THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS

-Audrey B. Simon
Module 3 -Roselle M. Beltran
-Joanne Iballe

Introduction
The Code of Ethics for Professional Teachers is pursuant to the provisions of
paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the Philippines
Professionalization Act of 1994 and Paragraph (a), section 6, P.D. 223, as amended.

This Module provides 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 the four lessons that all aimed at
helping you as the would-be professional teachers to internalize the Code of Ethics.

The lessons in this module serve as your guide in exhibiting proper behavior
to the learning community at all times especially when you will be practicing your
teaching profession in the future. It is therefore, very important for you to learn by
heart this set of ethical and moral principles, standards, and values.

Learning Outcomes
In this module, you are expected to:

1. discuss the Preamble and Article I of the Code of Ethics for Teachers in the
Philippines;

2. explain how professional teachers should relate to the state, community,

parents, learners, the teaching community, and higher authorities;

3. explain how a professional teacher should conduct himself/herself as a

person, in the teaching profession and in business;

4. be aware of existing laws and regulations that apply to the teaching

profession; and

5. observe and practice the set of ethical and moral principles, standards, and
values.

Learning Contents
This module contains the following lessons for you to be able to meet the
expected learning outcomes:

1. Preamble and Article 1

2. Teacher’s Relationship with the Secondary and Tertiary Stakeholders
3. Teacher’s Relationship with the Internal Stakeholders
4. Teacher’s Person, Profession and Business

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 For additional information, you can also visit/access the links included under the
Recommended learning materials and resources for supplementary reading part of this
module.

Teaching and Learning Activities

In our lessons, we will be having lectures through virtual classroom or
through social media platforms, whichever our class will decide to use. There will
also be powerpoint presentation and video viewing whenever it is possible for
everyone to connect to a virtual classroom.

Each of the lessons in this module contains activities that can be done
individually, by pair, and by group in an asynchronous or synchronous mode of
learning depending on the mode of learning applicable to your current situation.

Recommended learning materials and resources for supplementary

reading.
The recommended learning materials and resources in this module include
the URL of the resources from the Internet (PDF, youtube, slideshare, etc.).

Flexible Teaching Learning Modality (FTLM)

This module adopts the synchronous and asynchronous learning modalities
for you to have better access and learning of the lessons. and self-guided lesson
modules, streaming video content, virtual libraries, posted lecture notes, and exchanges
across discussion boards or social media platforms. Printed modules and worksheet may
also be provided for you especially to those who have no means or access to the Internet.

For uniformity, we will also adopt the SeDi (Self-Directed) Learning

Management System of the Isabela State University-Cabagan Campus.

Assessment Task
At the end of each lesson, you have to answer the given questions for your
teacher to check your understanding. This will help your teacher determine if you
need additional explanation and/or activity before proceeding to the next lesson.

The Teaching Profession Module – Isabela State University Page 36

 Module 3 THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Lesson 1
PREAMBLE and ARTICLE I
Introduction
Lesson 1 provides legal guidance to every teacher and students aspiring to be
a teacher. It gives an introduction on the specific qualifications of a teacher as
prescribed by the law. It is imperative for you to read and analyze carefully the
contents of the lessons to be able to participate effectively in the individual or group
activities.

For thorough understanding, find time to read the additional materials

included under the Recommended learning materials and resources for you to
understand the importance of the Code of Ethics for Teachers.

Learning Outcome

Discuss the Preamble and Article I of the Code of Ethics for Professional
Teachers.

Learning Contents

This lesson contains the following parts of the Code of Ethics for Professional
Teachers:

A. Preamble
B. Article I – Scope and Limitations

Teaching and Learning Activities

Let’s discuss
Importance of the Code of Ethics for Professional Teachers
(adapted from the book, Teaching Profession (OBE and K-12 Compliant by Angelica G. Corpuz, et al.)
1. To improve the standing ethics of the teaching profession.
2. To improve the regulation and control of teacher misconduct.
3. To protect students from unethical conduct of teachers.
4. To promote positive image of the teaching profession.
5. To promote feeling of professional identity among teachers.
6. To improve the quality of teaching.
7. To guide the teachers in every step of the way towards exercising authority.
8. To set boundaries for the actions of teachers whenever they are in cross
situations inside and outside the school premises.
The Teaching Profession Module – Isabela State University Page 37
 After knowing the importance of the Code of Ethics, I am sure you are
ready to participate in a more detailed explanations and activities on
Preamble and Article I.

