Relationship With The Secondary and Tertiary Stakeholders Prepared by

The Code of Ethics for
Professional Teachers:
Relationship with the Secondary and Tertiary Stakeholders
Prepared by:
Zion M. Bandiez
Soon to be LPT
“It takes a whole
village to raise a child”
INTRODUCTION
The education of a child is not the sole
responsibility of school heads and teachers. In fact,
schools heads and teachers cannot do it by
themselves. As the African proverb says, ‘It takes a
whole village to raise a child.’ The Code of Ethics
cites different groups of external stakeholders with
whom schools and teachers have to relate and work
for the education of the child.
(Article II) These are the state
the Community
and parents
Secondary stakeholders indirectly receive the
service. These are the learners parents.
Tertiary stakeholders are indirect but crucial
participants in the process of children’s
education. These are the future employers, the
government or the state and society in general.
ARTICLE II
The Teacher and the State
Section I. 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.
Cambridge English Dictionary
defines a NURSERY as a ‘place
where babies and young
children are cared for while
their parents are somewhere
else’
Section II.
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 III
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 IV
Every teacher shall possess and
actualize full commitment and
devotion to duty.
Section V
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.
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 nor religious, nor
to solicit, require or collect money,
service or material from any person.
Section VI
Every teacher shall vote and shall
exercise all other constitutional
rights and responsibilities.
A professional teachers 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.
Partisan is a committed member of a political party or army.

In multi-party systems, the term is used for politicians who
strongly support their party’s policies and are reluctant to
compromise with their political opponents.
Section VII
A teacher shall not use his/her
position or official authority of
influence to coerce any other
person to follow any political
course of action.
Section VIII
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
state, they shall be drawn to the proper
authorities for appropriate remedial
actions.
The professional teacher shall enjoy academic
freedom so 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. It the research findings
are damaging to the state, the research results
shall be submitted to the proper authorities for
appropriate action.

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Partisan is a committed member of a political party or army.

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