Republic of the Philippines

CARLOS HILADO MEMORIAL STATE COLLEGE

Talisay City, Negros Occidental

MODULE IN THE SUBJECT

EDTCOL: The Teacher and the Community, School

Culture and Organizational Leadership

Prepared by:

AILENE B. ESMERALDA, Dev. Ed. D. & JOEL O. MIJARES, Dev. Ed. D.

Associate Professors 5 & 4

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 EDTCOL: The Teacher and the Community, School Culture and Organizational
Leadership
I. The Philosophy of Education
 The Schools of Thoughts in Philosophy
 The Four Pillars of Education
 The Nine Pillars of Greatness
- A Shared Vision, Values, Culture, and Ethos
- Inspirational Leadership
- Exceptional Teaching, Learning, Assessment, and Feedback
- Relentless Focus on Engaging and Involving Students
- Personalized and Highly Effective Professional Development
- Stimulating and Inclusive Environment and Climate for Learning
- A Rich and Creative Curriculum
- High Quality Partnership with Parents and the Community
- Robust and Rigorous Self Evaluation
II. The Teacher and the School
 What is teaching?
 The Characteristics of the 21st Century Teacher
 The Responsibilities of a Teacher as Facilitator of Learning:
-Organizational Planning
-Scheduling
-Record Keeping
-Discipline
-Establishing Routine
 Laws that Affect the Teacher and His Profession
-R.A. 7836
-R.A. 9293
-P.D. 1006
-R.A. 4670
 Rights of a Teacher
 Ethics, Rules and Regulations in the Practice of the Teaching Profession
 The Philippine Professional Standards for Teachers
III. The Teacher and the Community
 The Teacher’s Role in the Community (as specified in Article III, Sections 1-8 of the Code of Ethics for
Professional Teachers)
-Facilitator of Learning
-Leader and Initiator in the Community
-Person of Values
-Promoter of Unity/Teamwork in the Community
-Disseminator/Communicator of Information
-Intellectual Leader and Counselor
-Peacemaker
-A Person with Freedom to Attend Church Activities But Does Not Proselyte (with the inclusion of:
The Teacher and Parents in Article IX, Sections 1-3 of the Code of Ethics for Professional
Teachers)
IV. The School Culture
• Culture: Its Meaning, Nature, Characteristics, Forms and Components
•Concepts of Culture
• Multiculturalism
• Multi-Cultural Education
• Culturally-Responsive Teaching
V. The Organizational Leadership in a Changing Landscape
• Definition of Organizational Leadership
• The Principal as an Instructional Leader and As a School Manager

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The Philosophy of Education

Objectives:
Discuss the major schools of thoughts in Philosophy, the theories and their implications to the
teaching and learning process as well as the four pillars of education and the nine pillars of
greatness

Philosophical Roots of Education/the Schools of Thoughts in Philosophy

Philosophy - originated with the ancient Greek word Philo which means love and
Sophie which means wisdom (Philosophy is therefore the love of wisdom.) it can be defined
as a set of ideas that answer questions about the nature of reality and about the meaning of
life.

Philosophy of Education
Is a set of related beliefs that influence what and how students are taught. Teachers’
philosophy of education guides their behavior or performance in the classroom. The
philosophy statement reflects their personality and values.

3 Branches of Philosophy:
1. Metaphysics - addresses reality, has 2 categories:
Ontology – examines issues related to nature, existence or being
Cosmology – is related with the nature and origin of the universe (the cosmos)
2. Epistemology- is concerned with the nature of knowledge, how we come to know about
things, or how we acquire knowledge. We acquire knowledge through our senses,
intuition, observation and logic, and use of scientific method
3. Axiology- relates to value
Ethics relates to issues in morality and conduct.
Aesthetics is concerned with beauty.

Philosophical Roots of Education:

Philosophical Root Description Teachers believe that…
Idealism -reality lies in our consciousness or our >the schools are the repositories
intellect of eternal truth which have
  organized the hierarchical
-envisions schools that are intellectual curriculum in education
centers of teaching and learning
>on top of this hierarchy are the
most important subjects that
cultivate abstract thinking –
Philosophy, Theology, and
Mathematics

>the use of Socratic method –

asking probing questions
stimulate consciousness of

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 students in discovering
knowledge

>thinking and learning are the

processes of bringing latent
ideas to consciousness and
logic is encouraged in
organizing their lessons

>should exemplary lives and be

models for students to imitate

>that the internet can make the

great book accessible to all, but
they insist that technology
should be the means rather than
the end in transmitting
knowledge
Realism -advocates that reality is outside of our >teachers should be equipped
minds with a wide repertoire of
methods in teaching to achieve
-realists believe that the objects we their goals
perceive exist independently of the
mind >teachers’ primary responsibility
is to bring students’’ ideas about
-knowledge is a reliable guide to our the world into reality
behavior
>the deductive and inductive
logic, and the scientific method
are reliable means to discover
knowledge

>the inclusion of non-academic

activities interfere with the
school’s primary purpose as a
center of disciplined academic
inquiry

>in the use of technology as an

aid in learning; they recommend
computer program to be as
“realistic” and effective as
possible
Pragmatism >evaluates the truth and meaning of >education is an experimental
ideas according to their physical process – a method of solving
consequences and practical value problems that challenges people
  as they interact with the world
>for pragmatists, if something works, it
is true John Dewey, a pragmatist, >children should learn how to
related education as preparation for make difficult decisions by
life considering the consequences

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   of their actions on others
>students should be encouraged to do
researches and apply them to the >education should focus in real-
solution of a problem life problems to be prepared to
live fully and effectively in
society

>students should learn the

process of problem-solving
rather than by being passive
learners as knowledge is being
transmitted to them

>students share their interests

and problems in collaborative
learning

>interdisciplinary education is
better than departmentalized
curriculum in education

>taking risk in education to

achieve their goal

>in values-clarification rather

than blindly accepting inherited
values

>communication technologies
such as e-mail and internet
provide opportunities to share
ideas, insights, and experiences
Perennialisms >the primary purpose of education is to >teachers are the intellectual
bring students in contact with the truth mentors and models for their
by cultivating their intellect and sense students
of rationality or reasoning power
  >fundamental skills such as
>the primary purpose of the school is reading, writing, computation
to develop the students intellectually and research be developed
starting the elementary grades
to prepare them for lifelong
learning

>subjects with human concern

like history, Literature, drama,
and art should be included in the
secondary school curriculum

>teachers’ role is to sharpen

students’ intellectual powers and
enhance their moral qualities

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 >electronic version of great
books and other classics maybe
viewed by larger audience but
this could not be a substitute for
reading the classics

*Teachers apply whatever

creative techniques and other
tried and true methods which are
believed to be the most
conducive to disciplining the
students’ minds.
Essentialism >is a teacher-centered philosophy >have authority to discipline
that adheres to the belief that the basic students
skills of literacy (reading and writing)
and numeracy (arithmetic) as well as >teachers should have mastery
subject matter knowledge should be of the knowledge and skills they
developed in schools. teach, “Teachers believe in the
use of deductive method of
>Essentialist teachers do not favor teaching.
innovative or process (teacher –
directed instruction) >students should learn the
“essentials”
>Teachers are seen as the fountain
of information and as paragon of >only when the students have
virtue. mastered the required
competencies can they be
promoted to the higher level

>test scores are the basis for

evaluating students’ progress

>programs are academically

rigorous (emphasis is on
academic content)
Progressivism >Progressivists belong to a reform >teachers should possess a
movement that opposed the traditional repertoire of learning activities to
education: be used in the teaching-learning
1) authoritarian teachers process like problem-solving,
2)book-based instruction field trips, creative artistic
3)rote memorization expression and projects
4)authoritarian classroom
management >the child should be free to
develop naturally
>interest motivated by direct
experience stimulates learning

>the teacher is a facilitator of

learning

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 >there should be close
cooperation between the home
and the school

>students’ needs, interest, and

readiness should be considered
in constructing the curriculum

>Change is the only thing that

does not change (teach how to
cope with change)

* teach through field trips,

thought-provoking games, and
puzzles
Constructivism >sees to develop intrinsically >learners are taught how to
motivated and independent learners learn
adequately equipped with learning
skills for them to be able to construct
knowledge and make meaning of them
Existentialism >emphasizes the subjectivity of human >the purpose of education is to
experience awaken our consciousness
about our freedom to choose
>the purpose of education is to help and to create our own self-
students find meaning and directions awareness that contributes to
in their lives our identity

*Existentialist author Jean-Paul Sartre >students should be trained to

often quoted the phrase: Ëxistence philosophize, to question, and to
precedes essence.” (Meaning: we participate in dialogues about
owe our existence to nature but we the meaning of life
define ourselves through our action)
>self-expression, creativity, self-
>Existentialists maintain that we create awareness, and self-
our own definition and make our own responsibility should be
essence by making personal choices developed in the students
in our lives
>open classrooms maximize
freedom of choice

*Existentialists believe in self-

directed instruction.

>students should decide what

they want to learn and when to
learn it
>Teachers employ values
clarification strategy.

>Teachers take care not to

impose their values on their

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 students since values are
personal.

Guide Questions:

1. Which of the philosophical roots of education do you consider the most relevant
to you as a student teacher?

2. Which of the philosophical roots of education is responsive to the K to 12 Basic

Education Curriculum?

3. Which of the philosophical roots of education will you adopt as a student

teacher?

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Topic: The Four Pillars of Education
st
The International Commission on Education for the 21 Century advocates four pillars
of education. Education throughout life is based on four pillars: learning to know, learning to
do, learning to live together and learning to be. These pillars are crucial to peace and
mutual understanding. They emphasize the value of education as a manifestation of the spirit
of unity. This stems from the will to live together as active members of a global village and
contribute to attainment of a culture of peace.

 Learning to know
It implies thirst for knowledge and acquisition of such knowledge, this is more on the
mastery of learning tools (numeracy, literacy, life skills) than with the acquisition of structured
knowledge. This also means learning to learn, so as to benefit from the opportunities education
provides throughout life. Components of learning to learn: concentration, memory skill, thinking
and an individual who is knowledgeable is literate.
st
The 21 Century Literacies:
Literacy Brief Description
The Arts & Creativity Creativity and innovation are 21st century skills, thus in solving
problems and creating art works are part of this literacy.

Eco literacy Acquisition of knowledge about climate change, pollution,

loss of natural habitats and biodiversity. Solutions on how
these environmental problems could be addressed must
be practiced.
Cyber literacy/Digital Literacy Being in the rapid changes in the use of technology for teaching
(Information and ICT Knowledge) and learning, teachers and learners need to develop and
enhance the use of digital gadgets whether on-line or off-line.

Financial Literacy Basic knowledge about the basics of economics and financial
management. This is necessary for every learner and teacher
to be able to handle income expenses and investments to be
economically secure.

Media Literacy Teachers and learners must learn how to discern about any
information which are transmitted via various forms and media.

Social/Emotional Literacy Knowledge about social dimensions and social skills that are
appropriate in the context of society. Emotional intelligence
must also be developed to be able to effectively manage the
stresses due to the changing environments of the 21 st century
society.

Globalization and Multi-Cultural If you respect multi-cultural diversity, aware of the global trends,
Literacy acknowledge differences and similarities, respect each other’s
dignity, then you are multi-cultural literate.

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  If, as a teacher, you have been helping students to develop their skills that would make
them independent learners, you are doing well on the first pillar of education because
you have prepared them for life in the knowledge society in which we all now live.

 A truly educated person nowadays needs a broad general education and the
opportunity to study a small number of subjects in depth.

 Learning to do
It represents the skillful, creative and discerning application of knowledge. One must
learn how to think creatively, critically and holistically, and how to deeply understand the
information that is presented. in order to acquire not only an occupational skill but also, more
broadly, the competence to deal with many situations and work in teams, It also means
learning to do in the context of young peoples' various social and work experiences which may
be informal, as a result of the local or national context, or formal, involving courses, alternating
study and work. In the classroom: use of multiple intelligences and learning styles (key
ingredients: creative and innovative activities)
 Learning to live together
Learning to live together in peace and harmony requires that quality of relationship at all
levels is committed to peace, human rights, democracy and social justice in an ecology
sustainable environment. It teaches students about human diversity, instill in them an
awareness of the similarities and interdependence of people, spirit of empathy is encouraged
in schools, the schools should promote social awareness, acceptance, and respect, by
developing an understanding of other people and an appreciation of interdependence -
carrying out joint projects and learning to manage conflicts
 Learning to be
It refers to the role of education in developing all the dimensions of the complete
person: the physical intellectual, emotional, and ethical integration of the individual into a
complete man. The aim of development is the complete fulfilment of man, in all the richness of
his personality, education must not disregard any aspect of a person's potential: memory,
reasoning, aesthetic sense, physical capacities and communication skills

Formal Education Systems

It tend to emphasize the acquisition of knowledge to the detriment of other types of
learning; but it is vital now to conceive education in a more encompassing fashion. Such a
vision should inform and guide future educational reforms and policy, in relation both to
contents and to methods.

Guide Questions:

Cite an example of a situation wherein the four pillars of education exists?

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Among the Literacies of the 21 st Century given, what do you think will you suite as a future
teacher?

