THE TEACHING PROFESSION

TEACHING TEACHER AS A PROFESSIONAL

− Process of attending to people’s needs, − Completed baccalaureate degree in the field

experience, and feelings of teacher education from a
− Making specific interventions to help them collage/university recognized by CHED
particularly things − Licensure examination for Teacher (LET)
passer
CONCEPT OF TEACHING
− Continued involvement in professional
− Involves the transfer of information and the development as mandated by RA 10912,
development of understanding otherwise known as the CPD Act of 2016
− Effective teaching creates a positive learning − Complies with the professional and the
environment that supports the individual ethical standards of a profession reflected in
needs and learning style of students the Code of Ethics
− Teaching is a profession or a vocation that − Have professional competence shown by
requires specialized knowledge, training, and mastery of the subject matter and
skills understanding of the learners
− Teaching is also inspiring and motivating
TEACHER AS A COMMUNITY LEADER AND SOCIAL
learners to take an active role in their own
ADVOCATE
education
− The goal of teaching is to empower − Focuses on shared decision-making,
individuals to develop their full potential, collaboration, and community building
contribute to society, and make a positive − Provides opportunities for each student to
assume leadership roles
TEACHER AS A PERSON
− Actively participate in community
− Come to class prepared movements for the betterment of the
− Maintain positive attitudes about teaching community
and students − Establish learning environments that
− Hold high expectations for all students respond to the need of the community by
− Show creativity in teaching the class participating in community activities that
− Treat and grades student fairly promote learning
− Display a personal, approachable touch with − Use community networks to publicize school
students events and achievements
− Cultivate a sense of belonging in the − Maintains stature and conduct that upholds
classroom the dignity of teaching
− Deal with student problems TEACHER AS AN EXPERT
compassionately
− Have a sense of humor and did not take − Recognized as sources of wisdom and
everything seriously information in every society
− Respect students and do not deliberately − Considered as guides, counselors, judges,
embarrass them and spiritual leaders in the society
− Forgiving and do not hold grudges − Their ideas penetrated all aspect of life
− Admit mistakes through the wisdom, knowledge, values, and
skills they share to their students who
TEACHER AS A MODEL OF CHARACTER became leaders and citizen in all generation
− Serves as role models for telling the truth, FOUR PILARS FOR FOOTHOLD AND FOUNDATION
respecting others, accepting and fulfilling OF LEARNING
responsibilities, playing fair, earning and
returning trust, and living a moral life 1. KNOWLEDGE
− Should model the importance of engaging in − The terra firma of any kind of learning.
a lifelong quest to do the harder right, rather Knowledge brings into focus the concepts
than the easier wrong and the laws that help build a great
foundation on learning anything
 2. SKILLS 4. ICT INTEGRATION
− The ability to use one’s knowledge and − Extent to which information and
readily in execution or performance communication technologies have been
− A learned power of doing something adopted into the school environment and
competently the degree of impact on the classroom
3. UNDERSTANDING pedagogies
− Having knowledge and skills is fine but − Complete and transformative application of
then there is a thin line of understanding in technology on education
between that enables a learner to make 5. BRAIN BASED EDUCATION
connections and apply the learning − An educational approach based on
4. APTITUDE research about how the brain learns best. It
− A natural acquired capacity or ability emphasizes using strategies that engage
− natural ability to easily learn or be the brain in ways that align with its natural
successful at a specific skill processes
6. BRAIN BASED EDUCATION THEORY
CHALLENGES IN TEACHING
− Brain learns best when information is
1. MULTICULTURAL CLASSROOMS presented in multiple ways, helps the brain
− Classrooms that embrace diversity and form connections between new and
incorporate ideas, beliefs, or people from existing knowledge
different countries and cultural − Emotions strongly influence learning and
backgrounds memory formation
− Cultural perspectives are put together to − Creating a supportive emotional
get a truly international education environment is important for optimal
− Teachers need to demonstrate creativity learning
and management skills to create a diverse − Learning should be contextual and relevant
learning environment to students’ real-life experiences to tap into
2. LEARNER-CENTERED TEACHING their natural spatial memory systems
− Shift the focus of the activity from the − Experiential learning strategies like
teacher to learners projects, demonstrations, and discussion
• ACTIVE LEARNING aid deeper understanding
− Students solve problems, answer • LESLIE HART
questions, formulate questions of their − Argued the importance to design brain
own, discuss, explain, debate, or fitting, brain-compatible instructional
brainstorm during class settings and procedures in the book
HUMAN BRAIN AN HUMAN LEARNING
10 CHARACTERSTICS OF LEARNER-CENTERED 7. MULTIPLE INTELLIGENCE
EXPERIENCES − Encourage the development of creativity
and problem-solving skills
• PERSONAL • GOALS AND ACCOUNTABILITY − Educators can provide opportunities for
• AGENCY • PRODUCTIVE STRUGGLE students to express themselves artistically,
• INQUIRY • COLLABORATION engage in open-ended projects, and tackle
• REFLECTION • AUTHENTIC real-world problems using their unique
• MODELS • CRITIQUE AND REVISIONS intelligences
• THEORY OF MULTIPLE INTELLIGENCE
3. MULTI GRADE CLASSES − HOWARD GARDNER
− There is more than one grade in the room, − The pseudoscientific differentiation of
working independently or together human intelligence into specific
− Exist due to necessities like remote distinguishable multiple intelligences,
locations with small student populations or rather than defining it as a single general
shortages of teachers and buildings ability
− Teachers take on facilitator and planning
roles
8. CHILDREN WITH SPECIAL NEEDS • JOHN AMOS COMENIUS
− SPECIAL EDUCATIONAL NEEDS is a legal − Father of the Modern Education
definition and refers to children with
LOCAL
learning problems or disabilities that make
it harder for them to learn than most A. PRE-COLONIAL PERIOD
children the same age − Children were provided with solely
− They may have problems with schoolwork, vocational training, which was
communication, or behavior supervised by parents, tribal tutors or
those assigned for specific, specialized
UNESCO’s FOUR PILLARS OF EDUCATIION
roles within their communities
1. KNOW − Include those covered by the
2. DO prehistory and the early history (900-
3. LIVE TOGETHER 1521) of the Philippine archipelago’s
4. BE inhabitants, the indigenous forebears
of today’s Filipino people
GLOBAL
B. SPANISH PERIOD (1565-1898)
A. ANCIENT PERIOD − Free access to modern public
− Ancient system of education took education was made possible through
place in gurukuls orashrams the enactment of the Spanish
− Students were meant to observe strict Education Decree of December 20,
disciple 1863, by Queen Isabell
− Student were meant to follow − Primary instruction was made free, and
B. MIDDLE/MEDIEVAL PERIOD the teaching of Spanish was
− Often conducted by the Church compulsory
− Very few girls, if any, were very C. AMERICAN PERIOD (1898-1946)
educated at proper institutions − Lasted for 48 years
− Girls were taught basic reading and − Students receive free school materials
writing at their own homes and have three levels of education:
− Students were taught seven liberal elementary, secondary, tertiary
arts: LATIN, GRAMMAR, RHETORIC, − Most significant achievement was the
LOGIC, ASTRONOMY, PHILOSOPHY, introduction pf the public school
and MATHEMATICS system, which spanned for four years
C. RENAISSANCE PERIOD D. POST COLONIAL PERIOD (1935-1946)
− Humanist created schools to teach − Period at which the Philippines gained
their ideas and wrote books all about its independence
education − Representing the aftermath of Western
− Education was mainly composed of colonialism
ancient literature and history − Term can also be used to describe the
− Thought that classics provided moral concurrent project to reclaim and
instruction and an intensive rethink the history and agency of
understanding of human behavior people subordinated under various
D. MODERN/CONTEMPORARY PERIOD forms of imperialism
− Implementation of learning activities − Known as contemporary period
which draw upon students’
LAW
experiences, both in and out of the
classroom, thus helping them to − A set of rules and principles that govern the
recognize that they are developing conduct of individuals and organizations
specific skills which they perceive to be − It is a complex and multifaceted concept
significant for the world outside of reflecting the values, beliefs, and social
school norms of a given community.
− It refers to the rules established by an
instrumentality of the State (Congress)
LAW IN EDUCATION • RIGHT TO EDUCATION
− The Constitution guarantees the right of all
− Encompasses a complex web of legislation,
citizens to quality education at all levels and
regulations, and policies that govern the
is accessible to all
establishment, operation, and management
• STATES RESPONSIBILITIES
of educational institutions in the country.
− The state is mandated to establish,
− It aims to ensure that every Filipino has
maintain, and support a complete,
access to quality education
adequate, and integrated system of
− Produce well-rounded and competent
education relevant to the needs of the
individuals who can contribute to national
people and society.
progress.
• CURRICULUM AND VALUES
NATURE OF LAW IN EDUCATION − It also emphasizes the development of
moral character, personal discipline,
• REGULATORY
critical thinking, and vocational efficiency.
− Provide a framework for the operation of
• ROLE OF PUBLIC AND PRIVATE INSTITUTIONS
educational institutions, setting standards
− The Constitution recognizes the
for curriculum, teacher qualifications, and
complementary roles of public and private
student welfare.
institutions in the educational system.
• PROTECTIVE
− The state exercises reasonable supervision
− Aims to protect the rights and interests of
and regulation of all educational
students, teachers, and other stakeholders
institutions.
in the education system.
• ACADEMIC FREEDOM AND TEACHER RIGTHS
• DEVELOPMENTAL
− The Constitution guarantees academic
− Aim to promote the development of a high-
freedom in all institutions of higher learning.
quality education system that meets the
needs of the country.
• LANGUAGE POLICY
• EVOLVING
− The Constitution designates Filipino as the
− The legal landscape of education is
national language and English as an official
constantly evolving to address new
language for communication and
challenges and changing societal needs.
instruction.
CONSTITUION
STATUTES
− Fundamental principles and structures that
− Statutes in education in the Philippines refer to
guide education within a particular context.
the written laws passed by the Philippine
1987 CONSTITUTION OF THE REPUBLIC OF THE Congress that govern various aspects of the
PHILIPPINES education system.
− These laws are specific rules created to
− Outlines the fundamental principles and address issues and concerns related to
framework for education in the country. education in the country.
− It establishes the state's responsibility to
protect and promote the right of all citizens to REPUBLIC ACT NO. 7722: HIGHER EDUCATION
quality education at all levels and ensures its ACT OF 1994
accessibility to everyone
− This law provides for the establishment,
− Serves as the fundamental law of the land,
management, and maintenance of higher
providing the foundation for the right to
education institutions in the Philippines
education.
− It mandates the state to protect and promote REPUBLIC ACT NO. 7836: PHILIPPINE TEACHERS
the right of all citizens to quality education at PROFESSIONALIZATION ACT OF 1994
all levels and to take appropriate steps to make
− This law provides for the professionalization of
such education accessible to all
teachers in the Philippines.
REPUBLIC ACT NO. 9155: GOVERNANCE OF BATAS PAMBANSA BLD. 232: THE EDUCATION ACT
BASIC EDUCATION ACT OF 2001 OF 1982

