The Teaching Profession

1. Determine ways and means to ensure the high standards of personal and
professional development
2. Determine the roles of the teachers as active members of the community and as
global citizens responsible for the outcomes of their actions and for developing
other citizens
3. Apply the four pillars of learning in responding to the aspirations of the community:
learning to know, learning to do, learning to live together, and learning to be
4. Apply ethical standards on situations involving teacher’s relationships with various
groups of people
5. Reflect on professional teacher’s accountability to the learners’ performance and
achievement in the teaching profession

PART I – CONTENT UPDATE

I. BASIC CONCEPTS
Relevant
Laws

Teaching Teacher
g s

 Relevant Laws: refers to legal acts, decrees, ordinances, orders, memoranda, circulars and the
like that were approved by proper authorities and have become legal bases in the conduct of
educational process, in general, and of teaching, in particular, in the Philippine setting.
 Teaching: refers to the profession concerned with classroom instruction at the elementary and
secondary levels in accordance with the curriculum prescribed by the Department of Education
whether on part-time or full-time basis in public or private schools (R.A. 7836: Philippine Teachers’
Professionalization Act of 1994)
 Teachers: refers to all persons engaged in teaching at the elementary and secondary levels,
whether on full-time or part-time basis, including industrial arts or vocational teachers and all other
persons performing supervisory and/or administrative functions in all schools in the aforesaid levels
and qualified to practice teaching under this Act (R.A. 7836: Philippine Teachers Professionalization
Act of 1994)

II. LEGAL BASES for PROFESSIONALIZING TEACHING IN THE PHILIPPINES

A. Presidential Decree 1006 (effective January 16, 1977): Some of the provisions are as follows:
 Teachers have significant and imperative role in building a strong nation, more specifically in
developing proper and desirable attitudes among the citizenry whom they have direct and
continuing interaction
 Incentive and motivation that may increase teachers’ morale must be provided them.
 Like all other professionals, teaching also requires a number of years of higher education studies.
B. Philippine Teachers Professionalization Act of 1994 (R.A. 7836): An Act Strengthening the
Regulation and Supervision of the Practice of Teaching in the Philippines and Prescribing a
Licensure Examination for Teachers and Other Purposes: It was promulgated for:
 The promotion, development and professionalization of teachers and the teaching profession
 Supervision and regulation of the licensure examination

III. VARIED ROLES OF TEACHERS

1. As a Director of Learning
 Plans and organizes learning activities
 Leads pupils / students through the learning episodes
 Controls in whole learning situations
 Appraises the effectiveness of the learning situations

2. As an Information Processor
 Analyzes information and events
 Makes information and events
 Makes information readily learnable
 Facilitates the comprehension of information and events
 Interprets information to learners
 Communicates information in a manner that pupils / students comprehend

3. As a Knower
 Knows much about general fields of knowledge
 Masters thoroughly the subject matter of his/her field of specialization
 Brings learners to the world of ideas
 Provides accurate information to pupils / students
 Answers readily pupils / students’ questions

4. As a Pioneer in the World of Ideas

 Carries students to new insights and knowledge
 Leads children to wide ranging and unlimited inquiry
 Develops new ideas and practices to meet the needs and demands of the time

5. As a Decision-Maker
 Decides on what objectives should be established
 Decides on the type of instructional program that could best achieve the objectives
 Decides on what body of information should be conveyed
 Decides on the most effective methods, techniques, approaches and materials that will facilitate
the attainment of the objectives
 Decides on the most appropriate grouping that would best benefit the learner

6. As a Judge of Achievement
 Defines what is worth achieving
 Defines ability levels of pupils / students
 Evaluates pupils / students / levels of achievement
 Determines who will be promoted or retained

7. As a Counselor
 Establishes effective relationship with the individual pupil / student
 Collects pertinent information about each pupil / student
 Receives confidences
 Guides pupil / student in understanding himself
 Gives advices
 Assists pupils / students to find solutions to his/her own problems

8. As a Moralist
 Develops a functional moral and ethical code
 Creates acceptable moral atmosphere
 Establishes norms for behaviour within and outside the classroom

9. As a Model for the Youth

 Exemplifies the scholarship and ideals valued by society
 Demonstrates acceptable sets of values

10. As a Person of Culture

 Possesses a broad general cultural education
 Is well-informed of current developments in various fields of science
 Appreciates arts and literature
 Demonstrates adequate skills in the use of language

11. As a Community Link

 Participate actively in the life of the community
  Interprets the school program to the public
 Bring parents to participate in school activities
 Utilizes the resources of the community to develop significant application of subject matter

12. As a Mediator of Culture

 Articulates social, political, and economic traditions
 Develops cultural values
 Transmits culture
 Enriches cultural growth of pupils / students

