The Code of Ethics for Professional Teachers

“Children don’t care what a teacher knows unless they know the teacher cares.”
- Unknown

Hello my dearest future teacher! How are you? Are you longing for new knowledge?
This module is especially made just for you and it will somehow bring back the memories
before the pandemic. So, find your most comfortable learning space, grab a pen/highlighter and
quench your mind.
Module 3 is a thorough and 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 four units that discuss the Preamble and Articles (I to XI)
all aimed at helping would-be professional teachers internalize the Code of Ethics.
On the other hand, I’m expecting that you will complete the activities provided and you
will follow the directions. If you have questions and concerns, feel free to contact me. Happy
learning!

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 The Teaching Profession

Before proceeding to the main content, I want you to answer the

pre-test. Please be honest as it will help you to measure your prior knowledge
regarding this topic. This pre-test is not included in the graded activities but
answering it is a requirement to receive a grade in this subject.
When you’re done answering, refer to the answer key on page ___
and check your answers. Happy learning!

PRETEST

I. MULTIPLE CHOICE
Direction: Read the statements carefully. Write the letter of your choice before each number.
________1. Research is encouraged among teachers. They have the privilege of expounding the products of their re-
searches. If the results of his research are found to be inimical to the interests of the State, what should the teacher do?
[Link] the results to proper authorities for remedial action
[Link] quiet. After all the results are his.
[Link] the results in the national papers and trumpet the results.
[Link] the results in a book and ask the government to buy the results

________2. In order to influence Miss Jen to spend more time in teaching her son Ben, Mrs. Zeph Sip cooked roasted
chicken. When Ben brought the chicken to Miss Jen, what should the latter do?
[Link] the food because it is free
[Link] Ben to bring the food in the faculty room and share it with co-teachers.
c. Not accept the food
[Link] the food, after all she did not ask for it.
____3. No matter the degree of offense the learner committed, the teacher shall ____.
[Link] inform any problem to the parents of students.
[Link] inflict physical harm on the learner
[Link] bring any student/learner to the principal's office.
[Link] elevate any problem to higher authorities.
____4. How will a teacher show a good reputation with respect to financial matters?
[Link] shirts and bags to well-to-do parents during PTA meetings
[Link] immediately the tuition fees she borrowed
[Link] for the meals and snacks of the other teachers
[Link] his debts and loans

____5. Which is not in the Code of Ethics for Professional Teachers?

a. A teacher is a facilitator of learning and of the development of the youth.
b. The Code covers all teachers in all educational institutions from pre-school, primary, elementary,
secondary, and collegiate levels.
c. When the best interest of the learners, the school, or the profession is at stake in any controversy,
teachers shall support one another.
d. A teacher has the right to engage directly or indirectly in legitimate income generating activities.
____6. The teacher is a human being endowed with life for which it is the highest obligation to live with __________ at
all times whether in school, in the home, or elsewhere.
[Link] c. Dignity
[Link] d. Pride
____7. A teacher shall place premium on _________ as the primary principle of personal behavior in all relationships
with others and in all situations.
[Link] c. Professionalism
[Link]-discipline d. Faith in the Creator

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 Module 3: The Code of Ethics for Professional Teachers

____8. Which of the following statements is NOT true about the Code of Ethics for Professional
Teachers?
a. The teacher must select which information to keep confidential
b. The teacher must demonstrate full commitment and devotion to duty
c. The teacher must manifest pride in the nobility of the teaching profession
d. The teacher must make no prejudice or discrimination against any learner

____9. Which of the following could be the reason for the teacher's suspension from the practice of the
teaching profession?
a. Immoral, unprofessional or dishonorable conduct
b. Observing proper procedures in obtaining a certificate of registration
c. Faithfulness to the code of ethical and professional standards for professional teachers
d. Willingness to attend seminars, workshops, conferences and the like or the continuing education
program prescribed by the Board and the Commission.

____10. Is holding a rally to protest the delay of benefits due a person ethically acceptable?
a. Yes, when hold while on official time.
b. Yes, when hold outside the official time.
c. Yes, when hold with approval of the principal.

II. YES/NO

Direction: Read the following questions. Write Yes if you agree and NO, if not.

______1. Is it professional for a teacher to go on strike with his group to seek redress against injustice?

______2. Is it professional for a teacher to be promoted based only on years of service?

______3. Is it professional for a teacher to complain against transfer of teachers with whom the school head
has prejudice?

______4. Is it professional for a teacher to apply for a position for which he is underqualified?

______5. Is it professional for a teacher to be loyal to and trust and support one another for the common
good?

What is your score? Did you ace it or not? No matter what your score is,
as long as you answered it honestly, I want to say congratulations for a job well
done.

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 UNIT The Code of Ethics for Professional Teachers: The

1 Preamble and Article I

“Ethics is knowing the difference between what you have a right to do and what is
right to do.”
- Anonymous

At the end of this unit, I’m expecting that you will be able to discuss the
Preamble and Article I of the Code of Ethics for Teachers in the Philippines.

ACTIVITY: Read this

Read the Preamble and Article I of the Code of Ethics thoroughly, then as a group answer the following ques-
tions in the Analysis phase of the lesson.

PREAMBLE
Teachers are duly licensed professionals who possess 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, ob-
serve, 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.

ANALYSIS: Let’s Analyze

1. Are teachers who have no license considered

professional?