Topic: The Nine Pillars of Greatness

1. A shared vision, values, culture and ethos, based on the highest expectations of all
members of the school community
 The vision and aspirations of the school are optimistic and based on a growth
mindset philosophy.
 The school’s culture and ethos result from the application of its vision and values
and manifest themselves in customs, rituals, symbols, stories, and language.
2. Inspirational Leadership at all levels throughout the school
 A characteristic of great schools is that they grow and develop great leaders as
well as great teachers, through coaching, mentoring, role modelling and providing
a range of leadership opportunities.
3. Exceptional learning, teaching, assessment and feedback to support the highest
levels of attainment and achievement
 In great schools, the promotion of high quality learning is at the heart of the
school’s endeavors. There is an agreed school policy about the practice of
teaching and learning which is subject to continuous review.
4. A relentless focus on engaging and involving pupils
 In great schools, the students are engaged in leading, managing and planning their
educational experience at all levels. Everyone is considered a learner and it is
emphasized that all members of the school community have a responsibility to
support and motivate each other in their learning.
5. Personalized and highly effective continuous professional development within a
learning community
 Continuing learning for everyone is central to the notion of a great school. There
are some powerful manifestations of this, such as establishing learning
communities within the school, setting up a dedicated resource area for
professional development, having a comprehensive system for electronically
recording staff feedback on courses, conferences or visits to other schools,
together with the use of teaching blogs and twitter to exchange ideas. Great
schools have regular publications of practitioner case studies of the best practice
in learning and teaching, based on action research, with an expectation that all
staff will wish to contribute.
6. A stimulating and inclusive environment and climate for learning

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  Great schools have consistently high expectations of the behavior of children,
young people and adults and the relationships between them, based on mutual
respect, honor, trust, and kindness. Students are taught about healthy lifestyles,
how to avoid risky behaviors, build successful relationships, manage emotions and
act responsibly as mature citizens.
7. A rich and creative curriculum, within and beyond the classroom, fully meeting the
needs of individuals and groups of pupils
 Great schools have a carefully considered curriculum, based on the vision, values
and norms of the institution, where all subjects and stages interlink meaningfully
and coherently the curriculum will be concerned with the acquisition of knowledge
and understanding the development of learning skills and the fostering of positive
character traits.
8. High quality partnerships, with parents and carers, the community, other schools and
networks, locally, nationally and internationally
 We do not believe that a school can truly be called great unless it is also a system
player and change agent, contributing to and sustain knowledge and
understanding of education and school systems locally, nationally and
internationally.
 A great school seeks to build positive interactions with all parents and carers.
9. Robust and rigorous self-evaluation, data analysis and collection review
 Self-evaluation is grounded on sophisticated, accurate and open analysis and is
used to compare performance against the most demanding of benchmarks. The
school regularly seeks feedback and takes full account of the views of students,
staff, governors, parents, and the community as a whole.

Question:
Which of the nine pillars of greatness do you consider as the most important for our institution?
Why?

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Objectives:
1. Define teaching as a vocation, as a mission and as a profession; and identify the qualities of
st
the 21 Century Teacher
2. Identify the responsibilities of a teacher as facilitator of learning:
 -Organizational Planning
 -Scheduling
 -Record Keeping
 -Discipline
 -Establishing Routine
3. Demonstrate awareness of existing laws and regulations that apply to the teaching
profession
4. Familiarize with the provisions specified in the Code of Ethics for professional teachers and
describe how the Code of Ethics can help or guide a teacher in the day to day
performance/task of his/her work, hence resulting to a good teacher
5. Demonstrate understanding on the seven domains of the Philippine Professional Standards
for Teacher

Topic: The Teacher and the School

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

Teaching as a Profession
Teaching is a profession. It requires:
1. Long years of initial professional education
2. The attainment of a college/university degree recognized by a regulatory body, CHED
3. A licensure examination called the Licensure Examination for Teachers (LET)
4. Continuing Professional Development and

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5. Adherence to the Code of Ethics for Professional Teachers

Teaching as a Vocation
Vocation comes from the Latin word “vocare” which means to call. If there is a call,
there must be a caller and someone who is called. Among so any, you were called to teach.
Teaching must be your vocation, your calling. May this YES response remain a YES and
become even firmer through the years.

Teaching as a Mission
Teaching is also a mission. The word mission comes from the Latin word “mission”
which means to “send”. The Webster’s New Collegiate Dictionary defines mission as “task
assigned”. You are sent to accomplish an assigned task. You have to prepare well for this
mission. You are expected to contribute to the betterment of this world in your own unique
way. 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.

The Teacher as a Person

More than any other professional, teachers are subjected to scrutiny to the minutest
detail by those they associate with. Teachers are judged more strictly than other
professionals. The most common personal trait given to describe the effective teacher is
caring. A caring teacher is fair. He/She displays a personal touch and so is approachable.
He/She makes every learner belong and feel welcome. He/She feels with his/her students and
so is compassionate. He/She is forgiving, does not keep grudges against learners. He/She is
humble enough to admit mistakes.

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Topic: The Characteristics of the 21 Century Teacher
1. Prepared – come to class each day ready to teach
2. Positive – have optimistic attitudes about teaching and about students
3. Hold High Expectations – set no limits on students and believe everyone can be
successful
4. Creative – are resourceful and inventive in how they teach their classes
5. Fair – handle students and grading fairly
6. Display a personal touch – approachable
7. Cultivate a sense of belonging – have a way to make students feel welcome and
comfortable in their classrooms
8. Compassionate – are concerned about students’ personal problems and can relate to
them and their problems
9. Have a sense of humor – make learning fun and do not take everything seriously
10. Respect Students – do not deliberately embarrass students; teachers who give the
highest respect get the highest respect
11. Forgiving – do not hold grudges
12. Admit mistakes – quick to admit being wrong

Question:

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 st
Which of these characteristics of the 21 Century Teacher is the most important to
you? Why?

Date: (2 meetings)
Topic: The Responsibilities of a Teacher

What are your responsibilities as a teacher?

As a teacher, a primary responsibility is to ensure that learners are enrolled onto
the correct course, in terms of meeting their needs, abilities and aspirations. Further to
this, you need to ensure that your learner is on the appropriate course in terms of meeting their
award and organizational requirements. In order to do this you will probably have responsibility
for the following:
1. promoting a safe and supportive learning environment;
2. promoting equality and diversity;
3. adhering to key legislation, regulatory requirements and codes of practice;
4. modelling professional behavior at all times to inspire your learners;
5. ensuring your own professional development;
6. contributing to a team of professionals in order to improve the experience and achievement
of your learners;
7. designing or contributing to the design of the course curriculum
8. negotiating appropriate learning targets of or the group and individuals as appropriate to
their needs and aspirations as well as the course aims;
9. planning learning activities based on the needs of your group and specific  individual needs
within the group;
10. designing or amending learning resources that are varied, appropriate to the award aims,
and intellectually challenging for your learners;
11. keeping accurate records to contribute to your organization’s quality improvement strategy.
This will include keeping accurate records of recruitment, retention, achievement and
progression of your group, as well as evaluation of how these can be improved;
12. keeping accurate records of individual learners’ progress and future needs. This is often
recorded in the form of an individual learning plan;
13. providing learners with appropriate points of referral as required.

In terms of this last point, during the course your primary aim is to enable each
learner to achieve to the best of their ability through working in a safe and supportive

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environment. It is therefore your responsibility to know who your learners should contact if
they need any additional support or specialist information, such as:
 finance;
 health;
 study skills;
 Counselling.

Date: (4 meetings)
Topic: Laws that Affect the Teacher and His/ Her Profession

Law – is a written rule that members of the community must follow. The law is a system or
practice of rules recognized as binding by a community especially resulted from decrees by the
governing authority

Professionalism is something demanded of teachers both as professionals 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 guide of his own destiny
and of the destinies of men and nations.

Topic: THE RIGHTS AND PRIVILEGES OF TEACHERS IN THE PHILIPPINES

 FILIPINO TEACHERS OUGHT TO BE AWARE AND KNOWLEDGEABLE OF THESE

WELL-DESERVED BENEFITS.
 THERE IS NOT OTHER CONSTITUTION IN THE HISTORY OF THE COUNTRY THAT
HAS GIVEN IMPORTANCE TO TEACHERS MORE THAN THE 1987 PHIL.
CONSTITUTION.
 THE 1987 PHIL. CONSTITUTION STATES: THE STATE SHALL ENHANCE THE
RIGHT OF TEACHERS TO PROFESSIONAL ADVANCEMENT. IT SHALL ASSIGN THE
HIGHEST BUDGETARY PRIORITY TO EDUCATION TO ENSURE THAT TEACHING
WILL ATTRACT AND RETAIN ITS RIGHTFUL SHARE OF THE BEST AVAILABLE

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 TALENTS THROUGH ADEQUATE REMUNERATION AND OTHER MEANS OF JOB
SATISFACTION AND FULFILLMENT.

COMMONWEALTH ACT 578:

 AMENDED THE REVISED PENAL CODE TO INCLUDE TEACHERS, PROFESSORS,
AND PERSONS CHARGED WITH THE SUPERVISION OF PUBLIC OR DULY
RECOGNIZED PRIVATE SCHOOLS, COLLEGES, AND UNIVERSITIES, WITHIN THE
TERM PERSONS IN AUTHORITY.

RA 4670: (THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS)

DETAILS THE RIGHTS, PRIVILEGES, AND BENEFITS OF TEACHERS SUCH AS:
1. CONSENT FOR TRANSFER
2. SAFEGUARDS IN DISCIPINARY PROCEDURE
3. NO DISCRIMINATION
4. MARRIED COUPLES TO BE EMPLOYED IN THE SAME LOCALITY
5. ACADEMIC FREEDOM
6. NOT MORE THAN 6 HOURS OF ACTUAL CLASSROOM TEACHING
7. ADDITIONAL COMPENSATION FOR ACTIVITIES OUTSIDE NORMAL DUTIES
8. SALARIES COMPARABLE TO OTHER OCCUPATIONS TO INSURE TEACHERS A REASONABLE
STANDARD OF LIFE FOR THEMSELVES AND THEIR FAMILIES
9. SALARIES APPROPRIATED BY LOCAL GOVERNMENTS NOT TO BE LESS THAN THOSE PAID TO
TEACHERS OF THE NATIONAL GOVERNMENT
10. COST OF LIVING ALLOWANCE
11. SPECIAL HARDSHIP ALLOWANCES
12. MEDICAL EXAMINATION FREE OF CHARGE ONCE A YEAR DURING THE TEACHER’S
SALARIES
13. PROHIBITION OF UNAUTHORIZED DEDUCTION FROM TEACHERS’ SALARIES
14. STUDY LEAVE
15. INDEFINITE LEAVE
16. SALARY INCREASE UPON RETIREMENT
17. FREEDOM TO ESTABLISH OR JOIN ORGANIZATION OF THEIR CHOICE

THESE SHOW THAT THE WELFARE OF PROFESSIONAL TEACHERS HAS BEEN

GIVEN MUCH ATTENTION. AFTER ALL, THERE IS NO TRUTH TO WHAT IS OFTEN SAID
ABOUT TEACHERS OVERWORKED AND UNDERPAID.

REPUBLIC ACT NO. 4670 June 18, 1966,

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

I. DECLARATION OF POLICY COVERAGE

Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and
improve the social and economic status of public school teachers, their living and working
conditions, their terms of employment and career prospects in order that they may compare
favorably with existing opportunities in other walks of life, attract and retain in the teaching
profession more people with the proper qualifications, it being recognized that advance in
education depends on the qualifications and ability of the teaching staff and that education is
an essential factor in the economic growth of the nation as a productive investment of vital
importance.

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Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School
Teachers" and shall apply to all public school teachers except those in the professorial staff of
state colleges and universities.
As used in this Act, the term "teacher" shall mean all persons engaged in classroom
teaching, in any level of instruction, on full-time basis, including guidance counselors, school
librarians, industrial arts or vocational instructors, and all other persons performing supervisory
and/or administrative functions in all schools, colleges and universities operated by the
Government or its political subdivisions; but shall not include school nurses, school physicians,
school dentists, and other school employees.

II. RECRUITMENT AND CAREER

Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection and
appointment of teachers shall be clearly defined by the Department of
Education: Provided, however, That effective upon the approval of this Act, the following shall
constitute the minimum educational qualifications for teacher-applicants:
(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in
Elementary Education (B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor's degree in Education or its
equivalent with a major and a minor; or a Bachelor's degree in Arts or Science with at
least eighteen professional units in Education.
(c) For teachers of secondary vocational and two years technical courses, Bachelor's
degree in the field of specialization with at least eighteen professional units in
education;
(d) For teachers of courses on the collegiate level, other than vocational, master's
degree with a specific area of specialization;

Provided, further, That in the absence of applicants who possess the minimum
educational qualifications as hereinabove provided, the school superintendent may appoint,
under a temporary status, applicants who do not meet the minimum qualifications: Provided,
further, That should teacher-applicants, whether they possess the minimum educational
qualifications or not, be required to take competitive examinations, preference in making
appointments shall be in the order of their respective ranks in said competitive examinations:
And provided, finally, That the results of the examinations shall be made public and every
applicant shall be furnished with his score and rank in said examinations.

Sec. 4. Probationary Period. When recruitment takes place after adequate training and
professional preparation in any school recognized by the Government, no probationary period
preceding regular appointment shall be imposed if the teacher possesses the appropriate civil
service eligibility: Provided, however, That where, due to the exigencies of the service, it is
necessary to employ as teacher a person who possesses the minimum educational
qualifications herein above set forth but lacks the appropriate civil service eligibility, such

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 person shall be appointed on a provisional status and shall undergo a period of probation for
not less than one year from and after the date of his provisional appointment.

Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be assured the
teachers as provided under existing laws. Subject to the provisions of Section three hereof,
teachers appointed on a provisional status for lack of necessary civil service eligibility shall be
extended permanent appointment for the position he is holding after having rendered at least
ten years of continuous, efficient and faithful service in such position.

Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as herein
otherwise provided, no teacher shall be transferred without his consent from one station to
another. Where the exigencies of the service require the transfer of a teacher from one station
to another, such transfer may be effected by the school superintendent who shall previously
notify the teacher concerned of the transfer and the reason or reasons therefor. If the teacher
believes there is no justification for the transfer, he may appeal his case to the Director of
Public Schools or the Director of Vocational Education, as the case may be. Pending his
appeal and the decision thereon, his transfer shall be held in abeyance: 
Provided, however, that no transfers whatever shall be made three months before any
local or national election .
 Necessary transfer expenses of the teacher and his family shall be paid for by the
Government if his transfer is finally approved.

 Sec. 7. Code of Professional Conduct for Teachers. Within six months from the
approval of this Act, the Secretary of Education shall formulate and prepare a Code of
Professional Conduct for Public School Teachers. A copy of the Code shall be furnished each
teacher: Provided, however, that where this is not possible by reason of inadequate fiscal
resources of the Department of Education, at least three copies of the same Code shall be
deposited with the office of the school principal or head teacher where they may be accessible
for use by the teachers.

Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable

safeguards at each stage of any disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his
choice and/or by his organization, adequate time being given to the
teacher for the preparation of his defense; and
d. the right to appeal to clearly designated authorities.

No publicity shall be given to any disciplinary action being taken against a teacher
during the pendency of his case.

Sec. 9. Administrative Charges. Administrative charges against a teacher shall be heard

initially by a committee composed of the corresponding School Superintendent of the Division
or a duly authorized representative who should at least have the rank of a division supervisor,
where the teacher belongs, as chairman, a representative of the local or, in its absence, any

19
existing provincial or national teacher's organization and a supervisor of the Division, the last
two to be designated by the Director of Public Schools. The committee shall submit its findings
and recommendations to the Director of Public Schools within thirty days from the termination
of the hearings: Provided, however, That where the school superintendent is the complainant
or an interested party, all the members of the committee shall be appointed by the Secretary of
Education.

Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the

teaching profession, or during its exercise, or in the termination of services, based on other
than professional consideration.

Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to
enable married couples, both of whom are public school teachers, to be employed in the same
locality.

Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their
professional duties, particularly with regard to teaching and classroom methods.

III. HOURS OF WORK AND REMUNERATION

Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be
required to render more than six hours of actual classroom teaching a day, which shall be so
scheduled as to give him time for the preparation and correction of exercises and other work
incidental to his normal teaching duties: Provided, however, That where the exigencies of the
service so require, any teacher may be required to render more than six hours but not
exceeding eight hours of actual classroom teaching a day upon payment of additional
compensation at the same rate as his regular remuneration plus at least twenty-five per cent of
his basic pay.
Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the
contrary, co-curricula and out of school activities and any other activities outside of what is
defined as normal duties of any teacher shall be paid an additional compensation of at least
twenty-five per cent of his regular remuneration after the teacher has completed at least six
hours of actual classroom teaching a day.

In the case of other teachers or school officials not engaged in actual classroom
instruction, any work performed in excess of eight hours a day shall be paid an additional
compensation of at least twenty-five per cent of their regular remuneration.

The agencies utilizing the services of teachers shall pay the additional compensation
required under this section. Education authorities shall refuse to allow the rendition of services
of teachers for other government agencies without the assurance that the teachers shall be
paid the remuneration provided for under this section.

Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:

20
 (a) they shall compare favorably with those paid in other occupations requiring
equivalent or similar qualifications, training and abilities;
(b) they shall be such as to insure teachers a reasonable standard of life for themselves
and their families; and
(c) they shall be properly graded so as to recognize the fact that certain positions
require higher qualifications and greater responsibility than others: 

Provided, however, that the general salary scale shall be such that the relation between
the lowest and highest salaries paid in the profession will be of reasonable order. Narrowing of
the salary scale shall be achieved by raising the lower end of the salary scales relative to the
upper end.

Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a
minimum to a maximum salary by means of regular increments, granted automatically after
three years: Provided, that the efficiency rating of the teacher concerned is at least satisfactory.
The progression from the minimum to the maximum of the salary scale shall not extend over a
period of ten years.

Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are
appropriated by a city, municipal, municipal district, or provincial government, shall not be less
than those provided for teachers of the National Government.

Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with
the rise in the cost of living by the payment of a cost-of-living allowance which shall
automatically follow changes in a cost-of-living index. The Secretary of Education shall, in
consultation with the proper government entities, recommend to Congress, at least annually,
the appropriation of the necessary funds for the cost-of-living allowances of teachers employed
by the National Government. The determination of the cost-of-living allowances by the
Secretary of Education shall, upon approval of the President of the Philippines, be binding on
the city, municipal or provincial government, for the purposes of calculating the cost-of-living
allowances of teachers under its employ.

Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship
such as difficulty in commuting to the place of work or other hazards peculiar to the place of
employment, as determined by the Secretary of Education, they shall be compensated special
hardship allowances equivalent to at least twenty-five per cent of their monthly salary.

Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal
tender of the Philippines or its equivalent in checks or treasury warrants. Provided, however,
That such checks or treasury warrants shall be cashable in any national, provincial, city or
municipal treasurer's office or any banking institutions operating under the laws of the Republic
of the Philippines.

Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever from the
salaries of teachers except under specific authority of law authorizing such deductions: 

21
 Provided, however, that upon written authority executed by the teacher concerned, (1)
lawful dues and fees owing to the Philippine Public School Teachers Association, and (2)
premiums properly due on insurance policies, shall be considered deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be
provided free of charge for all teachers before they take up teaching, and shall be repeated not
less than once a year during the teacher's professional life. Where medical examination show
that medical treatment and/or hospitalization is necessary, same shall be provided free by the
government entity paying the salary of the teachers.

In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the
necessary medical care with the right to be reimbursed for their traveling expenses by the
government entity concerned in the first paragraph of this Section.

Sec. 23. Compensation for Injuries. Teachers shall be protected against the consequences
of employment injuries in accordance with existing laws. The effects of the physical and
nervous strain on the teacher's health shall be recognized as a compensable occupational
disease in accordance with existing laws.

V. LEAVE AND RETIREMENT BENEFITS

Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public
schools, they shall be entitled to study leave not exceeding one school year after seven years
of service. Such leave shall be granted in accordance with a schedule set by the Department
of Education. During the period of such leave, the teachers shall be entitled to at least sixty per
cent of their monthly salary: Provided, however, That no teacher shall be allowed to
accumulate more than one year study leave, unless he needs an additional semester to finish
his thesis for a graduate study in education or allied courses: Provided, further, That no
compensation shall be due the teacher after the first year of such leave. In all cases, the study
leave period shall be counted for seniority and pension purposes.

The compensation allowed for one year study leave as herein provided shall be subject to the
condition that the teacher takes the regular study load and passes at least seventy-five per
cent of his courses. Study leave of more than one year may be permitted by the Secretary of
Education but without compensation.

Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers
when the nature of the illness demands a long treatment that will exceed one year at the least.

Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age
and service requirements of the applicable retirement laws shall be given one range salary
raise upon retirement, which shall be the basis of the computation of the lump sum of the
retirement pay and the monthly benefits thereafter.

VI. TEACHER'S ORGANIZATION

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Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and
without previous authorization both to establish and to join organizations of their choosing,
whether local or national to further and defend their interests.

Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the
immediately preceding Section shall be exercised without any interference or coercion. It shall
be unlawful for any person to commit any acts of discrimination against teachers which are
calculated to
(a) make the employment of a teacher subject to the condition that he shall not join an
organization, or shall relinquish membership in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his
membership in an organization or because of participation in organization activities
outside school hours, or with the consent of the proper school authorities, within school
hours, and
(c) to prevent him from carrying out the duties laid upon him by his position in the
organization, or to penalize him for an action undertaken in that capacity.

Sec. 29. National Teacher's Organizations. National teachers' organizations shall be

consulted in the formulation of national educational policies and professional standards, and in
the formulation of national policies governing the social security of the teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the
necessary rules and regulations to implement the provisions of this Act. Rules and regulations
issued pursuant to this Section shall take effect thirty days after publication in a newspaper of
general circulation and by such other means as the Secretary of Education deems reasonably
sufficient to give interested parties general notice of such issuance.

Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually
the necessary budgetary estimates to implement the provisions of the Act concerning the
benefits herein granted to public school teachers under the employ of the National
Government.

Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any
teacher in the exercise of his rights guaranteed by this Act or who shall in any other manner
commit any act to defeat any of the provisions of this Act shall, upon conviction, be punished
by a fine of not less than one hundred pesos nor more than one thousand pesos, or by
imprisonment, in the discretion of the court.

If the offender is a public official, the court shall order his dismissal from the
Government service.

Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing
rules inconsistent with the provisions of this Act are hereby repealed, amended or modified
accordingly.

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Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of
this Act or any provisions not affected thereby shall remain in force and in effect.

Sec. 35. This Act shall take effect upon its approval.
Approved: June 18, 1966

Philippine Teachers Professionalization Act of 1994

IS AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE
PRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE
EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES.

ARTICLE I 
TITLE

SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers
Professionalization Act of 1994."
Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in nation-
building and development through a responsible and literate citizenry. Towards this end,
the State shall ensure and promote quality education by proper supervision and regulation of
the licensure examination and professionalization of the practice of the teaching profession.
Sec. 3. Objectives. — This Act has the herein objectives:
(a) The promotion, development and professionalization of teachers and the
teaching profession; and 
(b) The supervision and regulation of the licensure examination.

Sec. 4. Definition of Terms. — For purposes of this Act, the following terms shall mean:
(a) "Teaching" — refers to the profession concerned primarily with classroom
instruction, at the elementary and secondary levels in accordance with the
curriculum prescribed by the Department of Education, Culture and Sports,
whether on part-time or full-time basis in the private or public schools.
(b) "Teachers" — refers to all persons engaged in teaching at the elementary and
secondary levels, whether on full-time or part-time basis, including industrial arts or
vocational teachers and all other persons performing supervisory and/or
administrative functions in all schools in the aforesaid levels and qualified to
practice teaching under this Act.
(c) "Board" — refers to the Board for Professional Teachers duly established and
constituted under this Act.
(d) "Commission" — refers to the Professional Regulation Commission.

ARTICLE II: BOARD FOR PROFESSIONAL TEACHERS

Sec. 5. Creation and Composition of the Board. — There is hereby created under this Act a
Board for Professional Teachers, hereinafter called the Board, a collegial body under the
general supervision and administrative control of the Professional Regulation Commission,
hereinafter referred to as the Commission, composed of five (5) members who shall be
appointed by the President of the Philippines from among the recommendees chosen by the

24
Commission. The recommendees shall be chosen from the list of nominees selected by the
accredited association of teachers, who duly possess all the qualifications prescribed in
Section 8 of this Act.

The chairman and the vice-chairman of the Board shall be appointed from these five (5)
members by the President: Provided, That the members of the first Board appointed under this
Act shall be automatically registered as professional teachers and issued with the certificate of
registration and professional license upon payment of the fees for examination, registration,
and other fees prescribed by the Commission.

Sec. 6. Duties and Function of the Board. — The Board shall have the following duties
and functions:
(a) Promulgate, administer and enforce rules and regulations necessary for carrying out the
provisions of this Act in accordance with the charter of the Professional Regulation
Commission;

(b) Determine and fix the frequency, dates, and places of examination, appoint supervisors,
proctors, and other personnel as needed who shall be entitled to daily allowance to be fixed by
the Board for every examination day actually attended, use buildings and facilities of public or
private schools for examination purposes;

(c) Issue, suspend, or revoke the certificate of registration for the practice of the teaching
profession;

(d) Prescribe and collect examination and other fees as it may deem proper;

(e) Prescribe and/or adopt a code of ethical and professional standards for the practice of the
teaching profession. Such ethical standards, rules and regulations to take effect sixty (60) days
after its publication in the Official Gazette or in any newspaper of general circulation;

(f) Administer oaths in connection with the administration of this Act;

(g) Supervise and regulate the registration, licensure and practice of professional teachers in
the Philippines;

(h) Adopt an official seal of the Board;

(i) Look into the conditions affecting the practice of the teaching profession and whenever
necessary, adopt such measures as may be deemed proper for the enhancement and
maintenance of high professional and ethical standards of the profession;

(j) Ensure that all educational institutions offering elementary and secondary education comply
with the essential requirements for curricula, faculty and facilities for the elementary and
secondary levels;

25
(k) Investigate such violations of this Act, the rules and the code of ethical and professional
standards for professional teachers as it may come to the knowledge of the Board, and for this
purpose, to issue subpoena and subpoena duces tecum to secure the appearance of
witnesses and the production of documents in connection therewith; and

(l) Discharge such other powers, duties and functions as the Board may deem necessary for
the practice of the teaching profession and the upgrading, enhancement, development and
growth of education in the Philippines.

Sec. 7. Term of Office. — The members of the Board shall hold office for a term of three (3)
years from the date they assume office: Provided, That the first appointees to the Board under
this Act shall hold office according to the following terms: one (1) member shall serve for one
(1) year; one (1) member for two (2) years; the chairman, vice-chairman, and one (1) member
for three (3) years. Vacancies shall be served for the unexpired term only. No person who has
served for two (2) consecutive terms shall be eligible for reappointment. Appointment to fill an
unexpired term shall be considered an appointment to a complete term. The chairman or any
member shall take his oath of office prior to the performance of his duties.

