PHILOSOPHICAL FOUNDATION OF EDUCATION

The term philosophy is derived from the two greek words: Philos which means “love”, and Sophia, which
means “wisdom”. Literally “Philosophia” means “love of wisdom” when it is combined. Philosophical
education is defined as the ability to make sound decisions and exercise good judgement because of one’s
experience and knowledge. To have wisdom, one must make a concerted effort to acquire knowledge.
Before making concrete judgements, knowledge must be acquired through critical thinking and analysis
of issues; individual must cultivate a very high level of questioning ability, as well as productivity for
questioning a high level.

According to the early Greek philosophers, Philosophy, wisdom or excellence indicated the entirety of
knowledge, that is, knowledge in many of the scientific field and also the sociology as we know them
today, ie. physics, chemistry, biology, geography, sociology, economics, religion and so on. Because all
disciplines had been seen and acknowledge through the lens of philosophy and it is called the “mother of
all disciplines”. Philosophy at its core, pure reasoning. There were no trail answers and no discovered
truths. Unlike other subjects such as history, geography, chemistry and so on, philosophy has no distinct
components. It is an analytical thinking skill.

The philosophical foundation of the curriculum helps determine the driving purpose of education, as well
as the roles of the various participants. While all foundations propose to set goals of curriculum,
philosophy presents the manner of thinking from which those goals are created.

THREE MAJOR BRANCHES OF PHILOSOPHY

1. Metaphysics – this branches of philosophy emphasize the “nature of the reality” ad literally
means “beyond the physical”.

Four broad philosophical tools under Metaphysics

Idealism- dependent on the activity of mind

Realism- can only comprehend through senses
Existentialism- emphasizes the existence of human

2. Epistemology - as it has traditionally been defined, is the study of knowledge. It gets its name
from the Greek epistêmê, which means "knowledge" or "understanding."

The following four major questions are addressed in this study:

1. The What-Is-It-All-About Question: What is knowledge?

2. The Justification Question: What factors contribute to a belief being reasonable, rational, or
justified?
3. What are the ultimate sources of knowledge (or justification)?
4. The Scope Question: What do (or can) we know, if anything?
 3. Axiology- The term "Axiology" originates from two Greek term: 'Axios', which means worth or
value. 'Logos' is a Greek word for logic or theory (Arora, 2010). Philosophical axiology is concerned
with value and quality (Rosenthal,1967). It is the branch of philosophy that studies ethical and
aesthetic judgments (Chopra, 2005).

Subbranches:

Ontology

A subbranches that asks about the “being of the study”, of how this nature connected to their nature and
existence.

Cosmology

When it comes to philosophical problems such as the nature of being and nothing, the nature of matter
and matter's properties, the nature of space, and time, cosmology is entirely devoid of the use of
mathematics and physics. As a result, the philosophy of cosmology is a part of the intellectual culture of
humanity throughout its history.

MAJOR PHILOSOPHICAL THOUGHT

1. Idealism

Idealism is the earliest philosophical system that man is aware of. Its roots can be traced all the
way back to ancient India in the East and Plato in the West. Its fundamental tenets emphasize the vital
importance of the human spirit in life. Although Idealist philosophers disagree on numerous points, they
agree on two points: first, that the human spirit is the most vital component of life; and second, that the
universe is fundamentally nonmaterial in nature. Idealism should not be confused with the concept of
lofty ambitions, as this is not what philosophers mean by Idealism. Idealism is a philosophical term that
refers to a belief system that prioritizes the mind, soul, or spirit. The term "idealism" derives from two
distinct terms: idea and ideal. The term "idea" refers to verifiable facts. The term "ideal" refers to a refined
version of an idea or set of ideas. When we examine the fundamental principles, we discover that Idealism
makes the case that reality, as we perceive it, is a mental construct. That is, experiences arise as a result
of the human mind's sensory abilities, not because reality exists independently of itself. This is a
philosophical term that refers to the inability of the intellect to perceive the existence of things outside
its realm.

Application in Education

• Learning through reading

• Learning through lecturing
• Learning through discussion
• Learning through imitation
• Descartes employed the device of simple to complex
 2. Realism

In realism, humans acquire knowledge by inculcating knowledge into their minds because realism
believes that humans are born without innate ideas. It is a "tabula rasa" at first, an empty surface on which
experience will later write all that we know. Everything that enters the mind comes from one source:
experience. Experience is the only source of mental input. Qualities in things cause mental ideas (or
sensations). A quality is a thing's ability to inspire thought. So a quality is a power in a thing to cause an
idea in a mind.

