Subject Number: Prof. Ed.

413/323/313/133
The Teaching Profession
Type of IM: Module for Classroom Use

Author:
FLORDELIZA E. NAVARRETE, ED. D.

S.Y. 2021
Not for Production

1
 EASTERN VISAYAS STATE UNIVERSITY

VISION
A Leading State University in Technology and Professional Education.

MISSION
Develop a Strong Technologically and Professionally Competent Productive Human
Resource Imbued with positive Values Needed to Propel Sustainable Development.

CORE VALUES:
E- EXCELLENCE
V- VALUE LADEN
S- SERVICE DRIVEN
U- UNITY IN DIVERSITY

Course Description:

2
This course, The Teaching Profession, is designed not a job but a calling, a mission and a great service
to humanity. It will provide future teachers a walkthrough of the process of OBE (Outcome-Based
Education) which will develop and equip them with teaching designs, learning activities and varied
forms of assessment in order to respond to the demands of the K-12 Basic Education, the Global
Education Curriculum and the Global Learners.
The instructional component is designed backward which answers the basic questions of learner’s
learning journey: Where am I heading for? How will I reach my goal? And how will I know if I have
achieved it?
This course is in keeping from the transmissive to transformative teaching-learning paradigm.
Learning Outcomes:
All learners have demonstrated the 21-century skills which put premium on learning results relative to
the target learning goals for diverse learners.

MODULE 1 – THE PROFESSIONALTEACHER IN THE SOCIETY/COMMUNITY

Overview: Professional teacher plans lessons, interacts with learners and evaluates performance
according to how she/he views teaching and learning and how she/he takes the role as a teacher.
Teacher’s actions and behavior in the classroom mirror the kind of philosophy you possess. All of
these, allow one to reflect on the importance of the what, the why, and the how of teaching and
learning.
Learning Outcome: Develop a concept map of a socially responsible teacher.
Lesson 1.1 Constructing Personal Philosophy of Education
Learning Outcome: Construct an educational philosophy that would guide you in profession.
Self-Assessment: Formulating your own philosophy may not be easy since you are just starting, but
here are some questions you may follow in framing your philosophical statement.
1. What is education for you?
_________________________________________________________________________.
2. What do you think should schools develop among learners?
__________________________________________________________________________.
3. How should curriculum be taught to learners?
___________________________________________________________________________.
4. What roles should teachers and learners have in teaching-learning process?
___________________________________________________________________________.
5. How should learning be assessed?
___________________________________________________________________________.
Analysis: Having been exposed to the questions above, what idea do you have in mind in order to
become a good teacher. Write your answer below.
__________________________________________________________________________________
Abstraction:

3
Philosophy of education refers to the what, the why, and the how of teaching. Ornstein and Hunkins in
2004, illustrated some of the Education Philosophies to validate your personal views.
 Essentialism is concerned with the intellectual growth of the learner to become competent. The
teacher’s role is to teach the so called 4R’s (Reading, Riting, Rithmetic and Right conduct). The
basic skills, knowledge, values and culture excellence are the trends in curriculum.
 Perennialism looks at the leaner as a rational being. The teacher’s role is to help the learners
develop their thinking skills. Great books (Bible, Koran, Classics) and the Liberal Arts are the
trends in curriculum.
 Progressivism is concerned with democratic social living. The teacher’s role is to lead the
learner for growth and development of lifelong learning through learning by doing by means of
Interdisciplinary subjects, Learner-centered and Outcome-based approaches. The trend is
Equal opportunities for all learners, Contextualized curriculum and Humanistic approach.
 Social Reconstructionism believes that education is for change by improving the society. The
teacher is the catalyst of change and reforms of the present and the future educational
practices.
Learning Tasks:
Task 1. Based on the philosophies you have examined, make a comparison of the philosophies using
the categories provided in the matrix below.
Essentialism Progressivism Perennialism Social
Reconstructionism
Aim of Education
Role of Teacher
Role of Student
Curriculum

Task 2. After analyzing the importance of philosophies of education, you can now construct your own
personal philosophy by stating what you think the purpose of schooling is, how subjects should be
taught, and what you need to know about students to be able to teach them. You may include your idea
of a good teacher. Write your statement inside the box below.
My Own Philosophy of Education

