RONALYN MANUEL-RILLERA

ACTIVITY 4

THE TEACHING PROFESSION

1. Teaching as a Profession
• Teaching is considered a profession because
• Requires specialized knowledge and training, typically through formal education
and licensure.
• Involves ethical standards and responsibilities, guided by a code of ethics.
• Demands continuous professional development to adapt to evolving educational
needs.
• Serves a public good, shaping future generations and contributing to national
development.
• Is governed by professional organizations and regulatory bodies, such as the
Professional Regulation Commission (PRC) in the Philippines.

2. Historical Development of Teaching in the Philippines

A. Pre-Spanish (Pre-16th century) Informal & Oral Education

- Teaching was informal and oral, conducted by parents, elders, and tribal tutors like
the babaylan.
- Knowledge transfer was through storytelling, observation, imitation and experiential
learning.
B. Spanish Colonial Period (1565–1898) Religious & Formal Education Begins
- The 1863 Educational Decree by Queen Isabella II introduced free, compulsory
primary education: 1 school for boys and 1 for girls in each town.
- A Normal School for male teachers and later for women were established to train
educators. Schools were largely religious and Spanish-led.

C. American Colonial Period (1898–1946) Public Education System Introduced

- The U.S. launched Act No. 74 (1901), creating the Department of Public
Instruction, establishing a centralized public school system in English.
- The Thomasites, American teachers, were brought to the Philippines to teach and
train Filipino educators.
- The Philippine Normal School (PNS) was founded in 1901 in Manila and
provincial campuses followed. In 1928, PNS became a junior college; in 1949 it
became the Philippine Normal College, later offering four-year education degrees
and graduate programs.

D. Japanese Occupation (1942–1945) Education under Japanese Control

- Use of Nihongo and promotion of Asian values.

- Suppression of American-influenced education.
- Focus on vocational and moral education.
 - Nationalism and Filipino identity emphasized.

E. Post-World War II & Independence (1946–1970) Rebuilding the Education System

- After WWII, educational reconstruction began.
- Republic Act Nos. 416 (1949) and 6515 (1972) elevated the training institution into
Philippine Normal College/university, expanded degree offerings, and established
advanced training for educators.
- Return of American-style education.
- Medium: English and Filipino (gradually).
- Focus on nation-building, democracy, and teacher training.
- Growth of public and private schools.

F. Professionalization of Teaching (1970s–1990s) Education as a Tool for Propaganda

- Presidential Decree 1006 (1976) formally recognized teaching as a profession,
imposing standards for quality recruitment and teacher status.
- The Teacher Professionalization Act (R.A. 7836, 1994) made passing a licensure
exam mandatory, aligning teaching with other professions.
- Curriculum reshaped to promote "Bagong Lipunan" ideals
- Technical and vocational education expanded.
- Shift to Filipino as the medium of instruction in many subjects.

G. Contemporary Period/Modern Era(2000s–present) Reforms and Globalization

- In 2001, R.A. 9155 (Governance of Basic Education Act) restructured education

governance, establishing DepEd, CHED, and TESDA.
- The Alternative Learning System (ALS) was launched in 2004 and
institutionalized by R.A. 11510 in 2020, expanding non-formal avenues for those
outside the traditional system.
- The major nationwide reform K-12 Program (R.A. 10533, 2013) is the most
comprehensive shift since public schooling began, mandating two additional years
of secondary education to enhance global competitiveness.
- 1987 Constitution: Right to quality education.
- Bilingual Education Policy (Filipino & English).
- Use of Mother Tongue-Based Multilingual Education (MTB-MLE).
- Integration of 21st Century Skills, ICT, and inclusive education.
- Teaching aligned with Philippine Professional Standards for Teachers (PPST).
3. Teaching as a Vocation and a Mission
Vocation: From the Latin vocare (“to call”), it reflects a deep personal commitment to
serve and educate.
Mission: From missio (“to send”), it implies a task assigned by society or a higher
purpose to shape minds and values.
• Teaching as a vocation and a mission means responding to an inner calling to educate with
passion and purpose, while dedicating oneself to shaping lives and serving society. It
becomes a life-long commitment with a sense of spiritual, social, and moral responsibility.
The teacher serves not only as an educator, but also as a mentor, guide, and role model.