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 Module 3: Unit 1—The Code of Ethics for Professional Teachers: Preamble and Article 1

[Link] do technical and professional competence mean? You may refer to

the Lesson on the Teacher as a Professional).

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3. Are private school teachers required of a license? What about pre-school

teachers, vocational teachers, ALS teachers, school heads, Education
Supervisors and Schools Division Superintendents?

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ABSTRACTION : Add this to what you know

A review of the Preamble and Article I tells that teachers who have no license are not included in the
group of professional teachers.
All teachers both public and private in all levels from preschool to secondary whether they are
academic, vocational, special, technical or non-formal – are included in the definition of professional
teachers and are therefore required of a professional license and are subject to the Code of Ethics for
Professional Teachers.

APPLICATION: Apply What You Learned

By means of a graphic organizer present the various groups that are included in the word
“teachers” in the Code of Ethics.

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 The Teaching Profession

Check for Understanding

Select the correct answer.

1. Who is excluded in the definition of professional teacher in the Code of Ethics?
a. Schools Division Superintendent
b. The Librarian
c. The Principal
d. The Master Teacher
2. Private school teachers are also 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 private school.
d. It depends on the teachers’ years of teaching experience.
3. Which competence are professional teachers expected to demonstrate?
I. Personal
II. Professional
III. Scientific
IV. Psychological
a. I and IV b. II and III
c. II and IV d. I and II
4. Who are not covered by the Code of Ethics of Professional Teachers?
a. Teachers of academic, vocational, special, and technical schools
b. Teachers from pre-school to secondary school levels
c. Teachers in the tertiary level
d. Full—time or part-time teachers and administrators
5. What document embodies the teachers’ duties and responsibilities as well as proper behavior in performing
them?
a. Republic Act No. 7722
b. Bill of Rights in the Constitution
c. Magna Carta for Public School Teachers
d. Code of Ethics for Teachers

SUMMARY

In this unit, I realized that ___________________________________________________________________________

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The Code of Ethics for Professional Teachers: Relationship UNIT
with the Secondary and Tertiary Stakeholders
2
“It takes a whole village to raise a child.”

I’m expecting that at the end of this lesson, you can explain how professional
teachers should relate to the state, community and parents and all education
stakeholders.

A. The Teacher and the State

INTRODUCTION
The education of a child is not the sole responsibility of school heads and teachers. In fact, school
heads and teachers cannot do it by themselves. As the African proverb says, “It takes a whole village to raise
a child.” The Code of Ethics 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 employers, the government or the state and society in general. (Source: DepEd
Continuous Improvement –Project Learning Guide p. 26)

ACTIVITY: Read this

Read Article II of the Code of Ethics. Then answer the questions in the ANALYSIS phase of this unit.

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 nay 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, provided 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.

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 The Teaching Profession

ANALYSIS: Let’s Ponder on These

The schools are the “nurseries of the citizens of the state.” What are nurse-
ries for? Why are schools called the “nurseries of the citizens of the state?”

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“Each teacher is a trustee of the cultural and educational heritage of the

nation and is under obligation to transmit to learn such heritage.” In what
ways can teachers do this?

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Every teacher shall enjoy academic freedom. What does academic

freedom mean? Is this academic freedom absolute?

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ABSTRACTION : Add this to what you know

The Cambridge English Dictionary defines a “nursery” as a “place where babies and young children are cared for
while their parents are somewhere else.” In horticulture, a nursery is a place where young plants and trees are cultivated
and grown.
Both definitions may apply to the statement in the Code of Ethics: “schools are the nurseries of the citizens of the
state.” Indeed parents leave their children in schools under the care of teachers while they work. Like nurseries where
young plants are cultivated and grown, schools through teachers are entrusted with the noble task of instilling pride in
learners one’s cultural and educational heritage, love of country and in sowing the seeds of national morality.

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Module 3: Unit 2—The Code of Ethics for Professional Teachers: Relationship with the Secondary and Tertiary Stakeholders

These are many things in our Filipino culture that we can be proud of and are therefore worth
preserving and passing on to maintain Filipino identity, promote national pride and cultivate love of coun-
try.
Every teacher is expected to be fit or else cannot perform his/her function. Pursuant to Sec. 22
(Medical Examination and Treatment) of RA 4670 otherwise known as the Magna Carta to Public School
Teachers, teachers shall undergo annual physical examination free of charge not less than once a year
during the teacher’s professional life.
As a professional, the teacher is expected not to take advantage of his/her position or power to
promote his/her own interest whether political nor religious, nor to solicit, require or collect any money,
service or material from any person.
A professional teacher violates Section 6 of Article II if he/she fails to vote for no justifiable rea-
son. Voting is teacher’s participation in the affairs of the state.
He/she also violates Section 7 of Article II if he/she engages in partisan politics. Teachers have to
preserve the dignity of the education sector by not engaging directly or indirectly in electioneering except
to vote. Engaging in partisan politics is teacher’s abuse of authority.
The professional teacher shall enjoy academic freedom so he/she can share the product of his/
her researches and investigations in support of the endless search for truth. However, this academic
freedom is not absolute. It has limits. If the research findings are damaging to the state, the research
results shall be submitted to the proper authorities for appropriate action.