Method of Teaching

• aims to prepare learners for real and practical life

• teaching-learning methodologies based on subjects and interests of the learners.
• to disassociate oneself from the teacher's and pupils' personalities, allow the facts to speak
for themselves.

3. Pragmatism

Pragmatism is an educational philosophy that holds that education should focus on teaching students’
things that are useful in everyday life while also encouraging them to develop into better individuals.
Many famous educators, such as John Dewey and William James, were pragmatists in their approach.
Practice-based learning, as defined by pragmatists, is the idea that education should be applicable to the
real world.

Application to Learners

1. Experiential, Experimental and Project-Based Learning

According to pragmatists, students learn best through experience. A pragmatic teacher, therefore,
would not be the sort of teacher who does rote learning (learning things by heart). Instead, the teacher
would ask students to go off and experience things.

2. Play-Based Learning

One of the best ways of experiencing the world (and therefore learning!) is through play. This is
particularly true for early childhood classrooms. Therefore, pragmatists believe that children should spend
a lot of time playing. Through play-based learning, children experiment and therefore learn more and
more about themselves and the world.

3. Group Work and Negotiation.

Pragmatists are not idealist or purists. This means that they’re more interested in getting things
done than achieving perfect results.
MODERN PHILOSOPICAL THOUGHT

ESSENTIALISM

Essentialism is the concept that all pupils should be taught a core set of essential abilities. Educators teach
for students to gain fundamental knowledge, skills, and values. All pupils should be prepared to be useful
members of society through their schools. The Essentialist curriculum emphasizes reading, writing,
arithmetic, and proper behavior, all of which are necessary for acquiring higher and more sophisticated
skills. The traditional areas of arithmetic, natural science, history, foreign language, and literature are all
included in this program.

How to teach?

Essentialist teachers put an emphasis on topic competence. They are expected to be role models for their
students both intellectually and morally. Educators teach pupils how to gain fundamental knowledge,
skills, and values to be a contributing part of society.

PERENNIALISM

Perennialism emphasizes the search for, teaching, and learning about universal truths that transcend
historical periods. Perennialism focuses on the student's individual development rather than on abilities
and skills. Although Perennialism favors teacher-centered learning, it also embraces student-centered
educational practices and activities such as Group Discussion, which values and encourages students to
think, rationalize, and develop their own viewpoints on topics.

What to teach?

Perennialism education is universal, based on the belief that all humans share the same underlying nature.
Humanities and general education are heavily weighted.

How to teach?

Teachers in a teacher-centered classroom do not enable students' interests or experiences to significantly

influence what they teach. They use whatever innovative tactics and other tried methods that is seen to
be most conducive to mental discipline in students.

PROGRESSIVISM

Progressivism's educational philosophy emphasizes experiential learning and the development of the
whole kid. Rather than being lectured by teachers, students learn by doing. Through real-life experiences,
the student focuses on solving real-world challenges. Students will collaborate in
cooperative/collaborative groups to complete project-based, expeditionary, problem-based, and/or
service-learning activities in progressivist classrooms. Students in progressivist classrooms have the
freedom to pursue their passions while also sharing authority in planning and decision-making with
teachers.

What to teach?

Curriculum that is based on the needs of the students. This is a curriculum that "responds to students'
needs and is connected to their real lives and experiences."
It is more necessary to teach the accumulated talents to cope with change. The only thing that does not
change in progressivism is change.
Science, both natural and social, is one of the topics covered. Teachers introduce pupils to a wide range
of new scientific, technological, and social breakthroughs, reflecting the progressivist conviction in the
importance of change and progress.

How to teach?

Teachers use experiential learning techniques or methods. "One learns by doing" according to John
Dewey. That is why teachers instruct pupils to help them become more educated and intelligent members
of society. Rather of preparing pupils for maturity, they educate them so that they can live completely in
the moment or present.
Field trips where students interact with nature or society are examples of problem-solving methods and
hands-on-minds-on teaching methodologies.
EXISTENSIALISM

Why teach?

Jean-Paul Sartre and Sren Kierkegaard developed the theory of existentialism. In education,
existentialism is a teaching and learning philosophy that emphasizes the student's freedom and agency in
making decisions about their future. Existentialist educators think that their kids are guided by no greater
force. As a result, they urge all students to use personal agency and find purpose in their lives.

What to teach?

• Existence takes precedence over essence. The whole person, not just the mind, is the focus
of education.
• Provides a variety of choices from which to choose. The humanities are emphasized, and
children can also learn about themselves and their potential through vocational education.
Students are encouraged to use their ideas and creativity in the arts.

How to teach?