− This law outlines the governance and − This act outlines the rights and
management of the Philippine basic education responsibilities of students, school
system personnel, and educational institutions.
− Is a significant piece of legislation that
CASE LAW/ JURISPRUDENCES
restructured the Department of Education
(DepEd) to decentralize the governance of − Refers to the body of legal principles and
basic education in the Philippines. rules established by judicial decisions in
cases related to education.
REPUBLIC ACT NO. 7836: PHILIPPINE TEACHERS
− It essentially involves the interpretation and
PROFESSIONALIZATION ACT OF 1994
application of existing laws, statutes, and
− This law provides for the professionalization of constitutional provisions to specific
teachers in the Philippines. situations and disputes arising within the
educational system
REPUBLIC ACT NO. 6655: FREE SECONDARY
EDUCATION AC OF 1988 ROLE OF CASE LAW IN EDUCATION

− This law provides for free secondary education • CLARIFYING LEGAL ISSUES
for all Filipino citizens. − Case law helps clarify the meaning and
application of educational laws in specific
REPUBLIC ACT NO. 4670: MAGNA CARTA FOR
situations.
PUBLIC SCHOOL TEACHERS
• PROTECTING RIGHTS
− This law outlines the rights and privileges of − Case law plays a crucial role in protecting
public-school teachers in the Philippines. the rights of students, teachers, and other
stakeholders in the education system.
REPUBLIC ACT NO. 10627: ANTI-BULLYING ACT
• SHAPING EDUCATIONAL POLICIES
OF 2013
− Court decisions can influence the
− This law addresses bullying in schools and development of educational policies and
mandates schools to implement anti-bullying practices.
policies.
KEY CASE LAWS EXAMPLES
REPBLIC ACT NO. 7796: TECHNICAL EDUCATION
• CHUA-QUA VS. CLAVE (1990)
SKILLS AND DEVELOPMENT ACT OF 1994
− Teacher who was dismissed from her job
− This act established the Technical Education for marrying her student. Dismissal was
and Skills Development Authority (TESDA) unjustified, emphasizing the importance
of due process and the presumption of
REPUBLIC ACT NO. 10533: ENHANCED BASIC
good faith.
EDUCATION ACT OF 2013
• ANDRADE VS. COURT OF APPEALS (2001)
− Law in the Philippines aimed at reforming the − Teacher who was removed from the
country's education system. payroll due to a late submission of her
− This law introduced the K-12 program, which time record. The school's action was not
aims to enhance the quality of education in the justified, highlighting the need for fairness
Philippines and align the country's education and reasonable procedures.
system with international standards. • ORCINO VS. CSC (1990)
− This case involved a teacher who was
REPUBLIC ACT NO. 8293: INTELLECTUAL
reassigned to a lower grade level. The
PROPRTY CODE OF THE PHILIPPINES
Supreme Court ruled that the
− This law addresses the use of technology in reassignment was justified, emphasizing
education and sets guidelines for the importance of the school's interest in
intellectual property rights. providing quality education.
IMPORTANCE OF CASE LAW IN EDUCATION • FINANCIAL MANAGEMENT AND
TRANSPARENCY
• ENSURING FAIRNESS AND DUE PROCESS
− Regulations govern the use of public funds
− All stakeholders in the education system
for education, ensuring accountability
are treated fairly and that their rights are
and transparency in financial operations.
protected.
• PROMOTING TRANSPARENCY AND IMPORTANCE OF REGULATORY LAW IN
ACCOUNTABILITY EDUCATION
− Hold educational institutions
• ENSURING QUALITY EDUCATION
accountable for their actions and promote
− Regulatory laws aim to maintain and
transparency in their operations.
improve the quality of education in the
• GUIDING EDUCATIONAL PRACTICES
Philippines by setting standards for
− Provides a framework for educational
curriculum, teaching, and school
institutions to follow in their decision-
facilities.
making and ensure that their policies and
• PROMOTING ACCOUNTABILITY AND
practices are consistent with the law.
TRANSPARENCY
REGULATORY LAW IN EDUCATION − Regulations hold educational institutions
accountable for their performance and
− Refers to the set of rules and regulations that
ensure transparency in their operations.
govern the operations and functions of
• PROTECTING STUDENTS RIGHT
educational institutions.
− Regulatory laws safeguard the rights of
− These regulations are designed to ensure
students, ensuring their access to quality
quality, accountability, and compliance with
education, safety, and fair treatment.
national standards and policies.
• GUIDING EDUCATIONLA PRACTICES
KEY ARES OF REGULATION − Regulations provide a framework for
educational institutions to follow in their
• CURRICULUM AND INSTRUCTION
decision-making and ensure that their
− Regulatory laws define the curriculum policies and practices are aligned with
content, learning standards, and teaching national standards.
methodologies for different levels of
education. CHALLENGES IN REGULATORY LAW
• TEACHER QUALIFICATIONS AND
• IMPLEMENTATION AND ENFORCEMENT
DEVELOPMENT
− Ensuring effective implementation and
− Regulations specify the qualifications,
enforcement of regulatory laws can be
training, and professional development
challenging, especially in a decentralized
requirements for teachers.
education system.
• SCHOOL MANAGEMENT AND GOVERNANCE
• RESOURCE CONSTRAINTS
− Regulatory laws outline the organizational
− Limited resources can hinder the ability of
structure, administrative processes, and
regulatory bodies to effectively monitor
financial management of educational
and enforce regulations.
institutions.
• ADAPTING TO CHANGE
• STUDENTS RIGHTS AND WELFARE
− The education landscape is constantly
− Regulations ensure the protection of
evolving, and regulatory laws need to be
student rights, including access to
updated and adapted to address new
education, safety, and fair treatment.
challenges and emerging trends.
• SCHOOL FACLITIES AND RESOURCES
− Regulations set standards for school ORDINANCE
infrastructure, equipment, and resources
− A local law that is specifically related to
to ensure a conducive learning
education within the jurisdiction of a municipal
environment.
or city council
SOURCE OF AUTHORITY LEGAL OPINION

