Code of Ethics for Professional Teachers, Article III

Teacher as Facilitator of Learning

 Teachers should create a conducive learning environment where students feel safe and accepted.
 They should simplify complex lessons and make learning engaging.
 A teacher’s role is to make learning easier, not more difficult.
Teacher Leadership and Initiative for Community Participation
 Teachers should take the initiative in community activities and provide leadership.
 They must actively engage with the community beyond the school setting.
 Teachers should encourage parents and community members to participate in school activities.
Professional Teacher with Honor and Dignity
 Teachers must uphold high moral and ethical standards.
 They should avoid vices such as gambling, smoking, and illicit relationships.
 Society holds teachers to a higher standard, and their actions significantly impact students.
Teacher's Attitude Toward Local Customs and Traditions
 Teachers must live within the community and understand local customs and traditions.
 They should develop a sympathetic attitude and avoid disparaging the community.
 A professional teacher is neither ethnocentric nor xenocentric:
o Not ethnocentric → Does not view their own culture as superior.
o Not xenocentric → Does not see their culture as inferior to others.
 A good teacher appreciates local customs while tactfully addressing and refining negative cultural
aspects.
The Professional Teacher and Information Update
 Teachers must help inform the community about the school's work, achievements, and needs.
 Community includes:
o Internal stakeholders → students, parents, and teachers.
o External stakeholders → local officials, NGOs, government agencies, alumni, and retirees.
 Informing stakeholders gives them a sense of ownership and encourages active participation in
addressing school concerns.
Parents-Teachers Association (PTA) and School Governing Council (SGC)
 PTA (Parents-Teachers Association):
o A forum for parents and teachers to discuss school problems and solutions.
o Also called Home School Association or Family Advisory Council in private schools.
 School Governing Council (SGC):
o Policy-making body that includes school heads, teachers, and community members.
o Determines policies on student welfare, discipline, and school improvement.
o Reports progress to the Schools Division Superintendent and the community.
Professional Teacher and Government Officials & Other Professionals
 Teachers must maintain harmonious relationships with colleagues, government officials, and
community members.
 Good relationships foster collaboration and a positive school environment.
School Head: Leader and Manager
 A school head must balance leadership and management:
o Leadership → Develops vision, mission, goals, and plans.
o Management → Ensures proper implementation, resources, and qualified personnel.
 A leader without management → Ideas remain on paper.
 A manager without leadership → Focuses only on day-to-day tasks without vision.
Comparison of Managers vs. Leaders
Managers Leaders
Administer & delegate tasks Innovate & create a vision
Transactional – focus on meeting objectives Transformational – inspire change
Work-focused (getting things done) People-focused (supporting and developing others)
Have subordinates, lead by authority Have followers, lead by influence
Maintain status quo Shape culture and drive integrity
Types of Skills Needed by Leaders
1. Technical Skills → Practical abilities (e.g., using email, creating PowerPoint).
2. Human Skills → People skills and teamwork.
3. Conceptual Skills → Strategic thinking, planning, and problem-solving.
 A well-rounded school leader possesses all three.
Leadership Styles
1. Autocratic – Leaders make decisions alone without consulting others.
2. Consultative – Leaders seek input from members but make the final decision.
3. Democratic – Decisions are made collectively through consensus.
4. Laissez-Faire (Free-Rein) – Leaders avoid responsibility, allowing members to work independently.
Participative Leadership Styles:
 Consultative and Democratic styles allow participation.
 Democratic leadership is the most participative as it follows the majority rule.

Situational Leadership Model (Hersey & Blanchard)

 Leaders adapt their style based on the readiness and willingness of group members.
 Four leadership behaviors:
o S1: Telling/Directing – For inexperienced but motivated individuals.
o S2: Selling/Coaching – For individuals with some ability but low motivation.
o S3: Participating/Supporting – For experienced individuals who lack confidence.
o S4: Delegating – For highly capable and motivated individuals.

Effective leaders adjust their style based on the competence and confidence of their team members.

Servant Leadership
 Coined by Robert K. Greenleaf (1977).
 Key principle: Leaders serve first, then lead.
 Focuses on ethical leadership, decision-making involvement, and community empowerment.
 Jesus Christ is a prime example of a servant leader.
 Public servants (government officials) are expected to practice servant leadership.
 Power should be used to serve others, not to control them.

