaborative Inquiry routinely explores problems, issues, or differences of practice together in

order to improve or transform what is practice. School administrators and teachers use a range of
evidence to underpin the inquiry and its findings, then make plans and implement them together on
the basis of what has been learned, before another cycle may begin all over again.

4. Collective Responsibility is about people’s mutual obligation to help each other. It is also about
the duty to serve its stakeholders. It is about the school in the community, not “my school.” The
practice of collective responsibility is preventing to do harm to others (neighbor school, c0-teachers,
etc).

5. Collective Initiative indicates that teachers as professional step forward and the system
(administrator) encourages it. Professional educators are inspired and empowered to tryout
innovations that engage students and reignite own passion for teaching for the good of the students
and all it stakeholders.

6. Mutual Dialogue is an initiative from the administrator/teachers to discuss and share ideas,
narratives, and problems with stakeholder. This builds parent-teacher relationship and home-school
relationship too.

24
7. Joint work follows the ideology of “to collaborate is to work together.” Multiple people are involved.

8. Common Meaning and Purpose aspires to, articulates and advances common purpose that is
greater than the test scores. It encourages young people to grow and flourish as a whole human
being as functional member of the society.

9. Collaborating with Students refers to an educational change that make students partner to
achieve common purpose, targets in student learning goals, the community and other
stakeholders.

10. Big Picture Thinking for All Education is not alone as a world where executives typically see
the big picture and everyone else works away in their own little corner. In the past, big picture
thinking belonged to educational leadership conferences whereas conferences for classroom
teachers focused on particular skills and strategies. In collaborative professionalism, though,
everyone gets the big picture.

Unit 3 - The Professional Ethics, Values in Education and Metaphors

A considerable number of studies in the fields of education and pedagogy have employed
metaphor analysis to articulate and “construct representations of themselves and their experience”
and “to promote awareness of professional practice” (Kramsch, 2003). While during the past few
decades, the study of Zheng & Song (2010), Comesky, McCool, Byrnes & Weber, (1992), reported
that more and more educators and researchers have succeeded in freeing their minds sufficiently to
embrace or imagine many metaphors of teaching and learning to live by.

The book of Wisdom and Metaphor by Swicky, Jan, (2014) discussed that metaphor is a
species of understanding, a form of seeing: it has, flex or demonstrating, similarities or differences
or dissimilarities. In metaphor, individuals experience a gestalt shift from one distinct intellectual
and emotional complex to another, “in an instant of time.” A metaphor is also metaimage. It is one
way of showing how patterns of meaning emerge based on the reflection of sensitivity to
ontological form or what is existing.

The existing literature mainly discusses the metaphors demonstrating the way in which
students relate to faculty and educational institutions. An example concept depicted expectations
generated from the students describing the interaction between their institutions: three frequently
used metaphors are “the student as employee” (Hoffman, & Kretovics, 2004); “the student as a
customer” (Comesky, et al., 1992; Schwartzman, 1995); “the student as a product” (Sirvanci, 1996).
These 3 metaphors described how the teachers and the institutions should treat students. Recognize
the importance of metaphor as a research tool, this can help teachers and institutions

25
to articulate and construct their professional behavior and experiences (Kramsch, 2003). The study
of Nikitina & Furuoka (2014), identified, associated and described the following dimensions in the
image of the teacher:

Category Description

Learner-Centered Growth perspective must be

Team member collaborative and the control over the learning
process is supposed to be shared between the
teacher and students. This is what the students
expect from the teacher.

The learners remained somewhat passive

Boss “receivers” from the teachers and school
administrator. The teachers is an “authoritative
figure in a teacher-centered environment”

This image reveals that learning is perceived by

students as a repetitive, dull and unrewarding
Inter-actor
process, where the teacher implements
classroom activities in a predictable manner and
makes classroom proceedings routine.

This image reveals that learning is perceived by

Provider
students as family/nurturing.

Advisor This image reveals that learning is perceived by

students as an individual that “teaches us a new
language and corrects us”.

The findings of Nikitina & Furuoka (2014) in the five metaphors that Teacher was seen as a
cultural transmission of knowledge and not as a “change agents” which indicates that the educational
paradigm of the “profession” where the emphasis is on the “following prescribed patterns.” This fact
reflects the learners’ need for an ample opportunity to practice newly acquired

26
structure of knowledge, skills and attitudes of the world. Thus, mechanical drills, form-oriented
exercises, structured conversations need to be reformed as part of the curriculum.
The Professional Code of Ethics have inculcated to teachers the attentiveness of the teachers
to a continuing development, therefore, embracing the essence of dynamism and not static mind.
Values in education must not be confined on what teachers to teach students but rather what teacher
need should show the student and the community, colleagues and the school as a model. The
teacher and aspiring school administrators must be reminded that learning process is not a
mechanical accumulation of facts, information and skills; learning is conceptualized as a process of
exploration and adaptation to life skills, therefore, it must be reflected in their minds and their behavior
and must not be seen as authority that controls but rather a person that contributes to positive change
of an individual, the community and the school system.
Furthermore, Jitpranee, Jutharat (2017) described teachers based on the following
metaphors categorized into five groups: a guide, a resource, a caretaker, an authority, and a
navigator as follows:

Category Description Metaphor

As a Guide As a guide, the teacher is candle, colour, consultant,

responsible for providing family, father and mother,
content and awareness in order friend, guiding light, lamp,
for students to solve problems master of the nation, parents,
and prepare for life. The rocket or satellite, second
teacher also provides parents, wonderful knowledge
suggestions about different life
situations and offers guidelines
for success in life.

A Resource As a resource person, the ants, book, dictionary,

teacher is the vessel of Dodraemon, faucet, giver,
knowledge. He/she is qualified Google, jug, librarian, library,
and is the source for parent, river, water
knowledge. Students know this
and go to the source for
important information.
Teachers are professionals

27
 who are life-long learners and
develop greater knowledge in
their profession. The teacher as
a resource person is ready and
willing to give students
information and knowledge for
their development.

A caretaker The teacher as a caretaker big tree, bird, father and

takes care of students in all mother, god, grantor, member
aspects of life similar to their of the family, mother, parent,
parents. Students respect second parents, tree
teachers in the same way they
respect their parents. Teachers
as caretakers are available for
consultation and assistance at
any time, freely and in a loving
manner. They want their
students to become good
members of society.

An Authority The teacher as an authority boss, lion, oil and water,

producer
figure act as a manager in
controlling students’ behavior
and values and belief systems.
They are responsible for setting
the rules and regulations and
defining the do’s and don’ts
of behaviors. Students look up
to the authority figures because
that reflects aspects of Thai
culture that feature the
importance of authoritative
figures in their lives.

28
 A Navigator The teacher as a navigator acts airplane, bus, sampan, ship
as a driver of a vehicle and
controls the steering to get to
the correct destination. A good
navigator steers students in the
right direction to become
successful and useful members
of society. A navigator also
leads students to windows of
opportunity that help develop
them. They also steer students
away from problems and
difficult situations.

Source: Jitpranee, Jutharat (2017)

The five metaphors constitute the character of a leader in the school, thus, a model to guides
them throughout their school life that should foster strong relationships with students, parents, staff,
colleagues in the community, and administrators. Being a “guide,” a “resource,” a “caretaker,” are not
complementary words only, these words are coupled with accountability and responsibility to become
professional, ethical and moral in all aspect of a teacher and, or a school administrator.

Teacher do not discuss any information and matters of the school or discuss private
information about colleagues unless disclosure is required by law. A professional, ethical and morally
upright teacher must avoid gossip, including false or mean-spirited comments about coworkers.
Professional teachers do not take part on any of these acts in writing, in deeds and mindset. Part of
the code of ethics requires school administrator and teachers to cooperate with fellow teachers,
parents and administrators to create a spirit of harmony that promotes learning and not defy them.
Educators must have a positive attitude and a team-centered mindset can make all the difference

Zolingen & Honders (2010) emphasize how a corporate code of ethics implemented in an
organization has influenced the behavior of its, managers, middle manager and employees. The
study have elicited metaphors to improved effectiveness of the code of ethics in management

29
practice. the possibility could be created to develop collectively a "practical" frame of reference
concerning relevant questions of integrity that would help employees to make decisions in difficult
situations during their work in the future.