IV. RELEVANT LAWS

A. Article XIV, 1987 Philippine Constitution (Education, Science and Technology, Arts,
Culture and Sports) – this is the very fundamental legal basis of education in the Philippines. It
stipulates the following:
 The right of all citizens to quality education at all levels
 Provision for complete, adequate and integrated system of education
 Free public education in the elementary and secondary levels
 Availability of scholarship grants, loan programs, subsidies and other incentives for deserving
students in the public and private schools
 Provision for non-formal, informal and indigenous learning systems
 Inclusion of the study of Constitution in the curriculum
 Education to put emphasis on the inculcation of nationalism and patriotism as well as other values
deemed important in developing better person and responsible citizen
 Supervision and regulation of all educational institutions by the State
 Sole ownership of educational institutions by at least 60% of the capital from Filipino citizen
 Tax exemptions for non-stock and non-profit educational institutions
 Enjoyment of academic freedom (teachers, students, institutions) in all institutions of higher
learning
 State’s protection for academic, non-academic and non-teaching personnel
 Highest budgetary allocation for education
 Filipino as the national language; Filipino and English as official languages for use in communication
and instruction
 Creation of the National Language Commission
 Promotion of science and technology
 Preservation and enrichment of Filipino culture
 Promotion of physical education and other related programs

B. Education Act of 1982 (Batas Pambansa 232, September 11, 1982): An Act Providing for
the Establishment and Maintenance of an Integrated System of Education—declares /
defines / describes among all others the following:
Aims of Philippine Educational System (Section 4)
1. Provide for a broad general education that will assist each individual in the peculiar ecology of
his own society to: a) attain his potentials as a human being; b) enhance the range and quality
of individual and group participation in the basic functions of society; and, c) acquire the
essential educational foundation of his development into a productive and versatile citizen;
2. Train the nation’s manpower in the middle-level skills for national development;
3. Develop the profession that will provide leadership for the nation in the advancement of
knowledge for improving the quality of human life; and
4. Respond effectively to changing needs and conditions of the nation through a system of
educational planning and evaluation.
“Educational Community” refers to those persons or groups of persons as such or associated in
institutions involved in organized teaching and learning systems (Definition and Coverage, Section 6). The
members or elements are:
1. “Parents” or guardians of the head of the institution or foster home which has custody of the pupil
or student
2. “Students” are those enrolled in and who regularly attend educational institution of secondary or
higher level of a person engaged in formal study. “Pupils” are those who regularly attend a school
of elementary level under the supervision and tutelage of a teacher.
3. “School Personnel” or all persons working for an educational institution, which includes the
following:
a. “Teaching or academic staff” or all persons engaged in actual teaching and/or research
assignments, either on full-time or part-time basis in all levels of the educational system.
 b. “School administrators” or all persons occupying policy-implementing positions having to
do with the functions of the schools in all levels.
c. “Academic non-teaching personnel” or those persons holding some academic
qualifications and performing academic functions directly supportive of teaching, such as
registrars, librarians, research assistants, research aides, and similar staff.
d. “Non-academic personnel” or all other school personnel not falling under the definition
and coverage of teaching and academic staff, school administrators and academic non-
teaching personnel.
4. “Schools” or institutions recognized by the State which undertake educational operations

Rights of Parents (Section 8)

1. Organize by themselves and/or with teachers
2. Access to any official record directly relating to their children

Rights of Students (Section 9)

1. Receive relevant quality education
2. Freely choose their field of study and continue their course therein
3. School guidance and counselling
4. Access to his own records
5. Issuance of needed school records / documents within 30 days from request
6. Publish a student newspaper and similar publications
7. Free expression of opinions and suggestions; to effective channels of communication
8. Form, establish, join and participate in organizations and societies recognized by the school
9. Be free from involuntary contributions

Rights of School Personnel (Section 10)

1. Free expression of opinions and suggestions; to effective channels of communication
2. Be provided with free legal service
3. Establish, join and maintain labor organizations and/or professional and self-regulating
organizations
4. Be free from involuntary contributions

Special Rights and/or Privileges of Teaching or Academic Staff (Section 11)

1. Be free from compulsory assignment not related to their duties as defined by law
2. Intellectual property
3. Be accorded due respect and protection as persons in authority
4. Choose alternative career lines for purposes of career development

Special Rights of School Administrators (Section 12)

1. Sufficient administrative discretion for efficient and effective performance of functions
2. Accorded due respect and protection as persons in authority

Rights of Schools (Section 13)

1. Provide for proper governance of the school
2. For institutions of higher learning, the right to determine on academic grounds who shall be
admitted to study, who may teach, and what shall be subjects of the study and research.

Duties of Parents (Section 14)

1. Help carry out the educational objectives of schools
2. Enable their children to obtain, as much as possible, complete education
3. Cooperate with the school in the implementation of curricular and co-curricular programs

Duties and Responsibilities of Students (Section 14)

1. Develop to the fullest his potentialities for service
2. Uphold the academic integrity of the school
3. Promote and maintain peace and tranquillity of the school
4. Participate actively in the total development of the community
5. Exercise his rights responsibly

Teacher’s Obligations (Section 16)

1. Perform their duties in accordance with the overall goals and objectives of the schools
2. Accountable for the efficient and effective attainment of learning objective
3. Render regular reports and monitoring on each of the students’ academic performance
 4. Attend to their professional advancement and growth and maintain their professionalism at all
times
5. Exercise objectivity and fairness in dealing with students’ scholastic marks and grades
6. Actively participate in the total development of the school and community

School Administrators’ Obligations (Section 17)

1. Perform their duties according to the overall goals and objectives of the school
2. Efficiently and effectively manage and administer the school
3. Develop and maintain a healthy school and conducive school environment
4. Assume and maintain professionalism in the conduct of their work
5. Render adequate reports on the performance of school personnel
6. Observe due process and fairness in disciplining teachers and other personnel
7. Maintain adequate records and submit reports as required by proper authority