APPLICATION: Apply What You Learned

Show/explain how a professional teacher should relate to the

state. You may compose a song, a poem, a spoken poetry or
draw a poster about it.

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 The Teaching Profession

Check for Understanding

1. Which statement on academic freedom is CORRECT?

a. In search for truth, a professional teacher has the privilege to share the product of his research whether or not
in support of the declared state policies.
b. A teacher’s academic freedom is absolute.
c. A teacher’s academic freedom is limited.
d. Academic freedom belongs only to teachers in the tertiary level.

2. How in the performance of her/his duty, can a professional teacher support the state?
a. Campaign for the political administration candidate.
b. Instill nationalism in learners.
c. Doctor research findings to favor the state.

B. The Teacher and the Community

INTRODUCTION

The teacher works in, for and with the community. He/she rubs elbows with the leaders and members of
the community who, like him/her, aspire for the development of the young. He/she works in a community with its
own established customs and traditions which are sometimes different from the practices of the community
where he/she belongs.
In this part of the Lesson 2, we will look at how you, as professional teacher, should relate with the
community, another group of tertiary stakeholders.

ACTIVITY: Read this

Read Article III of the Code of Ethics then do the activity as directed.

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, therefore, 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 wel-
come 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 pro-
fessional, with government officials, and with the people, individually or collectively.
Section 8. A teacher possesses freedom to attend church and worship, as appropriate, but shall not use his posi-
tion and influence to proselyte others.

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Module 3: Unit 2—The Code of Ethics for Professional Teachers: Relationship with the Secondary and Tertiary Stakeholders

Below are key words which you have to locate in Article III of the Code of Ethics. Find them and
read that section that contains the word/words again. Be ready to answer the questions in the Analysis
phase of this unit.

facilitator conducive social not use position to

of learning environment recognition proselyte

disparaging the
harmonious Community leadership
community
official relations informed

ABSTRACTION : Add this to what you know

As a professional teacher, he/she is a facilitator of learning by ensuring that he/she provides a
favorable environment for learning. He/she acts as a leader by initiating and participating in community
activities for the benefit of community members and the community as a whole. As a community leader, he/
she deal with other professionals and community officials harmoniously and professionally. Because he/
she wants to work with the community, he/she keeps people informed of developments in school. He/she
does not take advantage of his/her position as a professional teacher to proselyte. Neither does he/she
criticize community customs and traditions. Instead, he/she exerts effort to understand them with a
sympathetic attitude. Above all, to be a credible community leader, he/she earns the respect of community
by behaving with dignity at all times and so will not engage in vices such as gambling, smoking,
drunkenness and illicit relations.

APPLICATION: Apply What You Learned

Using the resources available, illustrate/show/explain how a professional teacher should relate with
the community. You have the freedom on how you will accomplish this task.
Select the correct answer.
1. How can teacher be a facilitator of learning? – Application
a. By providing a conducive learning environment
b. By earning a 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? – analysis
a. No, the professional teacher is confined only to the classroom.
b. Yes, as a professional teacher he is a community leader.
c. No, community development is the concern of government officials.
d. Yes, provided he always involves the learners.
3. How can a teacher show respect for community customs and traditions? – application
a. Reject local customs and traditions which are different from his.
b. Divide the community by pointing out the negative elements of given local customs and
traditions.
c. Disparage the community.
d. Study and strive to understand local customs and traditions.
C. The Teacher and the Parents

INTRODUCTION

Parents are secondary stakeholders while their children (learners) are primary stakeholders. How
should teachers relate with parents is the concern of this third part of unit 2.

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 The Teaching Profession

ACTIVITY: Read this

1. Read Article IX of the Code of Ethics
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 learn-
ers under him, exercising utmost candor and tact in pointing out learners’ deficiencies and in seeking parent’s cooper-
ation for the proper guidance and improvement of learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discour-
age unfair criticism.

2. View How to: A Teacher’s Guide to Parent Teacher Conferences at YouTube

[Link] . Take down notes.

Important ideas on what to do before, during and after parent-teacher conferences:

ANALYSIS: Let’s Analyze

Do you agree with everything that was shared in the video? If yes, give at least 2 ideas and give details about
your reasons. If not, state that or those that you do not agree with and explain why you do not agree.

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Module 3: Unit 2—The Code of Ethics for Professional Teachers: Relationship with the Secondary and Tertiary Stakeholders

ABSTRACTION : Add this to what you know

Teacher needs to connect with parents, his/her partners in the education of the learner. For the
partnership to flourish, teacher shall maintain cordial relations with parents. This relationship remains cordial
if a teacher is sincere and tactful in reporting child’s progress.

APPLICATION: Apply What You Learned

State 5 Dos and 5 Don’ts on how you should relate to parents for the sake of the learners. Make
sure your Do’s and Don’ts are concrete.
e.g. Make sure you have a box of facial tissue with you for parents who become emotional.

DO DON’T

Check for Understanding

1. How is professionalism manifested when a parent complains to a teacher for her son’s failing grade?
a. Blames the son for his failure.
b. Inquires on what home is doing to help son cope with his failure.
c. Explains that failure is due to learner’s indifferent attitude.
d. Objectively shows how the failing grade came about and assures the parent that the son is given all
the academic help he needs.
2. How should a professional teacher respond to unfair criticism raised by parents?
a. Listen to the criticism but discourages it
b. Reject the criticism outright
c. Ignore the criticism
d. Probe into the criticism and joins the parents afterwards

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 UNIT The Code of Ethics for Professional Teachers:

3 Relationship with the Internal Stakeholders

“When little people are overwhelmed by big emotions, it’s our job to share our calm,
not to join their chaos.”
- L.R Knost

At the end of this unit, I’m expecting that you will be able to explain how
the professional teacher should relate to the learners, the teaching community and
higher authorities.

