LICENSURE EXAMINATION FOR TEACHERS (LET)

Refresher Course

WHAT TO EXPECT
FOCUS: Professional Education
FOUNDATIONS OF EDUCATION
(Historical, Philosophical, Social and Legal Foundations of Education; The Teaching Profession)

LET Competencies:
• Determine ways and means to ensure the high standards of personal and professional development
• Determine the roles of the teachers as active members of the community and as global citizens responsible
for the outcomes of their actions and for developing other citizens.
• Analyze historical, economic, socio-cultural, geographical, environmental, political and social-psychological
factors that affect the role of the school as an agent of change.
• Interpret educational problems in the light of philosophical and legal foundations of education.
• Apply the four pillars of learning in responding to the aspirations of the community: learning to know;
learning to do; learning to live together; learning to be.
• Apply ethical principles and situations involving teacher’s relationship with various groups of people.
• Reflect on professional teacher’s accountability to the learners’ performance and achievement to the
teacher’s total involvement in the teaching profession.

PREPARED BY: Mr. Gerry C. Areta

PART I: Content Update

EDUCATION – derived from the Latin word “educare” or “educere” which means to lead forth. It is defined as the
process of acquiring knowledge, habits, attitudes, interest, skills and abilities and other intangible human qualities
through training instructions and self-activity, and transmitting these vital elements of human civilization to posterity.

TYPES OF EDUCATION
1. Formal Education – refers to hierarchically structured and chronologically graded learning organized and
provided by the formal school system and for which certification is required in order for the learner to progress
to higher levels.
2. Non-formal Education – refers to any school-based educational activities undertaken by agencies aimed at
attaining specific learning objectives for a particular clientele.
3. Informal Education – a type of education which can be acquired anytime and anywhere.

THE NATURE OF A SCHOOL

• A social institution established by society for the basic enculturation of the group
• Next to family, the most popular and effective socializing institution.
• An extension of the home and the home an extension of the school.
• An agency which makes students learn how to value oneself and eventually others.
• A certain building, having a unity of interacting personalities, a field of social forces, a system of formal-
informal control, a special cultural world, a community-secure agency.
• A special place where children of different cultures meet.
• An agency organized by society for the basic function of teaching and learning.
• A formal institution from wearing children from home and introducing them into society.

THE ROLE OF SCHOOLS (Bago, 2008)

1. Educate citizens to fit into society.
2. Educate citizens to change the society

SPECIFIC PURPOSE OF SCHOOLS

1. Cognitive Purposes – teaching the basic cognitive skills such as reading, writing and speaking
 2. Political Purposes – inculcation of patriotism or loyalty to the existing political order.
3. Social Purposes – concerns with the socialization of citizens into their various roles of society.
4. Economic Purposes – involves training and preparation of citizens for the world of work.

FUNCTIONS OF SCHOOL
1. Conservation Function. The school conserves and preserves through its libraries and other devices recorded
accumulated experiences of the past generations such as knowledge, inventions, etc. for future generations.
2. Instructional Function. This is the main concern of school, to pass on the accumulated experiences of the past generations
to the incoming generations. This is performed by individuals trained for the purpose – teachers. The recipients of such
instruction are young learners called pupils or students.
3. Research Function. The school conducts research to improve the old ways of doing things or to discover hitherto unknown
facts or systems to improve the quality of life.
4. Social Service Function. This may be done through some kind of outreach programs which could be in a form of literacy,
health, means of livelihood, recreational activities, etc.

A. HISTORICAL FOUNDATION OF EDUCATION

PERIOD INFLUENCES PIONEER/S

Emphasis on informal education to
Preliterate Society transmit skills and values. Education for
conformity, security and survival.
Career-oriented education. Written Confucius
Chinese examinations for civil service and other Mencius
professions. Lao Tsu
Cultural transmission and assimilation,
India
spiritual attachment
Practical and Vocational education.
Restriction of educational controls and
Egyptian
services to priestly elite. Use of
education to prepare bureaucracies.
ATHENS: 1. Socrates – knowledge is virtue.
ATHENS: Liberal education. The Socratic method
concept of well-rounded person. 2. Plato – education should be determined by
Greek
SPARTANS: Democratic education. The the social class.
concept of serving the military state. 3. Aristotle – Virtue is brought by doing not by
knowing
Roman Utilitarian/Pragmatic education.
Emphasis on education for practical
administrative skills relating education to
civic responsibility. Ladderized form of
education
Jewish Religious education Jesus Christ
Scientific education. Reentry of classical
Arabic Al-farabi; Avicenna
materials on science and medicine
MEDIEVAL Establishment of the structure, content
and organization of universities as major
institutions of higher education. The
institutionalization and preservation of
knowledge.