Sec. 8. Qualification of Board Members. — Each Board member must at the time of his
appointment:
(a) Be a citizen and resident of the Philippines;
(b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of high
moral values in his personal as well as professional conduct and has not been
convicted of any offense involving moral turpitude;
(c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in Education
and preferably a holder of a master's or doctorate degree in education, or their
equivalents, from a university, school, college, academy or institute duly constituted,
recognized and/or accredited by the Philippine government;
(d) Be a professional teacher with a valid certificate of registration and valid professional
license, save those members who shall compose the first Board for Professional
Teachers;
(e) Has been a professional teacher in the active practice of the teaching profession for
at least ten (10) years in the elementary and secondary level; and
(f) Not be an official or member of the faculty of, nor have pecuniary interest in any
university, college, school, or institution conferring a bachelor's degree in education or
its equivalents for at least three (3) years prior to his appointment, and neither
connected with a review center or with any group or association where review classes
or lectures in preparation for the licensure examination are offered or conducted.

Provided, however, that, the membership to the Board shall be evenly distributed to cover all
levels of education, including equitable representation of the different fields of specialization.

Sec. 9. Compensation of the Board. — The chairman, vice-chairman, and members of the
Board shall receive compensation comparable to the compensation received by existing
regulatory boards under the Professional Regulation Commission, computed on the basis of
the number of examinees/candidates.

26
Sec. 10. Supervision of the Board and Custodian of its Records. — The Board shall be under
the supervision and control of the Commission. All records, including applications for
examination, examination papers and results, minutes of deliberation, administrative cases
and investigative cases and investigations involving professional teachers shall be kept by the
Commission.

Sec. 11. Secretariat and Support Services. — The Professional Regulation Commission,

through its chairman, shall provide the secretariat and other support services to implement
effectively the provisions of this Act.

Sec. 12. Removal of a Board Member. — The chairman or any member of the Board may be
removed by the President of the Philippines upon recommendation of the Commission for
neglect of duty, incompetence, unprofessional, unethical, immoral or dishonorable conduct,
commission or toleration of irregularities in the examination, after having been given the
opportunity to defend himself in a proper administrative investigation.

In the course of investigation, the President may preventively suspend the respondent.

ARTICLE III:  EXAMINATION AND REGISTRATION

Sec. 13. Examination, Registration and License Required. Except as otherwise specifically
allowed under the provisions of this Act, all applicants for registration as professional teachers
shall be required to undergo a written examination which shall be given at least once a year in
such places and dates as the Board may determine upon approval by the Commission. A valid
certificate of registration and a valid professional license from the Commission are required
before any person is allowed to practice as a professional teacher in the Philippines, except as
otherwise allowed under this Act.

Sec. 14. Scope of Examination. — The examinations for the elementary and secondary
school teachers shall be separate. The examination for teachers in the elementary level shall
consist of two (2) parts, namely: professional education and general education. The
examination for teachers in the secondary level shall consist of three (3) parts,
namely: professional education, general education, and field of specialization.

Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to

take the examination unless, on the date of filing of the application, he shall have complied
with the following requirements:
(a) A citizen of the Philippines or an alien whose country has reciprocity with the
Philippines in the practice of the teaching profession;
(b) At least eighteen (18) years of age;
(c) In good health and of good reputation with high moral values;
(d) Has not been convicted by final judgment by a court for an offense involving moral
turpitude;

27
 (e) A graduate of a school, college or university recognized by the government and
possesses the minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor's degree in early childhood education
(BECED) or its equivalent;
(2) For teachers in the elementary grades, a bachelor's degree in elementary
education (BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor's degree in education or its
equivalent with a major and minor, or a bachelor's degree in arts and sciences with
at least ten (10) units in professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor's degree
in the field of specialization or its equivalent, with at least eighteen (18) units in
professional education.

Sec. 16. Report of the Results of the Examination. — The Board shall, within one hundred
twenty (120) days after the examination, report the ratings obtained by each candidate to the
Professional Regulation Commission for approval and appropriate action.

Sec. 17. Issuance of Certificate of Registration and Professional License. — The

registration of a professional teacher commences from the date his name is enrolled in the
roster of professional teachers.

Every registrant who has satisfactorily met all the requirements specified in this Act shall, upon
payment of the registration fee, be issued a certificate of registration as a professional teacher
bearing the full name of the registrant with serial number and date of issuance signed by the
chairman of the Commission and the chairman, vice-chairman, and members of the Board,
stamped with the official seal, as evidence that the person named therein is entitled to practice
the profession with all the rights and privileges appurtenant thereto. The certificate shall remain
in full force and effect until withdrawn, suspended and/or revoked in accordance with law.

A professional license signed by the chairman of the Commission and bearing the registration
number and date of issuance thereof and the month of expiry or renewability shall likewise be
issued to every registrant who has paid the annual registration fees for three (3) consecutive
years. This license shall serve as evidence that the licensee can lawfully practice his
profession until the expiration of its validity.

Sec. 18. Oath before Practice. — Every registrant shall be required to take his professional
oath before practicing as a professional teacher.

Sec. 19. Periodic Merit Examination of Teachers. — To encourage continuing professional

growth and development and to provide additional basis for merit promotion, in addition to their
performance rating, teachers may take an oral and written examination at least once in five (5)
years as basis for merit promotion. In taking this examination, no fee shall be required.

Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the merit
examination, he or she shall be allowed to take the examination for a second time.  Should he
or she fail to pass the merit examination for the second time, then he or she shall be required

28
to take a DECS accredited refresher course or program before being allowed to retake the
examination.

Failure of any permanent teacher to pass the merit examination shall not, however, be used as
a ground for his/her dismissal or demotion.

Sec. 21. Incentives. — Teachers who pass the merit examination shall:

(a) Be awarded a diploma of merit by the Board;
(b) Earn merit points for purposes of promotion in salary or to a higher position or grade
level;
(c) Be placed in the priority list for government scholarship; and
(d) Enjoy such other benefits as may be promulgated by the Board.
Similar incentives shall be given to teachers who make inventions, develop new
methods of teaching, write a book or books and create works of artistic merit.

Sec. 22. Integration of the Teaching Profession. — The teaching profession shall be

integrated into one national organization which shall be recognized by the Board and the
Commission as the one and only integrated and accredited association of professional
teachers. Upon registration with the Board, every professional teacher shall be encouraged to
become a member of the integrated national organization. Those who have been registered
with the Board but are not members of the said integrated organization shall be allowed to
register as members of the said integrated organization within three (3) years after the
effectivity of this Act. Membership in the integrated organization shall not be a bar to
membership in other associations of the teaching profession. The professional teachers shall
receive the benefits and privileges appurtenant to their membership in the said integrated and
accredited organization of professional teachers only upon payment of the required
membership fees and dues.

Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice of

the Teaching Profession, and Cancellation of Temporary or Special Permit. — The Board
shall have the power, after due notice and hearing, to suspend or revoke the certificate of
registration of any registrant, to reprimand or to cancel the temporary/special permit of a holder
thereof who is exempt from registration, for any of the following causes:
(a) Conviction for any criminal offense by a court of competent jurisdiction;
(b) Immoral, unprofessional or dishonorable conduct;
(c) Declaration by a court of competent jurisdiction for being mentally unsound or
insane;
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of the
practice of the teaching profession;
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of
registration, professional license or special/temporary permit;
(f) Chronic inebriety or habitual use of drugs;
(g) Violation of any of the provisions of this Act, the rules and regulations and other
policies of the Board and the Commission, and the code of ethical and professional
standards for professional teachers; and

29
 (h) Unjustified or willful failure to attend seminars, workshops, conferences and the like
or the continuing education program prescribed by the Board and the Commission.

The decision of the Board to revoke or suspend a certificate may be appealed to the regional
trial court of the place where the Board holds office within fifteen (15) days from receipt of the
said decision or of the denial of the motion for reconsideration filed in due time.

Sec. 24. Registration by Reciprocity. — No teacher of a foreign nationality shall be admitted

to the examination, or be given a certificate of registration or be entitled to any of the rights and
privileges provided under this Act; unless the country or state of which he is a subject permits
Filipino professional teachers to practice within its territorial limits on the same basis as
subjects or citizens of said country or state: Provided, that the requirements of certification of
teachers with said foreign state or country are substantially the same as those required and
contemplated under this Act: Provided, further, That the laws of such state or country grant the
same privilege to Filipino professional teachers on the same basis as the subject or citizens of
such foreign country or state.

Sec. 25. Roster of Professional Teachers. — A roster of professional teachers containing the

names and addresses of professional teachers, date of registration or issuance of certificate,
and other data which in the opinion of the Board may appear pertinent shall be
maintained. Copies of the roster shall be provided by the Commission to the Board, the
Department of Education, Culture and Sports, and the integrated and accredited organization
of professional teachers.

Sec. 26. Registration and Exception. — Two (2) years after the effectivity of this Act, no
person shall engage in teaching and/or act as a professional teacher as defined in this Act,
whether in the preschool, elementary or secondary level, unless he is a 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.

Upon approval of the application and payment of the prescribed fees, the certificate of
registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant, who at the time of the approval of
this Act, is:
 (a) A holder of a certificate of eligibility as a teacher issued by the Civil Service
Commission and the Department of Education, Culture and Sports; or
 (b) A registered professional teacher with the National Board for Teachers under
the Department of Education, Culture and Sports (DECS) pursuant to Presidential
Decree No. 1006; or
 (c) Not qualified under paragraphs one and two but with any of the following
qualifications. to wit:
 (1) An elementary or secondary teacher for five (5) years in good standing and a
holder of Bachelor of Science in Education or its equivalent; or
 (2) An elementary or secondary teacher for three (3) years in good standing and a
holder of a master's degree in education or its equivalent.

30
Provided, That they shall be given two (2) years from the organization of the Board for
professional teachers within which to register and be included in the roster of professional
teachers:

Provided, further, That those incumbent teachers who are not qualified to register without
examination under this Act or who, albeit qualified, were unable to register within the two-year
period shall be issued a five-year temporary or special permit from the time the Board is
organized within which to register after passing the examination and complying with the
requirements provided this Act and be included in the roster of professional teachers: 

Provided, furthermore, That those who have failed the licensure examination for professional
teachers shall be eligible as para-teachers and as such, shall be issued by the Board a special
or temporary permit, and shall be assigned by the Department of Education, Culture and
Sports (DECS) to schools as it may determine under the circumstances.

ARTICLE IV 
PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION

Sec. 27. Inhibition against the Practice of the Teaching Profession. — Except as

otherwise allowed under this Act, no person shall practice or offer to practice the teaching
profession in the Philippines or be appointed as teacher to any position calling for a teaching
position without having previously obtained a valid certificate of registration and a valid
professional license from the Commission.

Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less than Five
thousand pesos (P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or
imprisonment of nor less than six (6) months nor more than five (5) years, or both, at the
discretion of the court:
(a) Any person who practices the teaching profession in the Philippines without being
certified in accordance with the provisions of this Act;
(b) Any person who represents or attempts to use as his own certificate of registration
that of another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the Board or
any member thereof in obtaining a certificate of registration as teacher;
(d) Any person who impersonates any registrant of the same or different name;
(e) Any person who uses a revoked or suspended certificate of registration;
(f) Any person who, in connection with his name, otherwise assumes, uses or
advertises any title or description tending to convey or conveys the impression that he is
a teacher without holding a valid certificate; and
(g) Any person who violates or who abets the violation of any of the provisions of this
Act.

The penalty of fine or imprisonment or both, as provided in this section, shall also apply to any
school official who shall cause or be responsible for the commission of any of the above-
enumerated acts.

31
Sec. 29. Appropriations. — Such sums as may be necessary to carry out the provisions of
this Act shall be included in the 1996 General Appropriations Act and thereafter.

Sec. 30. Implementing Guidelines. — The Board shall formulate and adopt the necessary
guidelines for the effective implementation of the provisions of this Act within sixty (60) days of
its approval.

The Board shall submit to both Committees on Education, Arts, and Culture; and the
Committees on Civil Service and Professional Regulation of the Senate and House of
Representatives, copies of the implementing rules and guidelines within thirty (30) days after
its promulgation.

Any violation of this section shall render the official/s concerned liable under  Republic
Act No. 6713, otherwise known as the "Code of Conduct and Ethical Standards for Public
Officials and Employees" and other pertinent administrative and/or penal laws.

Sec. 31. Transitory Provision. — All incumbent teachers in both the public and private sector
not otherwise certified as professional teachers by virtue of this Act, shall be given (5) years
temporary certificates from the time the Board for Professional Teachers is organized within
which to qualify as required by this Act and be included in the roster of professionals.

Provided, however, That the Professional Board Examination for Teachers (PBET) shall still be
administered by the Civil Service Commission and the Department of Education, Culture and
Sports for the year 1995.
Sec. 32. Separability Clause. — If, for any reason, any section or provision of this Act or the
application of such section or provision to any person or circumstance is declared
unconstitutional or invalid, no other section or provision of this Act shall be affected thereby.

Sec. 33. Repealing Clause. — All laws, presidential decrees, executive orders, rules and
regulations or parts thereof inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.

Sec. 34. Effectivity Clause. — This Act shall take effect after fifteen (15) days following its
complete publication in the Official Gazette or in two (2) newspapers of general circulation.  
  
 Approved: December 16, 1994

[REPUBLIC ACT NO. 9293]

AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED SEVENTY-
EIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS THE
“PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994”

Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:

32
SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as follows:
SEC. 15. Qualification Requirements of Applicants. – No applicant shall be admitted
to take the examination unless, on the date of filing of the application, he shall have complied
with the following requirements:
“(e) A graduate of a school, college or university recognized by the government and
possesses the minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor’s degree in early childhood education
(BECED) or its equivalent;
(2) For teachers in the elementary grades, a bachelor’s degree in elementary
education (BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor’s degree in education or its
equivalent with a major and minor, or a bachelor degree in arts and sciences with
at least eighteen (18) units in professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor’s degree
in the field of specialization or its equivalent, with at least eighteen (18) units in
professional education.”