− The Philippine Constitution, laws, or the − A written statement from a judge or attorney
granting of a municipal charter by the that offers legal analysis and conclusions on a
legislature for municipalities and cities to particular educational issue.
pass ordinances. − These opinions have considerable weight and
can affect how laws and regulations are
SCOPE OF COVERAGE
interpreted and applied, but they are not legally
• FINANCIAL ASSISTANCE binding decisions like court rulings.
− Offering students tuition subsidies or
ISSUES THAT LEGAL OPINION ADDRESSES:
other forms of financial aid for their
education. • STUDENTS RIGHTS
• SCHOOL INFRASTRUCTURE − Right to a free and suitable education for
− Regulating the construction, students with disabilities, the right to
maintenance, and use of school facilities access educational records, or the rights
within the municipality or city. of a student facing disciplinary action.
• CURRICULUM AND INSTRUCTIONS • RIGHTS AND RESPONSIBILITIES OF
− Determining the specific local TEACHERS
requirements for instructional methods or − Jurisdictions may provide clarification on
curriculum content. the legal requirements that apply to
• STUDENT DISCIPLINE teachers in relation to disciplining
− Creating policies and guidelines for students, applying physical punishment,
behavior and discipline within local or reporting child violence.
schools. • SCHOOL GOVERNANCE
− Legal advice may be needed to address
SIGNIFICANCE OF EDUCATIONAL ORDINANCES
matters pertaining to the appointment
• ADDRESSING LOCAL NEEDS and dismissal of teachers, the
− They give towns and municipalities the development of new educational policies,
ability to modify their educational policies or the governance of school boards.
and initiatives to take care of regional ROLE OF LEGAL OPINIONS
issues.
• PROMOTING ACCESS AND EQUITY • PROVIDING CLARITY AND GUIDANCE
− They can assist in making sure that all − They help to clarify the legal implications
students, irrespective of their financial of complex educational issues, providing
situation, have access to high-quality stakeholders with a better understanding
education within a municipality or city. of their rights and responsibilities.
• ENHANCING LOCAL GOVERNANCE • PREVENTING LEGAL DISPUTES
− They provide local governments the ability − By seeking legal opinions, individuals and
to take a more hands-on approach to institutions can proactively address
overseeing and enhancing education potential legal problems and reduce the
within their borders. risk of lawsuits or legal challenges.
• PROMOTING COMPLIANCE
EDUCATIONAL ORDINANCES
− Legal advice can be used to make sure
− Plays a significant role in the legal system that that people and educational institutions
oversees education in the Philippines. abide by the applicable laws and rules.
− They give local governments a way to respond HOW TO OBTAIN LEGAL OPINION
to learning needs and raise the standard and
accessibility of education for all Filipinos. • LAWYERS SPECIALIZING IN EDUCATIONAL
LAW
− These attorneys have in-depth
understanding of the laws that regulate
education in the Philippines.
• LEGAL AID ORGANIZATIONS SIGNIFICANCE IN PHILIPPINE EDUCATION
− A few organizations help people and
• GUIDING DECISION MAKING
institutions with legal issues by offering
• ENSURING ACCOUNTABILITY
free or inexpensive legal counsel.
• FACILITATING COLLABORATION
• GOVERNMENTAL ORGANIZATIONZ
− Governmental organizations with LEVELS OF K-12
authority over issues regarding education
1. ELEMENTARY EDUCATION
in the Philippines
− Focuses on developing foundational
RESOLUTION literacy, numeracy, and basic skills, with
instruction initially in the local language
− An official declaration of policy or directive
before transitioning to English and
issued by an authority figure which specifies
Filipino.
what must be done.
2. JUNIOR HIGH SCHOOL
− Important tool for shaping educational policies
− Expands on elementary education,
and practices in the Philippines.
introducing more specialized subjects
− They provide a mechanism for governing
and preparing students for senior high
bodies to express their intentions, direct
school.
specific actions, and ensure accountability
3. SENIOR HIGH SCHOOL
within their respective organizations.
− This new level, introduced in 2016,
PURPOSE AND CONTENT: provides students with specialized
training in their chosen fields, preparing
• EXPRESSING POLICY OR INTENT them for higher education, technical-
− Resolutions are used to formally declare a vocational skills development, or
position on a specific topic, a policy employment.
decision, or an action plan.
• SPECIFIC ACTIONS MOTHER TONGUE-BASED MULTILINGUAL
− They frequently specify actions that must EDUCATION (MTB-MLE)
be done to address a given circumstance − The use of local languages in the early years
or put a new policy into effect. of education aims to improve
• BINDING AUTHORITY comprehension and learning outcomes.
− Members of the organization or body that
passed a resolution are expected to abide SPECIALIZED TRACKS IN SENIOR HIGH SCHOOL
by its instructions, as they are binding on
− Academic, Technical Vocational Livelihood,
that body.
Arts and Design, and Sports, allowing them
EXAMPLES OF EDUCATIONAL RESOLUTIONS to focus on their interests and career
aspirations.
• STUDENT DISCIPLINE
− To handle student misconduct or bullying, ALTERNATIVE LEARNING SYSTEM (ALS)
a school board may adopt a resolution − This parallel learning system provides
establishing new guidelines. opportunities for out-of-school youth and
• CURRICULUM DEVELOPMENT adults to acquire basic education and
− Issued to adopt a new curriculum vocational skills.
framework or to approve the inclusion of
new subjects in the school curriculum. DEPARTMENT OF EDUCATION
• SCHOOL FUNDING − Primary agency responsible for basic
− assed to allocate funds for specific education, overseeing the implementation of
educational programs or to approve a the K-12 program.
budget for a particular school year.
• PTA Initiatives COMMISSION ON HIGHER EDUCATION
− Pass a resolution to support a fundraising − Governs higher education institutions
campaign for new school equipment
TECHNICAL EDUCATION AND SKILL INSTURCTION
DEVELOPMENT AUTHORITY (TESDA)
− Refers to the methods and strategies used by
−Focuses on technical and vocational teachers to deliver the curriculum.
education. − It involves the techniques and approaches
− Responsible for managing and supervising employed to facilitate student learning.
technical education and skills development
PHILOSOPHY
in the country.
• TEACHER TRAINING AND DEVELOPMENT − Systematic study of life and the universe to
− Adapting to the new curriculum and frame a logical and necessary system of
teaching methodologies requires ongoing general idea so that every element of huma
professional development for teachers. experience may be interpreted
• INFRASTRUCTURE RESOURCES − Fundamentally about the pursuit of wisdom
− Providing adequate facilities and resources and understanding.
for all students, particularly in rural areas, − It is an attempt to arrive at a rational and
remains a challenge. coherent understanding of reality
• STUDENT TRANSITION AND ACCEPTANCE
EXPLORING THE UNIVERSE
− The transition to a new system has required
adjustments for students, parents, and − Philosophy of education delves into the
educators. nature of the universe, the human soul,
and its destiny, as well as the nature of
CHALLENGES FOR K-12
God or the Absolute
• IMPROVED LEARNING OUTCOMES
THE LEARNER AND THE TEACHING
− The extended years of education aim to
enhance student performance and prepare − Your personal philosophy of education is
them for success in higher education and shaped by your concept of the learner,
the workforce. what should be taught, and how it should
• GREATER EQUITY ACCESS be taught.
− Provide more equitable access to quality − These beliefs influence your actions and
education for all Filipinos, regardless of decisions as an educator
their background.
EDUCATION
• STRENGTHENING THE EDUATION SYSTEM
− The K-12 program is a step towards a more − The process of receiving or giving systematic
robust and globally competitive education instruction, especially at a school or
system in the Philippines. university
− Defined as the process of gaining knowledge
EDUCATIONAL POLICIES
− The process of facilitating learning, or the
− Refer to the principles and guidelines acquisition of knowledge, skills, values,
established by various laws and regulations beliefs, and habits
to govern the operation and improvement of − Educational methods include teaching,
the education system. training, storytelling, discussion and
directed research
CURRICULUM
WESTERN PHILOSOPHY OF EDUCATION
− Encompasses the subjects and content
taught in schools. A. IDEALISM
− It includes the learning objectives, materials, − The aim of education is to discover and
and assessments used to guide student develop everyone’s abilities and full moral
learning. excellence to better serve society
− The curricular emphasis is subject matter
of mind: literature, history, philosophy,
and religion
 B. REALISM B. BUDDHISM
− Is the belief that we should study logic, − The chief aim of Buddhist education is all
critical thinking, and the scientific round development of child's personality
method to teach students to perceive and − This includes his physical, mental, moral
understand reality and intellectual development
− Has probably had the greatest impact on − To make a free man, a wise, intelligent,
educational philosophy, because it is the moral, non-violent & secular man
foundation of scientific reasoning − The primary role of a teacher is to deliver
− Realist educators encourage students to classroom instruction that helps students
draw their observations and conclusions learn
from the world around them, rather than − To accomplish this, teachers must
confining themselves to an analysis of prepare effective lessons, grade student
their own ideas work and offer feedback, manage
C. PRAGMATISM/EXPERIMENTALISM classroom materials, productively
− Is an educational philosophy that says navigate the curriculum, and collaborate
that education should be about life and with other staff
growth C. CONFUCIANISM
− Encourages a democratic way of learning − The core of Confucian educational
through purposeful and cooperative philosophy is how we learn to be human
projects and activities − Human beings are the ends not the means
− The school is expected to provide learning − Confucius believed that the ultimate end
and experiences that are useful of learning was to realize the true nature of
− Education is not bound to tradition human beings become fully human
− Confucius believed in the equality and
TWO ELEMENTS OF PRAGMATISM
educability of all people
1. PRACTICAL LEARNING − He viewed education as a means of
− which focuses on the real-world transformation, the discovery of human
applications of lessons nature, and the cultivation of character
2. EXPERIENTIAL LEARNING − Through education, virtues are developed
− which involves learning through and integrated
experience, not through simple ideas D. TAOSIM
− Based on the central idea of yin and yang
EASTERN PHILOSOPHIES
− Taoists believe that all things contain yin
− Holds on to the concept of teaching and yang, and it is their blended influence
− Students receive fully knowledge from the that promotes harmony
teachers inside the classroom − The philosophy of Tao signifies the
− Students in away receive knowledge in a fundamental or true nature of the world, it
rigid way as they only seem to learn and is the essential, unnameable process of
study straightly from the teachers the universe
− Tao both precedes and encompasses the
“education” universe
A. HINDUISM − Nothing in the Universe is fixed, static or
− Focus on shiksha as value based non-moving; per se everything is
worthwhile learning (Chinta Mani Yogi) transforming all the time
− They believe that through education, one − A Taoist approach to this question would
