Course No.

: Ed 102
Descriptive Title: The Teaching Profession

Course Description: The course deals with the teacher as a person and as a professional within
the context of national and global teachers’ standards and educational philosophies. It will
include professional ethics, core values, awareness of professional rights, privileges and
responsibilities as well as the teachers’ roles in the society as a transformative agent of change.

Course Learning Outcomes: During and upon the completion of the course, the students should
have :

1. Manifested understanding of the key concepts on philosophies of education,

social, legal and historical foundations of education
2.Developed the sense of responsibility and commitment toward the self as a
teacher and toward the teaching profession as stipulated in the Code of Ethics
for Professional Teachers and Philippine Professional Standards for Teachers
3. Formulated a sound teaching philosophy statement
4. Become resourceful, effective communicators of ideas, creative and good
decision makers.

Topics to be discussed
I. Teaching as a vocation, a mission and a profession
II. The Teacher and the Society
A. Role of Teachers in the Society
B. The Teacher as a Person
C. The Teacher as a Professional
III. The Code of Ethics for Professional Teachers
IV. Rights and Privileges of Teachers in the Philippines
V. The Global Teacher
VI. Teacher Competency and Standards
VII. Continuing Professional Development
VIII. Philosophies of Education
IX. Teaching as the Noblest Profession

Dear Students,
Welcome to our class in “The Teaching Profession”. In this course, we will be learning
about teaching as a profession and all other topics presented in the course guide above. Our
discussion will always begin with an activity that you are expected to perform, before we can do
the discussion or the lesson presentation proper.

Chapter 1 – Teaching as a Vocation, A Mission and a Profession

For the Chapter on Teaching as a Vocation, a Mission and a Profession, kindly answer
the given questions and perform Activity 1.

Questions to answer: Please be comprehensive in your answers. Provide a separate sheet for
them.
1) Is teaching your first choice as a career? Why?
2) What/who encouraged you to enroll in the College of Education? What do you think are
the reasons why they want you to become a teacher?
3) Do you really want to become a teacher?
4) How do you see yourself 10 years from now?
5) Complete the sentence: For me, teaching is _________________________________.

Activity 1. Interview three (3) teachers using the following questions:

1) How long have you been a teacher?
2) Was teaching your first choice as a career?

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 3) How did you prepare yourself to become a teacher?
4) How do you see yourself 5 years from now?
5) What is teaching to you?
You can do this online through chats or even just texts. Consolidate their answers in terms of
the commonality of their responses. Document your interview by providing a bio-data of
your interviewees. If you have pictures or pictures of your communication with them, please
attach them in your file.

Discussion Proper.
Your reason for choosing the course on teaching may vary with your classmates or even
your friends’ opinions and ideas. Also, the teachers you have interviewed may also have varied
reasons for being a teacher.
In this part of our lesson, let us learn about the three “faces” of teaching: as a vocation, as
a mission and as a profession.

Teaching as a Vocation
Vocation comes from the Latin word “vocare” which means to call. This means that to
some, they are called to teach and thus, they consider teaching a vocation. This call may be
Divinely inspired, or may be a “call” from a parent, a relative or a friend. A teacher who
considers teaching as a vocation feels summoned or is strongly inclined to teach. Some teachers
shared that it is as if someone whispered in their ear that they need to be a teacher. This is why
they think that teaching is their vocation.

Teaching as a Mission
The word mission comes from the Latin verb mitto (noun missio), which parallels the
Greek word apostellō, meaning “to send.” It is also defined as a task assigned. Some teachers
may consider teaching as their assigned task or duty to be accomplished.
Some teachers feel that they have to do something to make the world a better place. They
have to step up and make a difference in the world. This may be the idea of some teachers who
consider teaching as their mission.
It is said that as a mission, “To teach is to influence every child entrusted in your care to
become better and happier because life becomes more meaningful. To teach is to help the child
become more human” (Corpuz, et al., 2018).

Teaching as a Profession
Teaching is a profession thus, a teacher as a professional conforms to the technical or
ethical standards of a profession. In other words, teaching as a profession needs competence and
a Code of ethics. In addition, Corpuz, et al (2018) present other elements of a profession:
(1) It needs an initial professional education, that is, long and arduous years of
preparation. The BSEd degree requires 4 years of schooling. It includes the development of
knowledge and skills in general education, professional education and specialization or major
courses.
(2) It also has to have accreditation. This means that a degree in Education should be
attained from a regulated and government-recognized college or university. Only schools that are
recognized by the Commission on Higher Education can offer the course in teaching. This is to
insure that the necessary training and quality of teaching is constantly regulated and monitored.
(3) As a professional, teachers have to have a license. Just like a driver who should not
drive without a license, a teacher should not teach also if he or she has no license in teaching.
After you graduate your 4-year degree, you are expected to apply to the Philippine Regulation
Commission (PRC) for the Board Licensure Examination for Professional Teachers (BLEPT)
that you are expected to pass. Once you pass this examination, PRC will then issue you your
PRC license.
(4) As a professional, teachers have to have professional development. This means that
teachers are expected to have ongoing professional education that could maintain or improve
their professional knowledge and skills after they begin their practice of teaching. They can
attain this by attending conferences and seminars that cannot only develop them professional, but