• To help students recognize and appreciate themselves as unique individuals who accept full
responsibility for their thoughts, feelings, and actions.
 • Teachers maintain a nonjudgmental attitude and avoid imposing their values on children, as
values are personal. It concentrates on the individual. Learning is done at one's own pace and
under one's own direction there will also be contact with the teacher on an individual basis.

BEHAVIOURISM

Education as a Philosophy of Behaviorism When applied to a classroom context, behaviorism is a

school of psychology that focuses on molding student behavior, using various sorts of behavior
reinforcements and consequences known as operant conditioning. Before entering school, behaviorists
view the child to be a highly programmed organism. Parents, peers, siblings, and television, among other
things, affect this programming. Even if some of the programming might have been bad, but the child was
responsive to it and absorbed a lot of it.

Why teach?

By creating a positive and favorable environment, it is possible to change and mold pupils' behavior.

What to teach?

Educate pupils how to react positively to a variety of stimuli in the environment. In their classes, teachers
employ some form of behavioral strategy. Teachers condition pupils in a variety of ways, including grades,
attitudes toward them, gestures, and a thousand other things.

How to teach?

• Set up the atmosphere so that pupils can respond to stimuli, such as a well-managed
classroom, the use of attention catchers, and rewards. By being informational, praise, when
utilized effectively, can enhance intrinsic motivation. Give unexpected rewards instead of
physical prizes for activities that the learner already enjoys. Rewards should be tied to
achieving a minimum or maximum level of performance.
• Praise, a smile, stars, or candy are just a few of the rewards or reinforcements available to
teachers. Many people have questioned whether or not intrinsic rewards should be used,
but behaviorists argue that they should only be used in place of intrinsic rewards that should
be reinforced later.

LINGUISTIC PHILOSOPHY

Linguistic philosophy is an educational philosophy that aims to improve a student's ability to

communicate effectively. Learners should know how to send and receive messages that are clear and
concise, as well as how to understand those messages once they receive them.

The study of linguistics aids teachers in explaining the origins of words and languages, as well as the
historical context in which they were used. When used together, these two methods of language teaching
help students gain a deeper understanding of their assignments and the quality of their final products. An
important part of linguistic philosophy is the belief that by paying more attention to language, many or all
philosophical problems can be solved or dissolved. This can be done by either reforming language or by
better understanding the everyday language that we currently use.

Application to learners:

Teachers should apply this in an experiential way by creating an activity in class, or discussion that helps
them to experience, or process their development through spoken language.

CONSTRUCTIVISM

In learning, constructivism means believing that people actively construct or make their own
knowledge, and that reality is determined by the learner's experiences (Elliott et al., 2000, p. 256). Second,
learning is an active process rather than a passive one. Contrary to the passive view of teaching,
constructivism states that learners construct meaning only through active engagement with the world
(such as experiments or real-world problem solving). Understanding cannot be passively received; it
requires meaningful connections between prior knowledge, new knowledge, and the processes involved
in learning.
To put it another way, constructivism is an epistemology theory that says people generate
knowledge and meaning by interacting with their experiences and ideas. Constructivism Infants'
experiences interact with their reflexes and behavior patterns during infancy. Schemata were the name
given by Piaget to these types of knowledge systems. The term "constructivist" is often used
interchangeably with "constructionism," a theory of education developed by Seymour Papert in the wake
of Jean Piaget's constructivist and experiential learning ideas. Piaget's theory of constructivist learning has
influenced a wide range of educational theories and practices, and it is a recurring theme throughout
many courses. Movements for change. The evidence for constructivist teaching methods is mixed, with
some studies supporting them and others.
There is some research that supports these methods, but there is also research that shows the
opposite. Essentially, constructivism believes that people learn by constructing new knowledge on top of
what they already know. As a result of this prior knowledge, an individual's new or modified knowledge
can be influenced (Phillips, 1995).

SOCIAL CONSTRUCTIONISM

According with theory of social constructivism, individuals' interactions with their culture and
society result in the development of social worlds. Social constructivism holds that all knowledge develops
because of social interaction and language use, and that knowledge is thus a shared, rather than an
individual, experience, as opposed to other theories.
Social constructivism holds that all knowledge develops because of social interaction and language
use, and that knowledge is thus a shared, rather than an individual, experience, as opposed to other
theories. Furthermore, knowledge is not a result of simply observing the world; rather, it is the result of a
variety of social processes and interactions. Thus, constructivist learning attaches as much significance to
the process of learning as it does to the acquisition of new knowledge, according to our findings. To put it
another way, the journey is just as important as the destination itself.
Learning requires active participation in creative activities and self-organization. Allow students
to create their own questions, theories, and tests. Contradictions between the learner's current
understanding and experiences create an imbalance, which leads the learner to question his or her own
beliefs and then try out new ideas. Instructors should therefore encourage rather than minimize or avoid
student-generated errors.

