1

Unit 5: The Code of Ethics for Professional

Teachers
Dr. Leny A. Quintilla & Prof. Andrew P. Cabardo

ETHICAL
LEGAL

RIGHT WRONG

Introduction:

Chapter 5 is a thorough and detailed study of the Code of Ethics for Professional
Teachers promulgated in 1996 by the Board of Professional Regulation Commission. A
professional code of ethics for teachers outlines the teachers’ responsibilities to primary
stakeholder (students) and their relationship with the secondary stakeholders (parents)
with external stakeholders (the state and the community) and the internal stakeholders
(the teaching community and school officials). Moreover, this chapter discusses also how
the teacher fulfills his/her responsibilities to the aforementioned stakeholders in the
practice of his/her career.

It consists of four lessons that discuss the Preamble and Articles I to XI all aimed
at helping would-be professional teachers internalize the Code of Ethics.

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Lesson 1: The Code of Ethics for Professional

Teachers: The Preamble and the Scope and Limitation

Learning Outcomes

1. Discussed the Preamble and Article 1 of the Code of Ethics for Teachers in the
Philippines.

SPARKING

Read the Preamble and the Code of Ethics thoroughly.

PREAMBLE

Teachers are duly licensed professionals who possess dignity and

reputation with high moral values as well as technical and professional
competence. In the practice of their noble profession, they strictly adhere to,
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 Filipino citizens, a vision that
requires professionally competent teachers committed to its full realization. The
provisions of this Code shall apply, therefore, to all teachers in all schools
in the Philippines.

Section 2. This Code covers all public and private school teachers in all
educational institutions at the preschool, primary, elementary and secondary
levels whether academic, vocational, special, technical or non-formal. The term
“TEACHER” shall include industrial art or vocational teachers and all other

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persons performing supervisory and/or administrative functions in all

school at the
aforesaid levels, whether on full time or part-time basis.

PROBING

Read and analyze the following situations.

1. Most often, non-eligible teachers or those who have not acquired their
licenses yet are hired in private schools. Is this in accordance with the
Philippines Teachers Professionalization Act? Explain your answer.

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

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

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DEEPENING

A review of the Preamble and Article 1 tells that teachers who have no license
are not included in the group of professional teachers.

All teachers both public and private in all levels from preschool to secondary,
whether they are academic, vocational, special, technical or non-formal – are included in
the definitions of professional teachers and are therefore required of a professional
license and are subject to the Code of Ethics for Professional Teachers.

APPLYING

Directions: You will demonstrate a clear understanding of the Preamble of the Code of
Ethics for Professional Teachers by providing visual representations and written
reflections on the meaning of each statement of the Preamble.

Provisions Visual Representation Written Reflection

Teachers are duly licensed

professional who possess
dignity and reputation with
high moral values as well as
technical and professional
competence
In the practice of their noble
profession, they strictly
adhere to, observe and
practice this set of ethical
and moral principles,
standards and values

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Lesson 2: The Code of Ethics for Professional

Teachers: Relationship with Secondary and Tertiary
Stakeholders

Learning Outcomes

1. Explained how professional teachers should relate to the state, community,

parents and all education stakeholders.

SPARKING

A. The Teacher and the State

What’s your Opinion?
Analyze the practices of the teachers below. Do you think they practice
professional responsibility? Why? Why not?

 Teacher Maris maintains cordial relations with parents and peers.

 Teacher Joselito takes pride being a teacher.
 Miss Paula engages in derogatory talks about a colleague.
 Teacher Caroline supports the objectives of the school.

PROBING

 Are you physically, mentally and morally fit?

 What preparations do you do to ensure that you are fit to become a
teacher?

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DEEPENING

ARTICLE II
THE TEACHER AND THE STATE

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

Parents leave their children in school under the care of teachers while they work.
Like nurseries where young plants are cultivated and grown, schools, through teachers is
entrusted with the noble task of instilling pride in learners one’s cultural and educational
heritage, love of country and in sowing the seeds of national morality.

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

B. The Teacher and the Community

SPARKING

Formulate statements using the keywords below about the teacher and
the community.
 facilitator of learning
 conducive environment
 leadership
 not use position to proselyte

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 harmonious official relations

 disparaging the community
 social recognition
 community informed

PROBING

 Explain in your own words how a teacher should relate to a tertiary

stakeholder, the community.