Obligations of Academic Non-Teaching Personnel (Section 18)

1. Improve themselves professionally
2. Assume and promote a healthy and conducive learning and service environment

“Formal Education” refers to the hierarchically structured and chronologically graded learning
organized and provided by the formal school system and for which certification is required in order for the
learner to progress through the grades and move to higher levels (Definition, Section 20); the main
instrument for the achievement of the country’s educational goals and objectives (Declaration of Policy,
Section 19). The levels of formal education are:
1. Elementary Education—the first stage of compulsory, formal education primarily concerned with
providing basic education and usually corresponding to the first six or seven grades, including pre-
school programs (Definition, Section 20): Its objectives are to: (Section 21)
a. provide the knowledge and develop the skills, attitudes and values essential to personal
development
b. provide learning experiences that prepare them for constructive and effective involvement
c. promote and intensify the child’s knowledge and identification with and love for the nation
and the people to which he belongs; and
d. promote work experiences that prepare the children to engage in honest and gainful work
2. Secondary Education—the state of formal education concerned primarily with continuing basic
education usually corresponding to four years of high school (Definition, Section 20). Its objectives
are to: (Section 22)
a. continue to promote the objectives of elementary education
b. equip the students with skills for productive endeavour or for higher education
3. Tertiary Education—post secondary schooling leading to a degree in a specific profession or
discipline (Definition, Section 20). Its objectives are to (Section 23):
a. provide a broad general education program
b. train the nation’s manpower in the skills required for national development
c. develop the professions for leadership of the nation
d. advance knowledge through research work for improving quality human life

Special education Services – these are services to meet the special needs of certain clientele. It
includes the following (Section 24):
1. Work Education or Practical Arts—aims to develop the right attitudes towards work; and
technical-vocational education, post-secondary but non-degree programs leading to one, two or
three year certification in preparation for middle-level occupations
2. Special Education—the education of persons who are physically, mentally, emotionally, socially or
culturally different from the so-called “normal” individuals
3. Non-formal Education—any organized school-based educational activities undertaken by
education department aimed at attaining specific learning objectives for a particular clientele,
especially the illiterates and the out-of-school youth and adults. Its objectives are to:
a. Eradicate illiteracy and raise the level of functional literacy of the population
b. Provide unemployed and underemployed youth and adults with appropriate
vocational/technical skills for them to become more productive and effective citizens; and
c. Develop among the clientele proper values and attitudes for personal, community and
national development.

C. R.A. 4670: MAGNA CARTA FOR PUBLIC SCHOOL TEACHER (June 18, 1966) enacted to
promote and improve the social and economic conditions of public school teachers, their working
and living conditions, their terms of employment and career prospects (Declaration of Policy,
Section 1)
1. Recruitment and Qualification (Section 3)
o DepEd to define clearly recruitment policy with respect to selection and appointment of teachers
o Minimum educational qualifications for teacher-applicants:
 Bachelor’s Degree in Elementary Education for teachers in the kindergarten and elementary
grades;
 Bachelor’s Degree in Education or its equivalent with a major or minor of a Bachelor’s
degree in Arts or Sciences with at least 18 units of Professional Education for teachers of the
secondary schools;
 Bachelor’s degree in the field of specialization with at least 18 professional units in
Education for teachers of secondary vocational and two years technical courses;
 Master’s degree with a specific area of specialization for teachers of courses in the collegiate
level.
o The School Superintendent may appoint under temporary status, applicants who don’t meet the
minimum qualifications.

2. Probationary Period (Section 4)

o No probationary period preceding regular appointment shall be imposed if the teacher possesses
the appropriate civil service eligibility;
o A period of not less than one year from and after the date of the appointee’s provisional
appointment be given to an applicant who meets the minimum educational qualifications but lacks
the appropriate civil service eligibility.

3. Tenure of Office (Section 5)

o Stability on employment assured of teachers with permanent appointment
o Permanent appointment shall be extended to provisional teachers after having rendered at least
ten years of continuous, efficient and faithful service in such position.

4. Consent for Transfer Transportation Expenses (Section 6)

o No teacher shall be transferred from one station to another without his/her consent, except for
cause
o The School Superintendent may effect the transfer of the teacher when the exigencies of service so
requires.
o The School Superintendent must previously notify the teacher to be transferred and the reason or
reasons for such transfer.
o The teacher subject for transfer may appeal to the Director of Public Schools if s/he feels the
reason/s is unjustifiable
o No transfers whatsoever shall be made three months before any local of national election
o The Government shall pay all the necessary transfer expenses of the teacher and his/her family.

5. Safeguards in Disciplinary Procedures (Section 8)

o Every teacher shall enjoy equitable safeguards at each stage of any disciplinary procedure and
shall have:
 The right to be informed, in writing, of the chargers;
 The right to full access to the evidence in the case;
 The right to defend himself by a representative of his choice
 The right to appeal to clearly designated authorities

6. Administrative Charges (Section 9) Administrative charges against a teacher shall be heard

initially by a Committee composed of the following:
o School Division Superintendent or his duly authorized representative who should have at least have
the rank of a division supervisor as Chairman.
o Representative of the local, or in its absence, any existing provincial or national teacher’s
organization
o A Division Supervisor
o Two members designated by the Director of Public Schools
 The Committee shall submit its findings and recommendations to the Director of Public
Schools within thirty (30) days from the termination of the hearings.
 The members of the Committee shall be appointed by the Education Secretary if the School
Superintendent is the complainant or an interested party.
7. No discrimination whatsoever in the entrance to the teaching profession, or during its exercise or in
termination of services, based on other than professional consideration (Section 10).