Lesson 1.2 – Teacher’s Role and Responsibility in Society

4
Learning Outcome: Develop a web of teachers’ role and responsibilities in society.
Self-Assessment: What comes into your mind when we talk of a professional teacher? Read the lines
below and find out how the mountain and teacher are alike. Write your answer on the space provided
for.
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________.
The mountain is a huge creation that stands towering over all other structures in the land. It stands
majestic and impressive providing a soothing effect when viewed from a far. Its stature is a symbol of
strength and stability.
The mountain provides shelter to animals and other creatures living in it. At times when the rain
comes, the soil in the mountain is eroded and water flows freely to the land and rivers below. The
rainwater from the mountain fertilizes the land. The plants grow and produce abundant harvest for
the people living in the area. By: Anonymous

Analysis: Is there a significant role of teacher in society? Explain your answer below.
__________________________________________________________________________________
__________________________________________________________________________________
Abstraction:
Teachers are professionals. They belong to a profession which society regard as a noble profession. A
profession is an occupation that claims technical and professional competence and ethics of
professional conduct. Below are criteria of professional teachers.
 Professional Academic Preparations – this means that teachers have finished a four-year
degree course in the Education Program.
 Licensure and Commitment to the Service- this means that the teachers have passed the
licensure exam for professional teachers, conducted by the PRC (Professional Regulation
Commission). They possess an extensive knowledge in their own field and are committed to
the service of the youth.
 Public Service and Altruism- this means that teachers are aware that teaching is service. They
are in this profession in order to help the learners become a better person and live a
meaningful life.
 Legal Practice of the Profession- this means that teaching profession is recognized by the
government as partner in educating the people.
 Adherence to Professional Ethics- this means that the teachers are governed by the doctrine of
moral and ethical standards for discipline purposes.
 Membership to Professional Organization- this means that teachers must be affiliated to an
organized professional organization in the national or regional level for growth and
development.

Learning Tasks:

5
Task 1. Student-Generated Comparative Organizer
The teachers are not simply the implementers of the strategies in teaching. They are the creators of the
conditions in learning based on their personal, professional, and ethical qualities.
Fill in the matrix below.
The Professional Teacher
As Individual As Professional

Task 2. Decision-Making Application

The teacher is a member of social institutions. Write below your responses to the following questions.
Decide: 1. In which institution could you serve best as a future teacher?
__________________________________________________________________________________

__________________________________________________________________________________

Perceive and value: 2. Can you describe your primary role in your chosen institution?
__________________________________________________________________________________
__________________________________________________________________________________

Know and Act: 3. What other roles do you think are expected of you?

__________________________________________________________________________________

Task 3. Develop a web of roles and responsibilities of teachers in society or community. Write your
answer below.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Lesson 1.3 Teaching: Your Vocation,Your Mission and Your Profession
Learning Outcome: Write a reflection journal.
Self-Assessment: Create a metaphor about teaching by simply adding your idea on the statement
below.
Teaching for me is ….

Analysis: What makes teaching different from other professions? Write your insights on the space
provided for.

6
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________.
Abstraction:
Teaching is our way of responding to the call of our God almighty. It is our assigned task that we are
going to do. It is giving service to mankind. We help the learner entrusted in your care to become better
person and more humane. Teaching should not be regarded as a job. This is more than just a call of
duty that we want to do or don’t want to do. This is a mission that we have to fulfill by heart without any
reservations. The quality of our professional service is measured by the number of preparations we
have in education program, and our steadfast commitment to our values system. Truly, we will become
a professional teacher if we live up to this name, our service will become genuine and fruitful.
Learning Tasks:
1. How will you keep your interest in your career in order for you to become a professional teacher?
______________________________________________________________________________
______________________________________________________________________________
2. Read the excerpt of the speech delivered by Dr. Josette T. Biyo. Write a reflection journal in the box
below.
According to Dr. Biyo, Teaching may not be a lucrative position. It cannot guarantee financial security.
It even means investing your personal time, energy and resources. Sometimes it means
disappointments, heartaches, and pains. But touching the hearts of people and opening the minds of
children can give you joy and contentment which money cannot buy.