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personally and socially as well. Attendance to conferences and seminars sponsored by
Continuing Professional Development (CPD)-accredited agencies will grant them CPD points
that they will submit to PRC when they renew their licenses. Going to graduate school can also
provide professional teachers CPD points that they can also submit to PRC for their renewal of
their licenses. In the Philippines, this is mandated by Republic Act (RA) 10912, otherwise
known as the CPD Act of 2016.
(5) As professionals, teachers may add to their development by engaging and
participating in professional organizations or societies. By doing so, they can develop linkages
and networks with other professionals to which they can exchange ideas and opinions on matters
related to the profession. Teachers may become members of professional societies in teaching
such as the Philippine Association for Teachers and Educators (PAFTE), the State Universities
and Colleges Teacher Educators Association (SUCTEA) and other professional
organizations/societies for specialization courses like the Biology Teachers Association
(BIOTA), Reading Association of the Philippines (RAP), etc.
(6) As a profession, teaching also has a code of ethics to ensure that all teachers behave
responsibly. The Code of Professional Ethics for Teachers states what all professional teachers
should do. Violation of the Code of ethics may lead to the teacher’s suspension from the practice
of teaching and the revocation of the professional teacher’s Certificate of Registration (Sec. 23,
RA 7836).

Historical Development of Teaching as a Profession in the Philippines

Teaching was considered as a profession by virtue of Presidential Decree (PD) No. 1006,
known as the Decree Professionalizing Teaching in the Philippines in 1976 issued by then
President Ferdinand E. Marcos. The need to professionalize teaching was felt “to insure that in
the immediacy and urgency of teacher recruitment, qualitative requirements are not
overlooked…” and “although teaching requires a number of years of collegiate study, it is the
only course that is not yet considered a profession. Furthermore, “in recognition of the vital role
of teachers in nation-building and as an incentive to raise the morale of teachers, it is
imperative that they be considered as professionals and teaching be recognized as a profession
(PD 1006). The phrase which says: “to insure that in the immediacy and urgency of teacher
recruitment, qualitative requirements are not overlooked” means that to make sure that the
quality and the demand for new teachers, the qualities of the teachers should not be overlooked,
that is, should be taken seriously. The second phrase: “although teaching requires a number of
years of collegiate study, it is the only course that is not yet considered a profession. There are
degrees that also require four years of study, like nursing, and the graduates are considered
professionals. But this is not the case of teaching. Before this PD, teaching is just considered a
degree, but not a profession. Finally, the last phrase: in recognition of the vital role of teachers in
nation-building and as an incentive to raise the morale of teachers, it is imperative that they be
considered as professionals and teaching be recognized as a profession. The country now
recognizes the important role that teachers play in the development of the nation. By recognizing
teaching as a profession, the morale and confidence of teachers will be uplifted, thereby making
them more inspired to perform their duties and responsibilities as teachers.
In 1994, Republic Act (RA) 7836, the Philippine Teachers Professionalization Act of
1994 was passed in order to “promote quality education by proper supervision and regulation of
the licensure examination and professionalization of the practice of the teaching profession.”
(Sec. 2).

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Chapter 2 – The Teacher in the Society
For this chapter, we will first learn the roles of teachers in the society. Begin this lesson
by answering the following questions:

Questions to answer:
1) What do you do now that will help you to become a good teacher someday?
2) What do you think are your qualities that will make you a good teacher?
3) If you are already a teacher, what will you do to help the community?
4) Do you believe that teachers play important roles in the community? Why?
5) Some people say that: “Teachers act as the standards of what proper behavior is”. What is
your opinion on this?

Activity 2. Interview 10 persons from all walks of life (professionals, businesspersons,

housewives, farmers, etc.) and ask them about the role of the teacher in the community. Use the
guide questions below:

1. What are the roles that teachers play in the community?

2. Do you consider the teacher as a respected person in the community? Why?
3. How do teachers help in the improvement of the community?
4. Do teachers serve as models in their behavior in the community?
5. Do you seek the advice of teachers about concerns in the community?
6. What do you think are the attitudes and values that teachers should possess?
7. Do the teachers seek the support/help of the community for his/her classes?

Present the profile of your respondents here and consolidate their answers based on
the questions.

Final question: How does the community see the role of teachers at present? Is there a
difference in the community’s perception about the teacher before and at present? Justify your
answer.

The Role of Teachers in the Community

Teachers are arguably the most important members of our society. They give children
purpose, set them up for success as citizens of our world, and inspire in them a drive to do well
and succeed in life. The children of today are the leaders of tomorrow, and teachers are that
critical point that makes a child ready for their future. Children carry what they are taught at a
young age throughout the rest of their lives. They will use what they have learned to influence
society. Everyone knows that today’s youth will become tomorrow’s leaders, and teachers have
access to educate the youth in their most impressionable years — whether that is in teaching
preschool, teaching extracurriculars, sports or traditional classes
(https://www.uopeople.edu/blog/the-importance-of-teachers/).
  Teachers have the ability to shape leaders of the future in the best way for society to
build positive and inspired future generations and therefore design society, both on a local and
global scale. In reality, teachers have the most important job in the world. Those who have an
impact on the children of society have the power to change lives. Not just for those children
themselves, but for the lives of all. It can be said then, that teachers’ matter.
  But how do teachers bring change in a student’s life? Great teachers have the ability to
change lives for the better. They can act as a support system that is lacking elsewhere in
students’ lives. They can be a role model and an inspiration to go further and to dream bigger.
They hold students accountable for their successes and failures and good teachers won’t let their
talented students get away with not living up to their full potential. Teachers of all walks of life
and subjects have the ability to shape opinions and help form ideas about society, life and
personal goals. Teachers can also expand students’ limits and push their creativity. Teaching is a
tough job, but it is one where you can make the most impact in another person’s life.