PRINCIPLES AND PHILOSOPHY OF PHILIPPINE EDUCATION

Principles of Education in the Philippines

A crucial factor in good education is the curriculum. The attainment of the goals of education depend so
much on the kind of curriculum which the school implements. In formulating a curriculum, certain
principles of education will be discussed. The first principle is an intellectual construct by the site organizer
while the next six principles are basic assumptions made by Amelita Cruz and company (Cruz, et al: 1988).

“Education should promote the Filipino culture and foster the sense of national pride.” This is
the first principle of education insofar as Philippine education overlooked or treated with disdain or
malicious fun by leaders in the field of education politics and business

“Education should have a program based on an understanding and assessment of social forces
and conditions of the present generation.” And “Education should bring the school closer to the
people.” The second and third principles of education are concerned with relevancy. Varied changes have
taken place in many aspects of life: new scientific discoveries and diseases, technological innovations and
inventions, global terrorism, destructive changes in the environment, demographic changes and new
political alliances on a global scale and so on.

“Education should have a program both practical and effective.” This fourth principle of
education is reflected in increased academe-industry linkages. Not only business and industry should have
greater access to pool of human resources.

“Education programs should provide opportunities for all types of learners.” The fifth principle
of education deals with educational opportunities for all learners. Who are these learners? They are the
above-average and superior students, the average students and the exceptional students who possess
certain physical and /or mental traits which differentiate them from the rest of the students. One has to
admit that as a rule the present educational system, however inadequate, serves the need and interests
of the average learners who comprise the majority of the student population. This does not mean that
the needs and interests of the above average, superior and exceptional students are not given due
consideration by policy-makers. These students share many things in common with the average learners
and find many aspects of the educational program as beneficial and “benefitting a student.” On the other
hand, these students do have a number of needs and interests which differ markedly from those of the
average students.

“Education should focus on the child, becoming the center of educational activities.” And
“Education requires the formulation of objectives in terms of pupil’s growth and not in terms of subject
matter.” The sixth and seventh principles of education are closely related. Basically, both principles
emphasize the need to center all educational activities on the learner. This is one of the most valuable
discoveries in education during the last centuries and a radical departure from the conventional practice
of formulating a curriculum based on subject matter and established traditions.

Quality education means the hiring of teachers who meet the requirements of the profession and
competent enough to teach and guide our students, helping them become the best of who they are:
mature individuals equipped with world-class knowledge and skills and imbued with love of country so
that they are able to do well in their chosen fields of endeavor and serve the country.

The Philosophy of Philippine Education

Pre-Spanish Period
Education was informal, unstructured, and devoid of methods. Children were provided more vocational
training and less academics (3Rs) by their parents and in the houses of tribal tutors.

R
eading
writing
ithmetic

Spanish Era
The tribal tutors were replaced by the Spanish missionaries.
Education:
• Religion-oriented
• For the elite
• Provided for the establishment of at least one primary school for boys and girls in each town under
the responsibility of the municipal government. (Educational decree 1863)

Education during that period was inadequate, suppressed and controlled.

American Era
Education should be universal and free all regardless of sex, age, religion, and socio-economic status of
the individual.
Japanese Occupation
Education was at its base and was used as an instrument for indoctrinating the people to embrace
Japanese ideologies.

Philippine Independence
The educational philosophy was in accordance with the provisions of Article XIV section 5 of the 1935
Constitution which provides that:
• All educational institutions shall be under the supervision and subject to the regulation by the
state. The government shall establish and maintain a complete and adequate system of public
education and shall provide at least free primary instruction and citizenship to adult citizens. All
schools shall aim moral character, and vocational efficiency and to reach the duties of citizenship.
Optional religious instruction shall be maintained by law. Universities established by the state
shall enjoy academic freedom. The state shall create scholarship in arts, sciences, and letters for
especially gifted citizens.

Proclamation of Martial Law

As far as education concerned, the Marcos Constitution of 1973, Article XV Sec 8 states that:
• All educational institutions shall be under the supervision and subject to the regulation by the
state. The state shall establish and maintain complete, adequate and integrated system of
education relevant to the goals of national development, all institutions shall aim to inculcate love
for country, teach the duties of citizenship and develop moral character, personal discipline and
scientific and technological and vocational efficiency.

Education Act of 1982

This was an act that provided for the establishment and maintenance of an integrated system of
education.
Sec 2, This act shall apply to and govern both formal and non-formal system in public and private schools
in all levels of the entire educational system.