DEEPENING

ARTICLE III
THE TEACHER AND THE COMMUNITY

Section 1. A teacher is a facilitator of learning and of the development of the

youth; he shall, therefore, render the best services by providing an environment
conductive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively
participate in community movements for moral, social, educational, economic and civic
betterment.
Section 3. Every teacher shall merit reasonable social recognition for which
purpose he shall behave with honor and dignity at all times and refrain from such
activities as gambling, smoking, drunkenness and other excesses, much less elicit
relations.
Section4. Every teacher shall help the school keep the people in the community,
and shall therefore, study and understand local customs and traditions in order to have a
sympathetic attitude, therefore, refrain from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community
informed about the school’s work and accomplishments as well as its needs and
problems.
Section 6. Every teacher is an intellectual leader in the community especially in
the barangay, and shall welcome the opportunity to provide such leadership when
needed, to extend counselling services, as appropriate, and to actively be involved in
matters affecting the welfare of the people.

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Section 7. Every teacher shall maintain harmonious and pleasant relationship

with other professionals, with government officials, and with people, individually or
collectively.
Section 8. A teacher possesses freedom to attend church and worship, as
appropriate, but shall not use his position and influence to proselyte others.

As a professional teacher, he/she is a facilitator of learning by ensuring that

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

C. The Teacher and the Parents

SPARKING

Which of the following situations or sentences below show a desirable way of

teachers connecting to parents? Put a check (⸍) mark on the blank provided.
_____1. Teacher A, borrows money from her students’ parents.
_____2. During card giving day, the teacher confers with the parents
regarding their children’s performances in class.
_____3. Since Mrs. Suarez and Charle’s mom are good friends she gives
Charles the priority to join in contests, so he can earn good grades.
_____4. At a PTA meeting Mr. Cruz entertains and listens to the concerns of
parents about their childrens projects and other requirements.
_____5.Teacher Kim, turns his back from Mrs. Lina, a poor parent of a grade
one pupil who informs him about her son’s absence from school

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PROBING

Why do you think teachers need to establish a harmonious relationship with

parents? What are some advantages?

DEEPENING

ARTICLE IX
THE TEACHER AND THE PARENTS

Section 1. A teacher shall establish and maintain cordial relations with parents,
and shall conduct himself to merit their confidence and respect.
Section 2. A teacher shall inform parents, through proper authorities, of the
progress or deficiencies of learners under him, exercising utmost candor and tact in
pointing out learner’s 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.
Teacher needs to connect with parents, his/her partners in the education of the
learner. For the partnership to flourish, teacher shall maintain cordial relations with
parents. This relationship remains cordial if a teacher is sincere and tactful in reporting
child’s progress.

The following article can be a very helpful reminder /tips for teachers in conducting
conference with parents.
Conducting Effective Parent-Teacher Conferences

Conducting effective parent-teacher conferences can boost family involvement in

your classroom and help promote positive outcomes for you, your students, and your
school.

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A parent-teacher conference is a great opportunity to:

 share academic progress and growth based on classroom observations, testing

data, assessments, portfolios, and assignments
 learn from parents or guardians so you can be better informed about
students' strengths, needs, behaviors, and learning styles
 discuss enrichment or intervention strategies to support students' learning
 discuss issues that may be interfering with students' learning and growth

The Basics

Parent-teacher conferences are usually once or twice a year at progress

reporting periods. They are brief meetings, lasting about 10-30 minutes.
Conferences are typically scheduled 1 to 2 months in advance. Some middle and
high schools only request parent conferences to discuss problems. Most schools
set aside specific dates and times for conferences, but if school schedules conflict
with family schedules, it's worth the effort to find a mutually convenient time, or
even schedule a phone or video conference. Be mindful of special situations,
such as divorced parents, single parents, or guardianships. Some divorced
parents, for example, may prefer separate conferences.
While the main focus of parent-teacher conferences should be learning,
it's also important to discuss factors that can affect learning, such as students'
behavioral and social development. Other topics might include standardized test
results, individualized education programs (IEPs), 504 education plans, peer
relationships, classroom behavior, motivation and work habits, as well as
students' strengths and challenges.

School staff who supports your students' learning may attend the
conference, too. An administrator might attend at your request, or the request of
a parent or guardian. Some teachers like students to attend part of the meeting
to show that parents and educators are both part of the instructional team.