A. The Teacher and the Learners

The learners are our primary internal stakeholders. They have no choice over the kind of teacher given.
Fortunate are the learners who are in classes of professional caring teachers. Unfortunate are those whose
teachers are contrast of the caring and compassionate teachers.
The foci of this lesson are Article V, Article VI and Article VIII.

ACTIVITY: Let’s do this

1. How do you want your teacher to be? What are your WISHES for your teacher? Write them down.
MY WISHES FOR MY TEACHER
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2. Read Article VIII, The Teacher and the Learners of the Code of Ethics. Find out if your wishes for your
teacher are also those mentioned in Article VIII.

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 Module 3: Unit 3—The Code of Ethics for Professional Teachers: Relationship with the Internal Stakeholders

ARTICLE VIII, THE TEACHER AND THE LEARNERS

Section 1. A teacher has the right and duty to determine the academic marks and the promotion of
learners in the subject they handle. Such determination shall be in accordance with generally accepted
producers of evaluation and measurement. In case of any complaint, teachers concerned shall immediately
take appropriate action, observing the process.
Section 2. A teacher shall recognize that the interest and welfare of learners are his first and
foremost concern, and shall handle each learner justly 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 under served.
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 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 manifestations of poor
scholarship.
Section 9. A teacher shall insure that conditions contributive to the maximum development of
learners are adequate, and shall extend needed assistance in preventing or solving learner’s problems and
difficulties.

ABSTRACTION : Add this to what you know

Perhaps the teacher’s traits that are wished by most can be summed up in the words “Caring”,
“Compassionate” and “Fair”. Article VIII, The Teacher and the Learner of the Code of Ethics describes the
professional teacher to be such. Fair because he/she “bases the evaluation of the learners work on merit
and quality of academic performance,” shall not “make deductions from learners such scholastic ratings, as
primary scholastic” and “determine academic marks … in accordance with generally accepted procedures of
evaluation and measurements” and shall handle each learner justly and impartially.
Should love develop between teacher and student, the professional teacher is expected to be fair
because he/she shall “exercise utmost professional discretion to avoid … preferential treatment of the
learner.” Teacher fairness is assured when a teacher does not accept favor or gifts from learner or their
parents in exchange for requested concessions.
The professional teacher is likewise described as “caring and compassionate.” Article VIII, points
out that the professional teacher has the “interest and welfare of learners” as his/her “first and foremost
concern” and “under no circumstance shall a teacher be prejudiced nor discriminatory against any learner.”
The professional teacher is also seen to be caring and compassionate when he/she does not inflict corporal
punishment on offending learners.”

APPLICATION: Apply What You Learned

Prepare a 5-minute video presentation on: The Teacher and Learners. The objective of the video
presentation is to give concrete instances of teacher-learner professional relationship. Be guided by Article VIII
of the Code of Ethics.

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 The Teaching Profession

Check for Understanding

1. Does the Code of Ethics for Professional Teachers prohibit a teacher and student to fall in love with each other?
a. Yes, because it is unprofessional
b. No, but student should be transferred to another class.
c. No, but teacher shall exercise utmost professional discretion to avoid preferential treatment of the learner.
d. Yes, because teacher will show favoritism definitely.
2. What should be the first and foremost concern of the professional teacher?
a. The interest and welfare of the learners
b. The progress of the learners
c. The social adjustment of the learners
d. The happiness of the learners
3. Does the Code of Ethics for Professional Teachers allow teacher to accept remuneration for students which tutor
teachers rightly deserve? - analysis
a. Yes, they deserve the remuneration for the tutorial services.
b. No, except for what is authorized for such service.
c. Yes, provided pay is not excessive.
d. No, they are professional teachers and so are expected to give tutorial service

B. The Teacher and the Teaching Community

The professional teacher is not an island. He/she works with other professional teachers, some more
or less experienced than he/she is. Colleagues are teachers, partners and collaborators. How teacher relates
to his/her colleagues in the teaching profession determines if they become one’s greatest allies and supporters
or one’s greatest enemies.

ACTIVITY: Let's do this

1. Read Article V, The Teacher and the Teaching Community

ARTICLE V, THE TEACHER AND THE TEACHING COMMUNITY

Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confi-
dence, 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, teach-
ers shall support one another.

Section 2. A teacher is not entitled to claim for work not of his/her own, and shall give due credit for the
work of others which he may use.

Section 3. Before leaving his/her position, a teacher shall organize and leave to his successor such rec-
ords 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 have not yet 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 associate. This may be done only if there is incontroverti-
ble evidence for such conduct.

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 Module 3: Unit 3—The Code of Ethics for Professional Teachers: Relationship with the Internal Stakeholders

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate,
preferably in writing, without violating any right of the individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified, provided that he re-
spects the system of selection on the basis of merit and competence, provided, further, that all quali-
fied candidates are given the opportunity to be considered.