SEC 2. Section 26 of the same Act is hereby amended to read as follows:

“SEC. 26. Registration and Exception. – No person shall engage in teaching and/or
act as a professional teacher as defined in this Act, whether in the preschool, elementary or
secondary level, unless the person is a 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.

Upon approval of the application and payment of the prescribed fees, the certificate of
registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant, who is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service
Commission and the Department of Education, Culture and Sports; or
(b) A registered professional teacher with the National Board for Teachers under the
Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree
No. 1006.

Professional teachers who have not practiced their profession for the past five (5) years shall
take at least twelve (12) units of education courses, consisting of at least six (6) units of
pedagogy and six (6) units of content courses, or the equivalent training and number of hours,
to be chosen from a list of courses to be provided by the Board and the Department of
Education, before they can be allowed to practice their profession in the country.

Those who have failed the licensure examination for professional teachers, with a rating of not
lower than five percentage points from the passing general average rating, shall be eligible as
para-teachers upon issuance by the Board of a two-year special permit, renewable for a non-
extendible period of two (2) years. The para-teachers shall be assigned to areas where there is
a shortage or absence of a professional teacher, as identified and provided by the Department
of Education and the Autonomous Region for Muslim Mindanao (ARMM) education department

33
to the Board for professional teachers and to the Commission. The special permit shall indicate
the area of assignment of the para-teacher.

A special permit may also be issued by the Board to a person who has excelled and gained
international recognition and is a widely acknowledged expert in his or her respective field of
specialization.”

SEC 3. Section 31 of the same Act is hereby amended to read as follows:

“SEC. 31. Transitory Provision. – Special permits, with a validity of three (3) and five (5)
years, issued to para-teachers by the Board for Professional Teachers before the effectivity of
this Act shall be allowed to expire based on the period granted therein: Provided, That only
special permits with a validity of three (3) years may be renewed upon expiration for a non-
extendible period of two (2) years.”

SEC 4. References to the term “Department of Education, Culture and Sports”, in section 4 (a)
and section 25, and the term “DECS” in section 20, of the same Act, are hereby amended to
read as “Department of Education” and “DepEd”, respectively.

SEC 5. Separability Clause. – If, for any reason, any section or provision of this Act or the
application of such section or provision to any person or circumstance is declared
unconstitutional or invalid, no other section or provision of this Act shall be affected thereby.

SEC 6. Repealing Clause. – All laws, decrees, circulars, administrative orders, rules and
regulations, and other issuances which are inconsistent with the provisions of this Act are
hereby repealed or modified accordingly.
SEC 7. Effectivity. – This Act shall take effect upon approval.
 
Presidential Decree No. 1006, s. 1976
Signed on September 22, 1976

MALACAÑANG, MANILA
PRESIDENTIAL DECREE NO 1006
PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS, REGULATING THEIR
PRACTICE IN THE PHILIPPINES AND FOR OTHER PURPOSES.

WHEREAS, the Constitution provides that “All educational institutions shall be under the
supervision of; and subject to regulation by, the State”, and requires that “the State shall
establish and maintain a complete, adequate and integrated system of education relevant to
the goals of national development”;

WHEREAS, in the pursuit on these objectives, the Department of Education and Culture has
adopted ways and means of overseeing all the educational institutions in the country;

WHEREAS, this supervisory function of the DEC has been primarily beamed towards insuring
that the educational institutions inculcate in the studentry love of the country, teach the duties

34
of citizenship, and develop moral character, personal discipline, and scientific, technological
and vocational efficiency;

WHEREAS, to implement these objectives, the institutions have relied upon their teachers
whose direct and continuing interaction with the young people and the children make them
potent forces for the development of proper attitudes among the citizenry;

WHEREAS, this accounts for the tremendous growth of the teaching population, comprising in
the civil service sector alone more than 300,000 teachers deployed all over the country;

WHEREAS, to insure that in the immediacy and urgency of teacher recruitment qualitative
requirements are not overlooked, it has become necessary to regulate the teaching profession;

WHEREAS, although teaching requires a number of years of collegiate study, it is the only
course that it is not yet considered a profession;

WHEREAS, 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.

NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by virtue of the

powers vested in me by the Constitution, do hereby decree and order:

Section 1. Title. This Decree shall be known as the Decree Professionalizing Teaching.

Section 2. Declaration of Policy. It is hereby declared a policy that teacher education shall be
given primary concern and attention by the government and shall be of the highest quality, and
strongly oriented to Philippine conditions and to the needs and aspirations of the Filipino
people even as it seeks enrichment from adoptable ideas and practices of other people.

Section 3. Definition of Terms. As used in this Decree, the following shall be construed as
follows:
(a) Teaching refers to the profession primarily concerned with the classroom
instruction, at the elementary and secondary levels, in accordance with the curriculum
prescribed by National Board of Education, whether on part-time or full-time basis in the
public or private schools.
(b) Teachers refers to all persons engaged in teaching at the elementary and
secondary levels, whether on a full-time or part-time basis, including guidance
counselors, school librarians, industrial arts or vocational teachers and all other persons
performing supervisory and/or administrative functions in all schools in the aforesaid
levels and legally qualified to practice teaching under this Decree.
(c) Board refers to the National Board for Teachers duly constituted under this Decree.

Section 4. Creation of the National Board for Teachers. There is hereby created a National
Board for Teachers, hereinafter called the Board, to be composed of the following:

35
 1) Secretary of Education and Culture Co-Chairman

2) Chairman, Civil Service Commission

3) Commissioner, Professional Regulations Commission
4) Two members representing the private sector to be
appointed by the President

Section 5. Powers and Duties. The Board shall have the following powers and duties:
(a) Appoint a set of examiners for every examination who will determine and prepare the
contents of the Board examination for teachers, hereinafter referred to as examination,
in the elementary and secondary levels of instruction, to be held at least once a year;
(b) Determine and fix the places and dates of examination, appoint supervisors and
room examiners from among the employees of the Government who shall be entitled to
a daily allowance to be fixed by the Board for every examination day actually attended,
use the buildings and facilities of public and private schools for examination purposes,
approve applications to take examination, and approve the release of examination
results;
(c) Look from time to time into the conditions affecting the practice of the teaching
profession, adopt such measures as may be deemed proper for the enhancement of
said profession, and/or maintenance of the professional standards and ethics;
(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate, and
administer oaths;
(e) Appoint, subject to the provisions of existing laws, such officials and employees as
are necessary in the effective performance of its functions and responsibilities,
prescribe their duties and fix their compensation;
(f) Prescribe and collect examination and other fees as it may deem proper; and
(g) Promulgate rules and regulations, and exercise such other powers, functions and
duties as may be necessary to carry into effect the purposes of this Decree.

Section 6. Qualification requirements for examination applicants. No applicant shall be

admitted to take the examination unless, on the date of filing of the application, he shall have
complied with the following requirements:
(a) Except those who have been engaged in teaching as herein defined for at least five
years in schools in the Philippines not organized exclusively for nationals of a foreign
country at the time of the effectivity of this Decree, the applicant must be a citizen of the
Philippines;
(b) That he is of good moral character;
36
 (c) That he is free from any physical and/or mental defect which will incapacitate him to
render efficient service; and
(d) That he possesses the following minimum educational qualifications:
1) For teachers in the kindergarten and elementary grades, Bachelor’s degree in
Elementary Education (B.S.E.Ed.) or its equivalent;
2) For teachers of the secondary schools, Bachelor’s degree in Education or its
equivalent with a major and minor, or a Bachelor’s degree in Arts or Sciences with
at least eighteen units in professional education; and
3) For teachers of secondary vocational and two-year technical courses,
Bachelor’s degree in the field of specialization with at least eighteen units in
professional education.

All applications shall be filed with an office or offices designated by the Board, preferably the
offices of the Civil Service Commission and the Department of Education and Culture.

These offices shall screen and approve such applications and issue the corresponding permits
to take the examination to qualify applicants.

Section 7. Appointment of examiners. The Board shall appoint a set of examiners for every
examination who are recognized authority in teacher education, and their names shall not be
disclosed until after the release of the results of the examination. They shall each receive as
compensation the sum of not less than P5.00 for each examinee as may be determined by the
Board but in no case shall each examiner receive more than P18,000 per examination. Any
examiner who is in the service of the Government shall receive the compensation herein
provided in addition to his salary.

Section 8. Scope of the examination. The examination shall consist of written tests, the
scope of which shall be determined by the Board, taking into consideration the teaching plan of
the schools legally constituted in the Philippines.

Section 9. Ratings in the examination. In order that a candidate may be deemed to have
successfully passed the examinations, he must have obtained a general average of at least 70
per cent in all subjects, with no rating below 50 per cent in any subject.

Section 10. Report of the results of examination. The examiners shall report the ratings
obtained by each candidate to the Board within 150 days after the last day of the examination,
unless extended by the latter.

Section 11. Issuance of Certificates. Teachers who have passed examinations given by the

Civil Service Commission or jointly by the Civil Service Commission and the Department of
Education and Culture shall be considered as having passed the board examinations for
teachers. The Board may consider their certificates of rating as certificates of eligibility or issue
an entirely new certificate upon registration of the teacher and payment of the corresponding
fees.

37
This provision shall likewise apply to those teachers who have permanent appointment under
the Magna Carta For Public School Teachers and all others who may be qualified for
registration as professional teachers under this Decree.

Section 12. Registration. The Civil Service Commission shall, as an arm of the Board,

register holders of Professional Teacher Certificate which registration shall evidence that the
registrant is entitled to all the rights and privileges of a Professional Teacher until and unless
the certificate is suspended or canceled by the Board for just cause.

Section 13. Reissuance of revoked certificates and replacement of lost certificates. The

Board may, for reason of equity and justice, and upon proper application therefor, issue
another copy, original or duplicate, upon payment of the required fee, of a certificate which has
been revoked. A new certificate to replace a lost, destroyed or mutilated certificate may be
issued subject to the rules of the Board.

Section 14. Registration by reciprocity. The Civil Service Commission shall, upon approval

of the Board, effect the registration, without examination, of a teacher validly registered under
the laws of any foreign state or country; Provided, That the requirements for registration in said
foreign state or country are substantially the same as those required and contemplated by this
Decree, and the laws of such foreign state or country allow citizens of the Philippines to
practice the profession on the same basis and grant the same privileges as the citizens or
subjects of such foreign state or country; Provided finally, That the applicant shall submit
competent and conclusive documentary evidence, confirmed by the Department of Foreign
Affairs, showing that his country’s existing laws permit citizens of the Philippines to practice
teaching profession under the rules and regulations governing citizens thereof.

Section 15. Prohibition. Three years after the effectivity of this Decree, no person shall
engage in teaching and/or act as a teacher as defined in this Decree, whether in the public or
private elementary or secondary school, unless he is holder of a Professional Teacher
Certificate or is considered a Professional Teacher under this Decree.
Section 16. Penal Provision. Any person who shall practice the teaching without a valid
Professional Teacher Certificate, or any person presenting as his or her own the certificate of
another, or any person giving any false or forged evidence in order to obtain a Professional
Teacher Certificate or admission to an examination, or any person assuming himself as a
registered professional teacher or any person violating any provision of this Decree shall be
penalized by a fine of not less than One Thousand Pesos nor more than Five Thousand Pesos
with subsidiary imprisonment or to suffer an imprisonment of not less than six months nor more
than two years, or both such fine and imprisonment at the discretion of the Court.

Section 17. Repealing Clause. All Acts, Decrees, Executive Orders, Administrative Orders,

rules and regulations or parts thereof inconsistent with the provisions of this Decree are hereby
repealed or modified accordingly.
Section 18. Separability Clause. In case any provision of this Decree or any portion thereof
is declared unconstitutional by a competent court, other provisions shall not be affected
thereby.
Section 19. Effectivity. This Decree shall take effect January 1, 1977.

38
DONE in the City of Manila, this 22nd day of September, in the year of Our Lord, nineteen
hundred and seventy-six.
(Sgd.) FERDINAND E. MARCOS
President of the Philippines

Topic: ETHICS, RULES, REGULATIONS IN THE PRACTICE

ETHICS – refers to system or code of morality embraced by a particular person or group. It is a

moral principle which determines the rightness or wrongness of particular acts or activities.

THE TEACHER AND THE PROFESSION

(ARTICLE IV, SECTIONS 1-5 OF THE CODE OF ETHICS FOR PROFESSIONAL TEACHER
– RA 7836) 
SECTION 1:
EVERY TEACHER SHALL ACTIVELY HELP INSURE THAT TEACHING IS THE
NOBLEST PROFESSION, AND SHALL MANIFEST GENUINE ENTHUSIASM
AND PRIDE IN TEACHING AS A NOBLE CALLING.
SECTION 2:
EVERY TEACHER SHALL UPHOLD THE HIGHEST POSSIBLE STANDARDS OF
QUALITY EDUCATION, SHALL MAKE THE BEST PREPARATION FOR THE
CAREER OF TEACHING, AND SHALL BE AT HIS BEST AT ALL TIMES IN THE
PRACTICE OF HIS PROFESSION.
SECTION 3:
EVERY TEACHER SHALL PARTICIPATE IN THE CONTINUING
PROFESSIONAL EDUCATION (CPE) PROGRAM OF THE PROFESSIONAL
REGULATION COMMISSION, AND SHALL PURSUE SUCH OTHER STUDIES
AS WILL IMPROVE HIS EFFICIENCY, ENHANCE THE PRESTIGE OF THE
PROFESSION, AND STRENGTHEN HIS COMPETENCE, VIRTUES, AND
PRODUCTIVITY IN ORDER TO BE NATIONALLY AND INTERNATIONALLY
COMPETITIVE.
SECTION 4:
EVERY TEACHER SHALL HELP, IF DULY AUTHORIZED, TO SEEK SUPPORT
FOR THE SCHOOL, BUT SHALL NOT MAKE IMPROPER
MISREPRESENTATIONS THROUGH PERSONAL ADVERTISEMENTS AND
OTHER QUESTIONABLE MEANS.
SECTION 5:
EVERY TEACHER SHALL USE THE TEACHING PROFESSION IN A MANNER
THAT MAKES IT A DIGNIFIED MEANS FOR EARNING A DECENT LIVING.