PREAMBLE

Teachers are duly licensed professionals who possess the 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 provides that all educational institutions shall
offer quality education for all Filipino citizens, a vision that requires professionally
competent teachers committed to its 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.

Individual Activity:
From the additional readings given to you on the importance of the Code of
Ethics for Professional Teachers, Share in the class at least 2 importance that
really touched you and give specific example or scenario to explain each.

Activity by pair:
Research on the meaning of the following terms in relation to the teaching
profession: You may also refer to what you have learned in your Ethics
subject.

1. Dignity
2. Moral values
3. Technical competence
4. Professional competence

State at least 2 specific examples or scenarios showing that the teacher

expresses the terms above in her profession.

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 Group Activity:
Form your group with 5-7 members and discuss what you have
read from the learning content and recommended learning
materials and resources for supplementary reading sections
of this module. Together, answer the following:

1. Are teachers who have no license considered professional?

(Indicate specific part of the Preamble and/or Article I that supports
your answer)

2. Are Alternative Learning System (ALS) teachers and school heads

required to have a license? What phrase from the Preamble and
Article I supports your answer?

3. Are all institutions and professors in teacher education required

of a license?

Recommended learning materials and resources for supplementary

reading.
[Link]

[Link]

[Link]

[Link]

[Link]

[Link]

The Teaching Profession Module – Isabela State University Page 39

Assessment Task (Individual Work)

Answer the following questions:

Write the letter of the correct answer. Use CAPITAL letters only.

1. From among the choices below, which are included in the definition of
professional teachers in the Code of Ethics?
I. Principal
II. Master Teacher
III. Librarian
IV. Schools Division Superintendent

A) I, II B) II, III, IV C) I, II, IV D) I, II, III, IV

2. Based from the Preamble and Article I, which of the following statements is
correct?

I. Private school teachers are not required of professional license.

II. Private school teachers are required of professional license.
III. Public school teachers are required of professional license.
IV. Having a professional license depends on the years of teaching
experience.

A) I, II B) III, IV C) II, III D) I, 1V

3. Teachers employed on full-time or part-time basis of teaching are required of

a professional license? Is this statement TRUE?
A) Yes, it is true.
B) No, it is false
C) It depends on the kind of institution
D) It depends on the teachers’ years of teaching experience

4. Who is NOT covered by the Code of Ethics for Professional Teachers?

A) Teachers in academic, vocational, special, technical, or non-formal
institutions
B) Teachers in all educational institutions at the pre-school, elementary and
secondary levels
C) Teachers in the tertiary levels
D) All fulltime or part-time public and private school teachers and
administrators

5. Which of the following that all teachers in all schools in the Philippines have
to adhere to and observe in practicing their noble profession?
A) Ethical & moral principles, standard and values
B) Personal improvement and growth
C) Personal philosophy in life
D) Welfare of their family and the community

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References
Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2018. The Teaching
Profession. 4th Edition. Lorimar Publishing

Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2015. The Teaching
Profession. 3rd Edition. Lorimar Publishing

Cortez, A., Cortez,B., Esguerra,D., Molano,T.,Alonzo,E. 2019. The Teaching

Profession (OBE and K-12 Compliant). St. Andrews Publishing House

Soto, Cornelia C., Pila, Rowena A., Montera, Melvin O. 2011. Advance LET
Reviewer and Practice with Legal Guide. Book 1. Anvil Publishing, Inc.

The Teaching Profession Module – Isabela State University Page 41

 Module 3 THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Lesson 2
Teachers’ Relationship with the Secondary and Tertiary
Stakeholders

Introduction
The teacher as the second parent to a child in the school works together with
the community and parents to ensure that the needs of the learners for their growth
and development will be addressed properly. Here, we can say that education of a
child is not the sole responsibility of teachers and the school for “it takes a whole
village to raise a child” (African proverb).