8. Married teachers, both of whom are public school teachers may be employed in the same locality
(Section 11)

9. Academic Freedom shall be enjoyed by teachers in the discharge of their professional duties,
particularly, with regard to teaching and classroom methods (Section 12).

10. Teaching Hours (Section 13)

o Teachers are required to render not more than 6 hours of actual classroom teaching a day
o In the exigencies of service, any teacher may be required to render more than six hours but not
more than eight hours of actual classroom teaching a day upon payment of additional
compensation at the same rate as his regular remuneration plus at least 25% of his basic pay

11. Additional Compensation (Section 14)

o Additional compensation of at least 25% of the teacher’s regular remuneration must be paid to
teachers who render co-curricular and out of school activities outside of the teacher’s sex hours of
actual classroom teaching.

12. Salary Scales for teachers shall provide for a gradual progression from a minimum to a maximum
salary by means of regular increments, granted automatically after three years to teachers with at
least an efficiency rating of satisfactory. (Section 16)

13. Cost of Living Allowance (COLA) (Section 18)

o Given to teachers to keep pace with the rise in the cost of living
o Shall automatically follow changes in a cost of living index
o Secretary of Education recommends to Congress at least annually, the appropriation of the cost-of-
living allowances of public school teachers

14. Special Hardship Allowance equivalent to at least 25% of teacher’s monthly salary shall be
given to teachers assigned in areas where teachers are exposed to hardship such as difficulty in
commuting to the place of work or other hazards peculiar to the place of employment as
determined by Education Secretary (Section 19).

15. No person shall make any deduction whatsoever from the salaries of teachers except under specific
authority of law authorizing such deductions (Section 21).

16. Compulsory medical examination shall be provided free of charge for all teachers; medical
treatment, if found necessary, shall also be accorded free by the government entity paying the
salary of the teachers (Section 22).

17. Teachers shall also be protected against the consequences of employment injuries in accordance
with existing laws (Section 23).

18. Study Leave (Section 24)

o Teachers are entitled to a study leave not exceeding one year after seven years of service;
o Teachers granted on study leave shall be entitled to at least 60% of their monthly salary;
o No teacher shall be allowed to accumulate more than one year of study leave, unless s/he needs an
additional semester to finish his/her thesis for a graduate study in education or allied course;
o No compensation shall be due to the teacher after the first year of such study leave;
o Study leave period shall be counted for seniority and pension purposes.
o Teachers on study leave shall be compensated provided he takes the regular study load and passes
at least 75% of his courses

19. An indefinite sick leave of absence shall be granted to teachers when the nature of the illness
demands a long treatment that will exceed one year at the least (Section 25).

20. Salary Increase Upon Retirement. One rang salary raise upon retirement shall be the basis of the
computation of the lump sum of the retirement pay and the monthly benefits thereafter (Section
26)

21. Teachers shall be free to establish or join organizations of their choosing (Section 27).
22. National Teachers Organizations shall be consulted in the formulation of national educational
policies and professional standards, and in the formulation of national policies governing the social
security of the teachers (Section 29)

23. The Secretary of Education shall formulate and prepare the necessary rules and regulations to
implement the provisions of this Act and shall take effect thirty days after publication in a
newspaper of general circulation (Section 30)

24. The Secretary of Education shall submit to Congress annually the necessary budgetary estimates to
implement the provisions of this Act (Section 31)

25. Any person who shall wilfully interfere with, restrain or coerce any teacher in the exercise of the
rights guaranteed by this Act, or who shall in any other manner, commit any act to defeat any of
the provisions of this Act, shall upon conviction, be punished by a fine of not less than one hundred
pesos nor more than one hundred thousand pesos, or by imprisonment, in the discretion of the
court (section 32).