The 1987 Constitution of the Philippines

The 1987 Constitution provides in Article XIV

SECTION 1. The State shall protect and promote the right of all citizens to quality education at all
levels and shall take appropriate steps to make such education accessible to all.

SECTION 2. The State shall:

(1) Establish, maintain, and support a complete, adequate, and integrated system of education
relevant to the needs of the people and society.
(2) Establish and maintain a system of free public education in the elementary and high school
levels. Without limiting the natural right of parents to rear their children, elementary education
is compulsory for all children of school age.

(3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and
other incentives which shall be available to deserving students in both public and private schools,
especially to the underprivileged.

(4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning,
independent, and out-of-school study programs particularly those that respond to community
needs; and

(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational
efficiency, and other skills.

SECTION 3.
(1) All educational institutions shall include the study of the Constitution as part of the curricula.

(2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for human
rights, appreciation of the role of national heroes in the historical development of the country,
teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral
character and personal discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge, and promote vocational efficiency.

(3) At the option expressed in writing by the parents or guardians, religion shall be allowed to be
taught to their children or wards in public elementary and high schools within the regular class
hours by instructors designated or approved by the religious authorities of the religion to which
the children or wards belong, without additional cost to the Government.

SECTION 4.
(1) The State recognizes the complementary roles of public and private institutions in the
educational system and shall exercise reasonable supervision and regulation of all educational
institutions.

(2) Educational institutions, other than those established by religious groups and mission boards,
shall be owned solely by citizens of the Philippines or corporations or associations at least sixty
per centum of the capital of which is owned by such citizens. The Congress may, however, require
increased Filipino equity participation in all educational institutions.

The control and administration of educational institutions shall be vested in citizens of the
Philippines.
 No educational institution shall be established exclusively for aliens and no group of aliens shall
comprise more than one-third of the enrollment in any school. The provisions of this subsection
shall not apply to schools established for foreign diplomatic personnel and their dependents and,
unless otherwise provided by law, for other foreign temporary residents.

(3) All revenues and assets of non-stock, non-profit educational institutions used actually, directly,
and exclusively for educational purposes shall be exempt from taxes and duties. Upon the
dissolution or cessation of the corporate existence of such institutions, their assets shall be
disposed of in the manner provided by law.

Proprietary educational institutions, including those cooperatively owned, may likewise be

entitled to such exemptions subject to the limitations provided by law including restrictions on
dividends and provisions for reinvestment.

(4) Subject to conditions prescribed by law, all grants, endowments, donations, or contributions
used, directly, and exclusively for educational purposes shall be exempt from tax.

SECTION 5.
(1) The State shall consider regional and sectoral needs and conditions and shall encourage local
planning in the development of educational policies and programs.

(2) Academic freedom shall be enjoyed in all institutions of higher learning.

(3) Every citizen has a right to select a profession or course of study, subject to fair, reasonable,
and equitable admission and academic requirements.

(4) The State shall enhance the right of teachers to professional advancement. Non-teaching
academic and non-academic personnel shall enjoy the protection of the State.

(5) The State shall assign the highest budgetary priority to education and ensure that teaching will
attract and retain its rightful share of the best available talents through adequate remuneration
and other means of job satisfaction and fulfillment.

PRESIDENTIAL DECREE NO. 1006 - PROFESSIONALIZATION OF TEACHING

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 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. The Decree Professionalizing Teaching.

Section 2. Declaration of Policy. Teacher education shall be given primary concern and attention by the
government.

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.

(b) Teachers refers to all persons engaged in teaching.

(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:
1) Secretary of Education and Culture Co-Chairman

2) Chairman, Civil Service Commission

3) Commissioner, Professional Regulations Commission Member

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.

(b) Determine and fix the places and dates of examination.

(c) Looking into the conditions affecting the teaching profession.

(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate.

(e) Appoint such officials and employees as are necessary in the effective performance of its functions and
responsibilities;

(f) Prescribe and collect examination and other fees;

(g) Promulgate rules and regulations.

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) The applicant must be a citizen of the Philippines;

(b) Has good moral character;

(c) Free from any physical and/or mental defect;

(d) 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.

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. The examiner shall receive a compensation provided in addition
to his salary.

Section 8. Scope of the examination. The examination shall consist of written tests determined by the
Board.

Section 9. Ratings in the examination. He must have obtained a general average of at least 70 percent in
all subjects, with no rating below 50 percent 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.

Section 11. Issuance of Certificates. 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.

Section 12. Registration. 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. 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 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.

Section 15. Prohibition. 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. A fine of not less than P1,000 nor more than P5,000 with subsidiary
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.