The Code of Ethics for Professional Teachers 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 learners’ parents. Tertiary stakeholders are indirect but crucial
participants in the process of children’s education. These are the future employees,
the government or the state and society in general. (Source: DepEd Continuous
Improvement – Project Learning Guide p.26).

This lesson deals with the following articles of the Code of Ethics for
Professional Teachers:

A. Article II
B. Article III
C. Article IX

Learning Outcome

Explain how professional teachers should relate to the state, community, and
parents as secondary and tertiary groups of stakeholders.

Learning Contents
A. The Teacher and the State (Article II)
B. The Teacher and the Community (Article III)
C. The Teacher and Parents (Article IX)

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Teaching and Learning Activities

Let’s discuss
A. The Teacher and the State
It is said that the responsibility of a teacher is to build every individual’s
national morality to the love of the country to the extent that they are aware of their
surroundings and obey the laws implemented by the country. It is believed that
schools are the nurseries of the citizens of the state. To meet this responsibility all
teachers must be able to fully transmit cultural and educational heritage to their
learners. They must be role models when it comes to human rights and
responsibilities.

Study carefully this lesson and make sure that you participate in the learning
activities provided for you.

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, provide 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.

The Teaching Profession Module – Isabela State University Page 43

The Teaching Profession Module – Isabela State University Page 44
 B. The Teacher and the Community

The primary function of teachers is to help learners develop their skills by

setting up a situation in which students can and will learn effectively. They are the
guides of the youth to becoming better and successful people in the future. But,
they too fill a complex set of roles, which vary from one society to another and from
one educational level to another. Some of these roles are performed in the
community. By this, they must be active as a leader in the community and must be
involved to matters that concerns the welfare of the people especially the learners.

Let us now study Article III and all are encourage to participate in the
discussion and activities.

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, therefor, 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 its 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 counseling 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 possess freedom to attend church and worship, as

appropriate, but shall not use hi position and influence to proselyte others.

The Teaching Profession Module – Isabela State University Page 45

The Teaching Profession Module – Isabela State University Page 46
 C. The Teacher and Parents

Teachers must keep in touch with the parents of their learners by building a
good relationship through proper communication. This will build a better relationship
between the teacher and the parents in addressing any concern regarding the
learners’ performance and development.

This lesson is short, but it is very important and plays a great part in the
performance of the teachers as professionals.

Article IX
The Teacher and 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 learners’ 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.

Try to do these
A. The Teacher and the State

Individual Activity: (Article II)

Read the definition of teacher in the Education Act of 1982, then answer the
questions below:
[Link]

Under Education Act of 1982, is the definition of teachers in the material the same
with that of the Code of Ethics for Professional Teachers?

If not, any difference. You may present your answer in a tabular form.

The Teaching Profession Module – Isabela State University Page 47

 Group Activity: (Article II)
Together with your group (5-7 members), discuss one by one the 8
sections of Article II then present your understanding as a whole in
any of the following:
1. Poem
2. Slogan
3. Riddles
4. Quotations
5. Other means of your choice

Activity by Pair to Ponder On

Teacher E has a brother candidate for the mayoralty race in their

hometown. The brother’s opponent has very good chance of winning and
so teacher E starts secretly campaigning for his brother.
Is this professional? What is the professional thing to do by the teacher?
Support your answer with specific statement/paragraph from Article II.

B. The Teacher and the Community

Group Activity: (Article III)
Choose 5-7 members for your group, then do the following:

1. Find in the sections of Article III the words given below:

facilitator of conducive
leadership
learning environment

not use position harmonious

disparaging the
to proselyte official relations
community

social community
recognition informed

2. Using the keywords, explain in your own words how a teacher should
relate to the community as a tertiary stakeholder.

3. Create an infographic depicting the relationship of a teacher with the

community. You may also present the contrast of teachers’ expected
professional behavior.

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 C. The Teacher and Parents

Activity by pair or by group (Article IX)

1. Access the links below and watch the videos on Guide to Parent-Teacher
Conferences. It is important for you to take down notes and share them
with your partner or group.

[Link]

[Link]

[Link]

Do you agree with what shared in the video?

If you agree, mention at least 2 and assess

whether these are applicable to your own local
school-community setting or not.

If you don’t agree, explain your reason.

