CHAPTER I - THE TEACHING PROFESSION

“Choose a job you love and you will never have to work
a day in your life”
INTRODUCTION
This chapter consist of two lessons. Lesson 1 dwells on the teaching as a profession.
It starts with a discussion of the elements of a profession followed by an analysis of teaching
to determine if it has all its elements of a profession. It ends with a presentation of historical
development of teaching as a profession in the Philippines. Lesson 2 discusses teaching as a
vocation and mission. It describes teaching as a mission not just a job. It also explains teaching
as a vocation, a special calling.

Lesson 1 TEACHING AS A PROFESSION

“Without hard work and discipline, it is difficult to be a top professional”

Learning Outcomes

1. Explain the meaning of teaching as a profession

2. Trace the historical development teaching as a profession

ACTIVITY: Let’s read this

A. Teaching as a Profession

Read the following instances when the word “professional’ is used. ADD SOME MORE
INSTANCES, IF YOU CAN. Explain what you understand about the word “professional” in
each instance.

1. One night, cellphones were stolen right from your home while you were asleep. There
was no indication of forced entry, so you claimed that the manner by which your
cellphone was stolen was highly professional.
2. Father tells floor tiles setter whom he asked to work on a newly constructed bathroom.
“Gusto ko yong gawang propesyonal, malinis, at maganda”
3. She is highly professional in her ways. She deals with everyone including her daughter-
employee professionally.
4. “How unprofessional of her to act that way. Teacher pa naman din”
5. Medical doctors, lawyers, education consultants are entitled tO professional fees (PF)
for expert services rendered.
6. After his oath taking as a professional teacher, he was congratulated and was told
“now you are truly a professional.”

ANALYSIS: Let’s Analyze

What does the word “professional” mean as used in the given instances?

ABSTRACTION: Let’s add to what we know

Teaching as a Profession

In the words “professional manner” “gawang propesyonal” “professional fee for expert
services rendered” the word “professional” implies one who possesses skills and
competence/expertise. “Highly professional” “unprofessional” ... “to act that way” imply a code
of ethics by which professional person abide. In short, a professional is one who conforms to

THE TEACHING PROFESSION

the technical and ethical standards of a profession So two elements of a profession are
competence, and a Code of Ethics.
The other elements of a professional are:
1. Initial Professional Education-professional generally begins their professional
lives by completing a university program of their chosen fields-teacher education,
engineering, nursing, accountancy. This means long and arduous years of
preparation. Take note, this is just initial, which means only the beginning because
a professional is expected to learn endlessly.
2. Accreditation- University programs are approved by a regulatory body like the
Commission on Higher Education (CHED) in the Philippines to ensure that
graduates from this recognized program start their professional lives with
competence.
3. Licensing- Licensing is mandatory, not voluntary and is administered by a
government authority. In the Philippines, this government authority is the
Professional Regulation Commission (PRC).
4. Professional Development- This is an on-going professional education that
maintains or improves professionals’ knowledge and skills after they begin
professional practice. In the Philippines, this is Continuing Professional
Development mandated by R.A. 10912, otherwise
5. Professional Societies-Professionals see themselves as part of a community of
likeminded-individuals who put their professional standards above the individual
self-interest or their employer’s self -interest. These professional societies put
dedication and commitment to moral and ethical values to the public interest.
Professional organizations define certification criteria, manage certificate
programs, establish accreditation standards and define a code of ethics and
disciplinary action for violations of that code.
6. Code of Ethics- Each profession has a code of ethics to ensure that the
practitioners behave responsively. The code states what professional should do.
Professional can be ejected from their professional societies or lose their licenses
to practice for violating the code of ethics. (McConnell, Steve, Source:
http;//[Link] 6-3-18)

The teaching profession is governed by the Code of Ethics for Professional Teachers.
Violation of the Code of Ethics is one of the grounds for revocation of the Professional
Teacher’s Certificate of Registration and suspension from the practice of profession. (Sec. 23.
R.A. 7836)

APPLICATION: Let’s apply what you learned

1. By the use of graphic organizer, present the elements of a profession.
2. Why does a profession like teaching require long years of initial professional education
and continuing professional development after a long and arduous professional
education?
3. By way of an acrostic, explain the elements of a profession.

P-
R-
O-
F-
E-
S-
S-
I-
O-
N-

THE TEACHING PROFESSION

 4. Here is a line from Bernard Shaw’s play: Man and Superman: “Those who can-do, do:
those who can’t, teach”.
People who are able to do something well can do that thing for a living, while people
who are not able to do something that will make a living, while people who are not able
to do will make a living by teaching. Having learned the elements of a profession, do
you agree with Bernard Shaw? Explain your answer.