ABSTRACTION : Add this to what you know

A professional teacher should work in collaboration with his/her fellow teachers. Gossip destroys collegial
relationships. It has no place in a professional community. A brotherly/sisterly correction for what may appear
to be unprofessional and unethical conduct of an associate is an act that is becoming of a professional.
Should there be justifiable criticism against a fellow teacher, the right recourse is to submit to proper
authorities any justifiable criticism.
It is unprofessional for a teacher to apply for a position for which he is not qualified. Professionalism
demands that selection is based on merit and competence. It is likewise unprofessional to divulge confidential
information concerning associates and the school.
Give credit to whom credit is due. A professional teacher will not claim credit for work not of his/her own.
In order not to jeopardize office operation or work, a teacher before leaving position, shall organize records for
his/her successor. Many a time a turn-over ceremony is well done but up to ceremony only because records
are not organized and so hampers the continuity of operation.
In short, at all times, professional teachers shall be loyal to and trust and support one another for the
common good.

APPLICATION: Apply What You Learned

Compose a poem or a song on how professional teachers should relate to one another to form a
genuine teaching community. Make sure the song/poem is based on Article V.

17
 The Teaching Profession

Check for Understanding

Select the correct answer.

1. Students reported to you about a teacher who has made it a habit to collect money for quizzes that never were
mimeographed or photocopied, the very reason for money collection. What is ethical for you to do? – Applica-
tion
a. File a written complaint against the teacher with the students’ oral report as evidence.
b. Talk to the teacher concerned and correct his unethical conduct.
c. Bring the students and parents to the teacher concerned.
d. Advise the students to file a written complaint against the teacher.
2. The school was preparing for a national choral competition. What should be the response of the teaching com-
munity? – application
a. Let the Music teachers do the work since it is music-related.
b. All teachers should cooperate with and support the Music teachers in whatever way.
c. Teachers complained against by students should not be involved in the preparation activities.
d. Give passing grades to all students involved in the oral competition.
3. What is the professional obligation of one leaving a position? – Understanding
a. Pass on organized records to successor to carry on the work.
b. Tender a despedida party.
c. Leave your clerk/secretary for your successor’s guidance.
d. Erase all records, successor does not need them anyway.

Synapse strengtheners

1. Will filing a justified complaint against a fellow teacher do well for a community of professional teachers? If you
were the one intending to file a complaint, would you do so?

2. Which Filipino trait makes it difficult sometimes for professional teachers to function as a collegial
community?

18
 Module 3: Unit 3—The Code of Ethics for Professional Teachers: Relationship with the Internal Stakeholders

C. The Teacher and the Higher Authorities

In addition to colleagues in the teaching profession, professional teachers also relate to higher
authorities who are his/her school heads, Supervisors and Schools Division Superintendent, etc. How should
he/she relate to them professionally is the concern of this third part of Unit 3.

ACTIVITY: Read this

Read Article VI of the Code of Ethics, the answer the pretest.

ARTICLE VI
THE TEACHER AND THE HIGHER AUTHORITIES IN THE PHILIPPINES
Section 1. A 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 professional feeling or private opin-
ion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusation 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 superior, in which case the teachers shall appeal directly to the appropriate higher authority.
Section 4. A teacher, individually or as part of a group, has a right to seek redress against injus-
tice and discrimination and, to the extent possible, shall raise his grievances within democratic processes.
In doing so, he shall avoid jeopardizing the interest and welfare of learners whose right to learn must be
respected.
Section 5. A teacher has a right to invoke the principle that appointments, promotions and trans-
fers 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.

ABSTRACTION : Add this to what you know

It is unprofessional for a teacher to campaign against legitimate policies of the school and
administration with which he/she disagrees. In contrast, the professional thing to do is to support the
legitimate policies even though as a professional teacher one is personally against it. One must exert
effort to understand the wisdom of the policies of the administration. In the first place they may not have
become policies if they are not for the good of teachers.
It is likewise unprofessional to file charges against superiors under cover of anonymity. If there is
truth in the charges filed against superiors, one should not be afraid to come into the open. “The truth
shall set you free.”
To transact official business through proper channels is the professional and ethical thing to do.
There are exceptions, however. When the reforms advocated are opposed by the immediate superior, the
teacher shall appeal directly to the proper higher authority.
To go on strike is not professional. True, professional teachers have a right to seek redress
against injustice or discrimination but should do it in a manner that does not jeopardize the welfare of
learners whose right to learn must be respected. Teachers going on strike adversely affects learners.
Appointments, promotions are based only on merit and need in the interest of service in the
profession. Likewise, transfer of professional teachers is done on the basis of merit and need. Transfer of
a teacher made because of school head’s prejudice towards the teacher is unprofessional.

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 The Teaching Profession

APPLICATION: Apply What You Learned

I. Answer with a YES or a NO.

Is it professional for a teacher:
_______1. to complain against transfer of teachers with whom the school head has prejudice?
_______2. to be promoted based only on years of service?
_______3. to transact official business through proper channels, no exception?
_______4. to go on strike with his group to seek redress against injustice?
_______5. to file charges against superiors under anonymity to protect himself/herself?
_______6. not to support a legitimate policy with which he/she disagrees?
_______7. to campaign against legitimate policies of the school and administration with which he/she disagrees?
II. Encircle your answer.
1. Appointments, promotions and transfer of professional teachers are done only on the basis of _____ and _______ in
the ______. – Understanding
a. merit-need-interest of the service
b. qualifications-years of service – interest of learners
c. seniority- academic degrees – interest of teachers
d. technical – professional competence – interest of the profession
2. Is it professional to support a school’s policy even if you do not personally agree? – analysis
a. No.
b. Yes.
c. Yes, if it is a policy for teachers.
d. Yes, it depends on the kind of policy.

