Lesson 1: Philosophy and its Branches

Whether you have articulated it or not, philosophy is at the heart of your perspective of the world and of life. And it is,
on this earth, at least on the province of humankind- for no other life form that we know is capable of considering
philosophies.

When individuals start searching for answers to questions about human existence, such as: “What is life?”, “who am I?”,
“why am I here?”, “what am I living for?”, and so on, this reflective thinking is man’s desire to arrive at answers and start
forming his own ways of thinking.

Philosophy is what has driven people to understand their world, explore other worlds, create works of art, create tools
and machinery that extend our capabilities. Yet philosophy is what has driven humans to war, destruction and incredible
cruelty to human beings. There is perhaps no more powerful subject that you could entertain, or another as
intellectually challenging. It is also implicit in the work of teachers. Not surprisingly, the world’s great philosophers were
also teachers. The teacher, more so than most in our society, has an obligation to understand and articulate a clear
philosophy.

Meaning of Philosophy

● Philo=love, Sophos or Sophia=wise or wisdom; Philosophy therefore is love of wisdom.

● The quest for truth based on logical reasoning aside from factual observation of nature’s multifarious
phenomena. Its purpose is to seek and prove the ultimate and absolute truth and for this, it is considered as the mother
of all sciences. (Duka,1999)

● “A set of ideas about the nature of reality and about the meaning of life”. McNergney

● A group of theories or system of thoughts by which it sought to understand the world, its meaning and its
values. It is a systematic study of life and the universe as a whole in order to frame a logical and necessary system of
general idea so that every element of human experience may be interpreted. Gregorio

● “An unusually stubborn attempt to think clearly”. William James

Branches of Philosophy

1. Metaphysics is the branch of philosophy that considers questions about the physical universe. The word
“physics” refers to those things physical. The prefix “meta” implies considerations that go beyond mere physics, a
consideration that transcends the physical world. What conditions go with going beyond the physical world?

Metaphysics then deals with the nature of being and reality. Education would be deemed incomplete unless it is
founded with the end of catering to the development of the individual’s natural and innate capacities. It is also
advocated that curricula must be designed to liberate the mind of a person and must offer subjects that will give
provisions for the moral and intellectual development of the students. It also stressed that schools should enjoy
academic freedom that is vital to self-development

a) Ontology- explores issues related to nature, existence or being. It tries to resolve the question of whether
existence is identical with space, time, nature and spirit.

b) Cosmology- is concerned with the nature of origin of the universe (cosmos). It tries to explain the theories,
origin and development of the nature of the universe (cosmos).

b.1 Evolutionism-theorize that universe evolve of itself

b.2 Creationism- theorize that universe was the result of the working of a creative cause of Personality

c) Teleology- tries to elucidate subjects pertaining to whether or not there is purpose in the universe.
2. Epistemology-is concerned with nature of knowledge or how we come to know things. It theorized that
knowledge of truth develops through thought from observations and from logical reasoning and come from scientific
inquiry, intuition and the senses. It adhered the view that education must be aimed at developing the person
intellectually through acquisition of knowledge imparted by the teacher. Education to be effective must then develop
the total personality of the individual with emphasis on the intellectual growth of the learner. It must develop their
capacity to think rationally, reason out logically and act prudently. It accepted the maxim of Comenius that education
must enable man to know all things, to say all things and do all things

a) Agnosticism- is a position that conclusive knowledge of ultimate reality is an outright impossibility

b) Skepticism- is based on the idea that everything is open to doubt. It is also considered as a questioning attitude
toward the possibility of having any knowledge.

c) A posteriori- is a Latin term which means “from behind”. It is the term used to determine knowledge that
comes from experience. It postulates that experience comes first and the knowledge afterwards.

d) A priori- a Latin term used to describe knowledge which, it is urged, can be acquired through pure reason alone,
independently and perhaps, before experience.

3. Axiology- seeks to ascertain what is of value. It specifically deals with the problem of value. It stressed that
education should not only give provisions for intellectual and personality development but should also emphasize value
formation as well as appreciation of what is beautiful in the world where one lives.

a) Ethics- explores the issue of morality and conduct. It is therefore, the determiner of whether the action
is good or evil
b) Aesthetics- is concerned with beauty and standards of tests and value especially in art.