- Monasticism Education as a religious discipline

- Scholasticism Education as an intellectual discipline St. Thomas Aquinas
- Chivalric Education as a Social Discipline
- Guild System Education for the preparation for
commerce and industry
RENAISSANCE Emphasis on literary knowledge,
excellence and style as expressed in
classical literature.

- Individual - Stressed that individual freedom is a - Vittorino de Feltre – administered Casa

 Humanism prerequisite to the achievement of a Giacosa (Happy House) whose purpose was
rich and fulfilled life. to educate young boys by using games

- Desiderius Erasmus – use of games and

- Social Humanism - Education is an avenue for societal ind.instruction and prohibited corporal
regeneration punishment.

- Martin Luther King – Father of Reformation

- Reformation - Religious moralism - Orders: Jesuit – (Ignatius de Loyola) teach
children to become leaders of both Church
- Counter- - Dev’t of unquestioning obedience to and State; Little School of Port Royale –
Reformation Church aimed to develop moral and religious
character of the child; Institute of the
Brethren of Christian Schools (Jean
Baptiste de la Salle) teach the poor and
underprivileged

REALISM Education should be concerned with the

actualities of life & prepare for its - John Milton – study of formal grammar and
concrete duties. formal education must be emphasized. (Li)
- Literary - Francois Rebelais – education must be
- Aims to complete knowledge and
attractive rather than compulsive. All
- Social understanding of human society
learning should be gained through books.
- Aims to prepare the aristocratic youth
(Li)
for the life of a gentleman in world of
- Michael de Montaigne – emphasized the
affairs
use of field trips (So)
- Sense - Aims to prepare the young for the
- John Amos Comenius – level of teaching
concrete duties of actual and practical
should be suited to learners (Se)
living in the material universe.
- Francis Bacon – inductive method of
teaching (Se)
- Richard Mulcaster – developed teacher
training colleges (So)
- Wolfgang Ratke – Mastery learning (Se)

The power in any faculty (Aristotle’s - John Locke – “Tabula rasa” mind of learner
faculty psychology: memory, reason, will - J.B. Watson – environment-stimulus
Formal Disciplinism
and judgment)can be developed through leaning
training and proper discipline
- Jean Jacques Rousseau – man at birth is
Education should be in accordance with naturally good, societal influences make
the nature of the child. All educ’l
man evil and that the stronger the body, the
Naturalism practices should be focused towards the
natural dev’t of all the innate talents and more it obeys, the weaker, the more it
abilities of the child commands.

- Johann Heinrich Pestalozzi – use of

sensation in forming clear ideas from
simple to complex, near to far and concrete
This movement calls for the application to abstract. Schooling based on emotional
of basic psychological principles like security and object learning.
PSYCHOLOGICAL
individual differences, motivation, - Johann Friedrich Herbart – Herbartian
MOVEMENT
transfer of learning and other to the Method of Teaching: Preparation,
educative process. Presentation, Association, Generalization
and Application.
- Friedrich Wilhelm Froebel – created the
Kindergarten which includes games and
 sports in the curricula
- Maria Montessori - assists children’s
sensory, muscular and intellectual
development in a prepared environment.
- Jean Piaget – organizes instruction
according to stages of cognitive
development.

Based on the tenets of this movement, - John Dewey – Developed the pragmatic
education is looked upon as the process experimentalist. He believed that
SOCIOLOGICAL geared toward the propagation, education must be democratic.The aim of
MOVEMENT perpetuation and amelioration of the education is social efficiency. Postulated
society and total development of an the famous “Learning by Doing Dictum”
individual.