can attain the skills essential for be without the general education courses
living/survival but vidya is attained for life you will not be properly prepared for the
− Through shiksha, one can become courses in your major of study
successful but having vidya, is having the − As Taoism teaches, no one can go from
ability to attain wisdom. being a novice to being an expert without
developing specific skills along the way
 E. ZEN BUDDHISM • THOMAS AQUINAS
− Simply to be completely alive − Developed perennialism in the thirteenth
− Zen is meditation century in his work De Magistro (On the
− Zen is a school of Buddhism which Teacher).
emphasizes the practice of meditation as B. ESSENTIALISM
the key ingredient to awakening one’s − Is an educational philosophy whose
inner nature, compassion and wisdom adherents believe that children should
− The practice of meditation as a means of learn the traditional basic subjects
attaining enlightenment was introduced, thoroughly
as we have seen, by the Buddha himself − The aim is to instill students with the
E. CHRISTIAN PHILOSOPHY "essentials" of academic knowledge,
− More to daily assignments than Bible study enacting a back-to-basics approach
and more to the environment than dress − They believe that there is a common core of
codes and disciplinary policies. knowledge that needs to be transmitted to
− The Christian philosophy of education students in a systematic, disciplined way
encompasses all areas of the educational − The emphasis in this conservative
life of students, including core subject perspective is on intellectual and moral
curriculum, character building and standards that schools should teach
practical living, both now and in the future • WILLIAM C. BAGLEY
− The Christian philosophy of education − America's most influential philosopher of
encompasses every aspect of a student's teacher education
experience, from kindergarten through − Although he has become known as the
postgraduate degree programs father of "Essentialism, " his central focus
− Learning and understanding through the throughout his career was the education of
lens of the Bible at a Christian school gives teachers and, more specifically, curriculum
students of all ages the opportunity to stay for the education of teachers.
true to their spiritual values while receiving C. EXISTENSIALISM
a high-quality education in preparation for − Focuses on the individual, seeking out a
the future personal understanding of the world
F. SARACEN PHILOSPHY − Thus, everyone characterizes for himself or
− Saracenic education aimed at the herself the concepts of reality, truth and
development of individual initiative and goodness, schools exist to aid children in
social welfare-liberal education in its truest knowing themselves and their place in
sense society
− All education began with religious − A philosophy that emphasizes individual
education and memorization of the Koran. It existence, freedom and choice
was a simple religion emphasizing a high − It is the view that humans define their own
degree of tolerance with the faith meaning in life, and try to make rational
decisions despite existing in an irrational
CONTEMPORARY PHILOSOPHIES
universe
A. PERENNIALISM • SOREN KIERKEGAARD (1831-1855)
− They believe that the focus of education − Existentialist Philosopher
should be the ideas that have lasted over − A philosopher, religious writer, satirist,
centuries psychologist, journalist, literary critic and
− They believe the ideas are as relevant and generally considered the 'father' of
meaningful today as when they were written existentialism.
− They recommend that students learn from
reading and analyzing the works by history's
finest thinkers and writers
− Reading, writing, speaking, and listening
are emphasized in the early grades to
prepare
D. PROGRESSIVISM GREGORIO
− Says that students learn through their own
− The problems of how children ought to
experiences
learn and inquire into the meaning of
− Progressivists believe that education
reality are fundamentals to education
should focus on the whole child, rather than
on the content or the teacher PRE-SPANISH PERIOD
− This educational philosophy stresses that
− Education was informal, unstructured,
students should test ideas by active
and devoid of methods
experimentation
− Provided more vocational training and less
− Progressivism revolves around the
academics
students' needs
• JOHN DEWEY SPANISH PERIOD
− Father of Progressive education
− Tribal tutors were replaced by the Spanish
− He was the most eloquent and arguably
Missionaries
most influential figure.
− Education is religion oriented, for the elite, at
• FOCUSING ON THE WHOLE WORLD
least one primary school for boys and girls in
− A concept of teaching students to be good
each town under municipal government
citizens as well as good learners
− Establishment of normal school for male
G. SOCIAL RECONSTRUCTIONISM
teachers under supervision of JESUITS
− A philosophy that emphasizes the
addressing of social questions and a quest AMERICAN PERIOD
to create a better society and worldwide
democracy − Education became universal and free
− Reconstructionist educators focus on a regardless of status
curriculum that highlights social reform as − Carried out by the civilian teachers of
the aim of education English called THORMASITES
− Promotes teachers to not tell students what 7 PRINCIPLES OF EDUCATION
is right or wrong in society, but instead to
guide students by exploring social issues, 1. ENCOURAGE CONTACT BETWEEN STUDENTS
presenting alternative viewpoints, and AND FACULTY
facilitating student analysis of the issues − Building rapport with students
• THEODORE BRAMELD (1904-1987) − Vital to students’ success
− Founded social reconstructionism − Feeling of isolation, one of the main reasons
− He believed that education had the students leave school
responsibility to mold human beings into a 2. DEVELOP RECIPROCITY AND COOPERATION
cohesive and compassionate society AMONG STUDENTS
− More learning takes place when encourage
POST MODERN PHILOSOPHIES to work as a team
− Includes various groups of philosophers − Characteristic of good learning
who follow multiplicity. − Improves thinking and understanding
− The aims of education are teaching critical 3. ENCOURAGE ACTIVE LEARNING
thinking, production of knowledge, − Learning is an active process
development of individual and social − Students are not able to learn much by only
identity, self – creation sitting in classes
− In postmodern education teachers just lead 4. GIVE PROMPT FEEDBACK
students to discover new things − By knowing what you know and do not know
− They tolerate others criticism and try to gives focus to learning
think in critical way − To benefit from courses, they need
appropriate feedback on their performance
− Students need help in evaluating their
current knowledge and capabilities
5. EMPHASIZE TIME ON TASK − Provide adult citizens, the disabled, and out-
− Learning needs time and energy of-school youth with training in civics,
− Efficient time management skills are critical vocational efficiency, and other skills.
for students
PERSONAL TEACHING PHILOSOPLY INCLUDES:
− By allowing realistic amounts of time,
effective learning for students and effective • PURPOSE OF EDUCATION
teaching for faculty can occur − Defines what the teacher believes the main
6. COMMUNICATE HIGH EXPECTATIONS goal of education should be
− Students needs high expectations • ROLE OF TEACHER
− Expecting students to perform well − Some educators see themselves as
becomes a self-fulfilling prophecy when facilitators of learning, while others may
teachers and institutions hold high adopt a more authoritative approach,
standard and make extra efforts emphasizing instruction and guidance.
7. RESPECT DIVERSE TALENTS AND WAYS OF • TEACHING METHODS
LEARNING − Strategies a teacher uses, which could
− There are different ways to learn, and no two range from inquiry-based learning and
people learn the same way collaborative activities to more traditional
− Students bring different talents and lecture-based methods.
learning styles to classroom • STUDENT ENGAGEMENT
ART. II, SEC 17 (1987 PHIL. CONSTITUTION) − How a teacher views student participation
in the learning process— whether through
− The state shall give priority to education, discussion, hands-on learning, technology,
science, and technology, arts culture and or real-world applications.
sports to foster patriotism, accelerate social • ASSESSMENT
progress, and promote total human − It addresses how the teacher evaluates
liberation and development student learning and success, whether
through standardized testing, formative
ART. XIV (1987 PHIL. CONSTITUTION)
assessments, or project-based
• SECTION 1 evaluations.
− The state shall protect and promote the right • CLASSROOM ENVIRONMENT
of all citizens to quality education at all − This covers the ideal atmosphere for
levels, and shall take appropriate steps to learning, such as a safe, supportive,
make suck educations accessible to all inclusive space where students feel
• SECTION 2 encouraged to take risks and explore ideas.
Establish, maintain, and support a:
IMPORTANCE OF A PERSON
− Complete, adequate, and integrated system
of education relevant to the needs of the • GUIDES TEACHING PRACTICES
people and society − It provides a clear framework for how a
− System of free public education in the teacher approaches instruction, lesson
elementary and high school levels. planning, and classroom management.
− System of scholarship grants, student loan − With a solid teaching philosophy, educators
programs, subsidies, and other incentives can remain consistent and intentional in
which shall be available to deserving their methods.
students in both public and private schools, • SHAPES TEACHER-STUDENT RELATIONSHIP
especially to the under-privileged − A teacher’s philosophy affects how they
− Encourage non-formal, informal, and view students—as partners in learning, as
indigenous learning systems, as well as self- individuals with diverse needs, or as
learning, independent, and out-of-school learners needing guidance. This shapes
study programs particularly those that how they interact and communicate with
respond to community needs students, fostering more meaningful
connections.
• INFORMS DECISION-MAKING 3. TELL A STORY
− Teachers regularly make decisions about − Get the attention of readers by sharing a
curriculum, discipline, and student story of how you effectively taught your
engagement. A personal philosophy helps students and accomplished your goal.
ground these decisions in consistent 4. WRITE AN INTRODUCTION
principles, especially in challenging − Your introduction should be the statement
situations. where you share with your readers your
• PROMOTES SELF-REFLECTION general belief about education.
− By articulating their philosophy, teachers 5. WRITE THE BODY
can reflect on their practices, assess what’s − In the body part of your teaching philosophy
working or needs improvement, and stay statement, share what you believe is the
aligned with their values. It’s a tool for ideal classroom environment, how it makes
ongoing professional growth. you better as a teacher, addresses the
• SUPPORTS PROFESSIONAL IDENTITY individual needs of your students and
− A well-defined teaching philosophy helps encourages interactions between parents
teachers establish their identity within their and kids.
profession. It can boost confidence, clarity,
and effectiveness by giving educators a
strong sense of purpose and understanding
• ENHANCES COMMUNICATION WITH
STAKEHOLDERS
− When teachers communicate their
philosophy to students, parents, or
colleagues, it helps them explain their
teaching style, classroom goals, and
expectations. This builds trust and
understanding.
• ENCOURAGE ADAPTBAILITY
− While providing a foundation, a teaching
philosophy can also evolve. As teachers
encounter new challenges, technologies, or
student needs, their philosophy helps them
adapt while staying rooted in their core
beliefs.