DONE in the City of Manila, this 22nd day of September, in the year of Our Lord, nineteen hundred and
seventy-six.

Signed by: Former Pres. Ferdinand E. Marcos, Sep. 22, 1976

REPUBLIC ACT NO. 7836

● 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.
● Enacted by the Senate and House of Representatives; and it began on July 25, 1994.
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. —
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. —
a) “Teaching” – refers to the profession concerned primarily with classroom instruction.
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.
Professional Regulation Commission – the proponent of this Act

ARTICLE III
EXAMINATION AND REGISTRATION
Sec. 13. Examination, Registration and License Required. — All applicants for registration as professional
teachers shall be required to undergo a written examination which shall be given at least once a year. 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

Sec. 14. Scope of Examination. — The examinations for the elementary and secondary school teachers
shall be separate.
Elementary school Teachers High school Teachers

Professional Education Professional Education

General Education General Education

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 citizen of the Philippines or an alien whose country has reciprocity with the Philippines in the
practice of the teaching profession;
- At least eighteen (18) years of age;
- In good health and of good reputation with high moral values;
- Has not been convicted by final judgment by a court for an offense involving moral turpitude;
- A graduate of a school, college or university recognized by the government and possesses the
minimum educational qualifications:
(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, as evidence that
the person named therein is entitled to practice the profession with all the rights and privileges
appurtenant thereto.

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. — Teachers may take an oral and written examination
at least once in five (5) years as a basis for merit promotion.

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

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

- Be awarded a diploma of merit by the Board;

- Earn merit points for purposes of promotion in salary or to a higher position or grade level;
- Be placed in the priority list for government scholarship; and
- 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. — Every professional teacher shall be encouraged to
become a member of the integrated national organization. The professional teachers shall receive the
benefits and privileges appurtenant to their membership 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 to
suspend the certificate of registration of any registrant, to cancel the temporary/special permit of a holder
thereof who is exempt from registration, for any of the following causes:
- Conviction for any criminal offense by a court of competent jurisdiction;
- Immoral, unprofessional or dishonorable conduct;
 - Declaration by a court of competent jurisdiction for being mentally unsound or insane;
- Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the
teaching profession;
- The use of or perpetration of any fraud or deceit in obtaining a certificate of registration,
professional license or special/temporary permit;
- Chronic inebriety or habitual use of drugs;
- Violation of any of the provisions of this Act.
- Unjustified failure to attend seminars, workshops, conferences and the continuing education
program prescribed by the Board and the Commission.

The decision of the Board to 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 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 unless the country or state of which he is a subject
permits Filipino professional teachers to practice the profession in the said country.

Sec. 25. Roster of Professional Teachers. — A roster of professional teachers containing the names and
addresses of professional teachers, date of registration and other data shall be maintained.

Sec. 26. Registration and Exception. — Two (2) years after the effectiveness of this Act, no person shall
engage in teaching and/or act as a professional teacher as defined in this Act.

ARTICLE IV
PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION
Sec. 27. Inhibition Against the Practice of the Teaching Profession. — 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. — If a person is practicing as a professional teacher without a valid certificate
of registration or valid professional license:

- He shall be fined with not less P5,000 - P20,000.00; or

- Imprisonment of nor less than six (6) months - five (5) years.
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.

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.
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.
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.

Approved and Signed by: Fidel V. Ramos, Dec. 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:
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’s 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 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.

Approved and Signed by: Gloria Macapagal-Arroyo, April 21, 2004

PROFESSIONAL ETHICS
1. A. Code of Conduct for Professional Teachers
2. Code of Conduct for Public Officials and Employees (RA No 6713)

A. Code of Conduct for Professional Teachers

Pursuant to the provisions of paragraph (e), Article 11, of R. A No. 7836, otherwise known as the
Philippines Professionalization Act of 1994 and Paragraph (a), section 6, P.D. No. 223, as amended,
the Board for Professional Teachers hereby adopt the Code of Ethics for Professional Teachers.
PREAMBLE
Teachers are duly licensed professionals who possesses dignity and reputation with high moral
values as well as technical and professional competence in the practice of their noble profession,
they strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and
values.

ARTICLE I
SCOPE AND LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institution shall offer quality education
for all competent teachers committed of it’s full realization. The provision of this Code shall apply,
therefore, to all teachers in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions at the
preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or
non-formal. The term “teacher” shall include industrial arts or vocational teachers and all other persons
performing supervisory and /or administrative functions in all school at the aforesaid levels, whether on
full time or part-time basis.