THE TEACHER AND THE LEARNERS

(ARTICLE VIII, SECTIONS 1 – 9 OF THE CODE OF ETHICS FOR PROFESSIONAL
TEACHERS)
SECTION 1:
A TEACHER HAS THE RIGHT AND DUTY TO DETERMINE THE ACADEMIC
MARKS AND THE PROMOTION OF LEARNERS IN THE SUBJECTS THEY

39
 HANDLE. SUCH DETERMINATION SHALL BE IN ACCORDANCE WITH
GENERALLY ACCEPTED PRODUCERS OF EVALUATION AND
MEASUREMENT. IN CASE OF ANY COMPLAINT, TEACHERS CONCERNED
SHALL IMMEDIATELY TAKE APPROPRIATE ACTION, OBSERVING THE
PROCESS.
SECTION 2:
A TEACHER SHALL RECOGNIZE THAT THE INTEREST AND WELFARE OF
LEARNERS ARE HIS/HER AND FOREMOST CONCERN, AND SHALL HANDLE
EACHER LEARNER JUSTLY AND IMPARTIALLY.
SECTION 3:
UNDER NO CIRCUMSTANCE SHALL A TEACHER BE PREJUDICED OR
DISCRIMINATORY AGAINST ANY LEARNER.
SECTION 4:
A TEACHER SHALL NOT ACCEPT FAVORS OR GIFTS FROM LEARNERS,
THEIR PARENTS OR OTHERS IN THEIR BEHALF IN EXCHANGE FOR
REQUESTED CONCESSIONS, ESPECIALLY IF UNDER SERVED.
SECTION 5:
A TEACHER SHALL NOT ACCEPT, DIRECTLY OR INDIRECTLY, ANY
REMUNERATION FROM TUTORIALS OTHER THAN WHAT IS AUTHORIZED
FOR SUCH SERVICE.
SECTION 6:
A TEACHER SHALL BASE THE EVALUATION OF THE LEARNER’S WORK ON
MERIT AND QUALITY OF ACADEMIC PERFORMANCE.
SECTION 7:
IN A SITUATION WHERE MUTUAL ATTRACTION AND SUBSEQUENT LOVE
DEVELOP BETWEEN TEACHER AND LEARNER, THE TEACHER SHALL
EXERCISE UTMOST PROFESSIONAL DISCRETION TO AVOID SCANDAL,
GOSSIP, AND PREFERENTIAL TREATMENT OF THE LEARNER.
SECTION 8:
A TEACHER SHALL NOT INFLICT CORPORAL PUNISHMENT ON OFFENDING
LEARNERS NOR MAKE DEDUCTIONS FROM THEIR SCHOLASTIC RATINGS
AS A PUNISHMENT FOR ACTS WHICH ARE CLEARLY NOT MANIFESTATIONS
OF POOR SCHOLARSHIP.
SECTION 9:
A TEACHER SHALL INSURE THAT CONDITIONS CONTRIBUTIVE TO THE
MAXIMUM DEVELOPMENT OF LEARNERS ARE ADEQUATE, AND SHALL
EXTEND NEEDED ASSISTANCE IN PREVENTING OR SOLVING LEARNER’S
PROBLEMS AND DIFFICULTIES.

Topic: The Philippine Professional Standards for Teachers (PPST)

In line with the new professional standards for teachers, the Department of Education (DepEd),
through the Teacher Education Council (TEC), issues this DepEd Order entitled National
Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST)

40
The DepEd recognizes the importance of professional standards in the continuing professional
development and advancement of teachers based on the principle of lifelong learning. It is
committed to supporting teachers, and taking cognizance of unequivocal evidence that good
teachers are vital to raising student achievement. Quality learning is contingent upon quality
teaching. Hence, enhancing teacher quality becomes of utmost importance for long term and
sustainable nation building.

Teachers play a crucial role in nation building. Through quality teachers, the Philippines can
develop holistic learners who are steeped in values, equipped with 21st century skills, and able
to propel the country to development and progress. This is in consonance with the Department
of Education vision of producing: “Filipinos who passionately love their country and whose
values and competencies enable them to realize their full potential and contribute meaningfully
to building the nation” (DepED Order No. 36, s. 2013).

Evidences show unequivocally that good teachers are vital to raising student achievement, i.e.,
quality learning is contingent upon quality teaching. Hence, enhancing teacher quality
becomes of utmost importance for long-term and sustainable nation building.

The changes brought about by various national and global frameworks such as the K to 12
Reform and the ASEAN integration, globalization, and the changing character of the 21st
century learners necessitate improvement and adaptability of education, and a call for the
rethinking of the current teacher standards

The PPST shall be used as a basis for all learning and development programs for teachers to
ensure that teachers are properly equipped to effectively implement the K to 12 Program. It
can also be used for the selection and promotion of teachers. All performance appraisals for
teachers shall be based on this set of standards.
a. set out clear expectations of teachers along well-defined career stages of
professional development from beginning to distinguished practice;
b. engage teachers to actively embrace a continuing effort in attaining proficiency;
c. apply a uniform measure to assess teacher performance, identify needs, and provide
support for professional development

THE 7 DOMAINS COLLECTIVELY COMPRISE 37 STRANDS THAT REFER TO MORE

SPECIFIC DIMENSIONS OF TEACHER PRACTICES.

DOMAIN 1, CONTENT KNOWLEDGE AND PEDAGOGY, IS COMPOSED OF SEVEN

STRANDS:
 Content knowledge and its application within and across curriculum areas
 Research-based knowledge and principles of teaching and learning
 Positive use of ICT
 Strategies for promoting literacy and numeracy

41
  Strategies for developing critical and creative thinking, as well as other higher-
order thinking skills
 Mother Tongue, Filipino and English in teaching and learning
 Classroom communication strategies
DOMAIN 2, LEARNING ENVIRONMENT, CONSISTS OF SIX STRANDS:
 Learner safety and security
 Fair learning environment
 Management of classroom structure and activities
 Support for learner participation
 Promotion of purposive learning
 Management of learner behavior
DOMAIN 3, DIVERSITY OF LEARNERS, CONSISTS OF FIVE STRANDS:
 Learners’ gender, needs, strengths, interests and experiences
 Learners’ linguistic, cultural, socio-economic and religious backgrounds
 Learners with disabilities, giftedness and talents
 Learners in difficult circumstances
 Learners from indigenous groups
DOMAIN 4, CURRICULUM AND PLANNING, INCLUDES FIVE STRANDS:
 Planning and management of teaching and learning process
 Learning outcomes aligned with learning competencies
 Relevance and responsiveness of learning programs
 Professional collaboration to enrich teaching practice
 Teaching and learning resources including ICT
DOMAIN 5, ASSESSMENT AND REPORTING, IS COMPOSED OF FIVE STRANDS:
 Design, selection, organization and utilization of assessment strategies
 Monitoring and evaluation of learner progress and achievement
 Feedback to improve learning
 Communication of learner needs, progress and achievement to key stakeholders
 Use of assessment data to enhance teaching and learning practices and programs
DOMAIN 6, COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT, CONSISTS
OF FOUR STRANDS:
 Establishment of learning environments that are responsive to community contexts
 Engagement of parents and the wider school community in the educative process
 Professional ethics
 School policies and procedures

DOMAIN 7, PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT, CONTAINS

FIVE STRANDS:
 Philosophy of teaching
 Dignity of teaching as a profession
 Professional links with colleagues
 Professional reflection and learning to improve practice
 Professional development goal

II. Objective:
Discuss the important roles of the teacher in building partnership with the wider community

42
Date: (4 meetings) ____________________________

Topic: The Teacher and the Community (Article III, Sections 1-8 of the Code of Ethics for
Professional Teachers)
Section 1:
A teacher is a facilitator of learning and of the development of the youth; he/she shall,
therefore, render the best service by providing an environment conducive to such
learning and growth.
Section 2:
Every teacher shall provide leadership and initiative to actively participate in community
movements for moral, social, educational, economic and civic betterment.
Section 3:
Every teacher shall merit reasonable social recognition for which purpose he/she shall
behave with honor and dignity at all times and refrain from such activities as gambling,
smoking, drunkenness, and other excesses, much less illicit relations.
Section 4:
Every teacher shall live for and with the community and shall, therefore, study and
understand local customs and traditions in order to have sympathetic attitude, therefore,
refrain from disparaging the community.
Section 5:
Every teacher shall help the school keep the people in the community informed about
the school’s work and accomplishments as well as its needs and problems.
Section 6:
Every teacher is intellectual leader in the community, especially in the barangay, and
shall welcome the opportunity to provide such leadership when needed, to extend
counseling services, as appropriate, and to actively be involved in matters affecting the
welfare of the people.
Section 7:
Every teacher shall maintain harmonious and pleasant personal and official relations
with other professionals, with government officials, and with the people, individually or
collectively.
Section 8:
A teacher possesses freedom to attend church and worship as appropriate, but shall not
use his/her positions and influence to proselyte others.
Question:
What practices manifest honorable and dignified behavior?
Date: (4 meetings) ____________________________
Topic: The Teacher and the Teaching Community ( Article V, Sections 1-7 of the Code of
Ethics for Professional Teachers)

Section 1:
Teachers shall, at all times, be imbued by the spirit of professional loyalty, mutual
confidence, and faith in one another, self-sacrifice for the common good, and full
cooperation with colleagues. When the best interest of the learners, the school, or the
profession is at stake in any controversy, teachers shall support one another.
Section 2:

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 A teacher is not entitled to claim credit or work not of his own, and shall give due credit
for the work of others which he/she may use.
Section 3:
Before leaving his/her position, a teacher shall organize for whoever assumes the
position such records and other data as are necessary to carry on the work.
Section 4:
A teacher hold inviolate all confidential information concerning associates and the
school, and shall not divulge to anyone documents which has not been officially
released, or remove records from files without permission.
Section 5:
It shall be the responsibility of every teacher to seek correctives for what may appear to
be an unprofessional and unethical conduct of any associate. However, this may be
done only if there is incontrovertible evidence for such conduct.
Section 6:
A teacher may submit to the proper authorities any justifiable criticism against an
associate, preferably in writing, without violating the right of the individual concerned.
Section 7:
A teacher may apply for a vacant position for which he/she is qualified; provided that
he/she respects the system of selection on the basis of merit and competence;
provided, further, that all qualified candidates are given the opportunity to be
considered.

Question:
What is your responsibility regarding confidential information as a teacher?

Date: (2 meetings) ____________________________

Topic: The Teacher and Parents (Article IX, Sections 1-3 of the Code of Ethics for
Professional Teachers)
Section1:
Every teacher shall establish and maintain cordial relations with parents, and shall
conduct himself/herself to merit their confidence and respect.
Section 2:
Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learners under him/her, exercising utmost candor and tact in pointing out

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 the learners’ deficiencies and in seeking parent’s cooperation for the proper guidance
and improvement of learners. 
Section 3:
A teacher shall hear parent’s complaints with sympathy and understanding, and shall
discourage unfair criticism.

Topic: The Teacher and Business (Article X, Sections 1-3 of the Code of Ethics for
Professional Teachers)
Section 1:
A teacher has the right to engage, directly or indirectly, in legitimate income generation;
provided that it does not relate to or adversely affect his/her work as a teacher.
Section 2:
A teacher shall maintain a good reputation with respect to the financial matters such as
in the settlement of his/her debts and loans in arranging satisfactorily his/her private
financial affairs.
Section 3:
No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any
commercial venture which furnish textbooks and other school commodities in the
purchase and disposal of which he/she can exercise official influence, except only when
his/her assignment is inherently, related to such purchase and disposal; provided that
they shall be in accordance with the existing regulations; provided, further, that the
members of duly recognized teachers’ cooperatives may participate in the distribution
and sale of such commodities.

Questions:
Name some legitimate income generating activities you could engage in to
augment your income?

How are you going to deal with it?

III. Objectives:
 Define culture, its nature, characteristics, forms, and components
1. Discuss the concepts of Culture within the school and the community
2. Identify and explain concepts of multiculturalism and multi-cultural education
3. Discuss the culturally-responsive teaching in the transformation of the so

Date: (5 meetings) ____________________________

Topic: The School Culture (Its Meaning, Nature, Characteristics, Forms and
Components)
(Concepts of Culture) 

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School Culture
Generally refers to the beliefs, perceptions, relationships, attitudes, and written and unwritten
rules that shape and influence every aspect of how a school functions
 Involves creating an environment where students feel safe and free to be involved
 It’s a space where everyone should feel accepted and included in everything.
 Students should be comfortable with sharing how they feel, and teachers should
be willing to take it in to help improve learning.
 A School culture results from both conscious and unconscious perspectives,
values, interactions, and practices, and it is heavily shaped by a school’s particular
institutional history.
Forms of Culture: School cultures can be divided into 2 basic forms:
 Positive Cultures
 Negative Cultures

Characteristics of Culture
Culture is learned.
-A child born in the Philippines but was brought to the United States after birth may not
develop traits characteristic of Filipinos.
Culture is shared by a group of people.
-for a thought or action to be considered cultural, it must be commonly shared by some
population or group of individuals. For example, the idea that marriage involves only
one man and one woman is cultural in our society.
Culture is cumulative.
-Knowledge is stored and passed on from one generation to the next, and new
knowledge is being added to what is existing. The jeepneys and tricycles in the
Philippines are good examples of the cumulative quality of culture. Their invention
involved the use of materials which were invented in different places of the world.
Cultures change.
-All cultural knowledge does not perpetually accumulate. At the same time that new
cultural traits are added, some old ones are lost because they are no longer useful. For
example, most city dwellers today do not have or need the skills required for survival in
the wilderness. What is more important in modern urban life are such things as the
ability to drive a car, use a computer, and understand how to obtain food in a
supermarket or restaurant.