Metaphor makes things exciting and understandable and, as such, has been applied to
education since time immemorial. In this module a small number of topics, considered to be central
to education, but which remain problematic in one way or another, or are simply unresearched, are
selected. An attempt is made to examine why they are problematic and establish, more positively, if
anything can be done to reduce the problems. Botha, E. (2009) stated, metaphors can be a potential
indicative of the structure of education and call “directional” meaning the choice to portray a school
by means of specific understanding professionalism, ethics and values the norms” or culture of the
school is dependent on the school leaders. Thus, it is important for the teacher and the school as the
extension of the family to imbed a directional element on the form of sets of norms that have to be
adhered to and do not take it by chance. Imbedding the culture of family would require building trust,
integrity and respect. Ideological inflection at stake here comes to expression in the choice of
metaphors which inevitably lead either to objectivism on the one hand or to relativism on the other.
The objectives of the school administrator and teachers are relative to all the activities, programs and
implementation

Watch:

https://www.youtube.com/watch?v=_8juebyo_Z4
https://www.youtube.com/watch?v=G5PODQZpp-4

Read:

Bachman, Leonard R. (2013). New Professionalism: the post-industrial context, Building Research
& Information, 41:6, 752-760, DOI: 10.1080/09613218.2013.804778

Botha, E. (2009). Why Metaphor Matters in Education, South African Journal of Education
Copyright © 2009 EASA Vol 29:431-444

Chris Twinn (2013): Professionalism, sustainability and the public interest: what next?, Building
Research & Information, 41:1, 123-128

Hargreaves,H. & O'Connor, M.T. (2018) Collaborative Professionalism: When Teaching Together
Means Learning for All

Jitpranee, Jutharat (2017). Metaphor analysis: Students' metaphorical conceptualizations of English

teachers at a university in Thailand, The Asian Journal of Applied Linguistics, Volume 4.
McCulloch, G. & Crook, D. (2008). The Routledge International Encyclopedia of Education, p. 456

30
Seery, A. (2008). Ethics and Professionalism in Teaching. Studies: An Irish Quarterly Review,
97(386), 183-192. Retrieved April 29, 2020, from www.jstor.org/stable/25660559

Swicky, Jan, (2014). Wisdom & Metaphor, National Library of Canada. Retrieved from
https://books.google.com.ph/books?id=yl8rAwAAQBAJ&printsec=frontcover#v=onepage
&q&f=false

Walker, M. & McLean, M. (2013). Professional Education, Capabilities and the Public Good: The
role of universities in Promoting Human Development, Routledge Publication, New York, p.

Zheng & Song (2010). Metaphor analysis in the educational discourse: A critical review, Volume 8,
No.9 (Serial No.84)

Zolingen & Honders (2010). Metaphors and the Application of a Corporate Code of Ethics, Journal
of Business Ethics. https://www.jstor.org/stable/25621571?seq=1

Assignment/Activities/Assessment

1. Discourse Analysis: The Challenges of Professionalism, Ethical Standard, values in Education

and the Teacher Practice in terms of the following education reform movements:
1.1 The ASEAN Qualification Framework for Higher Education (AQAFHE);
1.2 The Philippine Professional Standard for Teachers (PPST),
1.3 The No Child Left Behind (NCLB);
1.4 The Individual Performance Commitment and Review (IPCR);
1.5 Results-Based Performance Management System (RPMS);
1.6 Accreditation, and,
1.7 The K-12 Law

2. Prepare an institutional school framework to translate the 10 Tenets of collaborative

professionalism in your school organization.

3. Create a metaphor that will demonstrate the image of the school, the administrator and
the teacher based on your own experiences and observation.

31
 MODULE 5 – MANAGEMENT MODELS, TECHNOLOGY AND
CHALLENGES TO ETHICAL PROFESSIONALISM
Overview

This module discusses the critical aspect of growth and development and the challenges
posed by business practices, use of technology and how these bring forth human issues that must
be answered. There are questions to be addressed such as: Should growth and development push
forward while ethics are put aside in the guise of professionalism? Is there true professionalism when
human dignity is sacrificed for growth and gain? Is there real growth and development when the
quality of being human is put aside?

Learning Objectives:

After successful completion of this Module, the graduate student should be able to:

1. Gain a deeper understanding of Ethical Business Practices.

2. Reflect on how such practices may provide a win-win scenario with innovation management,
technology growth and ethical norms.

3. Discuss Ethics and Values Education within the humanitarian frame of mind of, “First, do no
harm.”

Unit 1 - Management Models and Ethical Professionalism

The Management Models:

The Management, and how the word Management itself is defined by several managerial
gurus. Here is another way of looking at Management. It is the process of reaching individual and
collective goals by working with and through human and nonhuman resources to improve the world.
Managerial values include performance effectiveness (achieving goals), operational efficiency (not
wasting resources in the process), sustainable innovation (continually improving outputs and

32
processes), and adding value (as measured by stakeholder responsiveness). Good managers
demonstrate sound judgment by balancing these four competing but complementary values.
Quinn (1995) proposed that these four values may be seen at all levels of management.
He proposed four models each of which involves ethical issues that have relevance for the
management of science and technology, and the topic of Professional Ethics and Values
Education.

1. Rational Goals Model: (Frederick Taylor in 1911), stresses on the importance of managerial
external controls that result from the exercise of director and producer role responsibilities in order
to teachers and other tools for maximum productivity. Performance effectiveness is through goal
setting, effective production, and increasing profits faster than external competitors can, and by
using time-and-motion studies, financial incentives, and technological power to maximize output.

2. Internal Process Model:

The internal managerial controls that result from the exercise of the monitoring and controlling
functions of management in order to exert authority over workers to maintain the stability of the
levels of administration.

Operational efficiency is achieved through information management, documentation control,

and consolidated continuity and by emphasizing process measurement, smooth functioning of
organizational operations, and the maintenance of structural order.

Encompassing the five functions of management as planning, organizing, commanding,

coordinating, and controlling, and laid down fourteen principles of good administration, with the most
important elements to exercise authority to ensure internal control.

A positive result of the application of the internal process model is that it accounts for school
administrators' maintaining structure and collecting information. The negative result is that it stifles
progress and innovations through over regulated practices.

3. Human Relations Model (Elton Mayo 1933)

• stresses the importance of the managerial internal flexibility that results from the exercise
of facilitator and mentor role responsibilities in order to improve human relations at work
and enhance external stakeholder responsiveness.

• responsiveness is achieved by showing managerial consideration for teachers and staff

psychosocial needs to belong, fostering informal group collaboration, and providing
recognition at work as well as promoting managerial social responsibility and humane

33
 community building in society.

• demonstrate that management consideration, employee group affiliation, and special

recognition motivation can increase productivity.

• it accounts for managers' showing consideration and facilitating supportive interaction with
both internal and external stakeholders.

• it accounts for managers' showing consideration and facilitating supportive interaction with
both internal and external stakeholders.

Peter Drucker, although critical of Mayo's perceived psychological manipulation of employee

loyalty, promoted the value of the socially responsible use of managerial power and humane
community building. He argued that in a global knowledge society managerial power canand should
be applied to the nonprofit sector because that appears to be the primary sector that is focusing on
creating socially responsible citizens, and giving knowledge workers a sphere in which they can make
a positive difference and re-create meaningful communities. The strength of this model is that The
exclusive and extreme emphasis on the human relations model, however, creates the risk of slowing
production at work and abdicating decisionmaking authority in society.

4. Open Systems Model: (Paul Lawrence and Jay Lorsch in 1967)

• Stressed the importance of the managerial external flexibility that results from exercising
the innovator and broker role responsibilities in order to adapt continually to changing
environmental forces.

• Sustainable innovation is achieved by cultivating organizational learning cultures,

developing cross-functional organizational competencies for continuous creativity, and
respecting quality and ecological system limits while negotiating for external resource
acquisition, building sustainable entrepreneurial networks, and enabling creative system

The strength of this model is that it accounts for managers' envisioning improvements and
acquiring resources for sustainable system development. The exclusive and extreme emphasis on
the Open Systems Model, however, results in disrupted operational continuity and energy wasted
on unrealistic change projects.