ARTICLE II
THE TEACHER AND THE STATE

Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the
cultural and educational heritage of the nation and is under obligation to transmit to learners such
heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill
allegiance to the constitution and for all duly constituted authorities, and promote obedience to the laws
of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of the state,
and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall
be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest,
and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or other
valuable material from any person or entity for such purposes
Section 6. Every teacher shall vote and shall exercise all other constitutional
rights and responsibility.
Section 7. A teacher shall not use his position or facial authority or influence to coerce any other person
to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product
of his researches and investigations; provided that, if the results are inimical to the declared policies of
the State, they shall be brought to the proper authorities for appropriate remedial action.

ARTICLE III
THE TEACHER AND THE COMMUNITY

Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore,
render the best 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 shall behave with
honor and dignity at all times and refrain for 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 possess freedom to attend church and worships as appropriate, but shall not use his
positions and influence to proselyte others.
ARTICLE IV
A TEACHER AND THE PROFESSION

Section 1. Every teacher shall actively 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 preparations for the career of teaching, and shall be at his best at all times and 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 from 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 dignified means for
earning a descent living.

ARTICLE V
THE TEACHERS AND THE PROFESSION

Section 1. Teacher shall, at all times, be imbued with 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, teacher shall
support one another.
Section 2. 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 may use.
Section 3. Before leaving his 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 shall 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
the files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what he may appear to be
an unprofessional and unethical conduct of any associates. 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 is qualified; provided that he 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.

ARTICLE VI
THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS

Section 1. Every teacher shall make it his duties to make an honest effort to understand and support the
legitimate policies of the school and the administration regardless of personal feeling or private opinion
and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors, especially under
anonymity. However, if there are valid charges, he should present such under oath to competent
authority.
Section 3. A teacher shall transact all official business through channels except when special conditions
warrant a different procedure, such as when special conditions are advocated but are opposed by
immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority..
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to
the administration and to extent possible, shall raise grievances within acceptable democratic possesses.
In doing so, they shall avoid jeopardizing the interest and the welfare of learners who’s right to learn must
be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer
of teachers are made only on the basis of merit and needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract,
assuming full knowledge of employment terms and conditions.

ARTICLE VII
SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL

Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy
towards teachers and other personnel, such practices being standards of effective school supervision,
dignified administration, responsible leadership and enlighten directions.
Section 2. School officials, teachers, and other school personnel shall consider it their cooperative
responsibility to formulate policies or introduce important changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers under them
such as recommending them for promotion, giving them due recognition for meritorious performance,
and allowing them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates
except for cause.
Section 5. School authorities concern shall ensure that public school teachers are employed in
accordance with pertinent civil service rules, and private school teachers are issued contracts specifying
the terms and conditions of their work; provided that they are given, if qualified, subsequent permanent
tenure, in accordance with existing laws.

ARTICLE VIII
THE TEACHERS AND LEARNERS

Section 1. A teacher has a right and duty to determine the academic marks and the promotions of
learners in the subject or grades he handles, such determination shall be in accordance with generally
accepted procedures of evaluation and measurement. In case of any complaint, teachers concerned
shall immediately take appropriate actions, of serving due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost
concerns, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by the 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 undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what
is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in 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 manifestation of poor
scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners
are adequate, and shall extend needed assistance in preventing or solving learner’s problems and
difficulties.

ARTICLE IX
THE TEACHERS AND PARENTS

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct
himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learner under him, exercising utmost candor and tact in pointing out learners deficiencies
and in seeking parent’s cooperation for the proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall
discourage unfair criticism.

ARTICLE X
THE TEACHER AND BUSINESS

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 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 debts and loans in arranging satisfactorily his 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 can exercise official influence, except only when his assignment is inherently, related to
such purchase and disposal; provided they shall be in accordance with the existing regulations;
provided,
further, that members of duly recognized teachers cooperatives may participate in the distribution and
sale of such commodities.

ARTICLE XI
THE TEACHER AS A PERSON

Section 1. A teacher is, above all, a human being endowed with life for which it is the highest obligation
to live with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principles 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 a model
worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the
destinies of men and nations.

ARTICLE XII
DISCIPLINARY ACTIONS

Section 1. Any violation of any provisions of this code shall be sufficient ground for the imposition
against the erring teacher of the disciplinary action consisting of revocation of his Certification of
Registration and License as a Professional Teacher, suspension from the practice of teaching profession,
reprimand or cancellation of his temporary/special permit under causes specified in Sec. 23, Article III or
R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A. 7836.