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Here are a few tips on getting the most out of your conferences:

Before the Conference

Get informed. Make sure you're familiar with your school's or school district's
protocols on progress reports or report cards, grading policies, and any other
student assessment tools. As you move through the conference, the report card
or progress report can be a springboard for discussion and help guide you
through the meeting. Also, have any local or state standardized tests results
available to share, if possible. Make sure you know how the standardized testing
data will be used to customize or differentiate instruction for students.

Prepare your materials. Preparing materials well before the conference will
make you feel more at ease when families show up at your classroom door. As
you're teaching during the school year, keep in mind which assessments will be
shared and reported at conferences. Review student data, assignments and
assessments that you'll be sharing with parents, and make notes about what
you'd like to ask parents about their children to support learning.

In addition to progress reports, you may want to set aside separate

conference folders with three to five student documents that support grades and
progress, as well as any test results that are available.

You can also prepare an outline or agenda for conferences and share
them with parents so they know what to expect. Some teachers keep worksheets
with strengths, needs, and social or behavioral notes to guide them through
conferences.

If you'll be discussing any problems, make sure to have documentation,

such as examples of misbehavior or missed assignments. Also, make sure to
inform parents about any problems before the conference. If a parent knows
about a concern before the conference, chances are you'll both be better
equipped to discuss possible solutions during the conference.

Send informative invitations. Be sure to communicate the importance of

attending conferences at back-to-school night and other parent forums, and let

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parents know that they are a critical part of their child's instructional team. When
you send home information about conference dates and times, give parents
several meeting times to choose from. On the invitation, remind parents that
they'll be able to ask questions, because an effective parent-teacher conference
is a two-way conversation about students. You might also want to remind
parents to be respectful of other parents' time, and be clear that time slots won't
be extended if parents arrive late.

A week or so before the conferences, send home reminders of where and

when the conference will be held, as well as the meeting agenda. If a conflict
arises and an in-person meeting is not an option, try to schedule an alternative
way to meet, via phone or video. If you'll be phone- or video-conferencing, send
home copies of materials ahead of time so parents can have them in hand while
you talk.

During the Conference

Create a welcoming environment. Make your classroom inviting by displaying

students' work, and making space for the conference with an adult-sized table
and chairs. If parents need to bring their child or other siblings, have an area set
aside with puzzles, games, worksheets, or computers to limit distractions. Also
consider offering healthy snacks or beverages to families. Remember to have
paper and pens available so parents can take notes. You also might want to have
a box of tissues available for when you have to deliver bad news.

Open with positives. When you start the conversation, remind parents that the
goal of this meeting is to share information about students' academic progress
and growth and how their child interacts in the school environment. All parents
are proud of their kids and want to hear about their child's strengths as well as
challenges, so be sure to discuss both — but start with the positives.

Discuss progress and growth. Inform parents about their child's ability levels
or grade levels in different content areas, using demonstrative work examples or
testing results. Many parents want to know how their children compare to their
peers, but remind them that you're discussing their child's individual instructional

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levels, not their standing in class. You should, however, inform them about
grade-level expectations and how the student is doing in that context.

It's all too easy to let discussions veer off-task during conferences, so try
to limit all talk to learning and how to support the student's instruction.

Avoid teacher-talk. K-12 education is loaded with jargon and acronyms, but a
parent-teacher conference is not the place to use them. Be sure to explain any
terms, curriculum titles, or even words on progress reports that aren't commonly
used outside the school setting.

Ask questions and listen. Ask parents or guardians for their input about
students' strengths, needs, and learning styles, as well as their hopes and
dreams for their children. Don't forget to ask these simple but important
questions: "Does your child like school?" and "Why?" or "Why not?" That single
line of questioning can give you a lot of information that can be helpful in the
classroom.

Make a plan. Provide suggestions for activities and strategies to support

learning at home. Spend the last few minutes of the meeting on your specific
goals for the student. Note the kinds of strategies you'll use, the length of time
you'll use them, and when you'll communicate to parents next.
Be honest and have a thick skin. It's your responsibility to give parents or
guardians an accurate assessment of students' academic progress. Sometimes
this means delivering bad news. Sugar-coating the facts defeats the purpose of
the conference.

