ED 102 (The Teaching Profession)

First Semester-AY- 2021-2022

CHAPTER II
THE TEACHER AND THE SOCIETY

Introduction

This Chapter consists of three lessons. Lesson 1 is focused on the role of Teachers in the
society. Lesson 2 is focused on the demands of society from the teacher as a person. It presents personal
qualities expected of a teacher anchored on professionalism as contained in the Code of Ethics for
Professional Teachers both past and present.
Lesson 3 is a discussion on the demands of society from the teacher as a professional. It discusses
the professional competencies that a teacher ought to demonstrate. Four models of effective teaching are
used to present these professional competencies. It also presents the Philippine Professional standards
for Teachers in the Philippines.

Lesson 1
Role of teachers in the society

Learning Objective/s

1. Discuss the role of Teachers in the society

ROLE OF TEACHERS IN THE SOCIETY

Today a teacher has become a mentor who should guide students through the thorns of education.
A teacher plays a key role in the society growth, as they help to shape the mindset of the nation. In other
words, there is personal responsibility on every teacher, as they play significant role in the students’ life
and education.
As it has been already said, a modern teacher is a mentor. This should be a person with a vision
and determination to dedicate themselves to educating the future generation. It is not enough to deliver
information, as all information now can be found online. The main teacher’s job is to show how to use
this information and why to use it. Below is the list of main qualities a modern teacher should have.

 A great teacher should be determined to their goal. The goal is to assure that students get the
education and understand why they need it. A teacher without a passion cannot succeed, as only
passion can sparkle the interest in student’s minds.
 Adapted to change. Nowadays everything is changing in seconds. For this reason, teaching
methods are becoming old and need to be revised. A great teacher should constantly adapt to
change in a society and particularly adapt to the way young learners perceive the world.
 Self-development. A modern teacher cannot allow themselves to stop learning. If you want to
keep up with development of the world, and if you want to be a great teacher, you should never
stop learning.
 Open to feedback. Teachers should be open to comments on their methods and strategy. This
can help them to see the weaknesses and avoid them in future.

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Prepared by: Marites Pasaporte Demaisip
Capiz State University-Main Campus
College of Education
 ED 102 (The Teaching Profession)
First Semester-AY- 2021-2022

Lesson 2
The Teacher as a Person

Learning Objective/s
1. Explain what society expects from the teacher as a person.

Introduction

“I am only a teacher!” Often times this is what we hear when a teacher introduces
herself/himself amidst a group of professionals like doctors, lawyers, nurses, accountants,
engineers etc. And yet, admittedly, so much is expected or demanded of a teacher. More than any
professional, teachers are subjected to scrutiny to the minutest detail by those they associate with.
Teachers are judged more strictly than other professionals. When a teacher fails to meet
expectations of the public, like when she wears an ultra mini skirt or fails to pay debt on time, the
remark from the scrutinizing eye of the public is “teacher pa naman din,” (to think that he/she is
a teacher).
What are the demands of the teaching profession from the teacher as a person?
This can be restated as “what personal qualities or attributes of teachers are demanded
by the teaching profession” or” what personal traits must a teacher possess in order to
function well as a professional teacher?

12 Characteristics of an Effective Teacher: A longitudinal, Qualitative, Quasi-

Research Study of In-Service and Pre-Service Teachers’:
1. Prepared- come to class each day ready to teach
2. Positive- have optimistic attitudes about teaching and about students
3. Hold high expectations- set no limits on students and believe everyone can be successful
4. Creative- are resourceful and inventive in how they teach their classes
5. Fair- handle students and grading fairly
6. Display a personal touch- approachable
7. Cultivate a sense of belonging- have a way to make students feel welcome and comfortable
in their classrooms
8. Compassionate- are concerned about student’s personal problems and can relate to them and
their problems
9. Have a sense of humor – make learning fun and do not take everything seriously
10. Respect students- do not deliberately embarrass students; teachers who give the highest
respect get the highest respect
11. Forgiving- do not hold grudges
12. Admit mistake- quick to admit being wrong