2. Based from your own readings, observations

and experiences as a learner, state 5 DO’s and 5 DON’TS on how should the
teacher relate to parents for the sake of the learners. Make sure that the
Do’s and Don’ts are concrete. It is more appreciated if you can come up
with original statements.

Recommended learning materials and resources for supplementary

reading.
[Link]

[Link]

[Link]

[Link]

[Link]

[Link]

[Link]
[Link]

[Link]
teachers/

The Teaching Profession Module – Isabela State University Page 49

Assessment Task
Note: Do not write anything on this page, instead use the attached answer sheets.

Answer the following questions:

Write the letter of the correct answer. Use CAPITAL letters only.

1. How can a teacher be a facilitator of learning?

A. By providing a conducive learning atmosphere
B. By earning social recognition from the community
C. By relating professionally with community officials
D. By keeping community leaders informed of school development

2. Can a professional teacher take the initiative to organize community activity for
community development?
A. Yes, provided he/she always involve the learners.
B. No, the teacher is confined only to the classroom.
C. Yes, as a professional teacher, he is a community leader.
D. No, community development is the concern of government officials.

3. How is professionalism manifested when a parent complains to a teacher for her

child’s failing grade?
A. Blames the child for not doing the tasks given in the class.
B. Inquires on how the family help the child cope with the lessons.
C. Explains that failure is due to child’s indifferent attitude.
D. Objectively shows how the failing grade came about and assures the
parent that the child will be given appropriate help.

References
Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2018. The Teaching
Profession. 4th Edition. Lorimar Publishing

Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2015. The Teaching
Profession. 3rd Edition. Lorimar Publishing

Cortez, A., Cortez,B., Esguerra,D., Molano,T.,Alonzo,E. 2019. The Teaching

Profession (OBE and K-12 Compliant). St. Andrews Publishing House

Soto, Cornelia C., Pila, Rowena A., Montera, Melvin O. 2011. Advance LET
Reviewer and Practice with Legal Guide. Book 1. Anvil Publishing, Inc.

The Teaching Profession Module – Isabela State University Page 50

 Module 3 THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Lesson 3
Teachers’ Relationship with the Internal Stakeholders

Introduction
Every teacher needs to relate harmoniously with his colleagues and other
professionals. There is a need for him/her to collaborate with fellow teachers on
matters pertaining to their official school undertakings. This is very significant in any
school organization so that the teachers and the administrators could work together
in carrying out the vision and mission of the school.

Teachers play a very significant role and have a great influence in the lives of
the learners too. They have the responsibility to push their learners to their
credibility and integrity are essential because they are being looked up to by their
students.

Teachers must also recognize that education is a public service and uphold
the dignity of the profession. Being a part of the school organization, they are
expected to follow the directions and instructions of school administrator and higher
authorities. They are also expected to collaborate with their school administrators,
co-teachers, and other personnel in order to provide a safe, friendly learning
experiences for the learners. Since school authorities are divinely ordained, teachers
must accord them the highest respect due to them.

In this lesson, we will be discussing the following articles of the Code of

Ethics for Professional Teachers:

A. Article V
B. Article VIII
C. Article VI

Learning Outcome

Elucidate on how the professional teacher should relate with the members of
the teaching community.

Learning Contents

A. The Teacher and the Teaching Community

B. The Teacher and the Learners
C. The Teacher and the Higher Authorities in the Philippines

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Teaching and Learning Activities

Let’s discuss
A. THE TEACHER AND THE TEACHING COMMUNITY

Being a teacher, you should treat your co-teachers and other personnel with
courtesy, consideration, and mutual respect. 

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, teacher shall support one
another.

Section 2. A teacher is not entitled to claim credit 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 has not
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 associates.
However, 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 the 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.

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B. THE TEACHER AND THE LEARNERS

This lesson will provide information about the desirable teacher-learner

affiliation and the appropriate manner of dealing with the concerns of the learners to
facilitate a harmonious school environment. It is essential that you read this article by
heart to be able to actively participate in the individual and group activities provided
to enhance your understanding.

Article VIII
THE TEACHER AND THE LEARNERS
Section 1.  A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he/she handles, such determination
shall be in accordance with generally accepted procedures of evaluation and
measurement. In case of any complaint, teachers concerned shall immediately take
appropriate actions, observing due process.