4. Logic- deals with the science of correct thinking and reasoning. It held the view that education is expected to
develop the young minds to think and reason out logically based on concrete facts and not on mere speculation or
hearsay. This is based on the premise that the person who thinks right and reasons out right does the right actions. It
also helps to distinguish valid thinking from fallacious thinking.

a) Induction- reasoning from particulars to general conclusion. It is usually done through the process of inferring a
general law or principle from the observation of particular instance to a general conclusion

b) Deduction- that is the opposite of induction. A kind of reasoning from general to particulars

c) Syllogism- derives conclusion from two propositions called premises (major premise and minor premise)

d) Dialectic- conflict or contrast of ideas is utilized as a means of detecting the truth (thesis, antithesis and
synthesis)
Lesson 2: Philosophies of Education

● On what philosophies are our educational system based?

Philosophies/ IDEALISM REALISM THOMISM HUMANISM

Philosophers
Plato Aristotle Thomas Erasmus
Aquinas

Metaphysics Reality is an Reality is Reality is an Reality is also

unchanging observable ordered world humanity’s
world of perfect events, objects created by God creation. People
ideas and and matter that people can strive for
universal truths independent of come to know. personal
human knowing People strive meaning in their
for eternity experience and
with God. interpretation of
life on earth.

Epistemology Knowledge is Knowledge is A combination Exploration,

obtained when obtained when of reason and questioning, and
ideas are students are faith enables critical thinking
brought into taught ideas that students to enable students
consciousness can be verified acquire and use to discover or
through self- and skills that bodies of construct and
examination and enable them to knowledge use their own
discourse know objects, knowledge
they encounter
Axiology Wisdom of Self-control, Knowing, loving Knowing and
goodness, clear judgment and serving God loving God and
discipline, order, and rational serving
self-control, thought, humanity.
preservation of personal
cultural heritage excellence,
of the past balance and
moderation
What philosophies influence Western Education?

Philosophy Goal of Education Role of Teachers Teaching Methods Subjects Studied

Idealism ● Education ● Creation ● Informal ● Subjects offered are

must exist of dialect essential for mental,
as an education moral and spiritual
● Question and
institution al development such as:
discussion
of human environm Philosophy, Theology,
society ent ● Lecture History, Mathematics,
concerned Literature, Values
● Chief ● Excursion and
on one’s Education, GMRC and
source of field trip
spirituality Christian Living
inspiratio
and not ● Project
n,
because of method
knowledg
natural
e and ● Meditation
necessity
informati
alone ● Reading
on
● 0Education
● Excellent
develops
mentally,
the
morally
individual
and
spiritually,
spiritually
mentally
and morally ● A
reserved
person/c
onversant
Realism ● Give direction ● Help ● Scientific ● Combination of subject
to individual’s students methods/proble matter and problem-
basic realize the m solving centered concepts,
potentialities irresistible acquisition of desirable
● Process
and talents necessity of habits, study habits,
approach
earth’s research skills, evaluation,
● Determine the
physical ● Experimentation observation,
direction of
forces experimentation, analytical
one’s ● Discovery thinking, critical thinking,
inherited ● Develop method application of principles,
tendencies initiative
effective use of words and
and ability
● Provide an habits of enjoyment
to control
education that
their
could produce
experiences
individuals
who can meet ● Help realize
their principal that they
needs can enter
into the
meaning of
their
experiences

Pragmatism ● For social ● Keep order in ● Experimental and ● Integrated and based on the
efficiency the class scientific method problems of society

● Train students ● Facilitate ● Creative and ● Social duties and

to continuously group work construction responsibilities
and actively projects
● Encourage/ ● Subjects are interdisciplinary
quest for
offer ● Motivation
information and ● Combined academic and
suggestions
production of ● Laboratory work vocational discipline
and helps in
new ideas
planning ● Self-activity
needed to
adjust to an ● Library work
ever-changing
society

Perennialism ● Internalize ● Known ● Subject centered ● Arts and sciences

truths that are masters of
● Method of ● Great ideas or universal
universal and disciplines
disciplining the principles
constant
● Discipline mind through
● Moral, aesthetic, religion and
● Develop rational pupils reading and
intellectual topics
thinking and intellectually discussion
intellectual mind through a
● Lecture
study of
● Develop learner
literature ● Discussion
into a rational
and intuitive
being
Progressivis ● Produce the ● Act as ● Problem solving, ● No structured curriculum,
m “whole man” resource reflective subject centered curriculum
who will person strategies
● Emphasis on life experience
become a
● Serve as ● Cooperative
responsible ● 4 h’s (health, head, heart.
advisers, learning strategies
member of Hand) for physical,
counselors
society ● Socialized group intellectual, social and
and guides
activities and manipulative skills
● Gives strength
● Teach situations
and meaning to
students how
community life ● Conferences/
to learn and
Synthesis on
become
active ● Observation and
problem participation
solvers
● Experiential and
social
development