HOW TO WRITE A PERSONAL PHILOSOPHY OF

TEACHING

1. CONSIDER YOUR AUDINCE

− Before you begin writing your teaching
philosophy statement, begin by considering
your audience and what will be of greatest
importance to them.
2. BRAINSTORM
− Ask yourself what you want them to have
taken away from their time spent with you.
Your teaching philosophy should express
what you want your students to learn from
you and the strategies you will use to
accomplish that.
S. SIONIL JOSE • FAIRNESS
− This foundation is related to the
− The influence of a teacher goes beyond the
evolutionary process of reciprocal
classroom . well into the future
altruism.
PANIZO 1964 − It underlies the virtues of justice and
rights.
− Morality is the quality of human acts that by
• LOYALTY
which we call them right or wrong, good and
− This foundation is related to our long
evil
history as tribal creatures able to form
PRINCIPLE shifting coalitions.
− It is active anytime people feel that it’s
− “PRINCEPS”, means a beginning or a source
“one for all and all for one.”
FOUNDATIONAL MORAL PRINCIPLES − It underlies the virtues of patriotism and
self-sacrifice for the group.
− Principle that is contained in the natural law • AUTHORITY
which is written in a man's heart
− This foundation was shaped by our long
NATURAL LAW primate history of hierarchical social
interactions.
− Based upon principles and truth − It underlies virtues of leadership and
− Harmonized with, due to knowledge and followership, including deference to
understanding prestigious authority figures and respect
− Universal; exist and applies anywhere in the for traditions.
Universe regardless of location • PURITY
− Eternal and immutable; exist and applies − This foundation was shaped by the
for as long as the Universe exist, and cannot psychology of disgust and contamination.
be changed − It underlies notions of striving to live in an
MAN’S LAW elevated, less carnal, more noble, and
more “natural” way
− Based upon Dogmatic Beliefs
− Complied with, due to fear of punishment TEACHER AS A PERSON OF GOOD MORAL
CHARACTER
− Differs with location based upon the whim
of legislators • STRIVE THE TRUTH
− Changes with time based upon the whim of − Teachers are encouraged to seek and
legislators promote the truth in their teaching.
• RESOLVE TO RESIST EVIL
A man's action, habit, or character is − Teachers should make a conscious
considered to be good when it is not latching decision to stand against wrongdoing and
of what is natural to a man, thus when it is unethical behavior.
accordance to a man's nature. • SAY NOTHING TO HURT OTHERS
− Teachers should use their words to uplift,
THE FOUNDATIONAL THEORY encourage, and educate, rather than
saying things that could harm or offend
− Jonathan Haidt and Jesse Graham others.
• CARE • RESPECT LIFE MORALITY AND PROPERTY
− This foundation is related to our long − Teachers should respect the value of
evolution as mammals with attachment human life, uphold moral principles, and
systems and an ability to feel (and dislike) show respect for the property of others.
the pain of others.
− It underlies the virtues of kindness,
gentleness, and nurturance.
 • ENGAGE IN A JOB THAT DOES NOT INJURES 3 DIMENSIONS OF VALUES
OTHERS
1. COGNITIVE DIMENSION
− Teachers should choose professions and
− Intellectual understanding
roles that do not harm or negatively
2. AFFECTIVE DIMENSION
impact others.
− Emotional response
• STRIVE TO FREE THEIR MIND OF EVIL
3. BEHAVIORAL DIMENSION
− Teachers should make an effort to rid their
− Actions
minds of negative thoughts, biases, or
prejudices, aiming for a mindset that is
• It is up to you how to enrich yourself with
open, fair, and devoid of harmful
values that could help you to be a better
influences.
person.
• CONTROL THEIR FEELINGS AND THOUGHTS
• You must grow in knowledge and in
− Teachers are expected to have emotional wisdom and in your sensitivity and
and mental self-discipline. openness to the variety of value
• PRACTICE PROPER FORMS OF experiences in life.
CONCENTRATION
− Teachers should develop the ability to
INTELLECT
focus and concentrate effectively in their
work. − It discerns a value and presents it to the will
as a right or wrong value.
VALUE FORMATION
ROLE OF TEACHER IN SOCIETY
− The process by which individuals develop
their personal values. − They go beyond simply imparting knowledge
− These values are the beliefs and principles − They are pivotal in shaping both the intellect
that guide our actions and decisions, shaping and the will of their students.
our sense
TRAINING THE INTELLECT
− It includes formation in the cognitive,
affective and behavioral aspects a. KNOWLEDGE TRANSFER
− A training of the intellect and will − Teachers provide students with the
necessary information
TRANSCEDENT VALUES
b. CRITICAL THINKING
− According to idealist group − Teachers train students to not merely
− A value that remained unchanged amidst accept information but to evaluate it
changing times. critically, promoting a culture of inquiry.
c. CREATIVITY AND INNOVATION
TRANSCEDENT
− Teachers help students adapt to the ever-
− They are beyond changing times, beyond changing demands of society.
space and people. d. INTELLECTUAL CURIOSITY
− Teachers nurture a lifelong love of learning
FAMILY by making subjects engaging to students'
− Primary carrier of values lives.