D. CODE OF ETHICS FOR PROFESSIONAL TEACHERS

o Adopted pursuant to the provisions of paragraph (e), Article II, R.A. 7836, otherwise known as the
Philippine Teachers Professionalization Act of 1994, and paragraph (a), section 6, P.D. No. 223, as
amended.
o The Code spells out very clearly the ideals and standards of teacher’s relationships with various
education stakeholders:
1. The Teacher and the State (Article II)
 As a trustee of the cultural and educational heritage of the nation, the teacher is duty bound to
transmit to learners such heritage and must exert the best effort possible to promote obedience
to the laws of the state;
 Help carry out the declared policies of the state;
 Demonstrate full commitment and devotion to duty;
 Refrain from engaging in the promotion of any political, religious or other partisan interest;
 Exercise his right of suffrage and all other constitutional rights;
 Refrain from using his position or official authority to influence or coerce the political actions or
behaviours of other persons;
 Enjoy academic freedom and be responsible in taking the privilege of expounding the product of
his researches and investigations in the interest of the nation.
2. The Teacher and the Community (Article III)
 Provide an environment conducive to learning and youth development;
 Provide leadership and initiative for the betterment of the community;
 Refrain from engaging in all sorts of immoral activities;
 Study, understand and promote local customs and traditions;
 Keep the community informed about school’s works, activities, and accomplishments;
 Establish and maintain harmonious relationships with other professionals, government officials
and practically, all people;
 Attend freely to one’s church and worships as appropriate without using his position to influence
others.
3. The Teacher and the Profession (Article IV)
 Manifest pride in the nobility of the teaching profession;
 Always be at his/her best in the practice of the profession;
 Avoid making improper misrepresentations in the process of seeking support for the school;
 Engage actively and continuously in one’s professional growth and advancement;
 Live up to the nobility and integrity of the teaching profession.
4. The Teacher and the Community (Article V)
 Be imbued with the spirit of professional loyalty, faithfulness and cooperativeness with others in
the teaching profession
 Sincerely acknowledge / recognize assistance received from colleagues
 Organize and turn over records and other data to his/her successor
 Keep information confidential until after it has been formally released
 Seek correctives for unprofessional / unethical conduct of an associate
 Submit to proper authorities any justifiable criticism against an associate
 Apply for a vacant position for which s/he is qualified provided that all qualified candidates are
given opportunity to be considered.
5. The Teacher and the Higher Authorities in the Profession (Article VI)
  Support the legitimate policies of the school and the administration regardless of personal
feeling or private opinion
 Make no any false and anonymous accusations or charges against superiors
 Observe proper protocol in transacting official business.
 Consider the welfare and interest of the learners when seeking redress against all forms of
injustice and in raising grievances to the administration
 Recognize the principle that appointments, promotions and transfers are made only on the basis
of merit and are needed in the interest of the service.
 Live up to his contract, i.e. employment terms and conditions
6. The School officials, Teachers and other Personnel (Article VII)
 Show professional courtesy, helpfulness and sympathy towards teachers and other personnel
 Consider policy formulation and change innovations as cooperative responsibility
 Attend to the professional growth of teachers, i.e. promotion, recognition, attendance to in-
service trainings
 Never dismiss or recommend for dismissal a teacher or other subordinate except for a just
cause
 Ensure that public school teachers are employed in accordance with pertinent civil service rules
and private school teachers, in accordance with the contracts.
7. The Teachers and the Learners (Article VIII)
 Determine the academic marks and promotion of learners in accordance with generally
accepted procedures of measurement and evaluation
 Recognize that the first and foremost concern of the teachers is the interest and welfare of the
learners
 Make no prejudice or discrimination against any learner
 Avoid accepting favors and gifts from learners, their parents, or others in exchange for
requested concessions.
 Refrain from accepting any remuneration from tutorials rendered to their own students.
 Evaluate the learner’s work only on merit and quality of academic performance.
 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.
 Desist from inflicting any form of corporal punishment on offending pupils / students; make non
deductions from the learner’s scholastic grade as a punishment for student’s offense
 Extend needed assistance to ensure maximum development of learners and prevent or solve
learner’s problems and difficulties.
8. The Teachers and the Parents (Article IX)
 Establish and maintain harmonious relationships with parents and treat them with utmost
respect
 Inform parents of the progress and all sorts of deficiencies of their children
 Be tactful in dealing with parents regarding their children’s deficiencies
 Seek parents cooperation for the proper guidance and improvement of the learners
 Discourage the parents from making ill remarks and unfounded criticisms about the school as a
whole
 Hear parents complaints with sympathy and understanding
9. The Teacher and Business (Article X)
 Engage in legitimate income generating activities
 Maintain a good reputation with respect to financial matters
 Settle promptly all debts and/or make satisfactory arrangement on his private financial affairs
 Avoid acting as agent of any business venture engaged in furnishing textbooks and other school
commodities, of which, he can possibly exercise in their purchase or distribution
[Link] Teacher as a Person (Article XII)*
 Revocation of the Certificate of Registration and License as a Professional Teacher
 Suspension from the practice of teaching profession
 Reprimand or cancellation of temporary / special permit
 *Sec 23, Article III, R.A. 7836 and Rule 31, Article VIII, Rules and Regulations Implementing R.A.
7836

E. PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994 (R.A. 7836): An Act to

Strengthen the Regulation and Supervision of the Practice of Teaching in the Philippines and
Prescribing a Licensure Examination for Teachers and For Other Purposes
 A professional license signed by the Chairman of the Commission and bearing the registration
number and date of issuance and the month of expiry or renewability shall likewise be issued to
every registrant; paid registration fee is good for three consecutive years
1. Examination, Registration, and License Required (Article III, Section 13)
  All applicants for registration as professional teachers should be required to undergo a written
examination
 A valid certificate of registration and a valid professional license from the Commission are
required before any person is allowed to practice as a professional teacher in the Philippines.
2. Scope of Examination (Article III, Section 14)
 The examination for teachers in the elementary level shall consist of two (2) parts, namely:
professional education and general education.
 The examination for teachers in the secondary level shall consist of three (3) parts, namely:
professional education, general education, and field of specialization.
3. Revocation of the Certificate of Registration, Suspension from the Practice of the
Teaching Profession, and Cancellation of Temporary or Special Permit (Article III,
Section 23)
 Conviction of any criminal offense by a court of competent jurisdiction
 Immoral, unprofessional or dishonourable conduct
 Declaration by a court of competent jurisdiction for being mentally unsound or insane
 Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the
teaching profession
 The use of or perpetration of any fraud or deceit in obtaining a certificate of registration,
professional license or special / temporary permit
 Chronic inebriety or habitual use of drugs
 Violation of any of the provisions of this Act, the rules and regulations and other policies of the
Board and the Commission, and the code of ethical and professional standards for professional
teachers.
 Unjustified or wilful failure to attend seminars, workshops, conferences and the like or the
continuing education program prescribed by the Board and the Commission.
4. Registration and Exception (Article III, Section 26) Upon approval of the application and
payment of prescribed fees, the certificate of registration and professional license as a professional
teacher shall be issued without examination as required in this Act to a qualified applicant, who at
the time of the approval of this Act is:
 A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and
the Department of Education, Culture and Sports, or
 A registered professional teacher with the National Board for Teachers under the
Department of Education, Culture and Sports pursuant to P.D. No. 1006; or
 Not qualified under paragraphs one and two but with any of the following qualifications to
wit:
 An elementary or secondary teacher for five (5) years in good standing and a holder
of Bachelor of Science in Education or its equivalent; or
 An elementary or secondary teacher for three (3) years in good standing and a
holder of a master’s degree in education or its equivalent
5. Inhibition Against the Practice of Teaching Profession (Article IV, Section 27)
 Except as otherwise allowed under this Act, no person shall practice or offer to practice the
teaching profession in the Philippines or be appointed as teacher to any position calling for a
teaching position without having previously obtained a valid certificate of registration and a
valid license from the Commission.
6. Penal Provisions (Article IV, Section 28) The following shall be punishable by a fine of not less
than Five Thousand Pesos (5,000) nor more than Twenty Thousand Pesos (20,000) or imprisonment
of not less than six (6) months nor more than five (5) years, or both, at the discretion of the court:
a. Any person who practices the teaching profession in the Philippines without being certified
in accordance with the provisions of this Act;
b. Any person who represents or attempts to use as his own certificate of registration that of
another;
c. Any person who gives any false, or fraudulent evidence of any kind to the Board or any
member thereof in obtaining a certificate of registration as teacher;
d. Any person who impersonates any registrant of the same or different name;
e. Any person who uses a revoked or suspended certificate of registration;
f. Any person who, in connection with his name, otherwise assumes, uses or advertises any
title or description tending to convey or conveys the impression that he is a teacher without
holding a valid certificate; and
g. Any person who violates or abet violation of any of the provisions of this Act.

F. R.A. 9293—AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NUMBERED SEVETY-
EIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS THE
“PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994”
1. Section 2. Section 26 of the same Act is hereby amended to read as follows:
“Sec. 26. Registration and Exception—No person shall engage in teaching and/or act as a
professional teacher as defined in this Act whether in the preschool, elementary or secondary level,
unless the person is a duly registered professional teacher, and a holder of a valid
special/temporary permit.
 Professional teachers who have not practiced their profession for the past five (5) years shall
take at least twelve (12) units of education courses, consisting of at least six (6) units of
pedagogy and six (6) units of context courses or the equivalent training and number of
hours to be chosen from a list of courses to be provided by the Board and the Department of
Education, before they can be allowed to practice their profession in the country.
 Those who have failed the licensure examination for professional teachers, with a rating of
not lower than five percentage points from the passing general average rating, shall be
eligible as para-teachers upon issuance by the Board of a two-year special permit,
renewable for a non-extendible period of two (2) years. The para-teachers shall be assigned
to areas where there is a shortage or absence of a professional teacher, as identified and
provided by the Department of Education and the Autonomous Region for Muslim Mindanao
(ARMM) education department to the Board for professional teachers and to the
Commission.
 A special permit may also be issued by the Board to a person who has excelled and gained
international recognition and is a widely-acknowledged expert in his or her respective field
of specialization.
2. Section 4. References to the term ‘Department of Education, Culture and Sports,” in Section 4(a)
and Section 25, and the term “DECS” in Section 20, of the same Act, are hereby amended to read
as “Department of Education” and “DepEd,” respectively.

