SCRIPT – CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Good day, everyone. Today, I will be sharing with you important points from the Code of Ethics for
Professional Teachers, a guiding framework that outlines the responsibilities and moral duties of teachers in
the Philippines. This Code is anchored on R.A. 7836, the Philippine Teachers Professionalization Act of
1994, which highlights that teachers are not only educators but also professionals who must uphold dignity,
competence, and integrity.

Preamble (an introductory statement that explains the purpose, context, or philosophy of a document)
The Code begins with its Preamble, which reminds us that teachers are duly licensed professionals. We are
expected to carry ourselves with dignity and high moral values, while also possessing strong technical and
professional competence. This is important because teaching is not just about transferring knowledge—it is
about modeling values and character for learners.
For example, when a teacher patiently handles a student’s misbehavior without losing temper, it reflects
professionalism, moral values, and dignity. The students then learn not only from the lesson being taught but
also from the teacher’s behavior.

Article I: Scope and Limitations

Section 1 states that the Philippine Constitution mandates all educational institutions to provide quality
education, and therefore, this Code applies to all teachers in the country.
Section 2 further explains that this Code covers both public and private school teachers, regardless if they
teach academic, vocational, technical, or non-formal education, whether full-time or part-time. This even
includes supervisors and administrators.
For instance, a vocational teacher handling welding classes in a technical school is equally bound by the same
ethical standards as a science teacher in a private high school. Both are accountable for promoting quality
education and professional conduct.

Article IV: A Teacher and the Profession

This article emphasizes the teacher’s role in upholding the nobility of the profession.

 Section 1- This section reminds us that teaching is not simply a job we do to earn a salary—it is a
calling. Teaching shapes lives, molds character, and influences the future of our nation. Because of
this, teachers must carry themselves with pride and joy in what they do. When we say “teaching is
the noblest profession”, it means that all other professions—doctors, engineers, lawyers, architects—
exist because at some point, a teacher guided and inspired them. No profession can exist without
teaching, and that is why the role of a teacher is both unique and noble. As educators, we must show
enthusiasm in the classroom. This does not mean we always have to be perfect or cheerful, but it
means showing students that we value learning and that we love our work. Enthusiasm is contagious
—when a teacher is excited about the subject, the students are more likely to become engaged and
motivated. We must also show pride in teaching, even when challenges come our way. Pride is seen
when a teacher continues to serve with integrity, despite low salaries, heavy workloads, or lack of
resources. It means recognizing that teaching is an honorable profession worth respecting and
defending.

Example:
Imagine a teacher in a public high school who teaches mathematics. Despite large class sizes and
limited resources, the teacher enters the classroom each day with energy and excitement. Instead of
complaining, the teacher finds creative ways—like using simple real-life examples or interactive
activities—to make math fun.

This is the essence of Section 1: when teachers manifest genuine enthusiasm and pride, they not
only teach lessons—they inspire lives.
  Section 2- This section tells us that teachers are expected to go beyond simply teaching lessons—we
must commit to quality education in everything we do. Quality education means preparing lessons that
are meaningful, engaging, and suited to the needs of our learners. It also means ensuring that students
do not just memorize information but develop critical thinking, creativity, and real-life skills. To achieve
this, teachers must make the best preparations for their career. This starts with academic training, but
it does not stop there. Preparation also means planning lessons carefully, anticipating classroom
challenges, and continuously improving one’s teaching strategies. A teacher who takes preparation
seriously ensures that learning outcomes are clear and achievable. The phrase “at his best at all times”
is a reminder that teaching is not a part-time responsibility—it is a profession that demands our
consistent effort. Even outside the classroom, a teacher represents the values of the profession.
Whether in school activities, community events, or even online presence, we are expected to uphold
professionalism and set an example for others.
 Section 3 reminds us that teachers must engage in Continuing Professional Education and other studies
to remain competent and effective. Lifelong learning allows us to improve our teaching efficiency,
strengthen our values, and enhance the prestige of the profession. For example, when a teacher attends
training on digital tools and later applies them in class, it not only improves student learning but also
makes the teacher more competitive nationally and internationally.
 Section 4 explains that teachers may seek support from the school if duly authorized, but they must
avoid misrepresentation or self-promotion through questionable means. This reminds us that teachers
should act with honesty and integrity when requesting assistance or resources. For example, if a
teacher needs materials for a school project, the request should go through proper channels instead of
using personal advertisements or exaggerated claims to gain attention.
 Section 5 emphasizes that teaching must always be practiced as a dignified way of earning a living. This
means teachers should avoid actions that degrade the profession, such as unfair practices or unethical
shortcuts. For example, a teacher who works honestly, teaches with dedication, and earns through
legitimate means shows respect for the noble nature of the profession.

Article V: The Teacher and the Profession

This article focuses on professional relationships and responsibilities within the teaching community.

 Section 1 emphasizes that teachers must show professional loyalty, mutual confidence, and
cooperation with colleagues. In times of controversy, the welfare of the learners, the school, and the
profession must always come first. For example, when teachers unite to support a struggling colleague
instead of competing, students benefit and harmony is preserved.
 Section 2 states that a teacher must never claim credit for work that is not his or her own. Giving
proper recognition to colleagues or sources shows respect and integrity. For instance, when using
another teacher’s lesson plan, due credit must always be given.
 Section 3 requires teachers leaving their position to properly organize and turn over all necessary
records and data. This ensures continuity and avoids disruption in students’ learning. For example, a
resigning teacher should submit updated grades and lesson files for the next teacher.
 Section 4 reminds teachers to respect confidentiality by not disclosing sensitive school or colleague
information without permission. This builds trust and protects the integrity of the profession. For
example, a teacher should never share a colleague’s personal or professional issue with others.
 Section 5 states that teachers must correct unethical conduct among associates, but only when
supported by clear evidence. This avoids false accusations and promotes fairness. For example, if a
colleague is consistently late, action should be taken only with proper documentation.
 Section 6 allows teachers to submit justifiable criticisms against colleagues, preferably in writing, to
the proper authorities. This ensures accountability while respecting the rights of the individual. For
instance, reporting unprofessional behavior to the principal is better than gossiping about it.
 Section 7 emphasizes that teachers may apply for vacant positions if qualified, but must respect the
system of merit and competence. All candidates must be given fair opportunity. For example, a teacher
applying for department head should rely on qualifications, not favoritism.
Closing
In conclusion, the Code of Ethics for Professional Teachers is not just a set of rules it is a reminder of
the honor and responsibility carried by every teacher. It ensures that we remain models of professionalism,
fairness, and dedication. When teachers follow this Code, they not only shape better students but also help
uplift the entire teaching profession in the Philippines.