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 Teachers are the ultimate role models for students. The fact that students come into
contact with many different types of teachers in their academic career means that more likely
than not, there will be a teacher that speaks to them.
The teacher-student connection is invaluable for some students, who may otherwise not
have that stability. Teachers will stay positive for their students even when things can seem grim.
A great teacher always has compassion for their students, understanding of their students’
personal lives, and appreciation for their academic goals and achievements. Teachers are role
models for children to be positive, always try harder, and reach for the stars.
Teachers provide the power of education. Knowledge and education are the basis for all
things that can be accomplished in life. Teachers provide the power of education to today’s
youth, thereby giving them the possibility for a better future.
 
Teachers simplify the complex, and make abstract concepts accessible to students.
Teachers also expose children to ideas and topics that they might otherwise not have come into
contact with. They can expand on interests and push their students to do better.
Teachers don’t accept failure, and therefore, students are more likely to succeed. Teachers know
when to push students, when to give a gentle nudge in the right direction, and when to let
students figure it out on their own. But they won’t let a student give up.
  Teachers provide guidance to students of all types. Teachers are able to see each child’s
strengths and weaknesses and can provide assistance and guidance to either get them up to speed
or push them higher. They will help to reveal student’s best skills and teach valuable life skills as
well, such as communication, compassion, presentation, organization, following directions, and
more. They are also a source of inspiration and motivation. Teachers inspire students to do well,
and motivate them to work hard and keep their academic goals on track.
One of the most important parts of teaching is having dedication. Teachers not only
listen, but also coach and mentor their students. They are able to help shape academic goals and
are dedicated to getting their students to achieve them. Teachers have patience for their students
and are understanding when a concept isn’t taking.
Teachers do what they do because they want to help others. They are not teaching for
recognition or a paycheck but because they have a passion for youth and education. Teachers
typically believe in the power of education and the importance of providing children with good
role models and are teaching because of that belief. They are dedicated to the cause.
  Finally, teachers’ dedication is shown by their ‘round-the-clock’ work habits. Teachers
don’t stop working when the school bell rings. They are grading papers, making lessons, and
communicating with parents after school and on weekends. Most teachers arrive earlier than
school starts to set up their day and provide extra assistance to struggling students.
  Teachers play a great role in the economic development of the country. Education is
a fundamental aspect in the development of a country. If the youth of a society is educated, a
future is born. Teachers provide the education that improves quality of life, therefore bringing so
much to both individuals and society as a whole.
  Teachers increase productivity and creativity of students and therefore, of future workers.
When students are pushed to be creative and productive, they are more likely to be
entrepreneurial and make technological advances, ultimately leading to economic development
of a country.
These are just some roles that teachers play in our society. They may perform roles that
vary from one child to another and from one situation to another as well. Your teachers may have
played varied roles also in the different levels of your learning, from your kindergarten,
elementary, junior high school, senior high school and presently, in your tertiary education.

The Teacher as a Person

Activity 3.1 Qualities of a Teacher (Personal)

Instructions: The following are some qualities that teachers should possess. Evaluate yourself
honestly using the checklist (Bilbao, 2014) below by placing a check mark on the column that
pertains to your answer. Please use this guide: SA (Strongly agree); AG (Agree); UD
(Undecided); DA (Disagree); SD (Strongly Disagree)
I am the kind of person who… SA AG UD DA SD

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 Is mentally alert
Is very imaginative
Tries out new things
Appreciates other people
Tolerates other people
Adjusts to different situations
Looks at the brighter side of life
Does not consider self as better than others
Shares privileges with others
Gives up personal time for others
Sees to it that I do my job well
Makes quick solutions to problems
Volunteers to do tasks for others
Works for the group even without being
affirmed return
Is calm in the midst of chaos
Is dependable in a given task
Gives equal chance for others to be heard
Is sure of what I am doing
Holds anger even when provoked
Is punctual in attendance
Question 1. Which of these qualities would you consider as your strengths?
Question 2. Which of these qualities would you consider as your weaknesses?
Question 3. What do you plan to do to improve your weaknesses?

Activity 3.2 Qualities of a Teacher (Ideal Teacher) (He/She could be your teacher before or
at present)
Instructions: Think of a teacher that you consider “ideal” and evaluate him/her using the
checklist (Bilbao, 2014) below. Place a check mark on all the qualities that you have observed in
him/her, and leave the space blank for those that you did not observe. Attach a short bio-data and
picture of the teacher, if available.
Name of Teacher: ________________________________________
Grade/Year Level Taught: ___________________________
Subject Taught: ______________________________

My Ideal Teacher… Observed

Is mentally alert
Is very imaginative
Tries out new things
Appreciates other people
Tolerates other people
Adjusts to different situations
Looks at the brighter side of life
Does not consider self as better than others
Shares privileges with others
Gives up personal time for others
Sees to it that he/she does his/her job well
Makes quick solutions to problems
Volunteers to do tasks for others
Works for the group even without being affirmed return
Is calm in the midst of chaos
Is dependable in a given task
Gives equal chance for others to be heard
Is sure of what he/she does
Holds anger even when provoked

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 Is punctual in attendance

Questions:
1. Aside from these qualities, what other characteristics does this teacher have that you
really admire/appreciate?
2. Why do you consider him/her ideal?
3. What are his/her qualities that you would apply when you become a teacher?
4. How has this teacher affected you as a person?
5. If you are to see him/her now, what would you tell him/her?