G. R.A. 6713 CODE OF CONDUCT AND ETHICAL STANDARDS FOR PUBLIC OFFICIALS AND
EMPLOYEES

1. Definition of Terms (Section 3)

a. Government—includes the national government, local government, and all other
instrumentalities, agencies or branches of the Republic of the Philippines including
government-owned and controlled corporations, and their subsidiaries.
b. Public Officials—includes elective and appointive officials and employees, permanent or
temporary whether in the career of non-career service, including military and police
personnel.
c. Gift—refers to a thing or a right disposed of gratuitously, or any act of liberality, in favour of
another who accepts it, and shall include a simulated sale or an ostensibly onerous
disposition thereof. It shall not include unsolicited gift or nominal or insignificant value not
given in anticipation of, or exchange for, a favour from a public official or employee.
d. Receiving Gift—includes the act of accepting, directly, a gift from a person other than a
member of his family or relative as defined in this Act.
e. Loan—covers both simple and commodatum as well as guarantees, financing arrangement
or accommodations intended to insure the approval.
f. Substantial Stockholder—means any person who owns directly or indirectly, shares of stock
sufficient to elect a director of a corporation.
g. Family of Public Officials or Employees—means that their spouses and unmarried children
under 18 years of age.
h. Person—includes a natural and juridical persons unless the context indicates otherwise
i. Conflict of Interest—arises when a public official or employee is a member of a board, an
officer, or a substantial stockholder of private corporation or owner or has a substantial
interest in the business, and the interest of such corporations or business, or his rights or
duties therein, may be opposed to or affected by the faithful performance of official duty.
j. Divestment—is the transfer of title or disposal of interest in property by voluntary,
completely and actually depriving or dispossessing oneself of his right or title to it in favour
of a person or persons other than his spouse and relatives as defined in the Act.
k. Relatives—refers to any and all persons related to the public official or employee within the
fourth civil degree of consanguinity or affinity, including bilas, inso and balae.
2. Norms of Conduct of Public Officials and Employees (Section 4)
a. Commitment to Public Interest—upholding the public interest over and above personal
interest
b. Professionalism—performing and discharging ones duties with the highest degree of
excellence, professionalism, intelligence and skill
 c. Justness and Sincerity—remaining true to the people at all times; not discriminating against
anyone; respecting the rights of others; refraining from doing acts contrary to law, good
morals, good customs, public policy, public order, public safety and public interest.
d. Political neutrality—providing service to everyone without unfair discrimination or
regardless of party affiliation or preference.
e. Responsiveness to the Public—extending prompt, courteous, and adequate service to the
public.
f. Nationalism and Patriotism—being loyal at all times to the Republic and the Filipino people;
promoting the use of locally produced goods, resources and technology; maintaining and
defending Philippine sovereignty
g. Commitment to democracy—committing to democratic way of life and values, maintaining
the principle of public accountability, and manifesting by deeds the supremacy of civilian
authority over the military.
h. Simple living—leading modest lives appropriate to their positions and income; not indulging
in extravagant or ostentatious display of wealth in any form.
3. Duties of Public Officials and Employees (Section 15)
a. Act promptly on letters and requests within 15 working days from receipt thereof.
b. Submit annual performance reports within 45 working days from the end of the year
c. Process documents and papers expeditiously with no more than three (3) signatories
d. Act immediately on the public’s personal transactions
e. Make documents accessible to the public.
4. Prohibited Acts and Transactions (Section 7)
a. Financial and material interest in any transactions requiring the approval of their office.
b. Outside employment and other activities related thereto: owning, controlling, managing or
accepting employment as officer, employee, consultant and the like; engaging in the
private practice of their profession; recommending any person to any position in a private
enterprise.
c. Disclosure and/or misuse of confidential information
d. Solicitation and acceptance of gifts

I. OTHER RELATED LAWS

 R.A. 9155: Governance of Basic Education Act of 2001

 R.A. 6728: Government Assistance to Students and Teachers of Private Education
 R.A. 7722: An Act Creating the Commission on Higher Education
 R.A. 7784: An Act Strengthening Teacher Education in the Philippines by creating Centers of
Excellence (COE); creating a Teacher Education Council for the appropriation of national network
with elementary schools, high schools and/or part for laboratory purposes.
 R.A. 7796: An Act Creating the Technical and Skills Development Authority (TESDA)
 Educational Assistance Act of 1976: Study Now Pay Later Plan
 P.D. 176: Ownership, Control and Administration of Educational Institutions
 Commonwealth Act 578: Confers the status of person in authority upon teachers, principals
and professors
 R.A. 6655 and DECS Order #44 s.1988: An Act Establishing and Providing for A Free Public
Secondary Education and For Other Purposes; otherwise known as “Free Public Secondary Act of
1988”
 R.A. 4090: Provides for state scholarships in Science, Arts and Letters for the Poor but Deserving
Students. Creating a State Scholarship Council to integrate, systematize, administer and
implement all program scholarships and appropriating funds thereof.
 R.A. 5447: Creation of a Special Education Fund Act enacted in 1968 (to be constituted from the
proceeds of an additional real property tax and certain portion of the taxes on Virginal type
cigarettes and duties imposed on imported tobacco leaf. Activities shall be limited to:
1. Organization and extension of classes
2. Construction and repair of school buildings (aiding provincial, municipal, city and barrio schools)
3. Acquisition of school sites
 R.A. 6139: regulated the sectarian schools/private schools charging higher tuition fees
 R.A. 7687: an Act instituting / establishing scholarship program for courses that will encourage the
students to pursue careers in science and technology. (Science and Technology Scholarship Act of
1994)
 R.A. 7743: Establishment of city and municipality libraries
  R.A. 8292: Higher Education Modernization Act of 1997; establish and maintain and support a
complete, adequate, and integrated system of education relevant to the needs of the people and
society
 R.A. 6850: An Act to Grant Civil Service Eligibility Under Certain Conditions to Government
Employees Appointed Under Provisional or Temporary Status Who Have Rendered a Total of Seven
(7) Years of Efficient Service
 R.A. 8545: amending R.A. 6728: an Act providing government assistance to students and teachers
of private education; expanded Government Assistance to Students and Teachers in Private
Education Act
 R.A. 8525: 1998 Act Establishing “Adopt-a-School-Program”; allowing private schools, companies
to assist / support public schools in upgrading and modernization of public schools particularly
those in poverty-stricken provinces
 R.A. 8491: Prescribing the Code of the national flag, anthem, motto, coat of arms, and other
heraldic items and devices of the Philippines (Flag and Heraldic Code of the Philippines)
 R.A. 7797: An Act to Lengthen the School Calendar from Two Hundred Days to Not More than Two
Hundred Twenty (220) Class Days
 R.A. 8190: An Act Granting Priority to Residents of the Barangay, Municipality or City Where the
School is Located in the Appointment or Assignment of Classroom Public School Teachers
 R.A. 6972: an Act Establishing A Day Care Center in Every Barangay, Instituting Therein A Total
Development and Protection of Children Program, Appropriating Funds Therefor, and For Other
Purposes
 R.A. 7624: An Act Integrating Drug Prevention and Control in the Intermediate and Secondary
Curricula As Well As In The Non-formal, Informal and Indigenous Learning Systems and For Other
Purposes Appropriating Therefor, And For Other Purposes
 R.A. 7743: An Act Providing For The Establishment of Congressional City, and Municipal Libraries
and Barangay Reading Centers Throughout the Philippines
 R.A. 7877: Anti-Secual Harassment Act of 1995
 R.A. 9163: National Service Training Program (NSTP) of 2001
 R.A. 6139: An Act To Regulate Tuition and Other School Fees of Private Educational Institutions