4. The Philippine Professional Standards for Teachers (PPST), outlined in DepEd Order No.
42, s. 2017, defines the professional competencies every teacher in the Philippines should
possess. These competencies are organized into 7 Domains, which are further broken down into
Strands and Indicators.

1. Content Knowledge and Pedagogy

• Mastery of subject matter taught.

• Use of appropriate teaching strategies.
• Understanding learners’ developmental stages and content alignment.
• Integration of 21st-century skills and life-long learning.
Example Competency: Explaining lessons clearly and accurately using engaging, contextual
strategies.

2. Learning Environment

• Creation of a safe, respectful, and supportive classroom.

• Promotes a culture of inclusivity, fairness, and trust.
• Manages class behavior positively and constructively.

Example Competency: Setting clear classroom rules and managing student behavior
in a respectful, child-friendly way.

3. Diversity of Learners

• Recognizing and addressing individual differences.

• Adapting lessons to learners' diverse needs, including students with disabilities,
gifted learners, or from different cultures.

Example Competency: Modifying teaching approaches for slow learners while

challenging fast learners appropriately.
 4. Curriculum and Planning

• Alignment with national and local curriculum standards.

• Designing instructional plans suited to learners’ needs and abilities.
• Preparing clear, purposeful lesson objectives and outcomes.

Example Competency: Creating lesson plans that meet K-12 curriculum standards
and use varied activities for engagement.

5. Assessment and Reporting

• Designing and implementing formative and summative assessments.

• Giving accurate, timely, and constructive feedback to learners.
• Using assessment results to improve teaching and learning.

Example Competency: Giving written and verbal feedback that helps students
understand their mistakes and grow.

6. Community Linkages and Professional Engagement

• Establishing strong relationships with parents, communities, and stakeholders.

• Participating in school and community programs.
• Advocating for learner welfare and education improvement.

Example Competency: Engaging parents in student learning through regular updates

and school activities.

7. Personal Growth and Professional Development

• Commitment to continuous professional growth.

• Reflecting on teaching practices for improvement.
• Attending training, INSETs, and pursuing further studies.

Example Competency: Seeking feedback and applying it to improve classroom

strategies.

5. Salient features of Republic Act No. 7836 and the Code of Ethics for Professional
Teachers in the Philippines

RA 7836: Philippine Teachers Professionalization Act of 1994

Purpose: To strengthen and professionalize the teaching profession in the Philippines.
Key Features:
1. Licensure Requirement
oAll teachers must pass the Licensure Examination for Teachers (LET) before
practicing the profession.
2. Creation of PRC Board for Professional Teachers
 o A regulatory body under the Professional Regulation Commission (PRC).
o Functions: administer LET, issue licenses, and enforce ethical standards.
3. Scope of Practice
o Teaching at elementary, secondary, and tertiary levels.
o Includes guidance counselors, administrators, and other education-related roles.
4. Qualifications to Take LET
o Must hold a Bachelor’s Degree in Education or its equivalent.
o Must be a Filipino citizen, of good moral character, and mentally and
physically fit.
5. Renewal and Maintenance of License
o Teachers must renew PRC IDs and engage in continuing professional
development (CPD).
6. Penalties
o Unlicensed teaching or misrepresentation can lead to fines and imprisonment.

Code of Ethics for Professional Teachers (as per PRC Resolution No. 435, s. 1997)

Purpose: To define the moral and ethical responsibilities of teachers.