In addition, you may see some of your students differently than their
parents do, and some parents may take your evaluation of their child in a
negative or defensive way. While you should be open to constructive criticism,
remember that you're in charge of the conference, and if the discussion becomes
too heated to be effective, or goes awry in other ways, you should conclude the
meeting and ask to reconvene at another time. If you have reason to expect
such negative interactions before the next conference, ask an administrator to
attend.

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If you suspect a student may have a learning disability, however, you

don't need to say that specifically. You can just tell the parents or guardians that
you recommend they have their student get an educational evaluation to
determine his or her learning style.

After the Conference

Follow up. A little thank-you can go a long way. Many parents have to take time
off work or hire babysitters to attend conferences, so consider taking the time to
thank parents in a letter or email. You can also have students write thank-you
notes to their parents or guardians for attending and supporting their learning. In
the notes, remind parents to contact you if they have any further questions or
concerns.

Be sure to contact parents who did not attend and offer alternative ways
to communicate about their child's progress.

Communicate regularly. Let parents know what's going on with their child in
an ongoing fashion. Keep families informed about class projects, homework and
other assignments, students' accomplishments, and any problems or concerns
that may arise.

Enhance your instruction. Now that you know a little more about your
students, use that information to make instructional decisions that will help your
students achieve and grow in the classroom.
Source: https://kidshealth.org/en/parents/parent-conferences.html

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APPLYING

(Make a separate file for your answer)

1. Scenario-building:
Read the scenarios below.Based on Article 2 of the Code of Ethics, what probable
violation/s is/are evident on the situation? Explain.

Scenario 1
Scenario 1
Mr. F is a hardworking and talented Science teacher. He is good both in dancing and
singing. Every after class he invites his advisory class to come with him for some
music jamming. He brought them to his chapel and before they start their practice,
he conducted first some sort of prayer meeting and bible sharing. He also distributes
pamphlets containing information about their religion. Sometimes he also invites his
Pastor to talk to his students during Homeroom meetings for spiritual uplifting.
Mr. F is a hardworking and talented Science teacher. He is good both in dancing and
singing. Every after class he invites his advisory class to come with him for some
music jamming. He brought them to his chapel and before they start their practice,
he conducted first some sort of prayer meeting and bible sharing. He also distributes
pamphlets
Scenario 2 containing information about their religion. Sometimes he also invites his
Pastor
Scenarioto 2talk to his students during Homeroom meetings for spiritual uplifting.
Ms. D is a very idealistic and well driven English teacher. She organized the school’s
English Club. To improve the financial status of the organization, she asks financial
support from alumni and some big names in their locality. She also required the
members of the organization to do the same. The money collected was directly given
to Ms. D for safekeeping.
Ms. D is a very idealistic and well driven English teacher. She organized the school’s
English Club. To improve the financial status of the organization, she asks financial
support from alumni and some big names in their locality. She also required the
2. Poster-making: Make a poster
members of the organization to to
doillustrate
the same.how
Thea money
professional teacher
collected was should
directlyrelate
given
with to
theMs. D for safekeeping.
community.

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3. Make a list of five DO’s and DON’Ts on how you should relate to parents for the sake

DO’s DON’Ts

of the learners.

4. The Family Code of the Philippines stipulate that the school, the teachers,
administrators, individual, entity or institution engaged in child care shall have special
parental authority and responsibility over learners. What does special parental authority
imply?

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Lesson 3: Code of Ethics: Relationship with the

Internal Stakeholders

Learning Outcomes

1. Explained how the professional teacher should relate to the learners, teaching
community and higher authorities.

A. The Teacher and the Learners

SPARKING
1. Recall the top five qualities of your teacher that make him/her a great
teacher.
2. Read Article VIII of the Code of Ethics. Find out if the things you have listed
as characteristics of an effective teacher relate to Article VIII.

PROBING

 In the list of qualities of a great teacher you made, which ones are related to
Article VIII? Which are not? Why?
 What did you realize after reading thoroughly reading Article VIII or the Code
of Ethics? Explain.

DEEPENING

ARTICLE VIII
THE TEACHER AND THE LEARNERS
Section 1. A teacher has the right and a duty to determine the academic marks
and promotion of learners in the subject they handle. Such determination shall be in
accordance with generally accepted procedures of evaluation and measurement. In

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case of any complaint, teachers concerned shall immediately take appropriate action,
observing the process.
Section 2. A teacher shall recognize that the interest and welfare of learners are
his first and foremost concern, and shall handle each learner justly and impartially.
Section 3. Under no circumstances shall a teacher be prejudiced nor
discriminatory against any learner.
Section 4. A teacher shall not accept any favors or gifts from learners, their
parents or others in their behalf in exchange for requested concessions, especially if
underserved.
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 leaners
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 ensure that conditions contribute to maximum
development of learners are adequate, and shall extend needed assistance in preventing
or solving learners’ problems and difficulties.