Department Orders / Memoranda / Circulars

 DECS Order #5, s. 1974: Bilingual Education Policy
 DECS Oder # 52, s. 1987: mandates the use of the regional languages as auxiliary medium of
instruction
 DepEd Order No. 4, s. 2002: Basic Education Curriculum; DepEd Order No. 25 s. 2002, the 2002
Basic Education Curriculum shall be implemented in all public schools during year 2002-2003
 CMO #30, s. 2004: Revised Policies and Standards for Undergraduate Teacher Education
Curriculum
 CMO #52, s. 2007: Addendum to Revised Policies and Standards for Undergraduate Teacher
Education Curriculum
 DepEd Order #9, s. 2004: Guidelines in the Selection of Honor Pupils / Students in Public Schools
 DepEd Order #10, s. 2004: Implementation of the Enhanced 8-Week Early Childhood Experiences
(ECE) for Grade 1
 DepEd Order #37, s. 2003: Revised Implementing Guidelines of the 2002 Secondary Education
Curriculum Effective School Year 2003-2004
 DepEd order #65, s. 2007: Guidelines in the Utilization of the Additional Subsidy for the Regional
Science High Schools for CY 2007
 DepEd Order #79, s. 2003: Assessment and Evaluation of Learning and Reporting of Students
Progress in Public Elementary and Secondary Schools
 DepEd Order #70, s. 2003: Revised Grading System for Elementary and Secondary Schools
 DepEd Order #33, s. 2007: Reiterating the Revitalization of the Girl Scouting Movement in
Schools and Regulating the Collection of Voluntary Contributions of Public Elementary and
Secondary Schools
 DepEd Order #45, s. 2008: Student Uniforms Not Required in Public Elementary and Secondary
Schools
 DepEd Order #39, s. 2008: Private School Textbooks With Errors
 DepEd Order #30, s. 2008: Requiring all Regional Offices to Submit List of Names and Addresses
of Private Schools With Permit to Operate or Recognition or Accreditation
 DepEd Order #19, s. 2008: Implementation of No Collection Policy in All Public Elementary and
Secondary Schools
 DepEd Order #7, s. 2008: Turning Around Low Performance In English: A Priority Program for
2008
 DepEd Memo #19, s. 2009: 2009 President Gloria Macapagal Arroyo Outstanding Achievements
and Academic Excellence Awards
 DepEd Order #4, s. 2004: Additional Guidelines on the New Performance-Based Grading System
 DepEd Order #5, s. 2004: Eligibility of Remedial Instruction Classes for Grant of Vacation Service
Credits
 DepEd Memo #307, s. 2007: Refined Secondary Education Curriculum (RSEC Year III and IV)
 DepEd Memo #490, s. 2007: The Spanish Language as an Elective in High School
 DepEd Memo #9, s. 2009: Training-Workshop for Teachers of Additional Secondary School
Offering Special Education Program
 DepEd Memo #62, s. 2008: Early Registration for Incoming First Year High School Students for
SY 2009-2010
 DepEd Memo #7, s. 2009: Random Drug Testing

II. FOUR PILLARS OF LEARNING

1. Learning to Know—focuses on combining broad general knowledge and basic education with the
opportunity to work on a small number of subjects in the light of rapid changes brought about by
scientific progress and new forms of economic and social activity
 Learning how to learn and to discover, as to benefit from ongoing educational opportunities
continuously arising throughout life
 Developing the faculties of memory, imagination, reasoning, and problem solving
 Understanding about one’s environment
 Communicating with others
2. Learning to Do—emphasizes on the learning of skills necessary to practice a profession or trade
 Applying in practice what has been learned
 Developing vocational / occupational and technical skills
 Developing social skills in building meaningful interpersonal relations
 Developing competence, social behaviour, aptitude for team work
 Enhancing the ability to communicate and work with others
 Managing and resolving conflicts
3. Learning to Be—prioritizes the development of the human potential to the fullest
 Tapping the talents hidden with each individual
 Develop personal commitment and responsibility for the common good
4. Learning to Live Together—emphasizes understanding of others, their history, traditions and
cultures, and also, living and interacting peacefully together
 Appreciating the diversity of the human race
 Being receptive to others and encounter others through dialogue and debate
 Caring about others
 Working toward common objectives in cooperative undertakings
 Managing and resolving conflicts