Section 2.  A teacher shall recognize that the interest and welfare of learners are of
first and foremost concern, and shall deal with each learner justifiably 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
undeserved.

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 only 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 manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions which contribute to the maximum
development of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problems and difficulties.

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C. THE TEACHER AND HIGHER AUTHORITIES IN THE PHILIPPINES

Teachers are expected to be knowledgeable and must understand the policies

implemented in the school where they are working. It is also vital for every teacher
to be able to harmoniously work with the higher officials for them to be able to carry
out their plans beneficial to the learners, the school, and the community.

This lesson will provide teachers with their rights, responsibilities and
limitations as part of an organization.

Article VI
THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSION

Section 1. Every 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 personal feeling or private opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations 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 superiors, in which case, the teacher
shall appeal directly to the appropriate higher authority.

Section 4. Every teacher, individually or as part of a group, has a right to seek

redress against injustice and discrimination to the administration and to extent
possible, shall raise grievances within acceptable democratic possesses. In doing so.
they shall avoid jeopardizing the interest and welfare of learners whose right to learn
must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer 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 contract, assuming full knowledge of the employment terms and conditions.

The Teaching Profession Module – Isabela State University Page 54

Try to do these

A. The Teacher and the Teaching Community

Individual Activity: (Article V)

Draw comic dialogues that depicts the content of Article V – The Teacher and the
Teaching Community

Group Activities:
I. Form a group with 7 members and discuss what you have read, then
answer the following questions:
1. How should a teacher relate to the teaching community?
2. Is it becoming for professional teacher to file a complaint against a
fellow teacher? Will it do good to the teaching community? Justify your
answer.
3. What makes it difficulty sometimes for professional teachers to
function as a collegial community?
II. Based from the content of Article V, compose a poem to how professional
teachers should relate to one another to form a genuine teaching community.

A Question to Ponder On? (Do this by pair)

How can teachers show your mutual trust and support to the
teaching community?

The Teaching Profession Module – Isabela State University Page 55

B. The Teacher and the Learners

Individual Activities:

Think about the most unforgettable teacher that you had. Share in the class the
qualities that she possesses which makes you fondly remember him/her as a
mentor.

Based on Article VIII – The Teacher and the Learners, discuss the desirable
qualities of your favourite teacher that are pointed out in the article.

Group Activities:
I. Form a group with 5 members and discuss what you have read, then
answer the following questions: .
1. How does the teacher show that she is fair in treating his/her students?
2. Does the Code of Ethics for Professional Teachers prohibit teacher-
student relationship? Explain.
3. Discuss the foremost concern of every professional teacher.
II. Watch the videos, Three Letters from Teddy and Every Kid needs a
champion through the following links:
([Link]
[Link]
Based on the video, share with your classmates how a teacher could
make a difference in the lives of the learners.

A Question to Ponder On? (Do this by pair).

How does a teacher show that he/she is impartial or non-discriminatory
against any learner?

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C. The Teacher and the Higher Authorities in the Philippines

Individual Activity:

Analyze the following statements on how teachers relate to higher authorities

in the profession. Answer with YES or NO.

Is it professional for a teacher to:

_____1. campaign against legitimate policies of the school and
administration with which he/she disagrees?
_____2. file charges against superiors under anonymity to protect
himself/herself.
_____3. complain against transfer of teachers with whom the school
head has prejudice.
_____4. go on strike with his group to seek redress against injustice.
_____5. not to support a legitimate policy with which he/she
disagrees.

Group Activities:
I. Form a group with 5 members and conduct 5 interviews with teachers and
ask what are the prevalent problems/challenges that they encounter with
the leadership of their school authorities.
II. Based from the data that you have gathered in your interviews, discuss
possible solutions to these problems/challenges encountered by teachers in
their dealings with school authorities. Refer to Article VI of the Code of
Ethics.

A Question to Ponder On? (Do this by pair).

How can teachers accord the highest degree of respect to school authorities?