The Challenges of Managerial and Professional Ethics in these 4 Models:

Petrick and Quinn see the four management models as having similar ways of handling
behavioral complexities, and that management’s ethics are on a parallel in handling moral
complexity.

34
1. Moral values and achieving good results must be balanced by following the right rules,
cultivating a virtuous character and creating supportive contexts.
2. Manage and make managerial judgments based on moral value priorities, giving emphasis to
results, rules, character or context in moral choices.

3. The balance and inclusiveness of the four management models determine the quality of
managerial behavioral complexity judgment, the balance and inclusiveness of the four ethics
theories determine the quality of managerial moral complexity judgment as well.

It must be noted that management ethics has evolved into involving a complex and inclusive
balancing of multiple stakeholder interests, internal and external to organizations, locally and globally.
The ability to simultaneously and/or sequentially optimize moral results, rules, character, and context
in a sustained way for multiple internal and external stakeholders levels is becoming the touchstone
of sound management ethics and the basis of hope for moral progress in the future.

Personal and Professional Ethics:

Ethics has been defined as the “rules of behavior based on ideas about what is morally
good and bad.” We first learn about what is right and wrong from our parents or those who raised
us. Ethics in the workplace consists of acceptable standards of behavior and maintaining integrity
(especially when no one is looking). Our values drive our behavior and influence our attitudes. As
such, our attitudes influence our behavior. Ethical behavior is good for business and involves
demonstrating respect for key moral principles that include honesty, fairness, equality, dignity,
diversity and individual rights.

The full definition of “professionalism” is the conduct, aims or qualities that characterize or
mark a profession or professional person. It implies there is a quality of workmanship or service. But
in reality, it’s more about ethical behavior in the workplace. Every organization knows that a
professional and ethical reputation is the difference between success and failure, and seek to keep
those staff who are the most professional. Professionalism is all about ethical success and influence;
having a reputation for excellence and being thought of as someone who exhibits professionalism
under any circumstance can open doors either in the workplace or in personal ambition.

According to Valente, there are “10 Golden Rules to Professional Ethics in the Workplace”
as mentioned on the next page.

1. Always strive for excellence. This is the first rule to achieving greatness in whatever endeavor you
undertake; this is the quality that makes you and your work stand out.

35
2. Be trustworthy. In today’s society, trust is an issue, and any employee who exhibits
trustworthiness is on a fast track to professionalism.

3. Be accountable. To be accountable is to stand tall and to be counted for what actions you have
undertaken; this is the blameworthiness and responsibility for your actions and its consequences
- good or bad.

4. Be courteous and respectful. Courteousness is being friendly, polite, and well mannered
with a gracious consideration toward others.

5. Be honest, open and transparent. Honesty is a facet of moral character that connotes
positive and virtuous attributes such as truthfulness, straightforwardness of conduct,
loyalty, fairness, sincerity, openness in communication, and generally operating in a way
for others to see what actions are being performed.

6. Be competent and improve continually. Competence is the ability of an individual to do a

job properly; it is a combination of knowledge, skills and behavior used to improve
performance.

7. Always be ethical. Ethical behavior is acting within certain moral codes in accordance with
the generally accepted code of conduct or rules.

8. Always be honorable and act with integrity. Honorable action is behaving in a way that
portrays “nobility of soul, magnanimity and a scorn of meanness” which is derived from
virtuous conduct and personal integrity.

9. Be respectful of confidentiality. Confidentiality is respecting the set of rules or promises

that restrict you from further and unauthorized dissemination of information.

10. Set good examples. Applying these rules help you improve your professionalism within
your organization, but it is not complete until you impart knowledge on those around and
below you.

Unit 2 - Elements of Management and Management Models

Peter Drucker’s analysis of a model points to the “theory of the business” having
three parts:

1. assumptions about the environment of the organization,

2. the specific mission of the organization and
3. the core competencies needed to accomplish the organization’s mission.

These assumptions define what an organization gets paid for, what results it considers
meaningful and what it must excel at to maintain its competitive position which defines what a
management model is.

36
Definition of Management Model for the School Organization

1. Involves choices at the most fundamental level about how the school will be run. The choices of
specific practices and behaviors in the school may shape the management models we are using
which most educators are often unaware of.

2. Understanding the management principles operating inside the school and the alternatives that
exist make conscious changes to management models that can be enormously beneficial to
competitiveness.

3. Make conscious and distinctive choices about what principles to follow. The appropriate choice
depends on a host of circumstantial and competitive factors. The schools that generate competitive
advantage out of their management model are those choices made by a school administrator or
principal regarding how the objectives are define, motivate effort, coordinate activities and allocate
resources. Inspired by changes in the expectations of teachers, new technological capabilities and
the offerings of emerging competitors, some companies are discovering that a distinctive
management model can itself be a key driver of its competitiveness.

Generic Management Models :

 Mature, stable, and predictable school

operation.
 Clear rules to address crisis
Planning Model  The leader or school administrator is the
driver, actor and controller of the situation
 Defined, established and growing
competitive advantage.
Quest Model  The condition of the environment is dynamic
and competitive.
 School administrators emphasize strategy,
tactics, for them winning is everything.
 Benign school conditions focus on research
and development.
Scientific Model  Focus on multiple domains in school
professional practice.
 Administrators are understated, enabling
teachers.
 Schools that are in an uncertain fast
changing environment.
Discovery Model  Administrators are experimenters, open to
improvisation, conversation and mutual
engagement.

Source: https://sloanreview.mit.edu/article/what-is-your-management-model/

Four Contemporary Management Models:

37
1. The Planning Model. Many large schools operate with narrow short-term objectives, clearly
defined management processes and strict hierarchical decision making. the highest-performing
schools in the District, may it be in the tertiary of basic education. This model is more suited to
mature schools that have already proven their worth in the education sector.

2. The Quest Model. The school administrator has a clear view of what he is trying to achieve and
encourages his teachers to pursue those objectives through a variety of means. In such cases,
the intention is typically to simplify or get rid of the bureaucratic and hierarchical elements that
are getting in the way in the process or procedures.

3. The Scientific Model. The administrator free up the ends while keeping control of the means.
This is how science makes progress. There are clear rules of engagement, in the form of peer
review, citation of others, open disclosure of results and so on. But the objectives of science are
deliberately framed in the broadest possible sense: the pursuit of knowledge. This gives more
value on ethical standards.

4. The Discovery Model. The fourth model is one in which both the means and ends of
management are deliberately loose. This may sound like a recipe for chaos and confusion, but for
certain activities, and for certain periods of time, it can be highly effective. The discovery model is
suitable for many startup ventures operating in highly ambiguous environments where there are
multiple potential ways forward of varying levels of potential, and success is achieved through trial
and error. It also has promise for established organizations that are looking for new ways forward.

The four management models illustrate extremities. More normally, and more practical
companies are likely to make their own choices along each of the four dimensions and within specific
dimensions. The world of management continues to evolve in interesting ways, and the emergence
of new Internet-based technologies is accelerating this process of evolution. It is no coincidence that
some of the more interesting practices discussed are being put into place by Internet-age companies
which are adept at harnessing the power of technology, and are less likely to be held back by
traditional ways of working. Laying out alternative principles of management is hoped to both enrich
and make sense of the flow of new management practices in the internet age.

Three Forces of Challenges

1. the changing expectations of employees, particularly the so-called Generation Y

employees, who are demanding more humane, flexible and fun workplaces.

2. technological change, and in particular the emergence of “Web 2.0” technologies that
enable peer-to-peer collaboration and information transfer in ways that were simply
impossible 10 years ago.

3. the emergence of new competitors, often from emerging economies like India, which do
not necessarily start from the same traditional principles of management that Western
economies have taken for granted.

38
Unit 3 - Technology Innovation

The new technologies include internet-dependent technologies such as open source

learning management system, social networking sites, software applications, cloud storage and
educational resource sites. All these have penetrated educational institutions as preferred modes of
technology for student learning. The technological changes are continual as updates are created
and new features are incorporated in the devices and applications.