Reflection Journal

MODULE 2- THE MENTOR IN THE LEARNING ENVIRONMENT

7
Overview: Classroom is a place where the mentee and mentor interact and learn. A skillful mentor
manages teaching-learning effectively in order to develop the mentees’ desired competence.
Learning Outcome: Apply effective management skills for different classroom situations.
Lesson 2.1 – Classroom Management Techniques
Learning Outcome: To manage instruction, relationship, learning environment, discipline, time and
routines effectively.
Self-Assessment: Read the scenario and then, offer a solution to solve the problem.
Scenario: Ms. Cruz is having difficulty in her grade six pupils during cooperative group work. The pupils
are assigned to specific groups to perform a specific task. They know where to go and whom they will
be working with, but her problem is with the rotation transitions as pupils prepare to move from one
group to the next. During instruction, the mentor has no problem with smooth transitions and uses a
variety of strategies (such as bell, a five-finger countdown, and a patterned clap) that signal pupils to
finish one task before starting the next one. When it comes to group transitions, however, she is not as
smooth as in getting students to rotate from one task to the next.
My Solution: ________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Analysis: Which do you think your instructional practice/s promote productive behavior among the
students?
__________________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________.
Abstraction:
Below are Management Techniques in Classroom Setting (Lim et al, 2014)
1. Instruction refers to the smooth flow of the instructional processes to facilitate student’s
cooperation and discussion as they work in small group. The teacher here is expected to
develop withiness to be aware of student’s behavior at all times. She should also maintain
smoothness in instruction and avoid jarring breaks within the activity flow. Overlapping skill is
likewise necessary to address all scenarios in the classroom.
2. Discipline refers to the means of preventing misbehavior from occurring or the manner of
responding to behavioral problems. Setting few rules for the learners to follow is necessary.
The teacher must cultivate the atmosphere of respect to one another and formally develop the
desired behavior by teaching the behavior.

8
 3. Relationship refers to how communications affect the learning situation. The teacher must
foster a wholesome emotional and psychological atmosphere by providing positive and
constructive criticism among learners.
4. Physical Environment refers to the arrangement or organization of the learning environment,
supplies, and materials for easy, visibility and accessibility. The teacher must set explicit
procedures for getting materials and returning them to designated classroom locations.
5. Time refers to the wise and efficient use of allocated time in the classroom. The teacher starts
at the beginning of the period and ends on time. Lessons are interesting, engaging and
relevant to student’s interest.
6. Routine refers to activities and procedures that are always performed such as: various
grouping and standard arrangement are set for learners to follow, class session should always
be given a priority instead of collecting assignments when students are most ready for
instructions, and retrieval, distribution and presentation techniques should be applied for a
smooth transition of every learning episode.
Learning Tasks:
What possible classroom management techniques that can be applied on the following situations?
1. A grade 5 pupil who interrupts small group work.
___________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________.
2. A grade 10 pupil who continually makes noise during class.
__________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
Lesson 2.2 – Community-School Linkages
Learning Outcome: Establish effective community relations by applying ethical principles.
Self-Assessment: What are some of the community resources found in your locality? List them down
below.
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________.
Analysis: As a student, what benefit can you get from these resources?
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________.
Abstraction:
The teacher can get community involvement through the following:
1. Hosting activities for members of the community to participate
2. Work with local churches to set up mentoring programs for the members of the community
3. Get students’ families involved in school activities

9
 4. Participate actively in community organizations and centers such as Red Cross, Boys and Girls
Scouts.
5. Take leadership roles for current political events affecting their lives, communities and schools
6. Links with the community that can provide experiences which support the curriculum and
enhance students’ learning
Learning Tasks: Fill out the school calendar of activities with linkages that you will establish with the
community. The first activity serves as your guide.
Calendar of Activities School Community Manner of Involvement Ethical Manner of
Resources Coordination
Nutrition Month Letter of invitation will
 Talk on good Parents, Parent Lectures be sent and lecturers
nutrition nurses, Dieticians, will be given
Doctors certificates
 Cooking
demonstration- Parents, Nearby Audience for Cooking, Letter of invitation will
Nutritious but Communities, Invited Guests, Buyers be sent to the
less expensive Community Officials community and
Community Leaders
Buwan ng Wika
 Lectures on
the Importance
of Filipino
Language
 Paligsahan
(Essaay writing
contest,
Debate, Choral
Recitation
 Filipino
Costume
Parade
Science Festival
 Clean and
Green Drive
and Tree
Planting
 Free Health
Check-up
 Lecture on
Proper Waste
Management
Disaster Risk
Reduction Program
 Lecture on
DRRP
 Planning and
Implementatio
n