Culture is dynamic.
-This stems from cumulative quality. No culture is ever in a permanent state. It is
constantly changing because new ideas and new techniques are added and old ways
are constantly modified and discarded. It also grows by the spread of traits from the
individual and from one group to another which is termed as diffusion. One form of
diffusion is the growth of language. Filipino vocabulary has grown because of borrowed
words from other languages like Spanish, Chinese, and English.
Culture is ideational.
-Culture is an ideal pattern of behavior which the members are expected to follow. Man
assigns meanings to his environment and experiences by symbolizing them.

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Culture is diverse.
-The sum total of human culture consists of a great many separate cultures, each of
them different. Culture as a whole, is a system with many mutually interdependent
parts. For example, the choice of a marriage partner involves many different parts of
culture as religion, economic class, education, etc.
Culture gives us a range of permissible behavior patterns.
-Every culture allows a range of ways in which men can be men and women can be
women. For instance, culture tells us how we should dress based on our gender, but it
allows us to dress in different ways in different situations in order to communicate varied
messages and statuses. The clothing patterns of women in this society can be rich and
complex. Their clothing can be intentionally business-like, recreational, as well as
sexually attractive, ambiguous, neutral, or even repulsive.
 
>Positive school cultures are conducive to professional satisfaction, morale, and
effectiveness, as well as to student learning, fulfilment, and well-being.

Characteristics of a Positive School Culture:

 The individual successes of teachers and students are recognized and celebrated.
 Relationships and interactions are characterized by openness, trust, respect, and
appreciation.
 Staff relationships are collegial, collaborative, and productive, and all staff members are
held to high professional standards.
 Students and staff members feel emotionally and physical safe, and the school’s
policies and facilities promote student safety.
 School leaders, teachers, and staff members model positive, healthy behaviors for
students.
 Mistakes not punished as failures, but they are seen as opportunities to learn and grow
for both students and educators.
 Students are consistently held to high academic expectations, and a majority of
students meet or exceed those expectations.
 Important leadership decisions are made collaboratively with input from staff members,
students, and parents.
 School culture and teacher leadership are vital in determining school’s excellence.
 School is one of the social systems that have adopted the practice and values.

Components of School Culture

 Philosophy
 Ideology
 Beliefs
 Feelings
 Assumptions
 Expectations
 Behavior and Shared Values that Determine How a School Works

8 Ways to Build an Awesome School Culture

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1. Live Your Vision Mission
-Every school community should have a unique mission statement that speaks to the
beliefs, values, and aims of the learning community. A school’s mission should be
regularly revisited and reflected upon to ensure the school and its members are
genuinely living the mission. When the vision and mission are authentically embedded
in a school’s practice, and when students, staff, and community members stay true to
the shared mission, a school remains bound together by a common drive and is united
in its success.
2. Embrace Social-Emotional Learning for Teachers and Students
-School is no longer solely about the three R’s. The classroom has become a place
that serves to support a student’s holistic growth – mind, body, and heart. When
schools embed social-emotional learning (SEL) into their classrooms and curriculum,
students and staff learn to be mindful of emotions, challenges, stresses, and traumas
and are room for academic learning.
3. Foster a Culture of Resilience
-Resilience is often described as a personal quality that predisposes individuals to
bounce back in the face of loss. Resilient leaders, however, do more than bounce back-
they bounce forward. With speed and elegance, resilient leaders take action that
responds to new and ever-changing realities, even as they maintain the essential
operations of the organizations they lead. It’s easy for negativity to breed when things
get rough. A resilient leader can spread a can-do attitude that permeates the larger
school culture.
4. Communicate Well – and Often
-When a school leader ensures, staff, and parents are not only informed but have an
active voice in their school community, they build a culture of inclusivity, eliminating
feelings of distrust, uncertainty, and hostility. When school leaders communicate
effectively, students learn, parents and community members understand and support
what the school is doing, and the process of teaching and learning moves forward.
5. Recognize the Awesome in Your Staff
-A school leader who routinely recognizes that a staff member’s success is a feather in
everyone’s cap promotes the interconnectedness of the work. Celebrating people’s
contributions, efforts, and victories also make people feel appreciated and seen.
6. Recognize the Awesome in Your Students: Positive Behavior Interventions &
Supports
-Positive Behavior Interventions & Supports, or PBIS, is a way for schools to encourage
good behavior with a focus on prevention rather than punishment. PBIS practices can
make schools less hostile to students, asking not “What are you doing wrong?” but
“What are you doing right?”

7. Make Your School’s Brand + Community Members Visible

-When people walk into your school, they should immediately see and feel the school’s
culture. Create the sense that a family lives and works in the space by making hallway
and classroom spaces visibly branded, warm, and engaging.
8. Remember that Every Positive Word and Action Matters

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 -Students look to school leaders and teachers to model empathy, kindness, and
maturity. Every hallway smile and hello that staff and students receive sinks in and
builds up their self-efficacy and sense of belonging.

Importance of Having a Positive Classroom Culture:

-Having a classroom that is welcoming and safe is the foundation for better learning
-a positive classroom culture empowers students to be a part of their own learning
experience and to take responsibility

Positive Classroom Culture Strategies:

Set Rules Together – A positive classroom where children are free to be themselves
does not mean that there aren’t any ground rules in place. Students should feel safe
and respected, and a framework around that will help them do so. Encourage them to
think for themselves, ask the children what kind of rules there should be. This includes
setting up rules surrounding communication.
Turn Problems Into Teachable Moments – Too many times we see problems as a
setback of some sort. Instead, we should be viewing these as teachable moments as
something to build upon. Try to take a positive spin and get students interested in
taking the steps to solve it. This not only develops problem-solving skills but also team
working skills that are so vital in the classroom.

Change the Setup – The way the classroom is arranged will have a massive impact on
the way students work. There is no real rule on how your classroom should be set up,
as this will vary depending on the age group, subject, space available and type of
project being worked on. However, students should not feel segregated and should be
able to work with others easily.

Try changing this up halfway through the year for something different. Promote diversity
and multiculturalism within your classroom décor too. *The novelty stimulation and
freedom of movement students enjoy in a flexible seating classroom setting positively
impacts behavior. 

Chat With Each Student Individually – find the time to have a casual chat with your
students individually to see how they are doing. If you find they are struggling with
something in particular, whether it be a certain subject or personal strains with other
students, then work out together how the problem can be solved. Also, use this
opportunity to get some feedback from the student about being at school. What do they
like most? What do they not like, and how does it make them feel?

Give Out “Jobs” – Giving students responsibilities in the classroom not only makes
them part of the day – to – day running of the classroom, but it generally helps boost
self-esteem knowing they have been trusted with a specific task. This can be handling
out papers, being the door holder, watering the classroom plants, etc. Change it up
every week to give every student the opportunity to try every task.

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 Celebrate Personal Achievement and Good Behavior – Complimenting kids helps
them to feel that they are cared for individually.

Engage Students in Ways that Benefit Them – One way to engage students and
develop this type of skill, is through social - emotional learning (SEL). Throughout the
day, encourage them to involve in activities that develop qualities such as: empathy,
reliability, respect, concern, and sense of humor.

Encourage Innovation in the Classroom – Innovation in the classroom starts with

you. Encourage teachers to try new methods of teaching. You can even set up regular
meetings to discuss new researches on teaching methods or new teaching tech, and
how these can be implemented in your school.

Keep Tabs on Your School’s Culture, and Make Adjustments When Necessary-
Creating a positive school culture isn’t just a matter of following a checklist. As a school
leader, you need to stay informed of what’s going on in your school, and understand the
attitudes and atmosphere that permeate the hallways and classrooms.

BUILDING A POSITIVE SCHOOL CULTURE WILL TAKE TIME AND EFFORT, BUT IT’S
WORTH IT!

Note:
Students will prepare in advance their researches on the various cultures in the world.
They will have PowerPoint presentations on this. (by groups)

Topic: Multiculturalism
Multiculturalism – is a policy that emphasizes the unique characteristics of different cultures,
especially as they relate to one another in receiving nations

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The term is often used to describe societies (especially nations) which may have many distinct
cultural groups, usually as a result of immigration.

Multiculturalism is a systematic and comprehensive response to cultural and ethnic diversity,

with educational, linguistic, economic and social components and specific institutional
mechanisms.

Three (3) Interrelated, but nevertheless distinctive, referents of multiculturalism and its related
adjective multi-cultural are:
1. The demographic-descriptive usage occurs where the word multicultural refers to the
existence of linguistically, culturally and ethnically diverse segments in the population of a
society or state.
 -associated with forms of structural differentiation
2. Ideological-normative usage of multiculturalism generates the greatest level of debate
since it constitutes a slogan and basis for political action.
 -it is one where the limited implementation of explicit multicultural programs and
policies means that there is a limited range of empirical evidence available on their
operation and outcome
 -constitutes a specific focus towards the management and organization of
governmental responses to ethnic diversity
3. Programmatic-political usage of multiculturalism refers to the specific policies developed
to respond and manage ethnic diversity

Topic: Multicultural Education

Multicultural Education
 is an emerging discipline whose aim is to create equal educational opportunities
from diverse racial, ethnic, social class and cultural groups
 is a progressive approach for transforming education that holistically critiques and
addresses current shortcomings, failings and discriminatory practices in education
 a field of study designed to increase educational equity for all students that
incorporates, for this purpose, content, concepts, principles, theories, and
paradigms from history, the social and behavioral sciences, and particularly from
ethnic studies and women studies
 It is grounded in the ideals of social justice, educations equity, and a dedication to
facilitating educational experiences in which all students reach their full potentials
as learners and as socially aware and active beings, locally, nationally, and
globally.
 It is a shift from curriculum, perhaps as simple as adding new and diverse
materials and perspectives to be more inclusive of traditionally underrepresented
groups.
 It is a concern affecting every phase and aspect of teaching enabling teachers to
scrutinize their options and choices to clarify what social information they are
conveying overtly and covertly to their students.

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  It is also a means of challenging and expanding the goals and values that underlie
a curriculum, its materials, and its activities.

5 Dimensions of Multicultural Education According to Banks:

1. Content Integration
 -It deals with the extent to which teachers use examples and content from a variety
of cultures and groups to illustrate key concepts, generalizations, and issues within
their subject area or disciplines.
2. Knowledge Construction Process
 -It describes how teachers help students to understand, investigate, and determine
how the biases, frames of reference, and perspectives within a discipline influence
the ways in which knowledge is constructed within it. Students also learn how to
build knowledge themselves in this dimension.
3. Prejudice Reduction
 -It describes lessons and activities used by teachers to help students to develop
positive attitudes toward different racial, ethnic, and cultural groups.
4. Equity Pedagogy
 -It exists when teachers modify their teaching in ways that will facilitate the
academic achievement of students from diverse racial, cultural, and social class
groups.
 -Cooperative learning activities also help all students, including middle-class
students, to develop more positive racial attitudes.
5. Empowering School Culture and Social Structure
 -This dimension is created when the culture and organization of the school are
transformed in ways that enable students from diverse racial, ethnic, and gender
groups to experience equality and equal status.

To implement multicultural education effectively, teachers and administrators must attend to

each of the five dimensions of multicultural education described / stated above.

Inserted Topic: Subculture

Subculture refers to cultural patterns that set apart some segment of a society’s population. It
can be based on age, ethnicity, residence, sexual preference, occupation, and many other
factors.

Every individual participates in numerous sub-cultural groups. The norms and sometimes the
values that apply in one group may be different to the norms that apply in another. The norms
that apply when you are at home with your family may be very different from those that apply
when you are out with your friends. The idea that an individual’s place in society can be looked
at on 2 basic levels:
 In terms of a general sense of culture – What it means to people, for example, to
be English, French, American, and so forth.

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  In terms of a specific sense of subcultures – That is, the various groups we belong
to involve particular sets of norms that apply only when we participate in these
groups.

Functions of Subcultures:
1. Permitting specialized activity
 -because subcultures (particularly occupational subcultures) carry the knowledge
necessary to perform specialized tasks, they are essential to the division of labor
which is essential in any society which is becoming larger and more complex.
2. Identity in mass society
 -subcultures also provide a source of identity in mass society, thus preventing
feelings of isolation and anomie. People want to distinguish themselves from the
crowd in order to feel that “I am somebody.” Subcultures permit this by enabling
people with a common interest, situation, or set of experiences to stand out from
the crowd.
3. Cultural adaptation and change
 -another important function of subcultures is to serve as a source of adaptation to
society
 -This group develops a subculture in response to the new conditions. Eventually, a
process of cultural diffusion occurs within the society, and the values of this
subculture spread to the larger society. For example, the idea of equal role for men
and women, which was not at once accepted by everybody. However, gradually,
women became accepted in the work place which before belonged to men only.

Topic: Culturally-Responsive Teaching

Culturally-Responsive Instruction covers areas related to:
 Inclusive content in the curriculum that reflects the diversity of society. In effect,
students from diverse backgrounds see themselves and their experiences in the
curriculum.
 Students’ prior knowledge, including their culture and language.
 The idea that culture is central to student learning because there is strong
evidence that cultural practices thinking process.