These overwhelming movements in educational technology to upgrade learning pose

challenges for educators:

1. the choice of tools and learning how to make use of them in teaching

2. students learning will be limited and educational issues will be constant

3. pressing demand to improve school facilities

The practice of a profession is inclusive of professional ethics which defines the profession’s
special relation to the environment, and its members professional roles, accepting certain standards
in the form of a Code, other measures, taking Continuing Education units, and providing support
mechanisms for other members in the community. Failure to improve oneself fails to follow the Code
of Ethics for Teachers. A professional’s competence entails knowledge and responsibility (i.e,
meeting an appropriate standard. A professional’s autonomy for the individual governs his/her
conduct, often using moral rules as a basis, and exercises a considerable degree of discretionary
judgment within his/her daily work, but accepts the limits within a cooperative practice. The
profession’s autonomy prescribes standards for its practice which is at all times accountable to the
public.

Individual Professional Obligations

1. An individual’s professional obligations are derived from the profession and its code,
tradition, society’s expectations, contracts, laws and rules of ordinary morality.

2. A professional has obligations to his/her:

2.1 Employer
2.2 Clients/Customers
2.3 Other Professionals- relations of collegiality, specific expectations of reciprocity
2.4 Profession as a collectivity
2.5 Society - responsibility to serve the public interest

39
 It can be noted that a professional is not a mere hired employee; responsibilities go with
knowledge and position.
Individual Professional Responsibility:

1. Sphere of tasks – daily/regular responsibilities

2. For outcome caused by one’s actions or decision
3. Liability - answerability for one’s actions or decisions
4. Capacity - to appreciate, to control one's behavior
5. Moral responsibility - looking ahead to and caring about what happens to oneself and others.

Levels of failing to meet one’s individual responsibility:

1. Negligence – failure to meet the appropriate standards of care (or that level or quality of
service ordinarily provided by other normally competent practitioners of good standing in
that field, contemporaneously providing similar services in the same locality and under the
same circumstances).

2. Gross negligence – falling way below the standard of care

3. Deliberate wrongdoing

The Language of Professional Ethics and Values Education in Management

In general, the field of professional ethics is the study of the principles and standards that
underlie a profession’s responsibilities and conduct. It examines the ethical dilemmas and
challenges met by practitioners of a profession, the way in which professionals organize and
develop ethical standards for members of their profession, and how these standards are applied
in everyday practice.

The Cambridge Dictionary of Philosophy describes professional ethics as: “A term

designating one or more of: a) the justified moral values that should govern the work of professionals;
b) the moral values that actually do guide groups of professionals, whether those values are identified
as principles in codes of ethics promulgated by professional societies or actual beliefs and conduct
of professionals; and c) the study of professional ethics in the preceding senses, either (i) normative
(philosophical) inquiries into the values desirable for professionals to embrace, or (ii) descriptive
(scientific) studies of the actual beliefs and conduct of groups of professionals.

Professional values include principles of obligation and rights, as well as virtues and personal
moral ideals such as those manifested in the lives of saints, philosophers, etc. Davis (2008) describes
Professional Ethics as:

1. “A profession is a number of individuals in the same occupation voluntarily organized to

40
 earn a living by openly serving a certain moral ideal in a morally permissible way beyond
what law, market, and morality would otherwise require.

2. the special standards defining the way the would-be profession is to pursue its moral
ideal. These standards are arbitrary (more or less) in the way promises are. Ordinarily
morality sets limits on professional ethics without determining the content. One cannot
deduce professional ethics from morality or moral theory."

The study of professional ethics seeks to help individuals working in a profession make ethical
decisions when faced with a moral dilemma. By gaining an understanding of the core ethical
standards of a profession, knowledge of the professional standards of practice that may apply to their
situation, and other influencing rules or factors, a professional has the tools to decide how they
should act in a given situation. To this note, it is important to discuss how technology innovation
Success Factors in Technology Innovation:

The systems approach to innovation management recognizes that there are several
interrelated and interacting elements or factors in the school that must be in place to ensure
innovation success which promote uprightness and integrity to translate management standards
to the educational processes. These are:

1. Context: The organization should track external and internal issues and trends, e.g. user
preferences, technology developments, and internal capabilities, in order to identify
opportunities and challenges that can trigger innovation activities.

2. Leadership: Based on the understanding of the context, top management should

demonstrate leadership and commitment by establishing an innovation vision, strategy,
and policy, including the necessary roles and responsibilities.

3. Planning: Innovation objectives, organizational structures, and innovation portfolios

should be established based on the direction set by top management and the identified
opportunities and risks.

4. Support: The support necessary for innovation activities should be put in place, e.g.
people with the right competences, financial and other resources, tools and methods,
communication and awareness creating activities, as well as approaches for intellectual
property management.

5. Operations: Innovation initiatives should be established in line with the strategies and
objectives. Innovation processes should be configured according to the types of 40
innovations to be achieved: identify opportunities, create and validate concepts, and
develop and deploy solutions.

6. Evaluation: The performance of the Innovation Management System as a whole should

regularly be evaluated to identify strengths and gaps.

41
7. Improvement: Based on the evaluation, the system should be improved by addressing
the most critical gaps with regards to the understanding of the context, leadership,
planning, support, and operations.
Innovation Management Principles:

The eight principles form the foundation for managing innovation activities in organizations
and is applicable for all types of organizations, regardless of type, industry or size. They are
embedded in the innovation management system developed by ISO. The ISO 21001:2018
specifies requirements for a management system for educational organizations (EOMS) when
such an organization:

a) needs to demonstrate its ability to support the acquisition and development of competence
through teaching, learning or research;

b) aims to enhance satisfaction of learners, other beneficiaries and staff through the effective
application of its EOMS, including processes for improvement of the system and assurance of
conformity to the requirements of learners and other beneficiaries.

These innovation management principles were developed to capture the essence of effective
management of innovation activities in the university and schools. The principles of ISO 21001:2018
foster ethical and professional practice to implement the innovation management system in a
university or school.

The Ethical and Professional Innovation Management Principles

1. Realization of value. Value, financial or non-financial, is realized from the deployment,

adoption and impact of new or changed solutions for interested parties.

2. Future-focused leaders. Leaders at all levels, driven by curiosity and courage,

challenge the status quo by building an inspiring vision and purpose and by continuously
engaging people to achieve those aims.

3. Strategic direction. The direction for innovation activities is based on aligned and
shared objectives and a relevant ambition level, supported by the necessary people and
other resources.

4. Culture. Shared values, beliefs and behaviors, supporting openness to change, risk
taking and collaboration enable the coexistence of creativity and effective execution.

5. Exploiting insights. A diverse range of internal and external sources are used to
systematically build insightful knowledge, to exploit stated and unstated needs.

6. Managing uncertainty. Uncertainties and risks are evaluated, leveraged and then
managed, by learning from systematic experimentation and iterative processes, within a
portfolio of opportunities.

7. Adaptability. Changes in the context of the organization are addressed by timely

adaptation of structures, processes, competences and value realization models to

42
maximize innovation capabilities.

8. Systems approach. Innovation management is based on a systems approach with

interrelated and interacting elements and regular performance evaluation and
improvements of the system.

The Innovation Management Professional:

Managing innovation activities in the university or school is an emerging profession as discussed in

Module 4 to practice professional collaboration. A body of knowledge, personal certification and
international standards are supporting this development.

Characteristics of Innovation Management Professionals are:

1. Responsible for, or actively contributing to, leading and organizing innovation efforts and
for building innovation capabilities in or for an organization.

2. Have an eye for development for project and quality management. They can be called for
example innovation managers, facilitators, coaches, or officers.

Three main functions of an Innovation Management Professional

a) an innovator who seeks and develops ideas and handles innovation projects. He is the
creative person, the inventor of the project manager.

b) an enabler who creates structures and processes so that innovation can happen in
organizations.

c) a promoter, especially in the field of culture where he/she works to persuade and disseminate the
necessary knowledge of innovation. In the role of an enabler, he/she can also be a service provider
for innovators, i.e., by taking care of patents or subsidies.

Roles of an Innovation Management Professional

1. Idea Finder. In this role, the innovation manager is also the creative spirit that develops and
seeks ideas. He/She does the screening of various sensors and innovation sources, conducts
workshops for brainstorming, uses innovation tools and derives ideas from all these activities.