Salient Features by Article:

1. Article I: Scope and Limitations

o Applies to all teachers in both public and private institutions.
2. Article II: The Teacher and the State
o Teachers must promote patriotism, uphold the Constitution, and participate in
national development.
3. Article III: The Teacher and the Community
o Teachers are expected to:
▪ Be model citizens.
▪ Cooperate with the community.
▪ Promote peace and unity.
4. Article IV: The Teacher and the Profession
o Uphold the dignity of teaching.
o Maintain professional competence and integrity.
5. Article V: The Teacher and the Profession’s Colleagues
o Maintain cordial relations with fellow teachers.
o Refrain from defaming or undermining others.
6. Article VI: The Teacher and Higher Authorities
o Teachers must obey school policies and respect authority figures.
7. Article VII: The Teacher and Learners
o Must respect the rights and individuality of students.
o Avoid favoritism, discrimination, or physical/emotional abuse.
8. Article VIII: The Teacher and Parents
o Establish open communication.
o Work with parents for students’ academic and personal growth.
9. Article IX–XII: School Officials, Business, Property, and Enforcement
o Teachers must:
▪ Be honest in transactions.
▪ Avoid using their position for personal gain.
▪ Uphold the school’s image and resources.

6. The Magna Carta for Public School Teachers (Republic Act No. 4670), enacted in 1966, is a
landmark law that protects the rights, welfare, and dignity of public school teachers in the
Philippines.

✅ 1. Scope and Coverage

 Applies to all public school teachers in elementary and secondary levels, including vocational
and special education teachers.
 Also includes guidance counselors, school librarians, industrial arts or vocational teachers,
and all other personnel performing teaching functions.

✅ 2. Recruitment and Qualification

 Teachers must be duly licensed and meet minimum academic and professional standards.
 Recruitment should be based on merit and fitness.
 No discrimination based on sex, civil status, or political or religious beliefs.

✅ 3. Security of Tenure

 Once a teacher has rendered three consecutive years of satisfactory service, they cannot be
terminated except for just cause and after due process.

✅ 4. Academic Freedom

 Teachers are entitled to freedom in classroom teaching, research, and publishing, provided it
promotes learning and development.

✅ 5. Salaries and Benefits

 Teachers must receive reasonable salaries.

Includes:
 Cost-of-living allowance (COLA)
 Special hardship allowance (for those in remote areas)
 Annual salary increases
 Salaries must be comparable to other professions with similar qualifications.
✅ 6. Teaching Hours

 Actual classroom teaching is limited to 6 hours a day or 30 hours a week.

 Additional work (e.g., administrative) must be compensated accordingly.

✅ 7. Leave Privileges

Teachers are entitled to:

 60 days of summer vacation (fully paid)
 Maternity leave, sick leave, and study leave
 Compensatory time-off for extra work

✅ 8. Code of Professional Conduct

 Teachers must exhibit professional behavior, uphold the dignity of the profession, and act with
integrity and responsibility.

✅ 9. Freedom to Organize

 Teachers have the right to form unions or organizations to protect their rights and improve
working conditions.

✅ 10. Administrative Procedures

 A teacher under investigation:

 Must be informed of charges
 Must be given a fair hearing
 Cannot be suspended for more than 90 days without resolution

✅ 11. Study and Training Leave

 Teachers may be granted study leave (up to one year) to pursue further education or training,
with full or partial pay.

✅ 12. Retirement and Benefits

 Provides for retirement pay, gratuities, and pensions.

 Ensures retirement at age 60, or earlier with appropriate benefits.
7. Based on the video, my life’s true calling is to serve others with purpose and compassion,
using my talents to make a lasting, positive impact. Teaching is a perfect way to live out
this calling because it allows me to guide, inspire, and shape young minds every day. By
being a teacher, I don’t just share knowledge, I help students discover their potential,
overcome challenges, and grow into responsible individuals. I can apply my calling by
 Teaching with heart, not just for compliance.
 Listening to my students and understanding their unique needs.
 Being a role model in values and behavior.
 Lifelong learning, so I can give them the best version of myself.
Teaching, for me, is not just a profession. It’s how I live my calling with purpose,
passion, and service.