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Prepared by: Marites Pasaporte Demaisip
Capiz State University-Main Campus
College of Education
 ED 102 (The Teaching Profession)
First Semester-AY- 2021-2022

Lesson 3
The Teacher as a professional

Learning Objective/s
1. Explain what society expects from the teacher as a professional

Introduction

Teaching fulfils the elements of a profession and so a teacher is truly a professional. A

professional is one who went through long years of preparation to earn a teacher education
degree recognized by the Commission On Higher Education, after which he/she hurdled a
licensure Examination for Teachers (LET) administered by the board for professional Teachers
with the Supervision of the Professional Regulation Commission. By passing the LET, he/she
obtains a license which he/she is obliged to renew every three years on condition that he/she can
show proof of Continuing Professional Development. As a professional teacher he/she is
expected to abide by the Code of Ethics for Professional Teachers. Violation of the Code of
Ethics can be ground for the revocation of license. These ensure that as a Professional teacher,
he/she practices his/her profession with technical and ethical and moral competence.

Models of Effective Teaching

A. Robert Marzano’s Casual Teacher Evaluation Model of four domains:

1. Classroom strategies and behaviors
2. Planning and Preparing
3. Reflection on Teaching
4. Collegiality and Professionalism
(Source: www.marzanocenter.com/Teacher-Evaluation/#a, accessed 01-31-16)

B. Charlotte Danielson Framework for Teaching

1. Planning and preparation
2. The classroom Environment
3. Instruction
4. Professional Responsibilities
(Source: tpep-wa.org/wp-content/uploads/Danielson-at-a-glance.pdf Accessed 02-01-16)

C. James Stronge -Teacher effectiveness Performance Evaluation System (TEPES)

System:
Seven performance standards:
1. Professional knowledge
2. Instructional planning
3. Instructional Delivery
4. Assessment of/for learning
5. The learning environment
6. Professionalism- maintains a commitment to professional ethics, communicates effectively
and takes responsibility for and participates in professional growth that results in enhanced
learning
7. Student progress- the work of the teacher results in acceptable, measurable and appropriate
student academic progress. (Teacher effectiveness Performance Evaluation System, Handbook
2012-2013- www.mcvea.org/ extras/strongebook.pdf Accessed 02-23-16)
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Prepared by: Marites Pasaporte Demaisip
Capiz State University-Main Campus
College of Education
 ED 102 (The Teaching Profession)
First Semester-AY- 2021-2022

D. Teacher evaluation Standards- the McREL model (Mid-continent Research for

Education and Learning
1. Teachers demonstrate leadership
-Lead in their classroom
-Demonstrate leadership in the school
-Lead the teaching profession
-Advocate for schools and students
-Demonstrate high ethical standards

The Philippine Professional Standards for Teachers (PPST)