2. Idea Manager. As an idea manager, he/she collects ideas from a wide variety of sources, so
he/she is not the idea generator him/herself, but takes care of the collection, evaluation and
selection. In doing so, he/she is usually supported by an idea management system that reflects the
ideas of the employees.

3. Innovation Scout. Compared to the idea manager, the innovation scout opens up its ideas
process to the outside world and searches for ideas and new technologies outside the company in
the sense of open innovation.

4. CIP Manager. The CIP manager, who is responsible for the continuous improvement process
and quality management, not only looks for innovations but also for improvements of all kinds in
general and takes care of the processing and their implementation.

43
5. Innovation Strategist. The innovation strategist approaches the idea collection and takes care
of the strategic orientation of innovation management. Specifically, this involves an analysis of the
opportunities, risks, strengths and weaknesses, as well as the derivation of important issues of the
future and the purpose and vision of what we want to achieve with innovation. All this leads to the
innovation strategy.

6. Futurologist. The futurologist works closely with the innovation strategist, where he provides the
basis for the development of the innovation strategy. This involves research into future trends and
their impact on the company. As part of the Corporate Foresight, he/she then makes projections into
the future, which are the basis for the innovation strategy, the search fields and above all for finding
ideas.

7. Organizational Developer. If the innovation manager takes care of structures such as innovation
processes and innovation systems, the innovation culture to sensitize and persuade for innovation,
he/she is clearly an organizational developer. In this role, he/she does not drive innovation
him/herself, but rather sets up the framework conditions so that innovation is encouraged in the
organization and can take place successfully.

8. Innovation Project Manager. The project management of innovation projects is a key task,
especially due to the scope, interdisciplinary and complexity of the projects. The project manager
coordinates all process steps and tasks and is responsible for achieving the objectives. He/She
accompanies an innovation from the beginning to the end and then hands it over to the operative
business, especially the person responsible for the product Life cycle, which in many cases is the
product manager.

9. Developer. The developer is the creator and usually the product expert and technician who
develops the product and the technical solution behind it. He/She creates the innovation on the basis
of the specifications of innovation goals or specifications. His/Her task is completed when a solution
with a working prototype is available, which he hands over to the production and sales department.
This is not entirely correct, however, because the developer also plays an essential role in the product
life cycle, since he/she is available for technical questions and secondly he/she takes up the feedback
such as problems from the market and sales and develops the product further.

10. Patent Manager. The Patent Manager is a service provider in the innovation process and
supports with his/her expertise on patents. It helps in the initial phase by checking the current state
of the art. During development, he/she checks whether existing industrial property rights are being
infringed. And at the end of the development process, he/she evaluates patent ability and applies for
a patent on the solutions. And, of course, he/she defends the intellectual property rights in the event
of an attack, as if by means of copies.

11. Funding Manager. The promotion manager is also a service provider in the innovation process.
It examines whether an innovation project is worthy of funding, submits it for funding and handles
the process.

12. Portfolio Manager and Controller. While the project manager takes care of a single project,
the portfolio manager is responsible for all projects. His/her goal is to select and prioritize the right
projects so that the maximum value and success can be derived from the limited resources. The
portfolio manager is also a controller because he/she measures the achievement of the innovation
strategy and innovation goals (e. g. key figures) and initiates corrective measures in the event of
deviations.

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Read:

Arthur, J., Davison,J., & Lewis, M. (2005) Professional Values and Practice: Achieving the
Standards for QTS

https://books.google.com.ph/books?id=Nf5-
AgAAQBAJ&printsec=frontcover&dq=PROFESSIONAL+ETHICS+%26+VALUES+EDUCATION+
for+educators&hl=en&sa=X&ved=0ahUKEwjckLWKvofpAhWIuJQKHQq1B9cQ6AEIMjAB#v=one
page&q=PROFESSIONAL%20ETHICS%20%26%20VALUES%20EDUCATION%20for%20educ
ators&f=false

Carr, D. (2000) Professionalism and Ethics in Teaching

https://books.google.com.ph/books?id=lgtUaoI_xFkC&printsec=frontcover&dq=PROFESSIONAL
+ETHICS+%26+VALUES+EDUCATION&hl=en&sa=X#v=onepage&q=PROFESSIONAL%20ETH
ICS%20%26%20VALUES%20EDUCATION&f=false
Lovat & Toomey (2009). Values Education and Quality Teaching: The Double Helix Effect

https://books.google.com.ph/books?id=0NGk580sScgC&printsec=frontcover&dq=Educational+Th
eories+on++Ethics+and++Values+Education&hl=en&sa=X&ved=0ahUKEwiJjtWp64fpAhUOG6Y
KHfdVDLk4FBDoAQhTMAY#v=onepage&q=Educational%20Theories%20on%20%20Ethics%20
and%20%20Values%20Education&f=false

Webster, R. S., & Whelen, John D.(2019). Rethinking Reflection and Ethics for Teachers

https://books.google.com.ph/books?id=2SmsDwAAQBAJ&printsec=frontcover&dq=Educational+
Theories+on++Ethics+and++Values+Education&hl=en&sa=X&ved=0ahUKEwi8s72Q64fpAhXpy4
sBHfd1Bn04ChC7BQgrMAA#v=onepage&q=Educational%20Theories%20on%20%20Ethics%20
and%20%20Values%20Education&f=false

Unit 4 - Scientific Competition

The ethical or moral value of scientific competition will be discussed in this topic in
acknowledgement of the myriad contributions of science in general, and scientific management in
particular. Competitions abound in organizations mostly due to innovation management and are
usual value added processes. The history of Scientific Management and its principles must first be
discussed for a better grounding in this topic.

Principles of Scientific Management

The practice of Scientific Management is attributed to F.W. Taylor encompassing the

broad spectrum of management definition of an organization as follows:
1. It is an attitude and a philosophy which discards the traditional hit-and-miss and rule-ofthumb
method of managing work and workers;

2. It is the acceptance and application of the method of scientific investigation for the solution of the
problems of industrial management.

45
3. It is a theory of management that analyses and synthesizes workflows. Its main objective is
improving economic efficiency, especially labor productivity. It was one of the earliest attempts t
o apply science to the engineering of processes to management. Scientific management seeks
to maximize the efficiency of the plant or organization by using these methods for its operation.

Taylor began the theory’s development in the United States during the 1880s and ‘90s within
manufacturing industries, especially steel. Its peak of influence came in the 1910s. Taylor died in
1915 and by the 1920s, scientific management was still influential but had entered into competition
and syncretism with opposing of complementary ideas. Although scientific management as a distinct
theory or school of though was obsolete by the 1930s, most of its themes are still important parts of
industrial engineering and management today.
These include:
a) Analysis
b) synthesis;
c) logic;
d) rationality;
e) empiricism;
f) work ethic;
g) efficiency
h) elimination of waste;
i) standardization of best practices;
j) protect the social status of particular workers with particular skill sets;
k) the transformation of craft production into mass production; and
l) knowledge transfer between workers, and from workers into tools, processes, and
documentation.

Taylor’s ideas set the basis for laying down the principles of scientific management that aimed
at maximizing production and efficiency of every worker, and designed a system that enabled
maximization of operations between employees and employers.
According to Taylor, “Scientific Management is the art of knowing exactly what you want
men to do and then seeing that they do it in the best and cheapest way.” Its principles are
discussed below:
1. Replacement of old Rule-of-Thumb Method. Rule-of-thumb methods are traditional
approaches that suited organizations in the past. Under mass production, the volume of work had
expanded that required scientific methods to manage and control work easily. Accordingly, Taylor
suggested that each element or component of any job and the motions required to perform it are
scientifically analyzed to determine the standard time and standard methods of doing it with maximum
efficiency.

2. Scientific Selection and Training of Workers. The procedure for selection of workers should be
designed scientifically. The errors committed at the time of selection may prove to be very costly later
on. Not having right workers on the right job may reduce the efficiency of the organization. Physical,
mental and other requirements should be specified for each and every job. Selected workers are to
be trained to avoid wrong methods of work. Management is responsible for the

46
scientific education and training, as well as providing opportunities for development of workers
having better capabilities.