10
MODULE 3- THE PROFESSIONAL TEACHERS: GLOBALLY COMPETENT
Overview: Our passion, dedication and commitment to our profession and giving our best to teaching
right inside the learning environment are factors that can make us a world-class mentor.
Learning Outcome: Describe a global mentor equipped with 21 st Century Skills.
Lesson 3.1- Basic Education System of Selected Countries
Learning Outcome: Compare the different K-12 Programs of Selected Countries
Self-Assessment: Give 2 or 3 reasons why the Philippines old education landscape is changed to K-12
Basic Education Program.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Analysis: Do you think these educational reforms will really prepare learners for either college career or
employment? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Abstraction:
K to 12 is composed of the primary, elementary and secondary education that other countries have.
Below are seven selected countries including the Philippines that will be the bases for our discussions
on this matter.
In the United States, age entry to compulsory education varies according to the state. The most
common as an entry age is 6 years old. Kinder certificate is awarded to allow learners’ entry to
Elementary School/Primary Education.
The length of primary education varies from 4-7 years depending on local practice. Likewise,
certification or diploma may vary by States or District for transition to Secondary School.
High School (Grades 7-12) is 6 years depending upon the laws and policies of the states or local
districts. Subjects are mandatory to take such as: Science, Mathematics, English, Social Sciences and
Physical Education. High school diploma is awarded upon completion of Grade 12 for different curricula
and standards like general/basic track, vocational and academic/college preparatory.
In Canada, age entry to compulsory education by law is 5 or 6 years old according to the province or
territory. Elementary school includes Grades 1-6 in regions where there are 2 years Junior high school.
The Secondary high school with middle school or junior high school, begins in Grade 7-12. They have

11
post-secondary education which includes career college or vocational school, community college or
university.
In Brunei Darussalam, the age entry to compulsory education is 5 years old for 1-year primary
education and then 6 years for elementary education. There are two categories in the secondary level –
General Secondary Education Program (2-3 years) and another 2-3 years of Upper Secondary
Education where students are grouped according to their academic abilities, talents, and interests.
Students take 4 subjects and at least 2 elective subjects with science as one required elective. The
secondary curriculum uses differentiated and specialized education to suit the different capabilities and
interests of the learners. For the young learners they have informal preschool program.
In Korea, the age entry to compulsory education is 5 years old for the Kindergarten or Early childhood
curriculum. The school system has 6 years elementary, 3 years middle school, 3 years high school and
4 years of either junior college or university to complete higher education.
Elementary education is geared towards the acquisition of fundamentals for productive civic life. The
middle school curricula use blending of education and readiness for occupation is reflected in the
technical and vocational courses which are elective subjects.
In Malaysia, the age entry to compulsory education is 5 years old for Preschool. Personality
development for young learners is being followed. Elementary education is 6 years with a requirement
of passing the public examination as determining factor of the students’ readiness to secondary or high
school level. There are 2 categories for Secondary or High School: the Lower Secondary which offers
undifferentiated curriculum while in Upper Secondary offers differentiated curriculum.
In Singapore- the age entry to compulsory education is 4-6 years old for kindergarten. Mother tongue is
taught in Kinder curriculum. Primary Education is 6 years with English, Mathematics and Mother
Tongue are the significant subjects. At the end of the Primary education, all students are assessed on
their academic abilities using the PSLE (Primary School Learning Examination). The result will place
the students in secondary school courses that suit their academic learning pace and aptitude. The
Secondary level is highly differentiated. Students may either go to Special Secondary, Express
Secondary, or Normal Secondary. Only those who qualify after passing GCE A” level examination can
enroll in local university or to the National University of Singapore.
In our own country, the Philippines- the age entry to compulsory education is 5 years old for
kindergarten. Mother Tongue -Based instruction serves as foundation for learning Filipino and English.
Completing the enhanced Basic Education, a Filipino K-12 graduate is ready to take his/her choice
path: further education, employment or entrepreneurship.
Learning Tasks: Tabulate your significant findings on the K-12 Curriculum of the selected countries
below.
Country Educational Ladder Important Features
Philippines