Essentialism ● Develops ● Provide ● Deductive method ● Core skills like reading, writing
individuals to stimulating and arithmetic
● Recitation
perform justly, activities for
● Teaching the essential facts
skillfully and learning ● Assignments or
and concepts of Science,
magnanimously homework
● Prepare well- Literature, Health and Physics
● Adjust to organized ● Analysis and
● Hard sciences, technical and
cultural lessons to synthesis
vocational courses
demands and prove he is an
live together in authority of ● Race and social
● Arts for aesthetic expression
peace instruction heritage over
experiences ● Values of discipline, hard work
● Authoritative and respect for authority
● disciplinarian

Existentialis ● Focus on ● Present ● Scientific dialog ● Sciences

m individual principles and
● Inquiry approach ● Humanities
humanity values
reasoning ● Question-answer ● Philosophy
● Produce
method
individuals who ● Good ● Arts for aesthetic expression
are aware of provider of
their freedom of experience/ ● History
choice opportunities ● Drawing
● Literature
responses
● Effective ● Mathematics
questioner
and ● Ethics/values
● Social heritage
communicato over experiences
r
Reconstructi ● Awareness of ● Lead the ● Problem-solving ● National/ international/ global
onism societal needs young in method issues
and problems designing
● Democratic ● Societal needs and problems
programs for
● Quest for a discussion
social, ● Educational philosophies
better society
educational, ● Socialized
practical and ● Social change/philosophy
● Conscious of recitation
students’ role in economic
change ● Forum/conference
nation building
● Encourage ● Brainstorming
pupils to ● Project method
solve
problems ● Concept approach

● Encourage
community-
based
projects

Behaviorism ● Engineer ● Manipulate ● Programmed ● Learning tasks on which

environments the learning instruction that behavior can be directly
that efficiently environment provides feedback observed, measured and
maximize and present on performance, evaluated
learning stimuli using behavioral
conditioning contracts,
● Modify and
and social reinforcement
shape students’
learning to
behavior by
shape
providing
student
favorable
behavior
environment

Linguistic ● Develop the ● Develop the ● Experiential ● How to send clear, concise
Philosophy communication learner’s skill Learning messages and how to receive
skills of the in sending and correctly understand
● Dialogue Method
learners messages messages sent
clearly and ● Socialized
● Verbal, nonverbal and
receive Recitation
paraverbal communication
messages
correctly ● Multilingual
● Uses of language
Approach
Lesson 1: Ethics and the Law

In Chapter 2, we discussed a branch of philosophy known as axiology which is the study of values. Ethics,
as you will recall was one aspect of axiology (aesthetics was the other). In particular, we indicated that a
study of ethics focuses on the ideas and beliefs that are valued by a society in a moral sense. MORALS for a
society, represent a collective view of what is right and wrong, whereas ethics represent the code of conduct
for abiding by that view. You may have your own morals and ethics and ethics, but they are likely influenced
greatly by those of the society in which you live.

Because of that variation from one individual to the next, societies typically write laws that clearly specify
behaviors that are and are not acceptable. In essence, laws seek to iron out the ethical differences that might
exist between people. Law does not mandate that you accept the social version of appropriate behavior, but
you are expected to abide by that version if you are to live in that environment . For all people, some sort of
ethical standard, some code of ethics, guides their behavior- particularly in this social sense. For teachers,
this is an even more important matter because morals, ethics and laws are a prominent part of
their work- and their lives away from work- everyday
Ethics: from the Greek word “ethos” which means “characteristic way of acting” which includes
cultural mannerism, religion, politics, laws and social aspirations of a group of people revealed
in:

1. man’s ability to distinguish between good and evil, right and wrong, moral and immoral.

2. man’s obligation to do what is good and to avoid evil.

3. man’s accountability for his actions, expecting reward or punishments.

⮚ The science of morality of human acts; the study of human motivation, and ultimately of
rational human behavior.

⮚ Essentially a relation to oneself, to a fellowman, to others, the environment or to one’s colleagues or

associates the sole purpose of which is to promote and realize the good due to oneself, the other, to
humankind, to the environment or to the Supreme Being.