The following describes the breadth of 7 Domains that are required by teachers to be effective
in the 21st Century in the Philippines. Quality teachers in the Philippines need to possess the following
characteristics:
 recognize the importance of mastery of content knowledge and its interconnectedness
within and across curriculum areas, coupled with a sound and critical understanding of
the application of theories and principles of teaching and learning. They apply
developmentally appropriate and meaningful pedagogy grounded on content knowledge
and current research. They display proficiency in Mother Tongue, Filipino and English
to facilitate the teaching and learning process, as well as exhibit the needed skills in the
use of communication strategies, teaching strategies and technologies to promote high-
quality learning outcomes.
 provide learning environments that are safe, secure, fair and supportive in order to
promote learner responsibility and achievement. They create an environment that is
learning-focused and they efficiently manage learner behavior in a physical and virtual
space. They utilize a range of resources and provide intellectually challenging and
stimulating activities to encourage constructive classroom interactions geared towards
the attainment of high standards of learning.
 establish learning environments that are responsive to learner diversity. They respect
learners’ diverse characteristics and experiences as inputs to the planning and design
of learning opportunities. They encourage the celebration of diversity in the classroom
and the need for teaching practices that are differentiated to encourage all learners to
be successful citizens in a changing local and global environment.
 interact with the national and local curriculum requirements. They translate curriculum
content into learning activities that are relevant to learners and based on the principles
of effective teaching and learning. They apply their professional knowledge to plan and
design, individually or in collaboration with colleagues, well-structured and sequenced
lessons that are contextually relevant, responsive to learners’ needs and incorporate a
range of teaching and learning resources. They communicate learning goals to support
learner participation, understanding and achievement.
 apply a variety of assessment tools and strategies in monitoring, evaluating,
documenting and reporting learners’ needs, progress and achievement. They use
assessment data in a variety of ways to inform and enhance the teaching and learning
process and programs. They provide learners with the necessary feedback about
learning outcomes that informs the reporting cycle and enables teachers to select,
organize and use sound assessment processes.
 establish school-community partnerships aimed at enriching the learning environment,
as well as the community’s engagement in the educative process. They identify and
respond to opportunities that link teaching and learning in the classroom to the
experiences, interests and aspirations of the wider school community and other key
stakeholders. They understand and fulfill their obligations in upholding professional
ethics, accountability and transparency to promote professional and harmonious
relationships with learners, parents, schools and the wider community.
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Prepared by: Marites Pasaporte Demaisip
Capiz State University-Main Campus
College of Education
 ED 102 (The Teaching Profession)
First Semester-AY- 2021-2022

 value personal growth and professional development and exhibit high personal regard
for the profession by maintaining qualities that uphold the dignity of teaching such as
caring attitude, respect and integrity. They value personal and professional reflection
and learning to improve their practice. They assume responsibility for personal growth
and professional development for lifelong learning.

SYNAPSE STRENGHTHENERS

1. With the qualities of a professional in mind, cite some Filipino traits that work against the
making of a true Filipino Professional teacher.
2. Realizing society’s demands from teachers, do you agree with at least four-year academic
preparation of professional teachers? Do you agree with the components of that academic
preparation- general education, professional education and specialization?
3. Develop an evaluation tool for teacher teaching performance based on the four (4) frameworks
of good teaching and those of PPST.
4. Between the professional and personal qualities of a teacher, which ones are perceived to be
more important? Is there really such a thing as more important than the other?
5. (Reflection): Of the personal attributes of a professional teacher, which do you have most?
Which should you develop more?

REFERENCES:
Bilbao, P.P., Corpuz, B.B., Llagas, A., G.G Salandanan, G (2018). The Teaching Profession, Quezon City: Lorimar Publishing
https://www.bidforessay.com/role-teacher-society/
Other related materials

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Prepared by: Marites Pasaporte Demaisip
Capiz State University-Main Campus
College of Education
 ED 102 (The Teaching Profession)
First Semester-AY- 2021-2022

Chapter 3
THE CODE OF ETHICS FOR PROFESSIONALTEACHERS

Introduction

Chapter 3 is a thorough and detailed study of the Code of Ethics for Professional Teachers
promulgated in 1996 by the Board for Professional Teachers of the Professional Regulation Commission.
It consists of four lessons that discuss the Preamble and Articles (I to XI) all aimed at helping
would-be professional teachers internalize the Code of Ethics.

Lesson 1
The Code of Ethics for Professional Teachers: The Preamble and Article 1

Learning Objective/s
1. Discuss the Preamble and Article I of the Code of Ethics for Teachers

PREAMBLE
Teachers are duly licensed professionals who possess dignity and reputation with high
moral values as well as technical and professional competence. In the practice of their noble
profession, they strictly adhere to, observe, and practice this set of ethical and moral principles,
standard, and values.