Culturally Responsive Teaching encompass elements such as:

 Communication of high expectations
 Active teaching methods that promote student engagement
 Teacher as facilitator
 Positive perspectives on parents and families of culturally and linguistically diverse
students
 Cultural sensitivity
 Reshaping the curriculum so that it is culturally responsive to the background of
students

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  Culturally mediated instruction that is characterized by the use of culturally
mediated cognition, culturally appropriate social situations for learning, and
culturally valued knowledge in curriculum content.
 Small group instruction and academically – related discourse
Culture is central to learning. It plays a role not only in communicating and receiving, but also
in shaping the thinking process of groups and individuals.
Culturally Responsive Teaching acknowledges cultural diversity in classrooms and
accommodates this diversity in instruction. It does this in 3 important ways:
 By recognizing and accepting student diversity, it communicates that all students
are welcome and valued as human beings.
 By building on students’ cultural backgrounds, culturally responsive teaching
communicates positive images about the students’ home cultures.
 By being responsive to different student learning styles, culturally responsive
teaching builds on students’ strengths and uses these to help students learn.
>Effective teachers accept and value their students as human beings. This is true for all
students, but it is particularly important for cultural and ethnic minorities who may feel some
form of alienation from school. This is amplified when teachers communicate that all students
can learn and are expected to do so.
>If the teacher understands about the students’ cultures she may use them to develop
students’ personal pride of their own cultures. She could develop and create a learning
environment that meets the emotional needs of different cultural groups.
>Teachers who recognize that students come from homes where behavioral and interaction
patterns differ from those expected in school are in a better position to adapt their instruction
than those who have a narrower view of acceptable classroom behavior.

Question:
How can teachers meet the diverse needs of an increasingly multicultural student
population?
 
Activity: Prepare a cultural presentation depicting a particular region to which
you belong.

Components of Culture
1. Communication Component

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 Language – defines what it means to be human, forms the core of all culture
Symbols – along with language and non-verbal signals, symbols form the backbone of
symbolic interaction
 -a symbol is anything that carries a particular meaning recognized by people who
share culture
 -Mickey Mouse is a cultural symbol
2. Cognitive Component
 Ideas/Knowledge/Beliefs – are mental representations (concepts, categories,
metaphors)
-they are the basic units out of which knowledge is constructed and a world
emerges
-knowledge is a storehouse where we accumulate representations, information,
facts, assumptions, etc. 
 Values – are defined as culturally defined standards of desirability, goodness, and
beauty, which serve as broad guidelines for social living
-the values people hold vary to some degree by age, sex, race, ethnicity, religion,
and social class
-values change overtime
 Accounts – are how people use the common language to explain, justify,
rationalize, excuse, or legitimize our behavior to themselves and others
-motives are another type of account (culturally they are linguistic devices created
after a behavior happens)
3. Behavioral Component
a. Norms – are rules and expectations by which a society guides the behavior of its Members
 -are standards that define the obligatory and expected behaviors of people in
various situations
 -norms are reinforced through sanctions, which take the form of either rewards or
punishments
Types of Norms:
 Mores – are customary behavior patterns or folkways which have taken a
moralistic Value
-this includes respect for authority, marriage and sex behavior patterns, religious
rituals, and other basic codes of human behavior
-the group demands that they be followed without question and people who violate
mores are considered unfit for society and may be ostracized and punished as a
warning to others that such behavior will not be tolerated
 Laws –are formalized norms, enacted by people who are vested with government
power and enforced by political and legal authorities designated by the
government
-constitute the most formal and important norms
-nonmembers of society/visitors are required to obey

b. Folkways – are behavior patterns of society which are organized and repetitive
-there is no strong feeling of right or wrong attached to them
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 -are commonly known as customs, the way the people usually do things
-involves the way we eat, how we dress and other patterns that we follow
c. Rituals – are highly scripted ceremonies or strips of interaction that follow a specific
sequence of actions
-occur at predetermined times or triggered by specific cues
-reinforce the solidarity of culture
Examples of Rituals:
-Ceremonies: graduation, baptism, funerals, weddings, birthdays
-Holidays: Thanksgiving, Christmas
-Everyday public rituals: handshake, hi, how are you greetings, kissing,
answering the telephone with hello, walking on the right side of the sidewalk,
birthday and cards
-Bonding rituals: exchanging business cards, holding hands, parties, gift giving
-Signal Rituals: choosing the menu in the restaurant when you want to order, eye
contact
4. Material Component – refers to physical objects of culture such as machines, equipment,
tools, books, clothing
 -artifacts or material objects that society creates, express the values of a culture
1. Tools, Medicines
2. Books
3. Transportation
4. Technologies

How is Culture Transmitted?

1. Enculturation –it is the process of learning culture of one’s own group
Ex. Learning the folkways, mores, social traditions, values and beliefs of one’s own group
2. Acculturation – It is the process of learning some new traits from another culture
 Ex. when students from the rural areas migrate to the urban areas or city and
gradually learn some urban customs, they become acculturated
 The interaction of Filipinos with Americans in the Philippines may be considered an
example of acculturation.
3. Assimilation – It is the term used for a process in which an individual entirely loses any
awareness of his/her previous group identity and takes on the culture and attitudes of another
group
 Ex. If an Ilocano moves to a point where he/she speaks only Visayan and assumes
the folkways of the local group, we can say that he/she has become assimilated

Cultural Relativism
 Is in essence an approach to the question of the nature and role of values in
culture
 Is a key methodological concept which is universally accepted within the discipline
 Posits that all cultures are of equal value and need to be studied in a neutral point
of view

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  Illustration of Cultural Relativism:
 Practices considered immoral or taboo to a certain group of people but are
accepted by other groups with a different cultural orientation.

IV. Objectives:
1.Define organizational leadership
2.Discuss the purpose and key principles of organizational leadership
3.Discuss how do teachers contribute to organizational leadership.
4. Discuss the functions of the Principal as an instructional leader and as a school
manager.

Date: (3 meetings) ____________________________

Topic: The Organizational Leadership in a Changing Landscape
Educational Leadership: is a collaborate process that unites the talents and forces of
teachers, students and parents.
 Purpose of Educational Leadership: is to improve the quality of education and the education
system itself, ensure academic success through process, material and training improvements.
This is mainly accomplished through collaboration with different individuals, such as
educators, parents, students, public policy makers and the public.

Key Principles of Educational Leadership:

1. Educational leadership creates a vision of academic success for all students. This is
important because there has always been a historical gap between students on different
socio-economical levels and high and low achieving students.
2. Educational leadership strives to maintain a safe and receptive learning environment.
That is, a healthy school environment is key to providing comfortable, orderly and
structured classrooms.
3. Educational leadership delegates responsibility to others. This means that teachers,
parents and even students are empowered to take responsibility and accept
accountability.
4. Instructional methods and curriculum content must be continually improved.
5. The field of education must borrow and adapt modern management tools, processes,
and techniques.

Definition of Organizational Leadership

Organizational leadership is a dual focused management approach that works towards what
is best for individuals and what is best for a group as a whole simultaneously. It is also an
attitude and a work ethic that empowers an individual in any role to lead from the top, middle,
or bottom of an organization.

 Strengths

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 Successful leadership requires capitalizing on strengths and managing around
weaknesses. Strength can be defined as consistent, near perfect performance in an
activity. An individual should perform an activity at around a 95% success rate in order
to consider their performance of that activity a strength. Strength is not necessarily the
same as ability:  an ability is a strength only if you can fathom yourself doing it
repeatedly, happily, and successfully. The building blocks of strengths are:

Talents – naturally recurring patterns of thought, feeling, or behavior

Knowledge – facts and lessons learned
Skills – the steps of an activity

Developing strength in any activity requires certain natural talents. Although it is occasionally
possible to build a strength without acquiring the relevant knowledge or skills, it is never
possible to possess a strength without the requisite talent. The key to building a bona fide
strength is to identify your dominant talents and then refine them with knowledge and skills. 

One need not have strength in every aspect of a role in order to excel in that role. That
excellent performers must be well rounded is a pervasive myth. Excellent performers are rarely
well rounded; on the contrary, they are sharp. One will excel only by maximizing one’s
strengths, never by fixing one’s weaknesses. Excellent performers find ways to manage
around their weaknesses, freeing them to hone their strengths to a sharper point. Excellent
performers do not ignore their weaknesses; they work on them just enough so that they do not
undermine strengths.

Ethics
Organizational leadership requires ethics. Ethics aids leaders in balancing truth and loyalty,
individuals and communities, short-term and long-term, and justice vs. mercy. Ethics is not an
inoculation or a compromise. It is a process and a lens by which leaders approach a problem
situation. Ethics call on us to be impartial, yet engaged. Effective leaders utilize ethics to look
for the “hidden alternative” in ethically questionable situations. It is the compass by which
leaders navigate not only right vs. wrong, but also right vs. right.

Communication
Communication is a tool for individuals to interface with one another, with groups, and with the
rest of the world. It is not a text, email, phone call, or personal visit: these are
methods/mediums of communication.  Effective communication requires an understanding of
the VABEs (Values, Assumptions, Beliefs, Expectations) of those whom with we communicate.
Understanding someone’s worldview and VABEs enables leaders to acknowledge but look
past differences, focus on areas of agreement, and to effectively listen for and hear the
messages of others. Leaders are able to move beyond communication barriers (appearance,
vocabulary, stutter, lisp, accent, etc) and focus on the message of the speaker.

Leadership
It is often the case that people don’t want to be leaders for fear of rejection. Leaders are able
to rise above this natural fear and lead by the example of adding value to an organization.
Managers and leaders are not the same. Leaders possess strategic thinking and not only an

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understanding of the vision of an organization, but also the ability to effectively carry out and
communicate that vision. Anyone, anywhere, at any level can be a leader. The cornerstones of
leadership are:
 Truth telling
 Promise keeping
 Fairness
 Respect for the individual

Effective leaders identify the appropriate leadership theory for a given situation. In some
instance a leader may use a combination of Theories X and Y. This determination is context
sensitive. Consider the following levels of James G. Clawson's “Level Three Leadership” and
associated tactics:
 One – visible behavior: Orders, commands, threats, intimidation, incentives,
bonuses. This level is purely theory X.
 Two – conscious thought: Arguments, rationale, data, citations, references,
evidence, and manipulation. This level can be a combination of theories X and Y.
 Three – VABEs: Visioning, purpose definition, honesty, openness, emotional
storytelling, anecdotes, tender emotions. This level is purely level Y.

Leaders may employ various methods of leadership. Some of the more important methods are:
 Model the way (set the example)
 Share your vision (enlist others)
 Challenge the process (look for ways to grow)
 Enable others to act (empowerment)
 Set goals/build trust (direction)
 Encourage the heart (positive reinforcement)
 Key takeaways
Successful organizational leadership includes:
 Working to understand the worldviews of others
 Recognizing and develop your own strengths
 Looking for the “hidden alternative”
 Focusing on the message, not the messenger
 Appealing to the VABEs of others
 Applying the appropriate theories and methods of leadership to a given situation

The Principal as an Instructional Leader

The Principal as Instructional Leader. The instructional leadership of the principal is a
critical factor in the success of a school's improvement initiatives and the overall effectiveness
of the school. The primary responsibility of the principal is to promote the learning and
success of all students.

Four skills have been identified as essential for effective instructional leadership in principals.
1. Effective use of resources
It isn’t sufficient for principals to just know their faculty’s strengths and weaknesses. If
specific resources can benefit the staff, the principal should be ready and prepared to

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 provide them. They should also clearly recognize that teachers thrive on being
appreciated and acknowledged for good performance.
2. Communication skills
Of course, instructional principals should be excellent communicators. Interpersonal or
people skills are crucial to the success of a principal. They must be able to
communicate their beliefs pertaining to education, including the conviction that every
student is capable of learning. These skills inspire trust, spark motivation and empower
teachers and students.
3. Serving as an instructional resource
Teachers rely on principals and other administration officials to be sources of
information related to effective instructional practices and current trends in education.
Instructional leaders should be tuned in to all of the pertinent issues and current events
related to curriculum, effective assessment, and pedagogical strategies.
4. Being visible and accessible
Lastly, good principals should be a positive, vibrant and visible presence in the school.
Modeling behaviors of learning, focusing on learning objectives, and leading by example
are crucial to the success of an instructional principal.

In addition to these four qualities, a successful instructional principal should also have
excellent planning and observation skills as well as proficiency in research and
evaluation of both staff and student performance.

The Principal as a School Manager

The Principal as School Manager offers advice on expectations and survival techniques
to ensure the principal's longevity in the district. Like the previous editions, this book is an
essential guide to practice and procedure. Its chapter on school legal issues will be especially
useful for principals dealing with improper Internet usage, drug testing, and off-campus
searches. Other chapters will explain the role of the assistant principal, the importance of
maintaining safe schools in a climate of violence, and the relationship between the principal
and the superintendent. 

Developing School Budgets

It is the principal's responsibility to prepare the school budget, a record of projected
revenue and expenditure.. Every school has a unique way of making and administering its
budget. The budget is vital, because it helps to ensure that the school achieves its goals,
establishes a control system and motivates employees to work harder. The budget should also
define time periods within objectives should be met.

Fundraising
Fundraising is a method that communities use to support the growth of their schools, and the
principal is often responsible for his school’s fundraising activities. It is also his duty is to
ensure that the school uses the funds for the right purpose. Before conducting a fundraising
effort, a principal has to discuss the purpose with staff and students’ parents. When a school

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decides to conduct a fundraising, the principal should consider the guidelines of public
education, if applicable, and comply with them.

Final Output: Characterization (Student Teacher/Administrator)

 
Final Requirement: Compilation of activities, graded outputs, pictures,
Learnings/insights

CONGRATULATION

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