Recommended learning materials and resources for supplementary

reading.
[Link]

[Link]

[Link]

[Link]

The Teaching Profession Module – Isabela State University Page 57

[Link]

Assessment Task
Answer the following questions and write the letter of the correct answer.
Use CAPITAL letters only

1. Principal Trisha required her teachers to write modules in Social Science

subjects, then she had the learning materials published with her name
printed as the author. What makes this case unethical?
A. She burdened the teachers with work not related to teaching.
B. She had the modular lessons published when they are worth publishing.
C. She was the exclusive beneficiary of the royalty from the modules.
D. She got the merit which was due for her teacher-writers.

2. You learned about a colleague’s act of immorality but you don’t have the
courage to confront her. To end her illicit affair with a married man, you
secretly distributed copies of anonymous letter against your fellow teacher.
What should have been done instead?
A. Secretly give anonymous letters only to the people concerned.
B. Ask a third party to write the anonymous letter to prevent yourself from
being involved.
C. Show your concern to your colleague by privately giving her pieces of
advice so that the problem will not get complicated.
D. Talk to the married man with whom she is having an illicit affair.

3. Teacher Mae is about to transfer to another school, what is her professional

obligation before leaving her post?
A. Immediately report to her new school assignment without turning over
school records to her successor.
B. Erase all her records and let her successor cope on her own.
C. Instruct the school clerk to give the instructions to the new teacher.
D. Organize her records and do proper turn over to the teacher who will
replace her.

4. Sean Paul is a sophomore student who complains to his teacher about his
failing grades. When his teacher recomputed his grade, he found out that he
committed an error in his grade computation. The teacher decided not to
accept the erroneous computation before Sean Paul and so he did not change
the failing for the fear that he may lose his credibility. Is the act of the
teacher morally right?
A. No, the end does not justify the means.
B. Yes, the end justifies the means.
C. Yes, as a teacher you must maintain your credibility
D. No, the reason for not accepting the error before Sean Paul is a sign of
weakness.

The Teaching Profession Module – Isabela State University Page 58

 5. What should be the foremost concern of the professional teacher?
A. The happiness of the learners
B. The interest and welfare of the learners
C. The social adjustment of the learners
D. The progress of the learners

6. To promote fairness among his students of diverse gender, family

background and culture, Teacher Nathan should ensure a learning
environment that is
I. Inclusive
II. Flexible
III. Gender sensitive
A. I and III C. II and III
B. I and II D. I, II and III

7. Principal Matt is very much interested in providing quality professional

development program of her teachers. Which of the following should she
consider to realize this?
A. Dependent on the availability of funds.
B. Responsive to identified teacher’s needs
C. Prescribed by top educational leaders
D. Required for the renewal

8. Teacher Jazz, a teacher for 30 years, refuses to attend trainings and

seminars. He claims that her 30 years of teaching is more than all the
seminars he is asked to attend. Are his actuations and thinking in accordance
with the Code of Ethics for Professional Teachers?
A. Yes, provided that he has an excellent performance rating.
B. Yes, because he taught for 30 years and may have mastered his craft
C. No, non-attendance to seminars would mean no increase in salary.
D. No, a professional teacher, regardless of teaching experience ought to
continuously update himself on the latest teaching trends in education.

9. Which among the following are the valid basis for the appointment,
promotion and transfer of professional teachers?
A. Years of service and interest of learners
B. Seniority, academic degrees and interest of teachers
C. Merit, need and interest of the service
D. Professional competence and interest of the profession

References
Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2018. The Teaching
Profession. 4th Edition. Lorimar Publishing

Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2015. The Teaching
Profession. 3rd Edition. Lorimar Publishing

The Teaching Profession Module – Isabela State University Page 59

 Cortez, A., Cortez,B., Esguerra,D., Molano,T.,Alonzo,E. 2019. The Teaching
Profession (OBE and K-12 Compliant). St. Andrews Publishing House

The Teaching Profession Module – Isabela State University Page 60

 Module 3 THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Lesson 4
THE TEACHER AND HIS/HER PROFESSION, PERSON
AND BUSINESS

Introduction

Teachers are confronted with challenges to do the right thing, they have the
responsibility to interact positively with their students, co-teachers, parents,
community members and the stakeholder of the school. With these responsibilities as
future teachers, this lesson will help you reflect and clarify your personal and
professional attributes.