ARTICLE I
SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provide that all educational institutions shall offer
quality education for all Filipino citizens, a vision that requires professionally competent
teachers committed to is full realization. The provisions of this Code shall apply, therefore, to
all teachers in all schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational
institutions at the preschool, primary, elementary, and secondary levels whether academic,
vocational, special, technical, or non-formal. The term “teacher” shall include industrial art or
vocational teachers and all other persons performing supervisory and/or administrative
functions in all schools at the aforesaid levels, whether on full-time or part- time basis.

ANALYSIS:
Answer the following questions.
1. Are teachers who have no license considered professional?
2. What do technical and professional competence mean? (You may refer to the
Teacher as a Professional).
3. Are private school teachers required of a license? What about pre-school teachers,
vocational teachers, ALS teachers, school heads, Education Supervisors and
Schools Division Superintendents?

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Prepared by: Marites Pasaporte Demaisip
Capiz State University-Main Campus
College of Education
 ED 102 (The Teaching Profession)
First Semester-AY- 2021-2022

Lesson 2
The Code of Ethics for Professional Teachers: Relationship with the Secondary and
Tertiary Stakeholders

Learning Objective/s
1. Explain how professional teachers should relate to the state, community and parents all
education stakeholders

A. THE TEACHER AND THE STATE

Introduction

The education of a child is not the sole responsibility of school heads and teachers. In fact, school
heads and teachers cannot do it by themselves. As the African proverb says, “it takes a whole village to
raise a child.” The Code of Ethics cites different groups of external stakeholders with whom schools and
teachers have to relate and work for the education of the child. These are the state (Article II), The
Community (Article III) and parents (Article IX). Secondary stakeholders indirectly receive the service.
These are the learner’s parents. Tertiary stakeholders are indirect but crucial participants in the process
of children’s education. These are the future employers, the government or the state and society in
general. (Source: DepEd Continuous improvement- Project learning Guidep.26)

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

ANALYSIS:
Answer the following questions:

1. “Each teacher is a trustee of the cultural and educational heritage of the nation and is under
obligation to transmit to learn such heritage.” In what ways can teachers do this?
2. In what ways can the professional teacher help elevate national morality, promote national pride
and cultivate love of country?
3. Cite actions of a professional teacher that violate Section 5, Article II?
4. How can a professional teacher violate Section 6 and Section 7 of Article II?
5. Every teacher shall enjoy academic freedom. What does academic freedom mean? Is this
academic freedom absolute?
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Prepared by: Marites Pasaporte Demaisip
Capiz State University-Main Campus
College of Education
 ED 102 (The Teaching Profession)
First Semester-AY- 2021-2022

B. THE TEACHER AND THE COMMUNITY

Introduction

The teacher works in, for and with the community. He /she rubs elbows with the leaders and
members of the community who, like him/her, aspire for the development of the young. He/she works
in a community with its own established customs and traditions which are sometimes different from the
practice of the community where he/she belongs.
In this part of Lesson 2, we will look at how you, as professional teacher, should relate with the
community, another group of tertiary stakeholders.

ARTICLE III
THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore,
render the best services by providing an environment conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in community
movements for moral, social, educational, economic, and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave
with honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness
and other excesses, much less illicit relations.
Section 4. Every teacher shall help the school keep the people in the community, and shall, therefore,
study and understand local customs and traditions in order to have a sympathetic attitude, therefore,
refrain from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community informed about the
school’s work and accomplishments as well as it needs and problems.
Section 6. Every teacher is an intellectual leader in the community, especially in the barangay, and
shall welcome the opportunity to provide such leadership when needed, to extend counselling services,
as appropriate, and to actively be involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with
other professionals, with government officials, and with the people, individually or collectively.
Section 8. A teacher possesses freedom to attend church and worship, as appropriate, but shall not use
his position and influence on proselyte others.