Perhaps the traits of a great teacher that you have listed can be summed up as
“caring”, “compassionate”, and “fair”. Article VIII, The Teacher and the Learner of the
Code of Ethics describes the professional teacher to be such. Fair because he/she “bases
the evaluation of the learners’ work on the merit and quality of academic performance,”
shall not make deductions from learners such scholastic ratings, as primary scholastic”
and “determine academic marks… in accordance with generally accepted procedures of
evaluation and measurements” and shall handle each learner justly and impartially.
Should love develop between teacher and student, the professional teacher is
expected to be fair because he/she shall “exercise utmost professional discretion to
avoid… preferential treatment of the learner.” Teacher fairness is assured when a
teacher does not accept gifts from learners or their parents in exchange for requested
concessions.

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The professional teacher is likewise described as “caring and compassionate.”

Article VIII, points out that professional teacher has the “interest and welfare of the
learners” as his/her “first and foremost concern” and “under no circumstances shall a
teacher be prejudiced or discriminatory against any learner.” The professional teacher is
also seen to be caring and compassionate when he/she does not inflict corporal
punishment on offending learners.

B. The Teacher and the Teaching Community

SPARKING

Study the situations below and state how teachers should relate to his/her fellow
teachers.
 Teachers talking about students, families or other staff members in the
school lounge.
 Mr. Perez values the confidentiality of records of his students and colleagues,
 Carla filed a justifiable complaint in writing against a colleague,
 Teacher Nancy keeps her Class Record for herself when she had her
maternity leave.

PROBING

 Which Filipino trait makes it difficult sometimes for professional teachers to

function as a collegial community?

DEEPENING

A professional teacher should work in collaboration with his/her fellow teachers.

Gossip destroys collegial relationships. It has no place in the professional community. A
brotherly or sisterly correction for what may appear to be unprofessional and unethical
conduct of an associate is an act that is becoming of a professional.
Should there be justifiable criticism against a fellow teacher, the right recourse is
to submit to proper authorities any justifiable criticism.

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It is unprofessional for a teacher for a teacher to apply for a position for which he
is not qualified. Professionalism demands that selection is based on merit and
competence. It is likewise unprofessional to divulge confidential information concerning
associates and the school
Give credit to whom credit is due. A professional teacher will not claim credit for
work not of his/her own.
In order not to jeopardize office operation or work, a teacher, before leaving
position, shall organize records for his/her successor. Many a time, a turn over ceremony
is well done but up to ceremony only because records are not organized and so hampers
the continuity of operation.
In short at all times, professional teachers shall be loyal and trust and support
one another for the common good.

ARTICLE V
THE TEACHER AND THE COMMUNITY

Section 1. The 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, teachers shall
support one another.
Section 2. A teacher is not entitled to claim for work of not 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 and leave to his
successor such records and other data as are necessary on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning

associates and the school, and shall not divulge to anyone documents which have not
yet been officially released, or remove records from the files without official permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for

what may appear to be an unprofessional and unethical conduct of any associate. This
may be done only if there is incontrovertible evidence for such conduct.

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Section 7. A teacher may submit to the proper authorities any justifiable

criticism against an associate, preferably in writing, without violating any right of the
individual concerned.

Section 8. 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.

APPLYING

1. As a future teacher, what preparations do you make to be able to relate well to

your learners?

2. Compose a song or a poem on how teachers should relate to one another to

form a genuine teaching community. Base the song or poem on
Article V.

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Lesson 4: The Code of Ethics for Professional

Teachers: His/her Person, Profession and Business

Learning Outcomes

1. Explained how a professional teacher should conduct himself/herself as a

person in the teaching profession and in business;
2. Described an ideal teacher as a person; and
3. Internalized the provisions stipulated in the Code of Ethics for Professional
Teachers.