3. Co-Operation between Labor and Management. This principle involves cooperation between
management and workers instead of individualism. This requires change of mental attitudes of
workers and management towards each other, and suggests that management should encourage
constructive suggestions from workers and reward the suggestions which result in substantial
reduction in time or costs.

Taylor called this mental revolution as:

a) Adopts an enlightened attitude towards them, crucial to raising productivity levels.

b) Provides them with standard materials, standard tools, standardized working conditions, and
training in standard methods to enable increased productivity.

c) Take workers into confidence in making important decisions which affect workers and there should
be almost equal division of work and responsibility between workers and management and both
should work side by side.

4. Maximum Output, not Restricted Output. Management and the workers are equally interested
in attaining maximum output. For the management, maximum output will lead to increased profits
and production costs. For the workers, it will mean an increased share in prosperity of the business
by way of higher wages and bonus. Consequently, both seek to do their utmost to achieve
maximum output. Management will do this by way of provision of standard materials, standard
tools and standardized working conditions, and the workers by performing their jobs efficiently.

5. Equal Division of Responsibility. There must be equal division of responsibility between the
managers and the workers. The management should assume responsibility for the work for which
it is better suited. For instance, management should decide the method of work, working
conditions, time for completion of work, etc. instead of leaving these to the discretion of workers.
Therefore management should be responsible for planning and organizing the work, whereas the
workers should be responsible for the execution of work as per instructions of management.

6. Harmony, not Discord. Scientific Management provides for adequate remuneration to workers to
produce more, and also seeks to facilitate it. As a result, workers perform their jobs sincerely and
enthusiastically. Since management will gain as a result of increased productivity, it will readily pay
higher wages. There is complete harmony of interests between workers and the management,
leading to a mutually beneficial relationship.

7. Development of Each and Every Person to His or Her Greatest Efficiency and Prosperity.
Taylor suggested that all possible human efforts should be utilized maximally leading to efficiency
and prosperity for the workers and the school:

a) Teachers and staff s are selected and trained in accordance with the requirements
of jobs to be performed by them. With this end in view, physical, educational and
psychological requirements of each job are clearly specified, and then the person
who is most suitable for the job in question is selected.

47
 b) Teachers and staff are also systematically trained to enable them to become more
proficient and up-to-date in all aspects of their work.

When Teachers and staff is assigned a task or duty for which he is both physically and
mentally well-equipped, and when he has been imparted regular training to update his skills, he will
attain greater efficiency in his work methods. This will enable him to earn more and have mental
satisfaction. Taylor’s emphasis on:

a) Scientific observation of each element of a worker’s job,

b) Job specialization,
c) Proper selection, training and-development of workers,
d) Planning and scheduling of work,
e) Standardization as regards time and methods of work, and
f) incentives, led to astounding increase in productivity
.
8. Subordination of Individual Interests to General Interest. Reconciliation of goals of
individuals with those of the school helps to perform effectively as a team and achieve its
goals. The sacrifice of personal interest in favor of school interest provides an automatic
lubricant to the working of an organization and helps to move it smoothly in a positive
approach and direction.

Henri Fayol laid down the first theory of general management and statement of management
principles about 100 years ago. In 1916 he wrote “A Theory of Administration”, five years after
Frederick Taylor wrote “The Principles of Scientific Management.” Fayol’s 14 principles of
management comprise a comprehensive framework of general organizational management. For sure
these have been infecting the way we think of organizations today in 2020.
a) Authority with responsibility
b) Discipline
c) Unity of command
d) Unity of direction
e) Subordination of individual interests47
f) Remuneration
g) Centralization
h) Clear line of authority
i) Order
j) Equity
k) Lifetime employment
l) Initiative
m) Esprit de corps
n) Specialization or division of labor

Unit 2 - Challenges of Scientific Management Implementation

1. Ethical issues in in the management of organizations of a science and technology nature has
always been present especially when management desires to put maximize its productivity function
of paramount importance.

48
2. Administrators are often faced with ethical responsibilities that may run counter to their actual or
perceived self-interest. The economist Adam Smith has noted that a social calculus exists which
weighs individual selfish motives with the greater good. It is hoped that finishing this Module adds
to the graduate student’s knowledge about Professional Ethics and Values Education in the world
of work where most of your students will be proceeding after graduating or leaving your schools.

The world of business, commerce and economics is not one wherein educators are bound;
we are in our classrooms while our students proceed to these markets wherein values systems
may not be what we have prepared them for. It is hoped that the graduate student will also take the
time to visit the links copied and pasted on here for additional inputs to your students who, I am
sure, will appreciate your efforts.

Assignment/Activities/Assessment

1. Prepare a qualitative Action Research on “Filipino Values and Values Systems: 10 Years Ago,
Today, and 10 Years into the Future.” Require your students and their parents to provide inputs.

2. List down the empirically updated of Filipino Values.

3. Prepare an Action Plan of sharing and discussing this updated list of Filipino Values with the
students, parents, teachers and administrators in the school.

49
MODULE 6 - TRANSITION TOWARDS PROFESSIONAL, ETHICAL AND
VALUE-BASED SCHOOL CULTURE

Overview

This module discusses ethics as a fashionable term to see it in almost every profession.Ethics
in education especially in school administration deals with educational actions which take place in
school. Schools are educational organizations and school administrators have the vital role in
managing schools. The graduate students studying educational management must be equip not just
knowledge and the technical skills but rather articulate ethics and values in educational management
of schools. Ethics and values in education must be embedded in all areas in educational
management: facilities, instructional quality, school programs and activities, and the school
community to achieved educational aims and become effective in governance of schools.

Learning Objectives

After successful completion of this Module, the graduate student should be able to:

1. Identify
2. Determine
3. Establish
4. Create
5. Develop

Unit 1 – Ethics and Values and the School Administrator

The Codes of Educational Administrator:

(American Association of School Administrators (AASA)

1. Makes the well-being of students the fundamental value of all decision making and
actions.
2. Fulfills professional responsibilities with honesty and integrity.
3. Supports the principle of due process and protects the civil and human rights of all
individuals.

50
4. Obeys local, state, and national laws and does not knowingly join or support organization
that advocates directly or indirectly, the overthrow of the government.
5. Implements the governing board of education's policies

Guiding Principles in the Framing of the National Competency Based School – School
Head (NCBS –SH)

The Core Principles - School heads are: competent, committed and accountable in
providing access to quality and relevant education for all through transformational leadership and
high degree of professionalism. The following are the principles which guided the framing of the
NCBS-SH.

1. Function - based. The competencies are based on school head functions as stated in RA
9155, related laws and DepEd policies.

2. Responsive. Competencies are applicable in any range of context: big or small school,
city or rural school, culturally divergent groups.

3. Impartial. These are applicable to any school head regardless of position item, gender,
age, experience and other personal circumstances.

4. Coherent. These are clear and logical. Valid. All performance indicators are research-and
experience-based.

National Competency-Based Standards for School Head (NCBSSH)

The Bureau of Human Resource and Organizational Development (BHROD) and National
Educators Academy of the Philippines (NEAP), in collaboration with the Philippine National
Research Center for Teacher Quality, is now presenting the draft Philippine Professional Standards
for School Heads (PPSSH) and the Philippine Professional Standards for Supervisors (PPSS) to
the DepEd Regional Directors, headed by Undersecretary Jesus L.R. Mateo. The RCTQ and
BHROD went around the 17 DepEd regions in July and August 2019 to validate the draft standards
with various school heads and supervisors. The draft PPSSH builds on the existing National
Competency-Based Standards for School Head (NCBSSH) which needed to be reviewed and
enhanced to address career progression and embed principles of the 21st Century thinking among
school leaders. The draft PPSS, on the other hand, is a brand new set of professional standards
designed for education supervisors. Both would complement the domains, strands and indicators
outlined in the Philippine Professional Standards for Teachers (PPST).