Transformational Leadership
 Leaders challenge the status quo and push for innovation and progress.
 Core traits:
o Visionary – Has a clear and inspiring vision.
o Engager – Motivates and involves people.
o Learner – Adapts and grows with the organization.
o Collaborator – Works with stakeholders.
o Innovator – Drives change through creativity.
 Sustaining change is crucial – Reforms must continue even after the leader is gone.
School-Based Management (SBM)
 Empowers schools by decentralizing decision-making.
 Advantages:
o Encourages collaboration among teachers, parents, and students.
o Enhances accountability and transparency.
o Increases creativity in school programs.
o Improves teacher morale.
o Strengthens community involvement.
 Legal Basis:
o Rooted in RA 9155 (Basic Education Governance Act) and Local Government Code (1991).
 Conditions for Success:
o Active teacher and parent participation.
o Encouragement of innovation and problem-solving.
o Schools must have basic resources, effective support systems, and performance monitoring.
 Functions of a School Head:
o Visionary leader, planner, motivator.
o Builds networks and collaborates with stakeholders.
o Ensures curriculum development and financial transparency.
__________________________________________________________________________________________

I. Teachers as Integral Members of the Community

Teachers are expected to actively engage in both the school community and the larger community outside
the school. Their role extends beyond the classroom as they serve as role models, leaders, and facilitators of
change.
The eight sections of Article III of the Code of Ethics emphasize:
 The teacher as a facilitator of learning.
 The teacher’s leadership in community participation.
 The teacher’s duty to maintain honor and dignity.
 The teacher’s responsibility to uphold religious freedom without proselytizing.
By understanding these principles, teachers can fulfill their ethical and professional responsibilities while
fostering positive relationships with students, parents, and society.

II. Teacher as Facilitator of Learning (Section 1)

A facilitator makes learning easier, more engaging, and meaningful. Learning is often a difficult process, but a
skilled teacher can simplify complex concepts and make abstract ideas more concrete.
Key Roles of a Facilitator:
✅ Creates a conducive learning environment – A safe, inclusive, and respectful classroom enhances learning.
✅ Makes learning enjoyable – Lessons should be interactive, engaging, and relevant.
✅ Encourages student participation – Students should feel comfortable sharing ideas.
✅ Respects student diversity – Every learner has unique backgrounds and learning styles.
A Conducive Learning Environment Should:
 Be free from bullying and discrimination.
 Promote positive teacher-student relationships.
 Encourage collaborative learning rather than unhealthy competition.
📌 Quote to Remember:
"Every child deserves a champion—an adult who will never give up on them, who understands the power of
connection and insists that they become the best they can possibly be." – Rita Pierson (TED Talk)
III. Teacher Leadership & Initiative for Community Participation (Sections 2 & 6)
Teachers as Community Leaders
Teachers do not live in ivory towers; they must be engaged in community life. As intellectual leaders,
teachers should provide guidance and support whenever possible.
📌 Key Responsibilities:
✅ Take initiative rather than waiting for opportunities.
✅ Participate in social, moral, economic, and civic activities for community betterment.
✅ Offer guidance and counseling to students and community members.
✅ Promote collaboration between the school and community.
Examples of Community Involvement:
 Religious and cultural activities – Serving as a prayer leader, commentator, or reader during
celebrations.
 Educational programs – Providing workshops for parents and community members.
 Civic involvement – Organizing outreach programs, environmental campaigns, and disaster response
initiatives.
 Mentorship roles – Coaching students for competitions or volunteering in barangay programs.
📌 Quote to Remember:
"Teachers, as they participate in community affairs, prove that they are the most responsible and most
important members of society because their professional efforts affect the fate of the earth."
IV. Professional Teacher with Honor and Dignity (Section 3)
A teacher’s moral integrity strengthens their influence. They are expected to behave with honor and dignity
at all times.
📌 Unethical Behavior to Avoid:
❌ Gambling – Damages credibility and sets a poor example.
❌ Smoking in public – Goes against the role of being a healthy role model.
❌ Drunkenness & Substance Abuse – Weakens moral authority.
❌ Illicit relationships – Affects professionalism and social respect.
A teacher who engages in these activities loses the trust of students, parents, and the community. Teachers
must practice what they preach—they cannot discourage students from vices while engaging in them
themselves.
📌 Quote to Remember:
"As far as possible, without surrender, be on good terms with all persons. Speak your truth quietly and clearly;
and listen to others, even the dull and the ignorant—they too have their story." – Desiderata

V. Teachers and Religious Freedom (Section 8)

Teachers have the right to religious freedom, but they must not use their position to influence students'
beliefs.
✅ Teachers can:
 Attend religious services and practice their faith privately.
 Discuss religion objectively in relevant subjects (e.g., history, literature).
 Respect the religious beliefs of students.
❌ Teachers cannot:
 Force students to adopt their religious beliefs.
 Use class time for religious preaching.
 Show favoritism based on students’ religious affiliations.
📌 Legal Basis:
 1987 Philippine Constitution, Article II, Section 6 – Guarantees freedom of religion and prohibits state-
sponsored religious activities.
📌 Quote to Remember:
"No law shall be made respecting an establishment of religion, or prohibiting the free exercise thereof." – 1987
Philippine Constitution

VI. Summary of Key Takeaways

📌 Teachers are community leaders and must actively contribute to society.
📌 Facilitators of learning create engaging and inclusive environments for students.
📌 Professionalism and ethical behavior are essential for maintaining credibility.
📌 Religious freedom must be respected, but teachers should not use their influence to proselytize.