TRAINING THE WILL

• Values are both caught and taught
a. DISCIPLINE AND PERSEVERANCE
• Values are passed from parents and elders
− Teachers help students develop self-
• The growing child imitates every actuation,
discipline.
speech mannerism, disposition, expression,
b. ETHICS AND MORALITY
impression, etc. of those around him.
− Teachers often model and impart values.
• Students catch such moral values by seeing
c. EMOTIONAL INTELLIGENCE
everyone practicing them rather than from the
− Through guidance and support, teachers
lessons in the classrooms.
assist students in managing their
emotions.
d. GOAL-SETTING AND MOTIVATION PROFESSIONALISM
− Teachers encourage students to set
− It means conducting oneself with
personal goals and take action to achieve
responsibility, integrity, accountability,
them.
and excellence
MAX SCHELER − It means a set of implied and explicit
standards educators are expected to
− August 22, 1874 – May 19, 1928
follow while working as a teacher.
− Was a German philosopher known for his
− It helps gain the trust of parents, students,
work in phenomenology, ethics, and
colleagues and school administrators
philosophical anthropology
− Shares and maintain your character and
− Is the foremost exponent of Axiology
reputation at school
− Consistent mode of behavior teachers
defined as the philosophical
observes within the practice of education
science of values
− It combines personal growth,
MAX SCHELER’S HIERARCHY OF VALUES collaboration, instruction and
communication, creating a complex set of
1. PLEASURE VALUES traits unique to the profession
a. The pleasant against the unpleasant.
b. The agreeable against the Disagreeable. FOUR BELIEFS OF AN EFFECTIVE TEACHER
- Sensual Feelings
1. It is the teacher who makes the difference in
- Experiences of pleasure OR Pain
the classroom.
2. VITAL VALUES
2. By far the most important factor in school
a. Values pertaining to the well-being either of
learning is the ability of the teacher.
the individual or community
3. There is an extensive body of knowledge about
b. Values of Vital being
teaching that must be known by the teacher.
- Capability
4. The teacher must be a decision maker able to
- Excellence
translate the body of knowledge about
3. SPIRITUAL VALUES
teaching into increased student learning.
a. Values independent of the whole sphere of
the body and environment. ROLES OF TEACHER AS A PROFESSIONAL
b. Gasped in spiritual acts of preferring loving
1. INSTRUCTOR AND FACILITATOR
and hating
− Delivering Curriculum
- Aesthetic values, beauty against
ugliness − Creating a Conducive Learning
- Values of right and wrong Environment
- Values of pure knowledge − Differentiating Instruction
4. VALUES OF THE HOLY 2. MENTOR AND GUIDE
a. Appear only regarding the object − Building Relationships
intentionally given as "absolute objects" − Providing Feedback and Support
- Belief − Promoting Student Self-Reflection
- Adoration 3. ADVOCATE AND COLLABORATOR
- Bliss − Communicating with Parents/Guardians
− Collaborating with Colleagues
PROFESSION

− A vocation or occupation requiring 4. LIFELONG LEARNER AND PROFESSIONAL

advanced education and training and − Continuously Learning and Growing
involving intellectual skills. − Advocating for the Teaching Profession
− Reflecting on Practice
PROFESSIONAL