KINDS OF ETHICS AND THEIR COMPONENTS:

⮚ Personal Ethics: a relationship to oneself to promote, maintain and protect the good of the person in
question. This good includes physical, intellectual, emotional and spiritual kinds as the values of intelligence,
cleanliness, good manners, gratitude, cheerfulness, sympathy, quietness, diligence, etc.

⮚ Moral Ethics: brings the promotion, advocacy, protection, pursuit, and performance of the essential
good between persons as persons, and between human beings as such. The principles are reverence for life,
tolerance, respect for human life, justice, responsibility, altruism and trust.

⮚ Social Ethics: the promotion, advocacy, pursuit, maintenance of common (social, public, people’s)
good on the part of the individual members and collective entities of society. Principles of this include peace
and order, preservation, social justice, economic development, social tolerance, etc.

⮚ Professional Ethics: concerned with the promotion, pursuit, advocacy, protection, performance and
maintenance if the good between clients and professionals; professionals and the public; professionals and
associates, and professionals in relation to their profession. The principles are honesty, fairness in
compensation charges, economic empathy, fairness to associates, respect for clients, etc.
⮚ Family Ethics: the promotion, advocacy, protection, performance and maintenance of the good of the
family as a unit of relationships. These consist of faithfulness, loyalty, cooperation, sacrifice, filial love, trust,
responsibility and unity.

⮚ Environmental Ethics: concerned with the promotion, advocacy, protection, performance and
maintenance of that is good for the environment on the part of its human inhabitants and beneficiaries.
Principles include conservation, protection, care, restoration, balance, stewardship, formal integrity,
sustainability, etc.

⮚ Religious Ethics: concerned with the promotion, advocacy, protection, performance and maintenance
of the good or a Supreme Being. Principles include faith, worship, thanksgiving, obedience, reverence, and
piety.

Lesson 2: The Teacher as an Ethical Person

As a pre-service teacher, you are not expected to have adopted or defined a code of ethics. However, you
have ethical beliefs that characterize the person you are. Let’s take a moment to consider some of these
beliefs

A. Honesty. Situations such as turning in projects copied from someone else as your own, or paying
someone to write or make a project that you are going to submit as yours . The morality of the question is
clear: It would not be right to do so. What does your personal code of ethics say/tell you to do? Should you
say nothing? Your personal code of ethics will direct your action-or non-action that you take.

B. Humane Treatment of Others. Questions of how you treat others have an ethical component.
Humane treatment means not making fun of people who may be different from you or may speak differently
from you. And though you may like some people more than others, you do not allow your preferences to be
translated into favoritism on one hand and discrimination on the other.

C. Loyalty. When one can be counted upon through thick and thin and never abandon a friend in need—
such is a situation calling for loyalty.

On Being an Ethical Teacher

An ethical teacher is one who understands what rules to accomplish for people and how to apply these rules in
situations that come with their own unique circumstances. Joyce Garrett (2006) prefers to conceptualize
being an ethical teacher in terms of four characteristics:

1. Teachers of honor care about humanity. They are good listeners and communicators who
embrace the needs of others before their own.

2. Teachers of honor live by the credo “Who dares teach must never cease to learn”. They
continuously engage themselves in the scholarship of their discipline and bring their own sense of curiosity
inside the classroom, thus establishing safe environments for student curiosity.

3. Teachers of honor give back to their professional and civic communities. They mentor, take
leadership roles continue their professional development and take the spirit of giving into their classrooms and
community-based projects.
4. Teachers of honor work hard. They work diligently to guarantee that all students have equal access
and equal opportunity and they devise ways to engage all learners in meaningful endeavors.

Lesson 3: The Code of Ethics for Professional Teachers

In Chapter I, we made a distinction between profession and professionals. Profession is a type of job that
requires special training and gives status and prestige to an individual. A professional is one who has
competent skills, observes high standards of the job and abides by the code of ethics.

Who is the professional teacher? She/He is the “licensed professional who possess dignity and reputation, with
high moral values as well as technical and professional competence… and adheres to, observes and practices a
set of ethical and moral principles, standards and values”. (Code of Ethics for Professional Teachers).

Now, let’s take a closer look at the Code of Ethics for Professional Teachers.