A. The Teacher and the Profession

SPARKING

Try this activity. This is a self-test for you as a future teacher. How often do you think
the following items will be observed when you practice your profession as a teacher?
Check the appropriate column.
Legend:

1 – Never
2 – Seldom
3 – Sometimes
4 – Often
5 – Always

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Never Seldom Some- Often Always

times
Commitment towards Profession
(3)
(1) (2) (4) (5)
The teacher …

1. Demonstrates enthusiasm, vigor,

involvement, and interest in lesson
presentation.
2. Prepares his/her lessons and instructional
materials before reporting to class.
3. Enjoys teaching.

4. Considers teaching as his/her first priority

work compared to other job.
5. Values his/her profession as a teacher.

6. Demonstrates knowledge and passion with

subject matter taught.
7. Explains the goals and objectives of the
lesson clearly and accurately.
8. Shows readiness to be evaluated of his/her
teaching performance.
9. Accepts his/her shortcomings and to
capitalize his/her own strengths and
weaknesses.
10. Pursues his/her education for personal
growth and professional development.
11. Promotes the welfare of fellow teachers and
elevates the status of the profession.
12. Considers teaching profession as the best
decision he/she ever made.
13. Considers teaching as a career and a
vocation.
14. Is an active member of local, regional and
national professional association.
15. Uses technology and variety of learning

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activities to attain appropriate learning goals

16. Updates recent developments in the field of
education.
17. Interacts and partners with other teachers
for the improvement of teaching practice.
18. Improves his/her teaching styles and
strategies by the use of new technology,
indigenous and local materials.
Total per column

Grand TOTAL

PROBING

Interpret your scores:

 Ninety (90) is the perfect score. If you got 45, that means you are midway but
not highly committed to teaching profession. The closer you are to 90, you are
proud of your teaching profession.
 Do you agree with your score? In what items did you score comparatively lower?
What message do you get from those items where you scored low?
 When can you say that a teacher is highly committed to teaching profession?
What are the indicators of a teacher’s level of commitment to teaching
profession?

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DEEPENING

Article IV
The Teacher and the Profession

Section 1. Every teacher shall actively help ensure 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 make
the 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 is a manner that
makes it a dignified means for earning a decent living.
B. The Teacher as a Person

SPARKING

A. What have you observed from your teachers as person?

I like teachers who I don’t like teachers who

are/have… because… are/have… because…

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B. As a would-be teacher, which of the statements in the checklist will you most
likely to do? Check the appropriate column of your answer:
Teacher as a person… Yes Not No
sure
1. Respects all kinds and classes of people.
2. Practices transparency at all times.
3. Considers personal interest as a priority.
4. Sets personal goals and direction in relation
to the institutional goals.
5. Engages in activities conducted by the
barangay/municipality for a fee.
6. Agrees with the school policies on important
matters concerning student and teachers.
7. Adheres to the school policies in dealing with
matters concerning students and
stakeholders.
8. Respects students’ opinions, principles and
individual differences.
9. Improves his/her teaching styles and
strategies by the use of new technology,
indigenous and local materials.
10. Practices ethical and professional behavior
and conduct taking into account the impact
of his/her actions and decisions.
Total per column

Grand TOTAL

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PROBING

 Which column did you get the highest checks? least checks?
 What do you think is/are the challenge/s that teachers face?

DEEPENING

Article XI
The Teacher as a Person

Section 1. A teacher shall live with dignity in all places at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline
as the principle of personal behavior in all relationship 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.

C. The Teacher and Business

SPARKING

Teachers usually engage in business or resort to loans in order to fulfill the following
needs or wants:

Teacher’s Wants

Teacher’s Needs

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PROBING

 What are teacher’s common needs or necessities? What are his/her likes or wants?
If you were a teacher, will you borrow money or involve in business to satisfy those
needs/wants? Why? What other ways you can do to avoid debts. Are teachers
allowed to be engaged in business? If yes, what are possible businesses?

DEEPENING

Article X
The Teacher and Business
Section 1. A teacher has a right to engage, directly or indirectly, in legitimate
income generation, provided that it does not relate to or adversely affect his work.

Section 2. A teacher shall maintain a good reputation with respect to financial

matters such as in the settlement of his just debts, loans and other 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 is assignment is inherently related to such purchase and
disposal, provided that such shall be in accordance with existing regulations.

APPLYING

A. Here are some quotes about the teaching profession. What does it mean and to
which Section of Article IV of the Code of Ethics does each quotation refer?