Based on the activity you have done, it can be said that teachers have qualities or
characteristics that are important for them to succeed in the profession. In considering these
qualities, there is a written piece about “The Body Parts of a Teacher” (Pawilen, 2016).
Brain – to always think critically and creatively. What does it mean to think critically?
To think critically means to exercise or involve careful judgment or judicious evaluation. On the
other hand, to be creative means to “think outside the box”, to do things extraordinarily and to
accomplish things following a different path or method. A teacher therefore needs to be very
careful with his/her judgment and analysis of people and events and must be able to be do things
in a unique way.
Eyes – to see the individual needs, strength, and nature of each student. Seeing the
individual needs of the child means seeing beyond the physical and outside appearance of the
learner. This means that a teacher has to know his/her students (family background, home
situation, values, interests and the like). Knowing all these, the teachers will be given a venue to
design and plan learning activities that are relevant and within the level of the learners.
Ears – to listen to students’ ideas and concerns. Teachers must be open-minded and must
learn to welcome the opinions and ideas of the students. They must develop the skill of being
silent and welcoming, every time that a learner has something to say. When asked why some of
them do not participate in class discussions, many learners say that they do not, because the
teacher do not “accept” their opinions anyway. In the end, they said, it is the still the teacher’s
ideas that are considered correct.
Hands - to guide students and show the right direction. The teacher is a significant
person in the life of a learner. As a guide, the teacher must be a good example, in thoughts,
words and action.
Heart – to love all the students regardless of who and what they are
Mouth – to speak the truth, discuss knowledge and speak wisdom to students
Feet - to walk with the students, explore the surroundings, and discover new knowledge
and information
Nose – to breathe deeply and relax when feeling tired or pressured

Walker, as cited by Bilbao, et al (2018) identified these twelve (12) characteristics of an

effective teacher: (1) Prepared – they come to class each day ready to teach. This means that
teachers are expected to be ready and prepared all the time: ready for their lessons and other
academic responsibilities; ready to face new challenges that may occur in the classroom; ready to
make a change in the life of the students, etc.; (2) Positive – they have optimistic attitudes
about teaching and about students. Teachers are expected to see always see the brighter side of
life, of teaching and especially of the students. This may include focusing on students’ strengths
rather than on their weaknesses and shortcomings; (3) Hold high expectations – Teachers set
no limits on students and believe that everyone can be successful. The teachers in this case
believes that each student has a potential that can be developed. Teachers do not place the
students in the box and curtail their growth, development and creativity. Instead, they do their
best to provide the best environment and support that will lead the students to develop to their
full potential; (4) Creative – Teachers are resourceful and inventive in how they teach their
classes. Teachers are artists. They are unique and resourceful in how they deliver their lessons.
They spend time in choosing the best and most interesting strategies and activities that can make
the students learn. They express their innovativeness by trying new ways of doing the art of

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teaching and learning; (5) Fair – Teachers handle students and grading fairly. Being fair
means showing no favoritism in dealing with students and especially in giving grades. Teachers
who are fair see each student equally, from an objective point of view. Being fair means granting
each student the treatment and grade that he/she deserves, depending on his/her own capabilities,
without any influence from external factors that are not related to school and grades; (6) Display
a personal touch – approachable. For many students, one characteristics of a good teacher is
that of being approachable, that is, students feel that they can freely and easily talk to or consult
with this teacher. Displaying a personal touch may also mean being emphatic with the students.
Always giving them a chance to express and explain themselves before coming to a decision. It
may also mean always lending the students a listening ear whenever they feel like talking. It is
sad to note that in this modern and high tech world, listening is one skill that has been neglected
by many. As busy people, teachers may also find no time to listen to their students, especially
those who may approach them in other places, aside from the classroom or the faculty
room; (7) Cultivate a sense of belonging – have a way to make students feel welcome and
feel comfortable in their classrooms. Students who have teachers with this characteristic would
often comfortably say that “I belong”. These students feel that they are an important part of the
class. They feel that they have their own niches to play in class and that every time that they
attend the class, they feel comfortable and at ease. A teacher who cultivates a sense of belonging
has a welcoming spirit for each student. He/She makes the students feel that the class, with
him/her as the teacher, and the students, is one big family, united in one goal and spirit; (8)
Compassionate – are concerned about students’ personal problems and can relate to them
and their problems. A teacher who is compassionate shows concern and sympathy for his/her
students. He/She does everything that he.she can in order to “understand his/her students better.
He/She exerts effort to know the students so that he/she can better relate and deal with them. A
compassionate teacher tries his/her very best to know each student under him/her, their family
background, their interests, their personalities, etc.; (9) Have a sense of humor – make learning
fun and do not take everything seriously. Teachers who have a sense of humor make learning
enjoyable and stress-free. He/She allows the students to have fun while learning, thereby making
the general classroom atmosphere friendly and delightful. A joke, related to the lesson, given by
the teacher once in a while breaks the monotony of the classroom discussion and perks up the
mood of the students to listen and be interested again in the lesson. It can also some sleepy
heads, especially in class schedules generally make the students feel sleepy; (10) Respect
students – do not deliberately embarrass students; teachers who give the highest respect get
the highest respect. Teachers who listen to their students, who provide them time and space to
express their thoughts and opinions, and considers these opinions in the discussion or finalization
of class chores and activities, give and show students the respect that they also need. Although it
is a taken for students to respect their teachers who are generally older and “wiser” than them,
teachers also need to go down to the level of the students so they can meet their students “eye-to-
eye” and together, make plans and decisions to meet the individual needs of the students.
Respecting the students may also mean giving them the freedom to express themselves, be it in
writing and in their projects and allowing them to express or explain their thoughts and opinions;
(11) Forgiving – do not hold grudges. Teachers are expected to be ready to forgive and
consider the mistakes of others, especially their students. This may also instill teachers’ allowing
their students to “repent” on the mistakes they have committed. If students failed to submit their
requirements on time, the teacher may grant them a second chance to make up for their mistakes
and come up with better grades next time. To forgive means to forget also the students’
shortcomings and allowing them to make for these; (12) Admit mistakes – quick to admit
being wrong. Humans as they are, teachers may also commit mistakes. A good teacher is one
who admits that he/she has done something wrong and takes the responsibility to correct it also.
Should the situation demand for an apology from his/her end, he/she should also be willing to
grant it in order to resolve the conflict that was created.