This is a chance for you to reflect on your own identity and aspirations as
future teachers. You will build on and extend your existing knowledge as would be
teachers.

We will discuss the ways in which teaching can be defined as a profession

and what it means to be a professional teacher. This lessons are contained in the
following articles of the Code of Ethics for Professional Teachers:

A. Article IV
B. Article XI
C. Article X

Learning Outcomes

Explain how a professional teacher should conduct himself/herself as a

person, in the teaching profession and in business.

Exhibit professional behavior as set out by the Code of Ethics for Professional
Teachers.

Learning Contents

A. The Teacher and the Profession

B. The Teacher as a Person
C. The Teacher and Business
-------------------------------------------------------------------------------------------------------

The Teaching Profession Module – Isabela State University Page 61

Teaching and Learning Activities

Let’s discuss

A. The Teacher and the Profession

Teaching as a profession is a serious matter for teachers must love and

embrace it wholeheartedly. In addition to this, teachers must also take pride of the
tasks the profession may give them which include dedication and the aspiration for
continuous professional growth and development.

ARTICLE IV
THE TEACHER AND THE PROFESSION

Section 1. Every teacher 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 dignified means for earning a decent living.

B. The Teacher as a Person

Teachers must always look up to Almighty God as their guide for their own
destiny. They must also exhibit a dignified living and a role model to the community.

The Teaching Profession Module – Isabela State University Page 62

 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. The Teacher and Business

Every teacher has the right to do business as long as long as it does affect
his/her duty as a professional teacher specifically on the part of the learners.
Teachers must also have a good reputation in handling financial matters.

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 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.

Additional Information for you to understand about a Professional Teacher

In order to be a professional teacher, one has to satisfy the following requisites:

1. Must have passed the Licensure Examination for teachers.
2. Must be a member of an accredited professional organization of
professional teachers.
3. Must continuously grow in the profession by attending or participating in
professional development activities like seminars, workshops,
conferences, and other activities.
4. Must abide by the code of ethics for the profession.
The Teaching Profession Module – Isabela State University Page 63
Professional Qualities of a Teacher:

1. A professional teacher must have deep understanding of the theoretical

knowledge about learning and human behavior. The best indicator of
successful teaching is learning.

2. A professional teacher demonstrate attitudes that foster learning and

genuine human relationship.

3. A professional teacher must have a mastery of the subject matter.

A professional teacher must have a good command of subject matter. This

means mastery of the subject matter content and the judicious selection of
the materials to be used to teach the subject matter.

There are many kinds of teachers and there is no single mold of good
teacher. Each teacher is unique, but there are universal personal qualities that
characterize good teachers. Some are born to be great teachers, but others can be
made too. With sheer determination, you can develop the qualities that will help
you become one. Compassionate, firm, smart, dedicated are some of the adjectives
that describe a great teacher.

The Major Categories of Attitudes that Affect Teacher Behavior are:

a. Teachers’ attitude toward himself/herself.

If you are to understand and sympathize with your students’ feelings, you must
recognize and understand your own feelings first. A positive attitude towards yourself will
help you make food start.

b. Teachers’ attitude toward students

If you have empathy towards your students and value them as unique individual, they
will respond to you positively.

c. Teachers’ attitude toward peers, superiors and parents

A teacher does not exist in isolated classroom. Co teachers in the school organization
are part of the learning environment. The parents are the most important stakeholders that
you have to relate to. A harmonious relationship with your peers and the parents will make
your work more enjoyable and rewarding. Likewise, an appropriate regard of your superior
would make you a better professional.

d. Teachers’ attitude toward the subject

Teacher’s attitude is caught by the students, if you show enthusiasm, interest and
excitement in your teaching, then the students will be motivated to learn. A positive attitude
is necessary in teaching. You have to be passionate about what to teach to become an
efficient and effective teacher.

The Teaching Profession Module – Isabela State University Page 64

Try to do these

A. The Teacher and the Profession

Group Activity
Develop a 15-minute power point presentation to convince
viewers that teaching is the noblest profession and being so
deserves the best preparation and the best candidates.

Activity by Pair:
Below are quotes on the teaching profession. To which Section of Article IV
does each quotation refer?