Singapore

Malaysia

Korea

12
 Brunei Darussalam

Canada

United States

Lesson 3.2- Multiculturalism Diversity

Learning Outcome: Describe the teachers’ skills in handling multicultural classes.
Self-Assessment: Who is a multicultural literate teacher?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
Analysis: How can 21st century teaching and learning skills help a teacher teaching multicultural
classes?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
Abstraction:
Teacher Teaching Multicultural classes uses multicultural approach in curriculum delivery . Teacher
advocates pluralism by alternating learning activities to suit the needs of the learners, helps learners
create their own understanding of concepts through their own belief, and life experiences.
Teacher is an advocate of good human relationship. Possesses a caring and sympathetic attitude
towards learners of different races and ethnicities. Learning activities are designed collaboratively and
cooperatively in order for the learners to work harmoniously within the learning environment.
Teacher is an advocate of social reform and cultural change. She modifies teaching styles and
approaches to facilitate high academic performance for all learners and accepts social cultural
differences, and has an open-mind to different ideas and values of the learners.
Learning Task: Describe an ideal, skillful, and global teacher engaged in multicultural education. Write
a summary statement using the following words. Humility, respect, social inclusion, competence,
mutual understanding, diversity .
Multicultural Education
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________.

13
Lesson 3.3- Teacher Exchange Program
Learning Outcome: Analyze significance of exchange programs in honing teachers’ competencies.
Self-Assessment: What is your understanding of Teacher Exchange Program?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________________________________.
Analysis: How can teacher exchange programs improve teachers’ knowledge, skills and competencies?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________.
Abstraction:
Teachers’ exchange programs have gained interest and have increased in numbers and participation
side by side with global awareness, internalization of education and globalization of the economy. Aside
from the great opportunity to work abroad, Teachers’ Exchange Programs have the following benefits:
acquisition of life changing personal and professional experience, career enhancing opportunities to
gain new perspectives, exposure to new teaching methodologies; curricula and teaching expertise,
better understanding of culture and language from professional colleagues, and opportunity to develop
international friendship and professional relations.
Here are some Teachers’ Exchange Programs:
Fullbright Teacher Exchange Program – the program hopes that by living and working in the cultures of
their host-counties, the exchange teacher gains understanding of the similarities and differences in
national culture and international education system.
US-China Teacher Exchange Program- the program hopes to achieve the teacher and student
understanding of other country and culture, strengthens Chinese studies in US schools, and improves
English language instruction in participating Chinese middle schools.
Japan Exchange and Teaching Program- the program aims to improve foreign language education and
to promote international exchange.
Alberta’s International Education Exchange Program- the program targets to gain global perspectives,
international learnings and connecting with other parts of the world.

14
Learning Tasks: Cause and Effect Diagram. Fill out the cause-and-effect diagram to show how Teacher
Exchange Program improves teachers’ competencies.

Cause
Engaging in Teacher Exchange Program

Effects
Improvements in Teaching Competencies

1. _____________________________________________________________________

2. ______________________________________________________________________

3. ______________________________________________________________________

4. ______________________________________________________________________
_

5. ____________________________________________________________________

6. ______________________________________________________________________

15
MODULE 4- LEGAL PRACTICES OF THE TEACHING PROFESSION
Overview: Teachers as molders of the minds of young people are guided by law and ethics in the
various courses of actions as professionals.
Learning Outcome: Identify legal issues that paved the way in professionalizing profession.
Lesson 4.1 Professionalization of Teaching
Learning Outcome: Apply existing laws in the practice of professional teaching.
Self-Assessment: Is our “education quality” improving or declining? Why? Write your ideas below.
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________________________.
Analysis: What actions have been made to placate this condition?
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________________.
Abstraction:
In 1977, Presidential Decree No. 1006, declared, that teacher education be of the highest quality, The
underlying principles must be reflective to Philippine conditions as well as to the needs and aspiration
of the entire Filipino people. In view of this, The Civil Service Commission together with the Department
of Education and Culture conducted examination for teachers. The examinees that have successfully
passed the said examination were given the Professional Teacher Certificate as license, a requirement
for teaching.
Likewise, in 1994, Republic Act No. 7836 was created amending certain provisions of PD No. 1006 to
placate issues and concerns. In doing so, The Board for Professional Teachers, was established under
the control and supervision of PRC (Philippine Regulation Commission), conducting a Licensure
Examination for Teachers (LET). Successful examinees are registered in the rosters of professional
teachers and the PRC License is issued to them.
Insuring to get the “cream of the crop” learners enrolling for this profession, in the same year, 1994,
Republic Act No. 9293 amended some provisions in RA No. 7836. This Act adheres that no person is
allowed to practice whether in the preschool, elementary or secondary level, unless she/he is duly
registered professional teacher, and a holder of a valid certificate of registration and a valid professional
license or a holder of a valid special temporary permit.
Learning Tasks: Journal writing
Jot down below, your insights regarding the lessons we have discussed above.