Below are key words which you have to locate in Article III of the Code of Ethics. Find them
and read that section that contains the word/words again. Answer the questions in the Analysis phase of
this Lesson.

facilitator conducive leadership

of learning environment

harmonious Disparaging the

not use position official relations community
in proselyte

Community
Social informed
recognition

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Prepared by: Marites Pasaporte Demaisip
Capiz State University-Main Campus
College of Education
 ED 102 (The Teaching Profession)
First Semester-AY- 2021-2022

ANALYSIS:

1. Explain in your own words how a teacher should relate to a tertiary stakeholder, the community, by
using the keywords encircled.

C. THE TEACHER AND THE PARENTS

Introduction
Parents are secondary stakeholders while their children (learners) are primary stakeholders.

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

Application: Let’s apply what you learned

1. Write 5 DO’s and 5 DON’Ts on how you should relate to parents for the sake of the learners.
Make sure your DO’s and DON’Ts are concrete. e.g. Make sure you have a box of facial
tissue with you for parents who become emotional.

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Prepared by: Marites Pasaporte Demaisip
Capiz State University-Main Campus
College of Education
 ED 102 (The Teaching Profession)
First Semester-AY- 2021-2022

Lesson 3
The Code of Ethics for Professional Teachers: Relationship with the Internal
Stakeholders

Learning Objective/s
1. Explain how the professional teacher should relate to the learners, the teaching community and
higher authorities

A. THE TEACHER AND THE LEARNERS

Introduction
The learners are our primary internal stakeholders. They have no choice over the kind of teacher
given them. Fortunate are the learners who are in the classes of professional caring teachers. Unfortunate
are those whose teachers are a contrast of the caring and compassionate teachers.

The foci of this are Article V, Article VI, and Article VIII.

ARTICLE VIII
THE TEACHER AND THE LEARNERS
Section 1. A teacher has the right and duty to determine the academic marks and the promotion of
learners in the subjects they handle. Such determination shall be in accordance with generally accepted
producers of evaluation and measurement. In case of any complaint, teachers concerned shall
immediately take appropriate action, observing the process.
Section 2. A teacher shall recognize that the interest and welfare of learners are his first and foremost
concern and shall handle each learner justly and impartially.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminatory against any
learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their
behalf in exchange for requested concessions, especially if under served.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other than
what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work on merit and quality of academic
performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and
learner, the teacher shall exercise utmost professional discretion to avoid scandal gossip, and
preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions
from their scholastic ratings as a punishment for acts which are clearly not manifestations of poor
scholarship.
Section 9. A teacher shall insure that conditions contributive to the maximum development of learners
are adequate and shall extend needed assistance in preventing or solving learner’s problems and
difficulties.

B. THE TEACHER AND THE TEACHING COMMUNITY

Introduction

The professional teacher is not an island. He/ She works with other professional teachers, some
more or less experienced than he/she is. Colleagues are teachers, partners, and collaborators. How teacher
relates this/her colleagues in the teaching profession determines if they become one’s greatest allies and
supporters or one’s greatest enemies.

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Prepared by: Marites Pasaporte Demaisip
Capiz State University-Main Campus
College of Education
 ED 102 (The Teaching Profession)
First Semester-AY- 2021-2022

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

C.THE TEACHER AND HIGHER AUTHORITIES

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

ARTICLE VI
THE TEACHER AND HIGHER AUTHORITIES IN THEPHILIPPINES
Section 1. A teacher shall make it his duty to make an honest effort to understand and support the
legitimate policies of the school and the administration regardless of professional feeling or private
opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusation or charges against superiors, especially
under anonymity. However, if there are valid charges, he should present such under oath to competent
authority.
Section 3. A teacher shall transact all official business through channels except when special
conditions warrant a different procedure, such as when reforms are advocated but are opposed by the
immediate superior, in which case the teachers shall appeal directly to the appropriate higher
authority.
Section 4. A teacher, individually or as part of a group, has a right to seek redress against injustice
and discrimination and, to the extent possible4, shall raise his grievances within democratic processes.
In doing so, he shall avoid jeopardizing the interest and welfare of learners who’s right to learn must
be respected.
Section 5. A teacher has a right to invoke the principle that appointments, promotions, and transfers
of teachers are made only on the basis of merit and need in the interest of the service
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contact,
assuming full knowledge of the employment terms and conditions.