The Seven Domains of the National Competency Based Standards for School Heads
(NCBSSH) are as follows:

1. School leadership
2. Instructional leadership
3. Creating Student Centered learning Climate

51
4. HR Management and Professional Development
5. Parent Involvement and Community Partnership50
6. School management and daily Operations
7. Personal professional Attributes and Interpersonal Effectiveness
Source: DepEd Order No. 32, s. 2010, - National Competency-Based Standards for School
Heads (NCBS- SH)

The Philippine Professional Standards for Teacher (PPST)

The PPST is consistent with the professional, ethical and values in education principles
which guides the school heads and teachers on how to adhere to the Code of Ethics for teachers
to foster and promote the discipline of teachers as a noble profession. The following are the Seven
Domains which guided the professional, ethical and values of teacher practice:

Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higherorder
thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

Domain 3, Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socioeconomic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups

Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT

52
Domain 5, Assessment and Reporting, is composed of five strands:
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs

Domain 6, Community Linkages and Professional Engagement, consists of four

strands:
1. Establishment of learning environments that are responsive to community contexts
2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures

Domain 7, Personal Growth and Professional Development, contains five strands:

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

Unit 2 - The Challenging Roles of a School Principal/Administrator

School principals are the key leaders in our educational system. They are responsible of
carrying out the school vision and mission. School Principals play integral roles in making schools
function smoothly. They are involved in all aspects of the school’s operation. They are the leaders
responsible in providing leadership in the development and implementation of all educational
programs and projects in the school. They play a vital role in achieving the government’s aim to
provide quality basic education (Jesus V. Muring, Ed. D.)

1. quest for quality education has resulted in a number of initiatives which have made significant
demands on principals in public schools to transform leadership towards improved school
performance, among which is the practice of School-Based Management (SBM).

2. roles and responsibilities of the school principals in School – Based Management has
changed significantly. It is believed that SBM captures the whole thing in the school as an
institution of learning.

3. advances in technology and higher expectations on education from the community, these
include the use of information technology to support teaching and learning;
4. adaptation of the school curriculum to suit the ability and disposition of the young children as
to maximize their potential and not to give up on each individual pupil;

4. increasing community expectations for improvements to the educational system and the
quality of learning processes and outcomes;

53
5. a growing awareness of teacher professionalism; globalization of the world economy and the
emergence of a knowledge-based economy which demands workers with multiple intelligence
and creativity;

6. life-long learning and the notion of school as a learning organization.

Republic Act No. 9155, Chapter 1 Section No. 7, Letter E, Paragraph 3 states that
consistent with the national educational policies, plans and standards, the school heads shall have
the Authority, Responsibility and Accountability (AURA) in managing all affairs of the school. Thus,
the success and failure of the school depends of the kind of school principal it has.
1. It requires a paradigm shift, from the traditional way of management. It also requires change,
collegiality, teamwork, and even efficiency and effectiveness.

2. The role requires focused and systematic school leadership training and development
programs to enhance the quality of school leadership they already possess.

3. Fully capacitate teacher towards the full implementation of the program of School-Based
Management, as it captures the whole educational system.

The following are some of the government initiatives to establish good leadership among
School Administrators:

DM s2019 003 –

1. The Philippine Elementary School Principals Association hold a Training and development
with theme: Duty, Dignity, Integrity and Determination towards Excellent principal
Empowerment.

2. The training emphasizes that the principal strategies, skills, traits and beliefs adhere to the
code of conduct; strengthen transparency and shared purposes with parents, staff,
community members and students;

3. Enhance effort to conduct professional development opportunities and support services to

teachers to become more productive and more engaged in their work, and raise integrity
in the workplace.

DO 5, s 2018

1. Identify the School Head’s desired skills on vocal image, conversational manners, proper
posture and attire for enhanced interpersonal relationship in the workplace.
2. Strengthen the 21st century skills of School Heads on the areas of critical thinking and in
problem solving.
2. Enhance knowledge of pertinent legal issues on appointment and duties of school heads.

DO 97, s. 2011 - Revised Guidelines on the Allocation and Reclassification of School

Head Positions

1. The National Educators Academy of the Philippines (NEAP) shall administer the qualifying
process for interested applicants to Principal I positions.

54
2. The enclosed Revised Guidelines on the Allocation and Reclassification of School Head
Positions with the corresponding flowchart of processes guidelines shall be utilized in
administering the qualifying process to be conducted by the NEAP in close coordination
with the Schools Divisions Offices (DOs) through the Regional Offices (ROs).

Watch:

https://www.youtube.com/watch?v=0WxOGR6HKFs
https://www.youtube.com/watch?v=EtLY7dYAOpo

Unit 3. Values and the Paradigm Shift

In the light of the principles and ideas introduced in the previous modules, you are now ready
to have your own set of values which will allow you to be an effective administrator in a school’s
values-based culture. As Dr. Demelino stated in her module, “ it is imperative for you to come up with
your own paradigm shifting towards having the right road-map in order to live righteously, to possess
good and moral character, the good in all its latitude and plenitude in the next.”

Historically the development of values and ethical standards in education can be traced back
to some significant events as well as the provisions of our own constitution. After the Edsa Revolution
in February 1986, a social revolution was required for the country’s transition to re- establish
democratic institutes, freedom and dignity for the Filipino people. It was during this time that the
Department of Education Culture and Sports used the “Social Transformation through Education” as
its priority and began Values Education Programme in all levels of the school system.

Values education is the process by which values, attitudes and habits are formed
as the learner’s interest with the environment under the guidance of the teacher. The Philippine
Constitution of 1935, 1973 and 1987 contain the country’s official policy statement on values
education. “All educational institutions shall aim to develop moral character, personal discipline, clear
conscience and vocational efficiency and learn the duties of citizenship”. (Philippine Constitution of
1935)

“All educational institutions shall aim to inculcate love of country, teach the duties of
citizenship and develop moral character”. Philippine Constitution of 1973 “We, the sovereign Filipino
people, imploring the aid of Almighty God … and secure to ourselves and our posterity the blessings
of independence and democracy under the rule of law and regime of truth, justice, freedom, love,
equity and peace” (Philippine Constitution of 1987).

55
 Likewise, the educational system for basic education has shifted from the teachercentered
to a learner-centered type of teaching and learning model. It is characterized by learner autonomy
and concerned with the effectiveness of structures of administration while the teacher acts as a co–
learner. Under the new system, the focus is on the thinking skills of the learner which must be
activity-based and technology assisted. Cooperative learning is developed with emphasis on the
competency of the student. It allows greater opportunity to select relevant content and enrich
interactive pedagogy. Considering that schools are technology and trends driven, teachers must be
technology savvy and must be subjected to continuing professional development.
Learners on the other hand will be active creators of knowledge and information to
become global digital citizens.

Unit 3. Ethical Standards of Teachers and Administrators

Teachers as well as school administrators in any type of community are considered to be

individuals of high dignity and moral values. Everyone looks up to them with certain degree of respect
and admiration because they are always considered to perform beyond expectations in spite of the
many challenges they have to face in their job and in the workplace. The preamble of the Code of
Ethics of Professional Teachers clearly defines what teachers are. Teachers, based on the Code of
Ethics, 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 1 of the same code, categorically stated that the Code of Ethics of Professional
Teachers is applicable to all teachers in all schools in the Philippines including persons performing
supervisory and/or administrative functions. It also enumerated the duties and responsibilities of the
teacher to the state, to the community ,to the profession, to the parents and to the higher authorities.
Teachers are also expected to continue their professional growth by attending graduate studies as
well as training programs and seminars for their personal growth and to improve their efficiency in
teaching and administration. Most importantly, the primary concern of teachers today is to be able to
recognize the interests and capabilities of every student and be able help each one develop his
potential to the fullest possible. Ethical teaching has six characteristics which include appreciation for
moral deliberations, empathy, knowledge, reasoning, courage and interpersonal skills.

56
 Educational leadership in the 21st country is grounded on moral and ethical values. In
order for us to determine what is moral and ethical in the educational context, the
following principles may serve as our guide:
1. School administrators must have the courage to stand up against policies that they feel are not
helpful for their students and must be willing to give dissenting opinions

2. The needs of the students, the staff, the community and other stakeholders must be placed ahead
of the needs of the administration.

3. To be ethical, it is imperative for a school administrator to have self-control, discipline and integrity.
He must be a positive role model whose relationship with the stakeholders is built on mutual respect
and ethical actions.

4. The very foundation of success in any educational institution can only be drawn from the strength
of teachers and staff whose focus must be the students’ needs.