1. Teaching is a very noble profession that shapes the character, caliber, and
future of an individual. If the people remember me as a good teacher, that
will be the biggest honor for me. – Abdul Kalam

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2. “Good, better, best. Never let it rest until your good is better and your
better is best.”- Tim Duncan
3. “Teaching might even be the greatest of the arts since the medium is the
human mind and spirit.’ –John Steinbeck
4. “Success is where preparation and opportunity meet.” – Bobby Unser
5. ‘The job of an educator is to teach students to see vitality in themselves.’ –
Joseph Campbell
6. “Self-respect is the fruit of discipline; the sense of dignity goes with the
ability to say no to oneself.”- Abraham Joshua Hesche

B. Make a Haiku to describe or talk about the teacher as a person based on

Article XI of the Code of Ethics
Here is an example:

My Teacher

I love my teacher. (5 syllables)

She is smart and too pretty. (7 syllables)
I learn much from her. (5 syllables)

C. Discuss in 2-3 paragraphs how a teacher relates to his/her students, co-teachers,

parents or community.

D. Nowadays, engaging in online or non-line business to generate income is common to

everyone and even teachers. As a future teacher, cite at least three conditions that
will remind you from violating the code of ethics for professional teachers when you
will engage in business. Present your answer in bullets.

Quiz in Lesson 4. The Teacher and Profession, as a person and business.

Let’s check your understanding: Select the best answer.

1. As a professional teacher, you shall manifest genuine ____ and _____ in

teaching as a ________ calling. - Remembering
A. pride- enthusiasm – new
B. enthusiasm – pride – noble
C. enthusiasm – pride – good
D. genuineness – pride – mission

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2. Every teacher shall help, if duly authorized, to seek support for the
_________, but shall not make improper misinterpretations through
__________ advertisements and other questionable ______. - Remembering
A. Community – personal – means
B. School – personal – ways
C. School – personal – means
D. Community – self - ways
3. To be nationally and internationally competitive, in which should teacher
participate according to Article IV of the Code of Ethics? – Remembering
A. Seminars
B. Writing Books
C. Evaluate school courses
D. Continuing Professional Education
4. Professionalism is NOT an end state for an occupation rather it is a continual
process of reaching the forms of: - Understanding
A. Obligation
B. Prestige
C. Responsibility
D. Accountability
5. Which of the following is demonstrated when the teachers conduct themselves
with respect, maintaining proper ethics and decorum inside and outside the
classroom? - Applying
A. Professionalism
B. Quality teaching efficiency
C. Personal achievement and self-worth
D. Service and commitment
6. A teacher as a person shall always recognize the Almighty ______ or Being as
guide of his own _______ and of the destinies of _________ and nations. -
Remembering
A. Father – destiny – all
B. God – destiny – men
C. God – life – men
D. Father – life – all

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7. Mr. Lopez drinks liquor heavily on weekends. He contends that he cannot be

reprimanded because he doesn’t come to school drunk and he performs his
job as a teacher well. Is his argument acceptable? - Analysis
A. Yes, it is his right as an individual
B. Yes, his students don’t see him when he is drunk.
C. No, drinking liquor is not good for the health.
D. No, he should live a commendable level of conduct at all times.
8. Tutoring his own students for a fee is prohibited because: - Application
A. It is conducive to favoritism and impartiality.
B. It hinders good relationship between teacher and students.
C. Teachers also have responsibility to her family.
D. It encourages overtime work on the part of the teachers.
9. What section of Article X will be violated by teacher in situation no. 1 above?
Why?- Analysis
A. Section 1
B. Section 2
C. Section 3
D. Sections 1 & 2
10. If salary is not enough, a professional teacher can engage in business but for
this condition; - Understanding
A. Business includes books and school supplies.
B. Income generation is legitimate.
C. Adversely affects his/her work
D. Income generation is related to his/her work.

References:

 Bilbao, P., Corpus, B., Llagas, A and Salandanan, G. 2018. The Teaching
Profession,
 Fourth Ed., Lorimar Publishing Inc. ISBN 978-621-8035-49-2.2012. The
Teaching Profession, 2nd Ed., Lorimar Publishing Inc. ISBN971-685-745-0.
 Casihan, L., Caubic, R., and Lim, L. 2014. The Teaching Profession. Adriana
 Publishing Co. Inc. Cubao, Quezon City, Manila. ISBN 978-971-9656-04-3.

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