Professional Regulation Commission

Board of Professional TEACHERS

CODE of ETHICS for PROFESSIONAL TEACHERS

Resolution No. 435, of 1997

Pursuant to the provision of paragraph (e), Article II, of RA No. 7836, otherwise known as the “Philippine
Teachers Professionalization Act of 1994” and Paragraph (a), Section 6, PD No.223, as amended, the Board for
Professional Teachers hereby adopts and promulgates the following “Code of Ethics for Professional Teachers.”

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 1. SCOPE and LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institutions shall offer quality education
for all Filipino citizens, a vision that requires professionally competent teachers committed to is 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 arts or vocational teachers and all other persons performing
supervisory and/ or administrative functions in all schools 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 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 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 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 all other constitutional rights and responsibilities.

Section 7. A teacher shall not use his position or official 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 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 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 from such activities as gambling, smoking, drunkenness and other
excesses, much less illicit relations.

Section 4. Every teacher shall live for and with the community, and shall, therefore, study and understand
local customs and traditions in order to have 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 counseling services, as
appropriate, and to actively be involved in matters affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other
professionals, with government officials, and with the people, individually or collectively.

SECTION 8. A teacher possesses freedom to attend church and worship, as appropriate, but shall not use
his position and influence to proselyte others.

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 be at his best at all times in the practice of his profession.

Section 3. Every teacher shall participate in the continuing professional education (CPE) program of the
Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency,
enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to
be nationally and internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support for the school, but shall not make
improper misrepresentations through personal advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it a dignified means for
earning a decent living.

ARTICLE V. THE TEACHER and TEACHING COMMUNITY

Section 1. Teachers 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 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 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 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 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.

Section 6. 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 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 PHILIPPINES

Section 1. A teacher shall make it his duty 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 accusation 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 reforms are advocated but are opposed by the immediate
superior, in which case the teachers shall appeal directly to the appropriate higher authority.
Section 4. A teacher, individually or as part of a group, has a right to seek redress against injustice and
discrimination and, to the extent possible, shall raise his grievances within democratic processes. In so doing,
he shall avoid jeopardizing the interest and welfare of learners who’s right to learn must be respected.

Section 5. A teacher has a right to invoke the principle that appointments, promotions, and transfers of
teachers are made only on the basis of merit and need 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 the employment terms and conditions.

ARTICLE VII. SCHOOL OFFICIALS, TEACHERS and OTHER PERSONNEL

Section 1. 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 enlightened direction.

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 to 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 and training programs.

Section 4. No school official shall dismiss or recommend for dismissal a teacher or other subordinates except
for a cause.

Section 5. School authorities concerned 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, and, provided, further, that they are duly registered and licensed professional
teachers.

ARTICLE VIII. THE TEACHER and THE LEARNERS

Section 1. A teacher has the right and duty to determine the academic marks and the promotion of learners
in the subjects they handle, 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
action, observing due 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 circumstance shall a teacher be prejudiced or discriminatory against any learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in
exchange for requested concessions, especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly any remuneration from tutorials other than what is
authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work on merit and quality of academic
performance.

Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner,
the teacher shall exercise utmost professional discretion to avoid scandal, gossip, and preferential treatment of
the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from
their scholastic ratings as a punishment for acts which are clearly not manifestations of poor scholarship.

Section 9. A teacher shall ensure that conditions contributive to the maximum development of learners are
adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.

ARTICLE IX. THE TEACHER and 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.

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 his assignment is inherently related to such
purchase and disposal, provided that such shall be in accordance with existing regulations.

ARTICLE XI. THE TEACHER AS A PERSON

Section 1. A teacher shall live with dignity in all places and at all times.

Section 2. A teacher shall place premium upon self-respect and self-discipline as the principles of personal
behavior in all relationships with others and in all situations.

Section3. 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 SUPREME Being as guide of his destiny and
of the destinies of men and nations.

ARTICLE XII. DISCIPLINARY ACTION

Section 1. Any violation of any provision of this Code shall be sufficient ground for the imposition against the
erring teacher of disciplinary action consisting of revocation of his Certificate of Registration and License as
Professional Teacher, suspension from the practice of the teaching profession, reprimand, or cancellation of
his temporary/ special permit under causes specified in Sec 23, Article 111 or RA No. 7836, and under Rule
31, Article VIII, of the Rules and Regulations Implementing RA No. 7836.

ARTICLE XIII. EFFECTIVITY

Section 1. This Code shall be approved by the Professional Regulation Commission and shall take effect sixty
(60) days following its publication in the Official Gazette or any newspaper of general circulation, whichever is
earlier.
Done in the City of Manila this 11th day of November 1997.