Synapse strengtheners

Research on the steps a professional teacher should take if she decides to raise his grievances against his
superior. Share your findings on our online class.
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 The Code of Ethics for Professional Teachers: His/Her
Person, Profession and Business
UNIT
4
“One book, one pen, one child and one teacher can change the world.”

I’m expecting that at the end of this lesson, you can explain how a profes-
sional teacher should conduct himself/herself as a person, in the teaching
profession and in business.

A. The Teacher and the Profession

After discussing how a professional teacher relates with primary stakeholders (the learners), with
secondary stakeholders (the parents), with external stakeholders such as the state and the community and
other internal stakeholders such as the teaching community and school officials (higher authorities), let us
now see how the professional teacher should conduct himself/herself as a person in the teaching profession
and in business.

ACTIVITY: Let’s do this

1. Read Article IV, The Teacher and the Profession, in the Code of Ethics, then do #2 .
ARTICE 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 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 a dignified
means of earning a decent living.

2. Here are quotes on the teaching profession. To which Section of Article IV does each quotation refer?

1. I wish I could persuade every teacher, to be proud of his occupation – not conceited or
pompous, but proud. People who introduce themselves with the shame remark that they are “just
teachers” gives despair in my heart. Did you ever hear a lawyer say depreciatingly that he was only a
patent attorney? Did you ever hear a physician say “I am just a brain surgeon?” I beg of you to stop
apologizing for being a member of the most important profession in the world. Draw yourself up to your full
height; look at anybody squarely in the eye and say, “I am a Teacher.”
– WILL

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 The Teaching Profession

The quotation refers to Section ____ of Article IV because _______________________________________

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2. “Good, better, best. Never let it rest until your good is better and your better is best.”
– Tim Duncan

This quotation refers to Section ____ of Article IV because _______________________________________

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3. “There are no secrets to success. It is the result of preparation, hard work and learning from failure.”
– Colin Powell

This quotation refers to Section ____ of Article IV because _______________________________________

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4. “Success is where preparation and opportunity meet.”

– Bobby Unser

This quotation refers to Section ____ of Article IV because ________________________________________

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5. “Self- respect is the fruit of discipline; the sense of dignity goes with the ability to say no to oneself.”
– Abraham Joshua Heschel

This quotation refers to Section ____ of Article IV because ________________________________________

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6. “There are two kinds of pride both good and bad. Good pride represents our dignity and self-respect.
Bad pride is the deadly sin of superiority that reeks of conceit and arrogance.”
– John C. Maxwell

This quotation refers to Section ____ of Article IV because ________________________________________

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 Module 3: Unit 4—The Code of Ethics for Professional Teachers: His/Her Person, Profession and Business

ABSTRACTION : Add this to what you know

The first quote relates to Section 1, professional teachers should introduce themselves with pride as
professional teachers not as “just” professional teachers.
The second and fourth quotes relate to Section 2, making the best preparation for the teaching
career and Section 3, continuing professional education.
The fifth and sixth quotes in essence talk about self-respect which is the essence of Section 4 and 5
of Article IV, The Teacher and the Profession. The Code of Professional Conduct for Public School
Teachers cited in Section 7 of RA 4670 states: It (referring to the work of the teacher in the development of
the young) is a trust of which every teacher should strive to be worthy. Who uses his position for an unworthy
purpose betrays the trust.”

APPLICATION: Apply What You Learned

Develop a 5-minute PowerPoint/video presentation to convince viewers that teaching is the noblest
profession and being so deserves the best preparation and the best candidates.

Check for Understanding

Select your answer.

1. As a professional teacher, you shall manifest genuine _____and ____in teaching as a _____calling.
a. pride – enthusiasm – new
b. enthusiasm – pride – noble
c. enthusiasm – pride – good
d. genuineness – pride – mission

2. To be nationally and internationally competitive, in which should teacher participate according to

Article IV of the Code of Ethics?
a. Continuing Professional Development
b. seminars
c. evaluate school courses
d. writing books

B. The Teacher as a Person

Article XI, the teacher as a person, is the focus of this second part of Unit 4.
You may want to re-read the lesson on “The Demands of Society from Teacher as a Person in
Module 2 Unit 2: How does the professional teacher carry herself/himself as a person?”

ACTIVITY: Let’s do this

Read Article XI of the Code of Ethics then answer the following questions:
1. What is the big challenge for a teacher?
2. Are you ready to face the challenge?

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 The Teaching Profession

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 emu-
lation 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 the men and nation.

ANALYSIS: Let’s Analyze

There are more women than men in the teaching profession. Does this indicate that less men are able to face
the challenge of the teaching profession? Share your insights.