Activity 3.3 Interview one (1) public school teacher and one (1) private school teacher in
terms of their personal and professional needs.

The earlier lesson discussed the qualities that teachers are expected to possess to be
effective. On the other hand, it cannot be denied that teachers also have different needs that they

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also need to fulfill every day to become better teachers. Teachers have emotional, social,
spiritual, physical and economic needs, but these needs may be neglected when they are called to
meet their mission. The needs of teachers may de explained based on Maslow’s Hierarchy of
needs (Saul McLeod, updated March 20, 2020, Simply Pyschology.org).
Just like any human being, teachers also have biological and physiological needs (air,
food, drink, shelter, warmth, sleep, etc). In order to meet these needs, teachers have to have
money (through salaries or other means). These needs do not only refer to the immediate
personal needs of the teachers, but also for the needs of other members in the family. Our culture
expects that working children and siblings provide financial support to the family, hence,
teachers need to meet his/her financial needs both for him/herself and his/her family. It is also a
common practice that many teachers spend personally for their needs in school, especially in the
procurement of instructional materials, and even for the needs of evaluators who visit their
school. These activities can further reduce the financial stability of the teachers.
Teachers also have safety needs (protection from elements, security, order, law, stability,
freedom from fear). Teachers prefer to teach in public schools because of the security in tenure
that is given to all public school teachers. This means that, more or less, teachers are assured that
they would not be dismissed from work, unless they commit mistakes that are against the code of
ethics of professional teachers and other laws. Teachers in private schools may not have this
privilege, but they also find security in the relationships that are often developed in these schools
due to the less number of teachers and less bureaucracy, which are often experienced in the
public schools.
Teachers also have Love and belongingness needs - friendship, intimacy, trust, and
acceptance, receiving and giving affection and love. To the teachers, affiliating means being part
of a group (family, friends, work). The need for love is an innate need of all human beings.
Being a part of a family is our first source of love and belongingness. As people group older, the
need for belonging in a group is often met through friendships and relationships that are built. As
teachers, belonging and teaching in one school may be a good venue for meeting this need, if
however, the environment of the school is not supportive of this need, this may hinder the
teacher from performing his/her duties and responsibilities as a teacher. The love, care and
concern of the immediate supervisor and co-teachers is an important factor for the personal and
professional development of a teacher, especially those who are neophytes in the profession. In
the case that the school is supportive of its teachers and other employees, teachers will have the
chance to receive love and affection which they can also share to their colleagues and their
students. At this point, a teacher who can say “I Belong” whe he/she is in his/her school is an
assurance that his/her need for love and belongingness is satisfied.
Esteem needs - which Maslow classified into two categories: (i) esteem for oneself
(dignity, achievement, mastery, independence) and (ii) the desire for reputation or respect from
others (e.g., status, prestige) is another need of teachers. Teachers need to have a sense of
achievement and fulfillment in their profession. This is the reason why many teacher continue to
develop themselves professionally by going to school for their graduate education, attending and
participating in seminars and conferences and joining clubs and associations where they can
explore and share their talents and abilities. To be recognized for their personal capabilities and
abilities is also a need of teachers. This is why the acknowledgement and appreciation of the
superiors and colleagues is important for the teachers to feel recognized and given importance.
This will also give the teachers a sense of achievement and success in their profession. Teachers
also need to have a sense of independence. In the tertiary level, teachers are given the academic
freedom to choose instructional strategies and modalities to deliver their lessons. This is one way
by which they can show independence. In the classroom, teacher-advisers are also free to
manage their classes and all the events that happen in the classroom, be it in actual teaching or
classroom arrangement. Teachers are important members of the community. Generally, they are
one of those who are respected. The community’s recognition of the role they play in the society
leads to the teachers’ need for recognition and respect.
Teachers have Cognitive needs - knowledge and understanding, curiosity, exploration,
need for meaning and predictability. Teachers need to develop their knowledge and
understanding, not only of their subject matter, but all of themselves and the world they live in.
They also strive to discover new knowledge that they could apply in their lives and in their
dealings with other people, especially their students. They perform activities that can answer