1. “Those who know, do. Those that understand, teach”. - Aristotle

2.” In learning you will teach, and in teaching you will learn”. - Phil Collins

3. “Tell me and I forget. Teach me and I remember. Involve me and I learn”.

- Benjamin Franklin

4. “Teaching is the one profession that creates all other professions”.-

Unknown

5. Teachers teach because they care. Teaching young people is what they do
best. It requires long hours, patience and care”. - Horace Mann

B. The Teacher as a Person

Group
Activity

Describe the teacher as a person based on Article XI of the Code of Ethics by

means of the following:

- a poem

- a song

- a poster/slogan

The Teaching Profession Module – Isabela State University Page 65

Individual Activity

Describing Oneself
1. Spend some time to reflect on yourself. Do you feel that you will really
become a good teacher? What personal characteristics of yours will
contribute to your being a good teacher in the future?

2. In not more than two hundred words, describe yourself as a person.

C. The Teacher and Business

Activity by Pair or by group:

1. Read the report below about the borrowing habits of teachers and answer
the question raised at the end of this report.
[Link]

The Department of Education (DepEd) attempts to find out why public school teachers are more likely
to get into higher and numerous salary loans compared to other government employees.
“I want to find out that’s why I’m looking at their spending patterns and looking into their propensity to
borrow compared to other households,” DepEd Secretary Leonor Briones said.
Based on Philippine Institute for Developmental Studies (PIDS) study, public school teachers tend to
borrow money 50% higher compared to other government employees like the police and nurses.

Based on the research, we list the 7 most common reason why teachers are into more and higher salary
loans:
To support the education of their children
Payment for housing loans
Travel and leisure
The higher cost of living (with very little salary increase)
Postgraduate studies
Support for extended families
Other emergency situations

Sec. Leonor Briones also noted that many public school teachers still borrow even if they have several
loans from various lending institutions. And tend to loan higher than other government and private
employees considering the bonuses and other incentives to receive.
She also said that DepEd has to know the spending patterns of the teachers that might be a
contributing factor to several and higher teacher salary loans.

What do you think? Aside from financial management training or having a secondary source of income
what might help our fellow teacher not to over-borrow?

2. From the report above, what particular section of Article X do teachers violate
with their borrowing habits?
3. When do professional teachers violate Section 3 of Article X. Cite specific
scenarios or examples.

The Teaching Profession Module – Isabela State University Page 66

 4. Cite at least 2 proverbs (preferably in your own native language) that serve
as reminders for teachers not to live beyond their means. Explain each
briefly in relation to Article X.

Recommended Learning Materials and Resources for Supplementary

Reading

Read the short extract from the book The Future of the Teaching Profession.

This will help you think further about what it means to be a professional and
what you have learned has enhanced your own understanding of yourself.

[Link] The Future of the Teaching

Profession

Search for quotes about Teaching Profession and ponder on it.

Search for Other Relevant Laws for Teachers

Assessment Task

Carefully analyze the items below and choose the letter of the correct answer.
1. According to Article IV of the Code of Ethics for Professional Teachers which
of the following should a teacher participate to become nationally and
internationally competitive?
A. Continuing Professional Education
B. Evaluate school courses
C. Seminars and Conferences
D. Writing books

2. Which of the following should serve as teacher’s principle on personal

behavior in order to live with dignity at all places and at all times?
I. Self-respect
II. Self-discipline
III. Charity
IV. Sincerity

A. I & II B. I, II, III C. II & III D. I, II, III, IV

3. From the provisions given in Article XI of the Code of Ethics, who should
serve as guide of the professional teacher’s destiny and those of men on
nations?
A. Learners
B. Almighty God
C. School Head
D. Teaching philosophy

References:

Bilbao, P. 2018. The Teaching Profession. 4th Edition. Lorimar Publishing, Inc.

The Teaching Profession Module – Isabela State University Page 67

 Bilbao, P. Module 4- Professionalization and Personal Welfare.
[Link]/knowelton/module-4professionalism-and-personalwelfare

Cortez, A. [Link]. 2019. Teaching Profession. St. Andrew Publishing House.

The Teaching Profession Module – Isabela State University Page 68