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 Module 3: Unit 4—The Code of Ethics for Professional Teachers: His/Her Person, Profession and Business

ABSTRACTION : Add this to what you know

So much is demanded of the teacher as a person. He/She is looked up to as model and therefore
must walk her talk or ends up like a noisy gong or a clanging cymbal. This is a big challenge. His/Her highest
obligation is to live with dignity in all places at all times, so 24 hours a day, 7 days a week, 31 days a month,
365 or 366 days a year. He/She will never regret if he/she has made self-respect and self-discipline as the
governing principle in his/her relationships with all people in all situations. With the almighty God at the center
of his/her life, the professional teacher will be resolute in his/her intent to maintain a dignified personality and
so can serve as a model for learners, peers and all others.
The Code of Professional Conduct for Public School Teachers cited in Section 7 of RA 4670 puts it
succinctly:
INTEGRITY: Since the teacher’s work is not confined merely to the development of certain
fundamental skills and abilities encompassed by the teaching of the 3Rs but also includes the development of
desirable habits and attitudes that go into the formation of character, his manner of living should provide a
worthy example for his pupils and students to emulate, for his fellow teachers to be proud of and for the
community to feel as being enriched by it.

Check for Understanding

Select the correct answer.

1. For a professional teacher to live with dignity all places at all times, which should be his/her principles
of personal behavior?
I. Self-respect III. Charity
II. Self-discipline IV. Sincerity
a. I and II c. II and III
b. I, II and III d. I, II, III and IV
2. According to 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 c. School Head
b. Almighty God d. Teaching philosophy

Synapse strengtheners

1. Interview teachers who have taught for at least 5 years (50% female, 50% male). What they consider
to be the biggest challenge in their life as teachers?

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 The Teaching Profession

C. Article X—The Teacher and Business

While the salaries of teachers in the Philippines are still lower compared to
other ASEAN member-states, teachers’ salaries considerable increased after EDSA 1. But despite these signifi-
cant salary increases, teachers tend to over borrow or engage in business to eke out income. This part of Lesson 4 is
focused on the teacher and his/her involvement in business.

ACTIVITY: Let’s do this

1. Read Article X of the Code of Ethics given below.

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/her work.
Section 2. A teacher shall maintain a good reputation with respect to financial matters such as in the settle-
ment of his/her just debts, loans an d other financial affairs.
Section 3. No teachers shall act, directly or indirectly, as agents of, or be financially interested in, any com-
mercial 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, pro-
vided that such shall be in accordance with existing regulations.

2. Consider the findings of the study on teacher’s borrowing as shared by DepEd Secretary Leonor Briones.
1. The propensity of public school teachers to borrow is 50% higher compared to other employees of the govern-
ment such as the police and the nurses.
2. Aside from the possibility of not receiving any pay once they retire, public school teachers may also suffer
sanctions – from mere reprimand to revocation of licenses to teach due to their unpaid loans. There are more
than 500 pending cases versus teachers filed by various lending institutions in the past 3 years. (Source:
Merlinda Hernando – Malipot, Why Public School Teacher Tend to Borrow. Oct. 31, 2017 – https://
[Link] )
3. Teachers owe Php 70 billion from legitimate leading institutions. (DepEd Sec. Leonor Briones, https://
[Link])

ANALYSIS: Let’s Analyze

Answer the following questions:

1. With teachers’ borrowing habits, which Section of Article X do teachers fail to observe?

2. When do professional teachers violate Section 3 of Article X?

26
 Module 3: Unit 4—The Code of Ethics for Professional Teachers: His/Her Person, Profession and Business

ABSTRACTION : Add this to what you know

“Man does not live by bread alone, “says the Bible. Understandably, the professional teacher needs
money to satisfy his/her bodily need. Article X, Sec. I of the Code of Ethics allows the teacher to “engage in
legitimate income generation provided that it does not relate to or adversely affect his work or a teacher.”
Section 3 also states:
No teachers shall act, directly or indirectly, as agents 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.
As said in the previous lessons, the teacher should live with dignity at all times and at all places and
be a model for all. So a teacher must … “maintain a good reputation with respect to financial matters such as
in the settlement of his debts and loans in arranging satisfactorily his private financial affair.”
If teachers live by the principles of self-respect and self-discipline as cited in the Code of Ethics,
there will be no problem on teacher indebtedness and teachers’ unfavorable reputation of not paying their
debts. If a teacher lives simply, he/she will not be that indebted. To live simply, the professional teacher must
distinguish between his needs and wants.

APPLICATION: Apply What You Learned

To counter teachers’ problem of indebtedness, cite proverbs (in Mother Tongue, highly
encouraged) that can serve as reminders for professional teachers not to live beyond their means. Explain
each and relate it to Article X of the Code of Ethics.
e.g. Hangga’t makitid ang kumot, matutong mamaluktot.
“Debt is a heavy burden to an honest mind, but thievish borrowers make light of it.”
“Spending is quick, earning is slow.”

Check for Understanding

Select the correct answer.

1. On what condition can a professional teacher engage in business? – Analysis
a. Income generation is legitimate.
b. Income generation is related to her/his work
c. Business includes books and school supplies
d. Adversely affects his/her work
2. Why is a teacher prohibited from direct business transactions involving textbooks and school
supplies? – analysis
a. Possibility of exerting influence for his/her own business interest
b. Her/his main task is to teach not to engage in business
c. To avoid competition
d. The Code of Ethics says so

Synapse strengtheners

1. Using the Code of Ethics as basis, cite the advantages and disadvantages of the current solicitation
programs for disinfectants, face masks, coupon bond, and the likes of different public/private schools.