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their curiosities about life and the world and they learn to find the real essence and meaning of
the world of which they are a part of.
Aesthetic needs - appreciation and search for beauty, balance, form, etc. As human
beings, teachers also need to find a sense of beauty and balance in all that he/she does. This
would mean being able to prioritize and a lot time and space, not only for work but more4
importantly for family and personal needs.
Self-actualization needs - realizing personal potential, self-fulfillment, seeking personal
growth and peak experiences. A desire “to become everything one is capable of
becoming”(Maslow, 1987, p. 64). This need according to Maslow focuses on human’s need to
feel successful and accomplished in what he/she has attained in life. A self-actualized person
may be described as a one who is happy and contented for what he/she has achieved in life.
According to Maslow (1970), the following are the characteristics of self-actualizers: (1) They
perceive reality efficiently and can tolerate uncertainty; (2) Accept themselves and others
for what they are; (3) Spontaneous in thought and action; (4) Problem-centered (not self-
centered); (5) Unusual sense of humor; (6) Able to look at life objectively; (7) Highly creative;
(8) Resistant to enculturation, but not purposely unconventional; (9) Concerned for the welfare
of humanity; (10) Capable of deep appreciation of basic life-experience; (11) Establish deep
satisfying interpersonal relationships with a few people; (12) Peak experiences; (13) Need
for privacy; (14) Democratic attitudes; and, (15) Strong moral/ethical standards.
The following are behaviors leading to self-actualization: (a) Experiencing life like a
child, with full absorption and concentration; (b) Trying new things instead of sticking to safe
paths; (c) Listening to your own feelings in evaluating experiences instead of the voice of
tradition, authority or the majority; (d) Avoiding pretense ('game playing') and being honest; (e)
Being prepared to be unpopular if your views do not coincide with those of the majority; (f)
Taking responsibility and working hard; and, (g) Trying to identify your defenses and having the
courage to give them up.
Although people achieve self-actualization in their own unique way, they tend to share
certain characteristics.  It is not necessary to display all 15 characteristics to become self-
actualized, and not only self-actualized people will display them. Maslow did not equate self-
actualization with perfection. Self-actualization merely involves achieving one's potential. Thus,
someone can be silly, wasteful, vain and impolite, and still self-actualized. Less than two percent
of the population achieve self-actualization.
Transcendence needs - A person is motivated by values which transcend beyond the
personal self (e.g., mystical experiences and certain experiences with nature, aesthetic
experiences, sexual experiences, service to others, the pursuit of science, religious faith, etc.).
Transcendence is the act of rising above something to a superior state. It comes from the Latin
prefix trans-, meaning "beyond," and the word scandare, meaning "to climb." When a person
achieves transcendence, he/she has gone beyond ordinary limitations. Transcendence is often
used to describe a spiritual or religious state, or a condition of moving beyond physical needs
and realities. It is the state of excelling or surpassing or going beyond usual limits. It is a state of
being or existence above and beyond the limits of material experience (Vocabulary.com). It can
be said that this need is the “highest” need of a person that goes beyond limitations and
expectations.

Professionalism
Professionalism is something demanded of teachers both as professional and as persons.
Professionalism is succinctly described in Article XI of the Code of Ethics for Professional
Teachers, to wit:
Section 1. A teacher shall live with dignity 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 a guide
of his own destiny and of the destinies of men and nations.

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 The Code of Ethics for public school teachers adopted in Section 7 of Republic Act 4670
cites integrity as one essential trait of a professional teacher. This is given below:
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 do into the formation of character, his manner of living should
provide a worthy example of 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.

It is important to note at this juncture that teachers need to have dignity, self-respect, self-
discipline, a dignified personality, recognition of God or being and, lastly, integrity.

The Teacher as a Professional

As a professional, teachers are expected to teach well. His or her main concern is the
learning of the learners. In this sense, good teaching is considered as the main concern that the
society expects from all teachers (Bilbao, et al, 2018).
Research says that the teacher is the single most important factor in the learner’s learning.
The effective teacher makes the good and the not so good learner learn. On the other hand, the
ineffective teacher adversely affects the learning of both good and the not so good student.
Consider the following research findings shared by Dallas Public Schools’ Accountability
System (as cited by Bilbao et al, 2018):
 Learning gains realized by students during a year in the classroom of an effective
teacher were sustained over later years and were compounded by additional years with
effective teachers.
 The good news is that if students have a high-performing teacher for one year, they will
enjoy the advantage if that good teaching in future years.
 Conversely, depressed achievement results resisted improvement even afte a student was
placed with an effective teacher, and the negative impact was discernable statistically for
approximately three subsequent years.
 The negative effects of a poor-performing teacher on student achievement persists
through three years of high-performing teachers.
 Conversely, if students have a low-performing teacher, they simply will not outgrow the
negative effects of lost learning opportunities for years to come.
 Having a better teacher not only has a substantial impact students’ tests cores at the end
of the school year but also increases their chances of attending college and their
earnings as adults. (Hammond, 2000 as cited by Bilbao et al, 2018).

Henry B. Adams said: A teacher affects eternity; he can never tell where his influence stops. This
saying talks about the great influence that teachers have on the lives, successes and even failures of their
students.
William Butler Yates also said: Education is not the filling of a pail, but the lighting of a fire”. This
means that teachers are not only there to fill the minds of the students with new learnings, but to motivate
and discover their potentials for greater success in the future.
According to Carl Buechner: They referring to the students) may forget what you said but
they will not forget how you made them feel. This line emphasizes the emotions and feelings that
teachers awaken in their students. No matter how brilliant and intelligent we may appear as
teachers because of the deluge of facts and information that we share, if these do not “touch” the
hearts of the learners, then we are not as effective as we think we are. In this case, the relevance
of the lessons to the students’ experiences and empathizing with them in their personal
circumstances counts more.

It was also ready discussed in our previous lesson that a teacher is a professional because
he/she went through long years of preparation, four (4) years, to earn a teacher education degree
recognized by the Commission on Higher Education, after which he/she passed the Licensure
Examination for Teachers (LET) administered by the Board for Professional Teachers with the
supervision of the Professional Regulation Commission. Passing the LET provides him/her a
license for teaching that he/she is obliged to renew every three (3) years on condition that he/she

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can show proof of Continuing Professional Development (CPD). As a professional teacher,
he/she is expected to abide by the Code of Ethics for Professional Teachers. Violation of the
Code of Ethics can be a ground for the revocation of license. These ensure that as a professional
teacher, he/she practices his/her profession with technical, ethical, and moral competence. As
defined by the Code of Ethics for Professional Teachers: The teacher is a “licensed professional
who possesses dignity and reputation which high moral values as well as technical and
professional competence… he/she adheres to, observes and practices a set of ethical and moral
principles, standards and values.”