SUMMARY
Teaching is a profession. It requires:
1. long years of initial profession
2. the attainment of a college/ university degree recognized by a regulatory body,
CHED
3. a licensure examination called the Licensure Examination for Teachers.
4. Continuing professional development, and
5. Adherence to Code of Ethics for Professional Teachers.

SYNAPSE STREGNTHENERS

Answer the following:

1. Does the teaching profession fulfill the elements of a profession? Explain your answer.
2. Is professionalization synonymous to professionalism?
(Think of this: When teaching was professionalized with the passing of RA 7836, did
this mean all teachers automatically demonstrated professionalism? (Research on
Republic Act 7836-The Code of Ethics for Professional Teachers)

THE TEACHING PROFESSION

LESSON 2: Historical Development of Teaching as a Profession in the Philippines

Learning Outcome

1. Trace the historical development teaching as a profession

ACTIVITY: Let’s Do These

Let’s find out how much you know about the history of teaching in the country. Write
TRUE if the statement is correct and FALSE if it is wrong.

_____1. As early as during the Spanish period, teaching was considered a profession.
_____2. It was the Americans who elevated teaching in the Philippines as a profession.
_____3. Teaching was elevated to a profession only in 1994 with the passage of R.A 7836.
_____4. There is no other legal document that professionalized teaching other than the
Teacher’s Professionalization Act of 1094.

ANALYSIS: Let’s Analyze

Be able to come up with a common concept of all your responses to the above
questions.

ABSTRACTION: Let’s Add to What You Know

The teaching profession in the Philippines has undergone a significant transformation,

evolving from an informal community-based activity to a highly professionalized field. This
development has been shaped by various historical periods, each leaving its distinct mark on
the educational landscape and the role of teachers.

1. Pre-Hispanic Era (Before 1521)

Informal Education: Education was largely informal and unstructured. There were no
formal schools or dedicated teachers.
Family and Community as Educators: Parents, particularly mothers and fathers,
served as primary educators, teaching their children vocational skills, practical
knowledge, ethical values, and basic literacy (e.g., using the Baybayin script).
Tribal Leaders and Elders: Tribal leaders, elders, and specialized community
members (like the babaylan or spiritual leaders) also played a role in imparting
knowledge, traditions, and specific skills.
No Formal Teacher Preparation: There was no concept of formal teacher training or
a teaching profession as we know it today.

2. Spanish Colonial Period (1521-1898)

Religious Orders as Educators: Upon the arrival of the Spanish, formal education
was introduced, primarily managed by Spanish friars and missionaries (Augustinians,
Franciscans, Jesuits, Dominicans). Their main objective was to teach Christian
doctrines and convert the natives to Catholicism.
Establishment of Parochial Schools: Schools were often linked to churches,
teaching catechism, reading, writing (often in the local dialect initially, later with
emphasis on Spanish), arithmetic, music, and various arts and trades.
Limited Access: Education was initially exclusive to the elite and sons of Spanish
officials. Access to higher education was very limited for Filipinos until the late 19th
century.

THE TEACHING PROFESSION

 Educational Decree of 1863: This was a significant turning point. It mandated the
establishment of a free public-school system with at least one primary school for boys
and another for girls in every municipality.
Beginnings of Teacher Training: The decree also provided for the establishment of
a normal school run by the Jesuits in Manila to educate male teachers (maestros).
Normal schools for women (maestras) were established later, around 1875. This
marked the formal start of teacher training in the Philippines.
Teacher Supervision: Teachers were often supervised by the friars.
Issues: Despite the decree, education remained inadequate due to a lack of trained
teachers, funds, and instructional materials. Friars often exercised significant control,
sometimes hindering widespread secular education.

3. American Colonial Period (1898-1946)

Establishment of a Public School System: The American regime prioritized
establishing a free, secular, and centralized public education system, aiming to
promote democratic values and English as the medium of instruction.
"Thomasites": Due to a severe shortage of teachers, the American government
brought in hundreds of American teachers, famously known as the "Thomasites"
(arriving in 1901 aboard the USS Thomas). These American soldiers and civilians
became the first teachers in many parts of the country.
Philippine Normal School (PNS): Established in 1901 (now Philippine Normal
University), PNS was a crucial institution for training Filipino teachers. It initially offered
a two-year general secondary education program and later evolved to offer a two-year
program for secondary school graduates.
"Pensionados" Program: Bright Filipino students were given scholarships (as
"pensionados") to study in American colleges and universities, with the expectation
that they would return to the Philippines and contribute to the public service, including
teaching.
Professionalization Efforts: The American period laid the groundwork for the
professionalization of teaching by establishing formal teacher training institutions and
a structured curriculum for teacher education.
Monroe Commission (1925): This commission reviewed the effectiveness of the
education system, highlighting issues such as inadequate teacher training and low
pupil performance in English-reliant subjects.