16
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________.
Lesson 4.2- The Code of Ethics for Professional Teacher
Learning Outcome: Describe how professional teachers conduct themselves in the practice of their
profession.
Self-Assessment: How do we act and live as a professional teacher?
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________________________________.
Analysis: You are now convinced that professionalization of teaching is legislated. Is it possible to
legislate professionalism? Why?
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________.
Abstraction:
When we talk of profession, this may refer to a type of work that requires special training and skill that
gives title to a person in the society. But when we talk of professional, this may refer to one who has the
skills, knowledge and values and observes high standards of the work ethics.
The introductory statement of “The Code of Ethics of Professional Teachers is stated below:
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, observe, and practice this set of ethical and moral principles, standards, and values.
Learning Tasks:
Task 1. Based on your observations/experiences, list down 5 teacher’s ways/actions that are not in
consonance with the provisions stated above.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________.
Task 2. What do you resolve to do for your continuing professional education?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

17
__________________________________________________________________________________
__________________________________________________________________________________
________________________________________________.

Lesson 4.3- Other Education and Teacher-Related Laws

Learning Outcome: Been clarified on your rights, duties and obligations as a professional
Self-Assessment: Apart from the laws mentioned earlier, what other laws do you know of, that protect
the interest of the professional teacher?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________.
Analysis: Is it important for you to be clarified regarding your rights, duties and obligations as a
professional teacher? Why?
__________________________________________________________________________________
_________________________________________________________________.
Abstraction:
In order to protect the interest of our professional teachers, Republic Act No. 4670 -popularly known,
The Magna Carta for Public School Teachers is created. This Act applies exclusively to public-school
teachers excluding however, those in the professorial staff of state colleges and universities. The
following are some of the provisions stipulated: 1.) All teachers are provided the stability of employment
and security of tenure. 2.) They can exercise academic freedom in the discharge of their professional
duties, particularly with regard to teaching and classroom methods. 3.) Teachers’ salaries are in
keeping with the rise in the cost of living by providing them a cost-of-living allowance and 4.) They can
freely and without previous authorization join or establish organizations of their choosing, whether local
or national to further and defend their interest.
Learning Task:
Task 1. Write inside the matrix at least 5- Rights and 5 corresponding Duties of a teacher.
Rights Duties

Task 2. Reflect on your rights vis-a-vis your duties. Write below your reflection journal.

Reflection Journal:

18
 Congratulations! You have successfully finished modules 1, 2, 3 and 4.

Instructions on Accessing and Submitting Learning Materials and Learning Outputs

1. Online using Google Classroom, Messenger, and E-mail
 The Google Classroom is our official flatform where all learning materials from module 1-4 can
be accessed.
 All learning outputs must be submitted to Google Classroom only.
 Messenger or E-mail can only be allowed when permission from the professor has been
sought.

2. Offline (Alternative Access- EVSU Guard house)

 Learning materials can be given physically at the designated area when the internet
connection is unavailable at the student’s vicinity. Likewise, the learning output can
also be submitted to this area provided that the said output is placed in the sealed
brown envelope and labelled properly.
References:
1. Bilbao, Purita. et.al (2012). The Teaching Profession. Philippines: Lorimar Publishing Inc.
2. Lucas, Ma. Rita D. et.al. (2007). Field Study (Experiential Learning Courses). Philippines:
Lorimar Publishing Inc.
3. Lim, Lourdes, et.al (2014). The Teaching Profession. Philippines: Adriana Publishing Co., Inc.
4. The Code of Ethics for Professional Teachers
5. http://atc21s.org/index.ph/about/what_are_21st_century_skills
6. http://cice.londonmet.ac.uk
7. http://www.gov.ph/k-12

19
Grading System:
Grade Component Midterm Grade Final Grade
Written Works 20 20
Performance Tasks 50 50
Midterm Exam 30
Final Exam 30
100% 100%

Submitted by:
FLORDELIZA E. NAVARRETE, ED. D
Professor-Part time

Accepted by:

DELICIA C. INGHUG, PH. D

Dean, College of Education

Approved:

DANILO B. PULMA, PH. D

Campus Director

20