The word “teacher” suggests that the main responsibility of professional teachers is “to
teach”. Since the learners are the teachers’ primary clientele, then it can be deduced that the
primary responsibility or role of the teacher is to make the learners learn, and he/she can only do
this if he/she is effective as a teacher. In the Philippines, effective teachers are described based
on the Philippine Professional Standards for Teachers (PPST), which will be discussed in a
separate chapter. In addition, views of other experts on effective teaching will be presented as
well. The views of these experts on teaching can guide you on what you can do to be an effective
teacher.

Robert Manzano’s Model of Teaching Effectiveness

(From: https://resilienteducator.com/classroom-resources/overview-of-robert-marzanos-model-
of-teaching-effectiveness/)
According to his research data, good, effective teachers: (1) Set goals; (2) Provide
feedback; (3) Help students interact with new knowledge; (4) Provide students with simulations
and low-stakes competition; (5) Engage with students, allowing them to talk about themselves
and noticing when they aren’t engaged; (6) Establish and maintain classroom rules; (7) Maintain
relationships with students; and, (8) Communicate high expectations.
Marzano believes that teachers who set goals and check for understanding will be
effective. Teachers should also give positive feedback for student progress. If students do not
understand, a teacher should need to go back and re-teach certain concepts. He also suggests that
teachers should help students interact with new information by chunking smaller sections and
then checking for understanding, using media, making predictions, and responding in writing.
The more engagement and ownership of the learning, the more students will retain.
According to him, teacher effectiveness also includes the use of games and simulations to
encourage student interest. He believes that students should be physically active, encounter
friendly controversy, and relate content to their own lives. Establishing rules and procedures at
the beginning of the year will create a classroom atmosphere that fosters learning, and of course,
creating effective and appropriate relationships with students are also key to teacher
effectiveness.
Communicating high expectations in this arena is another aspect of Marzano teacher
effectiveness. Encouraging all students to participate in the simulation and games will help
ensure everyone in the classroom is learning. And again, the more you can connect a lesson to
real-world situations, the more effective the lesson will be. Teachers, he says, should also be
aware of their own bias. First, identify students of whom you have low expectations. Next,
identify those students with similarities. Third, identify different treatment for low-expectation
students and finally, make a conscious decision to treat all students the same.
One of Marzano’s most important domains for teacher improvement is classroom
strategies and behavior. Marzano believes that teachers need to choose areas of improvement
throughout the year and administrators should be responsible for providing opportunities to
observe effective strategies of other teachers. Administrators should then provide feedback and
dialogue to teachers about how they can become more successful.
Marzano also includes several instructional strategies, including: (1) Identifying
similarities and differences; (2) Summarizing and note taking; (3) Reinforcing effort and
providing recognition; (4) Homework and practice; (5) Nonlinguistic representations; (6)
Cooperative learning: (7) Setting objectives and providing feedback; (8) Generating and testing
hypotheses; and, (9) Cues, questions and advance organizers.

Charlotte Danielson’s Framework

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 Charlotte Danielson’s Framework was specifically formulated for special education. It
has four (4) domains: Domain 1 is Planning and Preparation; Domain 2 is The Classroom
Environment; Domain 3 is Instruction and Domain 4 is Professional Responsibilities. Within
each domain are characteristics that teachers are expected to perform for them to be considered
effective.
For the Domain on Planning and Preparation, teachers are expected to: (1) Demonstrate
knowledge of content and pedagogy; (2) Demonstrate knowledge of students; (3) Set
instructional Outcomes: (4) Demonstrate knowledge of resources; (5) design coherent
instruction; and, (6) design student assessments.
For the Domain on Classroom Environment, effective teachers (1) Create an environment
of respect and rapport; (2) establish a culture of learning; (3) Manage classroom procedures; (4)
Manage student behavior; and, (5) Organize physical space.
For Domain 3, Instruction, teachers are expected to: (1) Communicate with students; (2)
Use questioning and discussion techniques; (3) Engage students in learning; (4) Use assessment
in instruction; and (5) Demonstrate flexibility and responsiveness.
Lastly, for the 4th Domain, Professional responsibilities, effective teachers should: (1)
Reflect on teaching; (2) Maintain accurate records; (3) Communicate with families; (4)
Participate in the Professional Community; (5) Grow and develop professionally; and, (6) Show
professionalism

James Stronge’ s Qualities of Effective Teachers

Stronge identifies six (6) qualities for effective teaching: Professional Knowledge,
Instructional Planning, Instructional Delivery; Assessment, Learning Environment and
Professionalism.
Quality 1 is Professional Knowledge. According to Stronge, effective teachers draw from
a strong base of knowledge about their profession. This includes a detailed knowledge of the
content they are teaching, how to teach in general, and how learning best occurs in their
particular content areas. Additionally, effective teachers possess the ability to communicate this
information clearly and succinctly (concisely) to further the understanding of the students. They
have been trained to teach in their discipline and their effectiveness improves with experience.
Quality 2 is Instructional Planning. For Stronge, the most effective teachers are also well-
planned and organized and they focus their planning on three (3) key questions: What should be
taught? How should it be taught? And, How will we know if students have learned what we
taught? These teachers consider the abilities of their students and design instruction to bolster
their students’ knowledge and understanding without compromising high expectations. Goals
and objectives are clear, practical and attainable, and effective teachers use these objectives to
assess their students’ abilities and plan further instruction.
Quality 3 is Instructional delivery. To Stronge, effective teachers flexibly use a variety of
instructional strategies, tailoring their choices to their students, their content and their time and
resources. They differentiate their instruction competently, consistently communicate high
expectations to their students, promote higher-order thinking, use high-quality questioning, and
engage their students in the learning process.
Quality 4 is Assessment. According to Stronge, the most effective teachers design valid
assessments that reliably measure students’ progress toward learning objectives. They use this
assessment data to guide further planning and instruction. Effective teachers encourage students
to self-assess their own learning and they provide students with and teach students to use
meaningful feedback to achieve success. Quality homework is assigned purposefully and used as
formative assessment.
Quality 5 is Learning Environment. The research of Stronge indicates that effective
teachers create a positive learning environment that supports students’ socio-emotional growth as
well as their academic learning. Classroom management is not left to chance; rather, carefully
designed systems are in place and implemented consistently. The classroom is organized to
facilitate learning. In appropriate behaviors are addressed quickly and students are held
accountable. The classroom is a place of joy and warmth, where risks are taken and students
discover how to become effective learners.
Quality 6 is Professionalism. To Stronge, effective teachers are professionals who care
deeply about their students. They build relationships with them, getting to know them on a