4. Japanese Occupation (1942-1945)

Changes in Curriculum: Education during this period focused on promoting
Japanese culture and language (Nippongo), Tagalog, Philippine history, and character
education. The curriculum emphasized love for work and dignity of labor.
Close Monitoring of Teachers: Filipino teachers, though the majority, were closely
monitored by the Japanese authorities.
Challenges: The war disrupted the educational system. Many schools closed, and
there was a shortage of Japanese language teachers. The brutal realities of the
occupation meant that many of the Japanese-imposed educational changes and
values were not fully adopted.

5. Post-World War II and Philippine Republic (1946-Present)

Rehabilitation and Expansion: After the war, the focus was on rehabilitating and
expanding the educational system. The Department of Instruction was renamed the
Department of Education (1947).
Focus on Nationalism and Democracy: Post-war education aimed to establish an
"integrated, nationalistic, and democracy-inspired educational system."
Presidential Decree 1006 (1977): This landmark decree, issued by President
Ferdinand E. Marcos, officially professionalized teaching in the Philippines. It

THE TEACHING PROFESSION

 recognized the vital role of teachers in nation-building and aimed to raise their morale.
This decree required all teachers to be licensed.
Republic Act 7836 (The Philippine Teachers Professionalization Act of 1994):
This act further strengthened the professionalization of teaching by:
o Creating the Professional Regulatory Board for Professional Teachers under
the Professional Regulation Commission (PRC).
o Mandating the Licensure Examination for Teachers (LET) as a prerequisite for
practicing the teaching profession.
o Defining the qualifications, duties, and responsibilities of professional teachers.
K to 12 Basic Education Program (Republic Act 10533, 2013): This recent reform
significantly altered the basic education curriculum by adding two years to high school
(Senior High School).
o Impact on Teachers: The K to 12 program required teachers to adapt to new
curricula, teaching methodologies, and assessment approaches. It also
necessitated retraining and upskilling for many existing teachers and
specialized training for new teachers in Senior High School.
o Challenges: Implementation has faced challenges related to infrastructure,
availability of teaching materials, and adequate training for teachers.
Ongoing Professional Development: The Department of Education (DepEd), in
collaboration with other agencies, continuously promotes professional development
programs for teachers, including in-service training, graduate studies, and specialized
courses, to enhance their skills and competencies.
Addressing Challenges: The teaching profession in the Philippines continues to face
challenges such as low salaries, heavy workload, lack of resources in some areas, and
the need for continuous quality improvement in teacher education institutions.

The teaching profession in the Philippines has evolved from an informal family and
community responsibility in the pre-Hispanic era to a structured, church-led system under
Spanish rule, and then to a formalized, professionalized field with robust training and licensing
requirements under American influence and subsequent Philippine independent governments.
The journey reflects a continuous effort to elevate the status of teachers and improve the
quality of education in the country.

SUMMARY

Teaching became a profession in 1976 with PD 1006. The requirement for a licensure
examination for teachers that puts teaching at par with other professions was enacted only
in 1994 with the passing of RA 7836, otherwise known as The Teachers’ Professionalization
Act.

There was no formal preparation for teachers during the pre-Hispanic times. The formal
training of teachers began during the Spanish period when men were trained as maestros
by the Jesuits. A few years later, maestras were also trained. In 1901, a two-year
preparation for teachers was given by the Philippine Normal School. Then the two years
became four years since the two- year academic preparation was inadequate. To ensure
quality teachers and to make teaching at par with other professions, in addition to a four-
year teacher education course, passing of a licensure examination was made mandatory
by RA 7836.

THE TEACHING PROFESSION

 SYNAPSE STREGNTHENERS

Interview a LET passer now teaching who did not go through the four-year teacher
education course. They are graduates of other four-year courses but not teacher education.
Ask them the following questions:
1. What difficulties are they experiencing in teaching?
2. Do they agree that a four-year teacher education course is a better preparation for
the teaching profession?
3. In 1991, the Congressional Commission to Review and Assess Philippine
Education (EDCOM) came out with the findings that “the quality of Philippine
education is declining” and that the teachers are at “the heart
of the problem” The EDCOM discussed further that:
➢ Teachers were poorly trained
➢ There is a low quality of students enrolled in teacher training.
➢ Teaching is perceived as poorly esteemed profession so it does not
attract the best as mandated in the Philippine
Constitution “that teaching will attract and retain” Its
rightful share of the best available talents through
adequate remuneration and other means of job
satisfaction and fulfillment. (Article XIV, Section 5)

What actions did the Philippine government do after EDCOM

Report? Write your answer.

4. Read RA 9293, An Act amending Certain Sections of RA 7836 and answer the
questions:
1. What provisions in RA 9293 contribute to ensure that teachers fielded are
quality teachers? Discuss (RA 9293 is in Appendix B)

THE TEACHING PROFESSION