CODE OF CONDUCT FOR PUBLIC OFFICIALS AND EMPLOYEES (RA 6713)

Section 1. Title.
Code of Conduct and Ethical Standards for Public Officials and Employees.
Section 2. Declaration of Policies.
Responsibility, integrity, competence, and loyalty, act with patriotism and justice, lead modest lives, and
uphold public interest over personal interest.
Section 3. Definition of Terms.
(a) "Government"
(b) "Public Officials”
(c) "Gift”
(d) "Receiving any gift"
(e) "Loan"
(f) "Substantial stockholder”
(g) "Family of public officials or employees"
(h) "Person"
(i) "Conflict of interest”
(j) "Divestment”
(k) "Relatives"

Section 4. Norms of Conduct of Public Officials and Employees

(A) Every public official and employee shall observe the following as standards of personal conduct in
the discharge and execution of official duties:
(a) Commitment to public interest
(b) Professionalism.
(c) Justness and sincerity.
(d) Political neutrality
(e) Responsiveness to the public.
(f) Nationalism and patriotism.
(g) Commitment to democracy.
(h) Simple living.

(B) The Civil Service Commission shall adopt positive measures to promote
(1) observance of these standards including the dissemination of information programs and workshops
authorizing merit increases beyond regular progression steps, to a limited number of employees
recognized by their office colleagues to be outstanding in their observance of ethical standards
(2) continuing research and experimentation on measures which provide positive motivation to public
officials and employees in raising the general level of observance of these standards.

Section 5. Duties of Public Officials and Employees.

(a) Act promptly on letters and requests.
(b) Submit annual performance reports.

(c) Process documents and papers expeditiously.

(d) Act immediately on the public's personal transactions.
(e) Make documents accessible to the public.

Section 6. System of Incentives and Rewards.

Section 7. Prohibited Acts and Transactions.

(a) Financial and material interest.
(b) Outside employment and other activities related thereto.
(c) Disclosure and/or misuse of confidential information.
(d) Solicitation or acceptance of gifts.

Section 8. Statements and Disclosure.

(A) Statements of Assets and Liabilities and Financial Disclosure.
(B) Identification and disclosure of relatives.
(C) Accessibility of documents.
(D) Prohibited acts.

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

“The Study of the law is useful in a variety of points of view. It qualifies a man to be useful to
himself, to his neighbors and to the public.” -Tomas Jefferson

REPUBLIC ACT No. 4670 June 18, 1966.

“THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS”

As such, Republic Act No. 4670 otherwise known as "The Magna Carta for Public School Teachers”
was passed into law in view of providing professional rights and safeguards to our public-school teachers
in consideration of the exigency and level of difficulty of the exercise of their profession.

Magna Carta (Merriam Webster)

A document constituting a fundamental guarantee of right and privileges.
Importance
The Magna Carta for Public School Teachers helps us to fully understand the rights of the teachers.
It protects the rights of the teachers like the tenure of office, academic freedom and other benefits.
 Objectives
Demonstrate awareness on the Magna Carta of Public-School Teachers in Basic Education and
professional rights, opportunities, benefits as well as responsibilities.

II. ARTICLE I DECLARATION OF POLICY COVERAGE

Section 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.

Section 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.

III. ARTICLE II RECRUITMENT AND CAREER

Section 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.

Section 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 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.

Section 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.

Section 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.

Section 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.

Section 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.

Section 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 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.

Section 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.

Section 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.

Section 12. Academic Freedom.

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

IV. ARTICLE III HOURS OF WORK AND REMUNERATION

Section 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.

Section 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.1âшphi1 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.

Section 15. Criteria for Salaries.

• Teacher's salaries shall correspond to the following criteria:

(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.

Section 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.

Section 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.

Section 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.
Section 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.

Section 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.

Section 21. Deductions Prohibited.

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

V. ARTICLE IV HEALTH MEASURES AND INJURY BENEFITS

Section 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 examinations show that medical treatment and/or hospitalization is necessary,
the 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.

Section 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.

VI. ARTICLE V LEAVE AND RETIREMENT BENEFITS

Section 24. Study Leave.

 • Not exceeding one school year after seven years of service.
• During the period of such leave, the teachers shall be entitled to at least sixty per cent of their
monthly salary
• A teacher shall be entitled to at least 65% of his monthly salary provided he takes regular study
load and passes at least 75% of the courses.

Section 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.

Section 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

VII. ARTICLE VI TEACHER'S ORGANIZATION

Section 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

Section 28. Discrimination Against Teachers Prohibited

• The rights established in the immediately preceding Section shall be exercised without any
interference or coercion.

Section 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.

VIII. ARTICLE VII ADMINISTRATION AND ENFORCEMENT

Section 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.

Section 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.

Section 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.

Section 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.

Section 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.

Section 35.

• This Act shall take effect upon its approval.

Approved: June 18, 1966

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