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personal as well as academic level and make it clear that they are committed to helping the
student grow. Effective teachers treat the students in their care with fairness and respect, they are
friendly and approachable and they are enthusiastic about teaching and their subject area. They
believe that all students can learn and feel personally responsible for ensuring that students have
the opportunity to succeed. Effective teachers are lifelong learners who continuously reflect on
their own progress and are committed to improving their teaching. They collaborate effectively
with colleagues to boost student achievement and communicate frequently with parents.

Mid-Continent Research for Education and Learning (Morel) Teacher Evaluation

Standards. The McREL model consists of five (5) standards and elements of effective teachers:
Standard 1 Teachers Demonstrates Leadership - includes leadership in the classroom,
school and profession, ethical standards and advocacy.
Standard 2 Teachers establish a respectful environment for a diverse population of
students includes providing a nurturing environment, embracing diversity, individualizing and
adapting instruction and communicating with families.
Standard 3 Teachers know the content they teach includes content knowledge,
alignment of instruction to standards, recognizing interconnections, and making instruction
relevant to students.
Standard 4 Teachers facilitate learning for their students includes understanding how
children develop and learn, planning appropriate instruction, using a variety of learning
materials, integrating technology, and developing critical thinking.
Standard 5 Teachers reflect on their practices includes reflecting on practice, analyzing
learning, professionalism and professional development, and effective institutional functioning

The Philippine Professional Standards for Teachers (PPST)

According to the PPST, quality teachers in the Philippines need to possess the following
characteristics:
1) Quality teachers recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and critical
understanding of the application of theories and principles of teaching and learning. They
apply developmentally appropriate and meaningful pedagogy grounded on content
knowledge and current research. They display proficiency in Mother Tongue, Filipino
and English to facilitate the teaching and learning process, as well as exhibit the needed
skills in the use of communication strategies, teaching strategies and technologies to
promote high quality learning outcomes.
2) Quality teachers provide learning environments that are safe, secure, fair and supportive
in order to promote learner responsibility and achievement. They create an environment
that is learning-focused and they efficiently manage learner behavior in a physical and
virtual space. They utilize a range of resources and provide intellectually challenging and
stimulating activities to encourage constructive classroom interactions geared towards the
attainment of high standards of learning.
3) Quality teachers establish learning environments that are responsive to learner diversity.
They respect learners’ diverse characteristics and experiences as inputs to the planning
and design of learning opportunities. They encourage the celebration of diversity in the
classroom and the need for teaching practices that are differentiated to encourage all
learners to be successful citizens in a changing local and global environment.
4) Quality teachers interact with the national and local curriculum requirements. They
translate curriculum content into learning activities that are relevant to learners and based
on the principles of effective teaching and learning. They apply their professional
knowledge to plan and design, individually or in collaboration with colleagues, well-
structured and sequenced lessons that are contextually relevant, responsive to learners’
needs and incorporate a range of teaching and learning resources. They communicate
learning goals to support learner participation, understanding and achievement.
5) Quality teachers apply a variety of assessment tools and strategies in monitoring,
evaluating, documenting and reporting learners’ needs, progress and achievement. They
use assessment data in a variety of ways to inform and enhance the teaching and learning
process and programs. They provide learners with the necessary feedback about learning

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 outcomes that informs the reporting cycle and enables teachers to select, organize and use
sound assessment processes.
6) Quality teachers establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process. They
identify and respond to opportunities that link teaching and learning in the classroom to
the experiences, interests and aspirations of the wider school community and other key
stakeholders. They understand and fulfill their obligations in upholding professional
ethics, accountability and transparency to promote professional and harmonious
relationships with learners, parents, schools and the wider community.
7) Quality teachers value personal growth and professional development and exhibit high
personal regard for the profession by maintaining qualities that uphold the dignity of
teaching such as caring attitude, respect and integrity. They value personal and
professional reflection and learning to improve their practice. They assume responsibility
for personal growth and professional development for lifelong learning.

Professionalism: The Hallmark of a Professional

Society expects the teacher as a professional to demonstrate professionalism in all that
he/she does. Professionalism is both a professional and personal trait.
The Code of Ethics for Public School Teachers adopted Section 7 of RA 4670 which
explains professional conduct as:
It behooves every teacher to assume and maintain
professional attitude to his work and in dealing with his associates
in the profession. It should be his self-imposed duty to constantly
improve himself professionally.
Criticism, when necessary, should clearly reflect friendly
motivation and a sincere desire to uphold the standard and dignity
of the profession.
In dealing with his pupils or students, the teacher should
ever strive to be professionally correct, friendly and sympathetic.

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