− They completed higher education

ROLE OF TEACHER 10. SEPARATE YOUR PERSONAL AND
PROFESSIONAL LIFE
− Multifaceted and essential in shaping the
− Professionalism begins with
future of our society
acknowledging the difference between
− Plays a vital role in fostering intellectual,
how to behave at work versus how to act
social, and emotional growth in their
during your personal time.
students, ensuring a brighter future for all.
11. PREPARE AND PLAN
13 WAYS TO SHOW PROFESSIONALISM IN − Another key trait that shows
TEACHING professionalism is how an educator
prepares for instruction
1. LEARN TO VALUE COLLABORATION 12. ADAPT TO NEW CIRCUMSTANCES
− Working with other educators to meet − Teachers can exhibit professionalism
common goals shows your commitment when they learn to overcome challenges
to a successful learning community and show their ability to change.
2. CONSIDER YOUR ATTIRE 13. REFLECT ON YOUR PROCESS
− Choosing the right clothing helps you − Teachers can benefit from strategic
maintain a professional appearance and reflection and analysis of their
can boost your own confidence as an instructional process
educator
3. BE PANCTUAL CHALLENGES TO TEACHERS’ PROFESSIONALISM
− Unless events happen that are out of your
• WORKLOAD AND STRESS
control, be on time for the start of school,
− Teachers often face heavy workloads,
meetings or conferences.
demanding schedules, and high levels of
4. MAINTAIN A POSITIVE ATTITUDE
stress, which can impact their ability to
− Professionalism involves self-control,
maintain a high level of professionalism.
including the attitude you show to others
• LACK OF RESOURCES
in the workplace
− Inadequate funding and support can limit
5. ACKNOWLEDGE YOUR STRENGTHS AND
teachers' ability to implement effective
WEAKNESSES
teaching strategies and provide students
− Acknowledging your strengths gives you
with the resources they need.
the opportunity to help train and develop
• PUBLIC PERCEPTION
others using your strongest skills.
− Sometimes teachers face negative public
6. SEEK PROFESSIONAL IMPROVEMENT
perceptions, which can undermine their
− Explore new ideas from thought leaders in
professionalism and discourage
your discipline and those addressing
individuals from entering the teaching
general concepts in education.
profession.
7. GIVE YOUR BEST EFFORT
− Complete work to the best of your abilities DECREE PROFESSIONALIZING TEACHING PD
using resources to supplement your own 1006
skills and expertise.
8. GO BEYOND YOUR JOB DUTIES − It is hereby declared a policy that teacher
− Be willing to help with things outside your − Education shall be given primary concern
classroom to improve your learning and attention by the government and shall
community be of the highest quality, and strongly
9. PROVIDE CLEAR COMMUNICATION oriented to Philippine conditions and to the
needs and aspirations of the Filipino people
− Responding in a timely way to any
even as it seeks enrichment from adoptable
communication from peers, students,
ideas and practices of other people.
parents or administration is one way to
communicate professionally.
PHILIPPINE TEACHER’S PROFESSIONALIZATION ➢ ARTICLE II: THE TEACHER AND THE STATE
ACT (7836) • Section 1. The schools are the nurseries of
the future citizens of the state
− The State recognizes the vital role of
• Section 2. Every teacher or school official
teachers in nation-building and
shall actively help carry out the declared
development through a responsible and
policies of the state and shall take an oath
literate citizenry
to this effect.
− The State shall ensure and promote quality
• Section 3. In the interest of the State and of
education by proper supervision and
the Filipino people as much as of his own,
regulation of the licensure examination and
every teacher shall be physically, mentally
professionalization of the practice of the
and morally fit.
teaching profession
• Section 4. Every teacher shall possess and
AMENDMENTS TO CERTAIN SECTIONS OF R.A actualize a full commitment and devotion
7836 to duty.
• Section 5. A teacher shall not engage in the
− No person shall engage in teaching and/or act
promotion of any political, religious, or
as a professional teacher as defined in this
other partisan in and shall not, directly or
Act. whether in the preschool, elementary or
indirectly, solicit, require, collect, or receive
secondary level, unless the person is a duly
any money or SERVICE or other valuable
registered professional teacher, and a holder
material from any person or entity for such
of a valid certificate of registration and a valid
purposes.
professional license or a holder of a valid
• Section 6. Every teacher shall vote and
special/temporary permit.
shall exercise all other constitutional rights
and responsibility.
Greek word "ethos", which • Section 7. A teacher shall not use his
means "way of living” position
ETHICS • Section 8. Every teacher shall enjoy
academic freedom and shall have privilege
− A branch of philosophy that is concerned with of expounding the product of his research
human conduct, more specifically the and investigations.
behavior of individuals in society. ➢ ARTICLE III: THE TEACHER AND THE
− It examines the rational justification of our COMMUNITY
moral judgments • Section 1. A teacher is a facilitator of
− It studies what is morally right or wrong, just learning and the development of the youth.
or unjust. • Section 2. Every teacher shall provide
CODE OF ETHICS leadership and initiative to actively
participate in community movements for
➢ ARTICLE 1: SCOPE AND LIMITATIONS moral, social, educational, economic and
• Section 1. The Philippine Constitution civic betterment.
provides that educational institution shall • Section 3. Every teacher shall merit
offer quality education for all competent reasonable social recognition
teachers. • Section 4. Every teacher shall live for and
• Section 2. This Code covers all public and with the community
private school teachers in all educational • Section 5. Every teacher shall help the
institutions at the preschool, primary, school keep the people in the community
elementary, and secondary levels whether informed about the school's work
academic, vocational, special, technical, or • Section 6. Every teacher is intellectual
non-formal leader in the community
• Section 7. Every teacher shall maintain
harmonious and pleasant personal and
official relations with other professionals,
 with government officials, and with the ➢ ARTICLE VI: THE TEACHER AND THE HIGHER
people, individually or collectively AUTHORITIES IN EDUCATION
• Section 8. A teacher possesses freedom to • Section 1. Every teacher shall make it his
attend church and worships as appropriate duty to make an honest effort t understand
➢ ARTICLE IV: A TEACHER AND THE and support the legitimate policies of the
PROFESSION school.
• Section 1. Every teacher shall actively • Section 2. A teacher shall not make any
ensure that teaching is the noblest false accusations or charges against
profession superiors, especially under anonymity.
• Section 2. Every teacher shall uphold the • Section 3. A teacher shall transact all
highest possible standards of quality official business.
education • Section 4. Every teacher, individually or as
• Section 3. Every teacher shall participate in part of a group, has a right to seek redress
the Continuing Professional Education against injustice to the administration and
(CPE) program of the Professional to extent possible, shall raise grievances
Regulation Commission within acceptable democratic possesses
• Section 4. Every teacher shall help, if duly • Section 5. Every teacher has a right to
authorized, to seek support from the invoke the principle that appointments,
school. promotions, and transfer of teachers are
• Section 5. Every teacher shall use the made only on the basis of merit and needed
teaching profession in a manner that makes in the interest of the service.
it dignified means for earning a decent living • Section 6. A teacher who accepts a
➢ ARTICLE V: THE TEACHERS AND THE position assumes a contractual obligation
PROFESSION to live up to his contract, assuming full
• Section 1. Teachers shall, at all times, be knowledge of employment terms and
imbued w spirit of professional loyalty, conditions.
mutual confidence, and faith in one ➢ ARTICLE VII: SCHOOL OFFICIALS, TEACHERS,
another, self-sacrifice for the common AND OTHER PERSONNEL
good; and full cooperation with colleagues. • Section 1. All school officials shall at all
• Section 2. A teacher is not entitled to claim times show professic courtesy, helpfulness
credit or work not of his own, and shall give and sympathy towards teache other
credit for the work of others which he may personnel
use. • Section 2. School officials, teachers, and
• Section 3. Before leaving his position, a other school personnel shall consider it
teacher shall organize for whoever assumes their cooperative responsibility to formulate
the position such records and other data as policies or introduce important changes in
are necessary to carry on the work. the system at all levels.
• Section 4. A teacher shall hold inviolate all • Section 3. School officials shall encourage
confidential information concerning and attend the professional growth of all
associates and the school. teachers
• Section 5. It shall be the responsibility of • Section 4. No school officials shall dismiss
every teacher correctives for what may or recommend for dismissal a teacher or
appear to be an unprofessional and other subordinates except for cause.
unethical conduct of any associate. • Section 5. School authorities concern shall
• Section 6. A teacher may submit to the ensure that public school teachers are
proper authorities any justifiable criticism employed in accordance with pertinent civil
against an associate, preferably in writing, service rules, and private school teachers
without violating the right of the individual are issued contracts
concerned.
• Section 7. A teacher may apply for a vacant
position for which he is qualified.
➢ ARTICLE VIII: THE TEACHERS AND THE ➢ ARTICLE X: THE TEACHER AND BUSINESS
LEARNERS • Section 1. A teacher has the right to engage,
• Section 1. A teacher has a right and duty to directly or indirectly, in legitimate income
determine the academic marks and the generation; provided that it does not relate
promotions of learners in the subject to or adversely affect his work as a teacher
grades he handles • Section 2. A teacher shall maintain a good
• Section 2. A teacher shall recognize that reputation with respect to the financial
the interest and welfare of learners are of matters such as in the settlement of his
first and foremost concern debts and loans in arranging satisfactorily
• Section 3. Under no circumstance shall a his private financial affairs
teacher be prejudiced or discriminate • Section 3. No teacher shall act, directly or
against a learner indirectly, as agent of, or be financially
• Section 4. A teacher shall not accept interested in, any commercial venture
favours or gifts from learners, their parents which furnish textbooks and other school
or others in their behalf. commodities in the purchase and disposal
• Section 5. A teacher shall not accept, of which he can exercise official influence
directly or indirectly, any remuneration from ➢ ARTICLE XI : THE TEACHER AS A PERSON
tutorials other what is authorized for such • Section 1. A teacher is, above all, a human
service. being endowed with life for which it is the
• Section 6. A teacher shall base the highest obligation to live with dignity
evaluation of the learner's work only in merit • Section 2. A teacher shall place premium
and quality of academic performance. upon self-discipline as the primary
• Section 7. In a situation where mutual principle of personal behavior in all
attraction and subsequent love develop relationships with others and in all
between teacher and learner, the teacher situations.
shall exercise utmost professional • Section 3. A teacher shall maintain at all
discretion to avoid scandal, gossip and times a dignified personality
preferential treatment of the learner. • Section 4. A teacher shall always recognize
• Section 8. A teacher shall not inflict the Almighty God
corporal punishment on offending learners ➢ ARTICLE XII: DISCIPLINARY ACTIONS
• Section 9. A teacher shall ensure that • Section 1. Any violation of any provision of
conditions contribute to the maximum this code shall be sufficient ground for the
development of learners imposition against the erring teacher of the
➢ ARTICLE IX: THE TEACHERS AND PARENTS disciplinary action consisting of revocation
• Section 1. Every teacher shall establish and of his Certification of Registration and
maintain cordial relations with parents. License as a Professional Teacher,
• Section 2. Every teacher shall inform suspension from the practice of teaching
parents, through proper authorities, of the profession, or reprimand or cancellation of
progress and deficiencies of learner. his temporary/special permit under causes
• Section 3. A teacher shall hear parent's specified in Sec. 23, Article III or R.A. No.
complaints with sympathy and 7836, and under Rule 31, Article VIII, of the
understanding and shall discourage unfair Rules and Regulations Implementing R.A.
criticism. 7836
➢ ARTICLE XIII: EFFECTIVELY
• Section 1. This Code shall take effect upon
approval by the Professional Regulation
Commission and after sixty (60) days
following its publication in the Official
Gazette or any newspaper of general
circulation, whichever is earlier.
MAGNA CARTA FOR PUBLIC SHOOL TEACHERS ACADEMIC FREEDOM