5. The school administration must be able to identify and promote teachers, students and staff who
promote professionalism and ethical values and who have qualities for excellence.

6. School administrators must also be concerned with the ethical practices of every stakeholder and
should promote value-based culture.

8. Teachers and administrators must have necessary sensitivity and understanding to the needs of
the students and other members of the community to be able to make and implement the right
decisions.

According to Mukadder Bayolak Ozan in hs study entitled Ethical Leadership Behaviors of

School Administrators from Teachers’ Point of View ,as the year of seniority increases, more
teachers think that the administrators act within the ethical standards. The results indicate that
teachers think that their school administrators are often faced with ethical dilemma while deciding
upon personnel issues. It concluded that establishing written ethical codes for school administrators
may help them to make decisions with integrity, fairness and in more ethical manner especially
when dealing with personnel issues.

An ethical administrator also considers the well-being and success of students as

the fundamental value in all decision making. he fulfils his professional responsibilities
with honestly and integrity and supports the principle of due process and protects the
rights of every individual.

Unit 4. Value-based Social Culture

Kirstie Mc Lachlan, an executive coach and integrity coaching associate, describes values
as the deeply held principles that guide our choices and behaviors and influence our emotions.

57
 They help define who we are, what we believe and how we live. School culture refers to the
way leaders and their administration work together and act the beliefs, values and assumptions they
share. Building a value-based school culture is quite challenging for it would require engagement
across the school leadership and considerable investment of time and energy. The school
administrators Role in School Culture:

1. Create value-based school policies and opportunities to reflect on and let their
values be their guide in decision making.

2. Assist in supporting the development of unity among the members of the

community for transforming relationships and behaviors.

3. Contribute towards the development of an effective teaching and learning

Environment.

4. Provides safe, supportive and challenging environment for students, teachers and
staff.

5. Help students to understand right from wrong and they shape the mind set and
behaviour of students.

6. Support the character development of the students; and,

7. Develop conscientious character coupled with positive and ethical set of values
among teachers, students and other stakeholders.

Watch:

https://www.youtube.come/watch/?v=6ckoy5kgKHs - How Do Personal Values, Morals and Ethics

Influence Decision Making

https://www.youtube.come/watch?v=5hnHqorD1v4 - Living a Value Based Life/Jeff Parrett/ TEDx

Emerald Park

https://www.youtube.come/watch?v=koJutvjBvk - The 10 Most Important Human Values-Fearless

Soul

https://www.youtube.come/watch?v=EtLY7dYAOpo - Why We Need Core

Values/James Franklin/TEDxPSU

https://www.youtube.come/watch?v=a1Fc6nwpk5 - Why Values Matter /Jan

Stassen /TEDxMunchau

https://www.youtube.come/watch?v=eiPxLpYlw4l - The Values-Focused vs The

Goals-Focused Life

https://www.youtube.come/watch?v=LK4KLv4m9Yc - From Values to Action:The

Four Principles Of Value-Based Leadership

58
https://www.youtube.come/watch?v=8NAS9iDlWhU - A Happy World Through
Value-based Administration

https://www.youtube.come/watch?v=tiowuD4O4qE - The Values Based Leader

https://www.youtube.come/watch?v=JK59OcZv8H4k - Value Based Education

(VBE)

Assignment/Activities/Assessment

1. Identify the core values of your school and determine their contribution in the development of a
value-based culture in the school.

2. As a teacher, what do you think are the qualities that you should possess and the training
programs that you would need to become a good school administrator?

3. Analyse the present educational situation in your division in the context of school administration.
What would you recommend to the DepEd Secretary to improve the professional and ethical
values of teachers and administrators?

4. Come up with a development plan to create a value-based culture in your own school .

5. Make a synthesis on the video presentations from the given links.

Watch::

https://www.youtube.come/watch/?v=6ckoy5kgKHs - How Do
Personal Values, Morals and Ethics Influence Decision Making

https://www.youtube.come/watch?v=5hnHqorD1v4 - Living a Value Based

Life/Jeff Parrett/ TEDx Emerald Park

https://www.youtube.come/watch?v=koJutvjBvk - The 10 Most Important Human

Values-Fearless Soul

https://www.youtube.come/watch?v=EtLY7dYAOpo - Why We Need Core

Values/James Franklin/TEDxPSU

https://www.youtube.come/watch?v=a1Fc6nwpk5 - Why Values Matter /Jan

Stassen /TEDxMunchau

https://www.youtube.come/watch?v=eiPxLpYlw4l - The Values-Focused vs The

Goals-Focused Life

https://www.youtube.come/watch?v=LK4KLv4m9Yc - From Values to Action:The

Four Principles Of Value-Based Leadership

https://www.youtube.come/watch?v=8NAS9iDlWhU - A Happy World Through

Value-based Administration

59
https://www.youtube.come/watch?v=tiowuD4O4qE - The Values Based Leader
https://www.youtube.come/watch?v=JK59OcZv8H4k - Value Based Education
(VBE)

References:

Bachman, Leonard R. (2013). New Professionalism: the post-industrial context, Building

Research & Information, 41:6, 752-760, DOI: 10.1080/09613218.2013.804778

Botha, E. (2009). Why Metaphor Matters in Education, South African Journal of Education
Copyright © 2009 EASA Vol 29:431-444

Bilbao,Purita P., Corpuz, Brenda B., Llagas, Avelina T. and Slandanan, Gloria G. The Teaching
Profession. Lorimar Publishing Inc. Quezon City, 2015

Chris Twinn (2013): Professionalism, sustainability and the public interest: what next?, Building
Research & Information, 41:1, 123-128

Demelino, Marietta P. Modules on MEM 648 Professional Ethics and Values Education. PUP Open
University. Manila 2009

Forbes, Gilbert, M. (2011). National Competency-Based Standards for School Heads (NCBS
SH), Learning Captain. Retrieved at http://school-principal.blogspot.com/2011/05/national
competency-based-standards-for.html on May 23, 2020

Hargreaves,H. & O'Connor, M.T. (2018) Collaborative Professionalism: When Teaching

Together Means Learning for All

https://www.google.com/search?sxsrf=ALiCzsaxopbuDqa9Ww2YqYbliy9nmXXr3Q:166995544054
2&q=Differentiate+moral+agent+and+moral+agency&sa=X&ved=2ahUKEwiAzMvmjNr7AhUpsFYB
HQl9CyAQ1QJ6BAg8EAE&biw=1920&bih=969&dpr=1

https://www.google.com/search?q=Moral+Agency+and+Ethical+Knowledge+Harmony+of+Self+as+
Human+Being&oq=Moral+Agency+and+Ethical+Knowledge+Harmony+o

https://scholarship.depauw.edu/cgi/viewcontent.cgi?article=1030&context=studentresearchother

https://www.google.com/search?q=Education+Management+as+a+Human+Act&sxsrf=ALiCzsZaW
s_rmO-2x28BehQMTtAv_9exTA%3A1670079360617&ei=gGOLY_KXJY-
loASgrIywDA&ved=0ahUKEwjy16S42t37AhWPEogKHSAWA8YQ4dUDCA8&oq=Education+Mana
gement+as+a+Human+Act&gs_lcp=Cgxnd3Mtd2l6LXNlcnAQDEoECEEYAEoECEYYAFAAWABgA
GgAcAF4AIABAIgBAJIBAJgBAA&sclient=gws-wiz-serp

https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-
9780190264093-e-701

https://www.google.com/search?q=education+management+meaning&sxsrf=ALiCzsYIuEWMxsmm
5_ii7_RBJMEpR4Nemw%3A1670080214120&ei=1maLY_2BB8elhwPC3qrADw&oq=education+ma
nagement+&gs_lcp=Cgxnd3Mtd2l6LXNlcnAQARgEMgQIIxAnMgUIABCABDIFCAAQgAQyBQgAEI

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AEMgUIABCABDIFCAAQgAQyBQgAEIAEMgUIABCABDIKCC4QgAQQhwIQFDIFCAAQgAQ6Cgg
AEEcQ1gQQsANKBAhBGABKBAhGGABQ4QRY4QRgzGRoAXABeACAAVqIAVqSAQExmAEAoA
EByAEIwAEB&sclient=gws-wiz-serp

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