27
 The Teaching Profession

REFERENCES

Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. (2018). The Teaching Profession (4th ed.). Lorimar Publishing, Inc
Christin Phyliss. (2016, May 30). How To: A Teacher’s Guide To Parent Teacher Conferences [Video]. YouTube.
[Link]
Code of Ethics for Professional Teachers, Board for Professional Teachers’ Res. # 435, s. 1997
DepEd Sec. Leonor Briones, https:[Link]
Merlinda Hernando - Malipot, Why public school teachers tend to borrow, Oct. 31, 2017 - [Link]
TED. (2013, May 3). Every Kid Needs a Champion [Video]. Youtube. [Link]
v=SFnMTHhKdkw

RUBRICS
Summary/ Reflection Rubric
Criteria Very Good (15 Good (12 points) Fair (9 points) Needs Im- POINTS
points) provement (6
points)
Length 4-7 sentences Less than 4 sen- Less than 3 sentenc- Less than 2 sentences
tences or more es or more than 8 or more than 9 sen-
than 7 sentences sentences tences
Accuracy All statements are Most statements Some statements Most statements are
accurate are accurate are inaccurate inaccurate
Originality/Para- No more than 4 One sentence con- Two sentences con- 3+ sentences con-
phrasing words in a row taken tains more than 4 tain more than 4 tain more than 4 words
directly from the words in a row words in a row taken in a row taken direct-
lesson/topic taken directly directly from the ly from the reference
from the reference reference

Insight Includes original and Includes original Included minimal None original thoughts
well-reasoned thoughts original thoughts included.
thoughts

Conventions No more than one 2-3 punctuation, 4-5 punctuation, 6+ punctuation, gram-
punctuation, gram- grammar, or grammar, or spelling mar, or spelling errors
mar, or spelling error spelling errors errors

Total

Grading Rubric for Differentiated Instruction (poem/song/graphic organizer)

Criteria Very Good (15 points) Good (12 points) Fair ( 9 points) Needs Improvement Points
(6 points)
Content – Contains accurate con- Contains few Contains many The work is not
Accuracy tent. (The output is fully inaccurate content. inaccurate content. related to the les-
related to the content of the (The output relates (The output relates to son.
lesson.) to most of the les- some part of the ideas
son tackled.) presented.)
Content – Information is of great depth Information is of Information is fairly Information is super-
depth and is presented in an ana- good depth and is superficial or is ficial or nonexist-
lytical way. more descriptive presented in an ent.
than analytical. uneven way.
Originality The output shows a large The output shows There is some evi- Shows little evi-
amount of original thought. some original dence of original think- dence of original
Ideas are creative and inno- thoughts. Ideas and ing. Ideas are not care- or creative thinking.
vative. insights are fully or creatively ren- Makes no attempt to
somewhat dered. create a creative
creatively rendered. output.
Total

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 Grading Rubric for Short Answer and Essay

Criteria Very Good (15 points) Good (12 points) Fair (9 points) Needs Improvement (6 points) Points

The answer is accurate, The answer is reasonable and The answer is reasonable, but The answer is not an answer to
perceptive, and reflects goes beyond a literal reading of represents only a surface level the question asked. The answer
awareness of the complexities the text. It is explained reading of the text. is incorrect because it is not
Depth and and depth of the text. The student specifically enough to show that (Fails to address the question or based on the text. The answer is
Accuracy of makes discerning connections the student can make appropriate demonstrates an inadequate or too general, vague, or unclear to
Answer across the text, or offers a unique connections across the text and partial grasp of the question.) determine whether it is
and insightful perspective. draw valid conclusions. reasonable. No answer is
(Demonstrates an accurate and (Demonstrates an adequate present.
complete understanding of the understanding of the question)
question)
Establishes a credible and Establishes a clear and plausible Establishes a claim to answer the Attempts to establish a claim that
Depth and convincing claim to answer the claim to answer the question. question and needs more is unclear or disconnected from
Accuracy of question. Cites sufficient and Cites most strong evidence that development. the topic; or does not answer the
Textual relevant evidence to fully support supports the claim. Refers to some evidence from the question.
Evidence the claim. text that loosely or vaguely Includes almost no evidence
supports the claim. from the text; evidence is based
on personal experience or
unconnected sources.
The explanation adds depth and The explanation elaborates on The explanation merely repeats the No explanation is present, or an
Depth and complexity to the overall the original response, and links original answer. explanation is present, but
Accuracy of response, clearly and insightfully the answer to the textual introduces an idea that is
Explanation linking the answer to the textual evidence. inaccurate because it cannot be
evidence. supported by the text.
Demonstrates a strong command Demonstrates a working Demonstrates some command of Attempts to use some English
of English conventions with few command of English conventions English conventions with some conventions, though errors
minor errors. with some errors that do not errors that inhibit reader’s frequently inhibit reader’s
Conventions Uses language and tone that are inhibit reader’s comprehension. comprehension. comprehension.
appropriate to audience and Uses language and tone that are Uses language and tone that are Uses informal language and
purpose. academic. inconsistently academic or tone.
inconsistently appropriate for
Module 3: Unit 4—The Code of Ethics for Professional Teachers: His/Her Person, Profession and Business

audience and purpose.

Total

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