− Passed into law in view of providing − Teachers shall enjoy academic freedom in
professional rights and safeguards to our the discharge of their professional duties,
public-school teachers in consideration of particularly with regard to teaching and
the exigency and level of difficulty of the classroom methods.
exercise of their profession
TEACHING HOURS
• Promotes and improve the social and economic
status of public-school teachers, their living and − Any teacher engage in actual classroom
working conditions and their terms of instruction shall not be required to render
employment and prospects. more than six hours of actual classroom
• Code for professional conduct for teachers teaching a day
• Teaching hours: 6 hours of classroom teaching
ADDITIONAL COMPENSATION
(maximum load)
• Health and Injury benefits (thru GSIS) − In the case of the other teachers or school
• One year study leave after 7 years of continuous officials not engaged in actual classroom
teaching; the teacher should receive 60% of the instruction, any work performed in excess of
monthly salary. eight hours a day shall be paid an additional
compensation of at least 85% of their regular
MINIMUM EDUCATIONAL QUALIFICATIONS FOR
remuneration
TEACHER-APPLICANTS
CRITERIA FOR SALARIES
− Teacher in Kindergarten and elementary
grades − Teacher's salaries shall correspond to the
− Teachers in the secondary schools following criteria:
− Teachers of Secondary vocational and two − They shall compare favorably with those paid
years technical courses in other occupations requiring equivalent or
− Teacher of courses on the collegiate level similar qualifications, training and abilities;
than vocational − They shall be such as to insure teachers a
reasonable standard of life for themselves
TENURE OF OFFICE
and their families; and
− Stability on employment and security of − They shall be properly graded so as to
tenure shall be assured to the teacher as recognize the fact that certain positions
provided under existing laws. require higher qualifications and greater
responsibility than others
CONSENT OF TRANSFER/TRANSPORTATION
DEDUCTIONS PROHIBITED
− No teacher shall be transferred without
his/her consent. − No person shall make any deduction
− No transfer shall be made 3 months before whatsoever from the salaries of teachers
any local or national election. except under specific authority of law
authorizing such deductions, written
CODE OF PROFESSIONAL CONDUCT FOR authority executed by the teacher
TEACHERS concerned.
− Within 6 months from approval of this Act, the MEDICAL EXAMINATION AND TREATMENT
Secretary of Education shall formulate and
prepare a code of Professional Conduct for − Compulsory medical examination shall be
Public School Teachers. A copy of which will provided free of charge for all teachers before
be given to each teacher they take up teaching and shall be repeated
not less than once a year during the teacher's
professional life.
− Medical treatment and/or hospitalization are
necessary, same shall be provided free by the
 government entity paying the salary of the BUDGETARY ESTIMATES
teachers
− The Secretary of Education shall submit to
COMPENSATION FOR INJURIES Congress annually the necessary budgetary
estimates to implement the provisions of the Act
− Teachers shall be protected against the
concerning the benefits herein granted to public
consequences of employment injuries in
school teachers under the employ of the
accordance with existing laws.
National Government.
− The effects of the physical and nervous strain
on the teacher’s health shall be recognized PENAL PROVISION
as a compensable occupational disease in
− A person who shall willfully interfere with,
accordance with existing laws.
restrain or coerce any teacher who shall in any
STUDY LEAVE other mariner commit any act to defeat any of
the provisions of this Act shall, upon conviction
− Teachers in the public schools shall be
be punish by a fine of not less than one hundred
entitled to study leave not exceeding one year
or more than one hundred thousand pesos, or by
after seven years of service.
imprisonment, in the discretion of the court.
− During the period of such leave, the teachers
shall be entitled to at least sixty percent of PENAL PROVISION
their monthly salary.
− A person who shall willfully interfere with,
− No teacher shall be allowed to accumulate
restrain or coerce any teacher who shall in any
more than one year study leave, unless he
other mariner commit any act to defeat any of
needs an additional semester to finish his
the provisions of this Act shall, upon conviction
thesis for a graduate study in education or
be punish by a fine of not less than one hundred
allied courses
or more than one hundred thousand pesos, or by
INDEFINITE LEAVE imprisonment, in the discretion of the court.

− An indefinite sick leave of absence shall be − If the offender is a public official, the court shall
granted to teachers when the nature of the order his dismissal from the Government
illness demands a long treatment that will service.
exceed one year at the least.
PHILOSOPHY OF EDUCATION
SALARY INCREASE UPON RETIREMENT
−
The philosophy of education is a branch of
− Public school teachers having fulfilled the age philosophy that considers the nature and
and service requirements of the applicable the aims of education, from both a theory
retirement laws shall be given one range salary perspective and a practical perspective.
raise upon retirement, which shall be the basis ❖ WESTERN PHILOSOPHIES
of the computation of the lump sum of the
SOCRATES (470 B.C.E - 399 B.C.E)
retirement pay and the monthly benefits
thereafter. − A renowned Greek philosopher from Athens
who is credited as the founder of Western
RULES AND REGULATION
philosophy.
− The secretary of Education shall formulate and − He is the one who developed the “Socratic
prepare the necessary rules and regulations to Method” of teaching.
implement the provisions of this act
IDEALISM
− Rules and regulations issued pursuant to this
− Is the philosophy that the reality ideal, or based
Section shall take effect thirty days after
upon ideas, values or essences.
publication in a newspaper of general
− Is based on the belief that education should
circulation and by such other means as the
focus on the cultivation of the mind
Secretary of Education deems reasonably
sufficient to give interested parties general
notice of such issuance.
SOCRATIC METHOD PRAGMATISM IMPACT IN EDUCATION

− A form of argumentative dialogue between − Practicality

individuals, based on asking and answering − Application of Knowledge
questions − Active Engagement
− It is named after the Classical Greek ❖ EASTERN PHILOSOPHIES
philosopher Socrates.
CONFUCIUS (551-479 B.C.E)
IDEALISM IMPACT IN EDUCATION
− Confucius was a philosopher and teacher
− Self-Reflection - greater sense of self- − Founder of Confucianism
awareness. − “Everything has beauty, but not everyone
− Character Development sees it.”
− Spiritual Development – Truth, Goodness in
CONFUCIANISM
life.
− Development of Intellectual Abilities - − A Philosophy and way of life that shaped
critical thinking, reasoning. Chinese culture for centuries.
ARISTOTLE (384 B.C.E - 322 B.C.E) − Emphasized ethics, social harmony, and the
importance of education in moral
− An ancient Greek philosopher and known as development.
the father of realism.
EXAMPLE OF CONFUCIANISM IN EDUCATION
− He believes that what can be observed Is
reality and that reality exists in the sensible − Moral Education Programs
world. − Schools incorporate lessons on ethics,
REALISM IMPACT IN EDUCATION respect, and social responsibilities based on
Confucian values.
− Scientific Inquiry/ Reasoning
SIDDHARTA GAUTAMA (563–483 BCE)
− Knowledge in Nature
− Practical Life − Founder of Buddhism
− Opposition of Idealism − The first person to reach this state of
− Developing and Training of Senses enlightenment
− Known as the Buddha or "Awakened One"
PRAGMATISM
BUDDHISM
− Emphasizes practical and experiential
learning as the primary means of acquiring − Taught about suffering, mindfulness, and the
knowledge. path to enlightenment.
− This philosophy claims that an ideology is − Promoted critical thinking and self-reflection
true if it works effectively. through practices like meditation.
− Pragmatism in education focuses on the − Believes in Reincarnation.
application of knowledge to solve practical
problem LAOZI (6TH BCE)

JOHN DEWEY − Chinese philosopher, credited as the founder

of Taoism.
− A philosopher who is known for introducing − A reputed author of the "Tao the ching," the
the pragmatism in education principal text of Taoist thought.
CHARLES S. PIERCE ZHUANGZI (369–286 BCE)
− He was a mathematician who believed that − Founder of Daoism (Taoism)
our behaviors were determined by our ideas − A Chinese Philosopher, also known as
and hypotheses. Chuang Tsu or "Master Zhuang”
TAOSIM PERSONAL TEACHING PHILOSOPHY

− Also known as DAOISM − A very essential element every teacher must

− An ancient Chinese tradition of philosophy possess.
and religious belief. − Acquiring a philosophy directs and guides a
− A philosophy and religion from ancient teacher’s teaching practices in the
China that teaches living in harmony with the classroom as well as how they perceive
Tao, the source and essence of everything. teaching and learning and the students
around them.
NATURE-BASED LEARNING
HOW TO WRITE
− Taoist principles encourage learning through
nature. 1. Use simple language and avoid jargon.
− Schools may integrate outdoor activities that 2. Structure your statement with short
promote a connection with the environment paragraphs and headings.
and the understanding of natural cycles. 3. Focus on how you teach, rather than what
you have done.
FLEXIBLE CURRICULUM 4. Be sincere and unique, avoiding clichés.
− Instead of a strict curriculum, teachers might 5. Keep it 1-3 pages in length, written in first
offer projects where students can explore person and present tense.
topics of interest at their own pace, fostering
creativity and self-directed learning.

ZEN BUDDHISM

− Zen is a school of Buddhism which

emphasizes the practice of meditation as the
key ingredient to awakening one’s inner
nature, compassion and wisdom.

CONTEMPORARY PHILOSOPHIES

PERENNIALISM

− A philosophical approach to education that

emphasizes the enduring and universal
truths found in the great works of literature,
art, philosophy, and religion.

ESSENTIALISM

− Is an approach that focuses on rigorous

instruction and the mastery of key topics and
skills.
− Believes that students should learn specific
foundational skills and knowledge, which will
allow them to build upon more advanced
topics.

PROGRESSIVISM

− A very student-centered philosophy of

education.
− Rooted in pragmatism, the educational focus
of progressivism is on engaging students in
real-world problems.