Application:
1. Compose a rap/or a song/poem on how professional teachers should relate to one another to
form a genuine teaching community. Make sure the song/poem/rap is based on Article V.

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Prepared by: Marites Pasaporte Demaisip
Capiz State University-Main Campus
College of Education
 ED 102 (The Teaching Profession)
First Semester-AY- 2021-2022

Lesson 4
The Code of Ethics for Professional Teachers: His/ Her Person, Profession and Business

Learning Objective/s
1. Explain how a professional teacher should conduct himself/herself as a person, in the teaching
profession and in business.

A. THE TEACHER AND THE PROFESSION

ARTICLE IV. THE TEACHER AND THE PROFESSION

Section 1. Every shall actively help insure that teaching is the noblest profession and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education,
shall make the best preparation for the career of teaching, and shall be at his best at all times
in the practice of his profession.
Section 3. Every teacher shall participate in the continuing professional education (CPE)
program of the professional Regulation Commission and shall pursue such other studies as
will improve his efficiency, enhance the prestige of the profession, and strengthen his
competence, virtues, and productivity in order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support for the school, but
shall not make improper misrepresentations through personal advertisements and other
questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it a
dignified means for learning a decent living.

B. TEACHER AS A PERSON

ARTICLE XI
THE TEACHER AS A PERSON

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

C. Article X- The Teacher and Business

Introduction

While the salaries of teachers in the Philippines are still lower compared to other ASEAN
member-states, teachers’ salaries considerably increased after EDSA 1. But despite these significant
salary increases; teachers tend to over borrow or engage in business to earn out income. This part of
Lesson 4 is focused on the teacher and his/her involvement in business.

Article X
The Teacher and Business

Section 1. A teacher has a right to engage, directly or indirectly, in legitimate income generation,
provided that it does not relate to or adversely affect his work.
Section 2. A teacher shall maintain a good reputation with respect to financial matters such as in the
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Prepared by: Marites Pasaporte Demaisip
Capiz State University-Main Campus
College of Education
 ED 102 (The Teaching Profession)
First Semester-AY- 2021-2022

settlement of his just debts, loans, and other financial affairs.

Section 3.No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any
commercial venture which furnish textbooks and other school commodities in the purchase and disposal
of which he can exercise official influence, except only when his assignment is inherently related to such
purchase and disposal, provided that such shall be in accordance with existing regulations.

Activity: Let’s Do These

1. After reading the Article XI of the Code of Ethics, answer the following questions:
a. What is the big challenge for a teacher?
b. Are you ready to face the challenge?
2. There are more women than men in the teaching profession. Does this indicate that less men are
able to face the challenge of the teaching profession? Discuss your answer.
3. To counter teachers’ problem of indebtedness, cite proverbs (in Mother Tongue, highly
encouraged) that can serve as reminders for professional teachers not to live beyond their means.
Explain each and relate it to Article X of the Code of Ethics.

e.g. Hangga’t makitid ang kumot, matutong mamaluktot.

“Debt is a heavy burden to an honest mind, but thievish borrowers make light of it.”
“Spending is quick, earning is slow.”

REFERENCES:
Bilbao, P.P., Corpuz, B.B., Llagas, A., G.G Salandanan, G (2018). The Teaching Profession, Quezon City: Lorimar Publishing
https://www.bidforessay.com/role-teacher-society/
Other related materials

21
Prepared by: Marites Pasaporte Demaisip
Capiz State University-Main Campus
College of Education
 ED 102 (The Teaching Profession)
First Semester-AY- 2021-2022

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Prepared by: Marites Pasaporte Demaisip
Capiz State University-Main Campus
College of Education