PHILIPPINE EDUCATIONAL SYSTEM

PERIOD EDUCATIONAL IMPLICATIONS
- Education during those times was a result of individual experiences as well as a by-
product of the accumulation of race experiences.
- Tell me/Show me or demonstration method where the students can do
PRE-SPANISH
observation and imitation.
- Study of History and Tradition to preserve and transmit the culture from
generation to generation.
- Education was then considered as a status symbol, a privilege, and not a right.
- Education was purely religious in nature and it aimed at the so-called
Christianization of the natives for the glory of God.
- Religious instructions through the teaching of catechism/doctrine and character
education
SPANISH - The use of vernacular as medium of instruction
- Establishments of Parochial Schools that offer doctrine instruction, arithmetic,
music and various arts and trades.
- Linguistics – Spanish friars produced the first grammars and dictionaries that led to
the development of Filipino languages.
- Rote-memorization as a method in teaching
- Educational aims: training for self-government and provision of English as a
common language.
- They believed that education should be universal and free for all regardless of sex,
age, religion, and social status of the individual.
- The American soldiers taught the Filipinos how to speak English and the first
civilian teachers of English called the “Thomasites” carried out later education.
The philosophy operates on the following:
AMERICAN - The schools would be public and secular.
- They should not give religious instructions.
- They should not depend upon the church for assistance.
- The schools should be open to all.
- The schools were to serve society by developing the intelligence, right attitudes
and habits of the children who were to become citizens of the future.
- The democratic ideal as a philosophy was greatly emphasized.
- Supervision of schools would take the role of guidance and consultancy.
- Re-orientation of educational plans and policies to carry out the educational
mandates of the Constitution;
COMMONWEALTH - Citizenship training to develop an enlightened citizen
- Required the teaching of the Filipino language in the senior year of all high schools
and in all years in the normal schools.
 - Educational Aims: eradicate the old idea of reliance upon western nations, and
foster a new Filipino culture based on self-consciousness of the people as Orientals,
elevate the morals of the people, strive for the diffusion of the Japanese language in
the Philippines and terminate the use of English, promote vocational education and
JAPANESE
inspire the people with the spirit of labor.
- Promotion of Vocational Education and establishment of agricultural schools
- Citizenship Education
- Teaching of Physical education
- Service eligibility of teachers was made permanent
- The life, works and writings of Dr. Jose Rizal was included in all levels.
- The Magna Carta for Public School teachers (R.A. 4670) was enacted.
- Rise of barrio schools.
- Non-formal education and vocational training came into existence.
- Educational development were formulated to bridge the gap between manpower
development and the needs of industries.
- Provision for a guidance program in every secondary school
3rd REPUBLIC
- Provision for adult education
- Curricular contents that stressed social orientation as manifested by the
conservation of the Filipino heritage, training for occupation, promotion of
democratic nation building, and a new thrust on community development.
- A daily flag ceremony was made compulsory in all schools including the singing of
national anthem.
- Compulsory enrolment of children in the public school upon reaching seven years
of age and completion elementary grades.
- Educational aims: to foster love for country, teach the duties of citizenship, develop
moral character, self-discipline and scientific, technological and vocational
efficiency.
- Bilingual education program
- The National College Entrance Examination was created.
- Tertiary honor students are granted civil service eligibility
- Professional Board Examination for Teachers (PBET)
NEW SOCIETY - Curriculum reorientation based on activity program and projects in line with the
pupils’ interests.
- Selected admission
- Improvement of teachers in service
- Accreditation process
- Guidance and counseling program
- Improvement of instruction in Mathematics and Science
- Government grants and loans to institutions and other agencies.
- Educational aims: Shall inculcate patriotism and nationalism, foster love for
humanity, respect for human rights, appreciation of the role of national heroes in
the historical development of the country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, develop moral character and personal
discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge and promote vocational efficiency.
- Free public secondary education
EDSA REPUBLIC
- Government assistance to students and teachers in private education
- Teaching of values in the New Elementary School Curriculum
- Student Employment Law
- Creation of CHED
- Professionalization of teachers (LET)
- Global Education- Education aims for responsible participation in an interdependent
world community.
 - Education For All
- Free Secondary Education
- Government Assistance to students and teachers in private education.

B. PHILOSOPHICAL FOUNDATION OF EDUCATION

Nature of Philosophy
• Philosophy (from the Greek philein which means to love and sophia meaning wisdom) – is the science of
beings in their ultimate reasons, causes and principles acquired by human reason alone. (C.Bittle).
• It is the study of general and fundamental problems concerning matters such as existence knowledge,
truth, beauty, law, justice, validity, mind, and language.
TYPES OF PHILOSOPHY (according to function)
Speculative (also known as Prescriptive (also called normative or Analytical (also critical
synoptic or armchair philosophy) evaluative philosophy)- is reflective philosophy) – is critical thinking
is systematic thinking designed to thinking that strives to formulate that aims to examine ideas,
arrive at world views, coherent goals, norms or standards with the concepts, issues or problems
systems of thought or world purpose of guiding human thinking with the purpose of clarifying
outlook. E.g. Classical and conduct. E.g. social philosophy, them. E.g. language analysis and
Philosophies like naturalism, etc. ethics and logic logical analysis

BRANCHES OF PHILOSOPHY
Metaphysics - It is Epistemology - Its major concerns are Logic -generally Axiology - branch that
simply described as the nature of knowledge, the process of described as the science deals with values in
the theory of knowing and the grounds for and art of correct general thinking.
reality. It deals with establishing the validity of knowledge. thinking/reasoning.
the nature of being Kinds of Values
and reality, essence, Positions in relation to knowledge Modes of Thinking - Ethics – theory of
truth, space, time, - Agnosticism – “not being able to - Inductive Logic- morality
causation, essence know”. Believes in the impossibility reasoning from - Aesthetics – the
of God, as well as of knowledge. particulars to general realm of art and
the origin and
- Skepticism – is the doubting or or universal. It leads beauty
purpose of the
questioning attitude towards to discovery of - Religious – value
universe.
knowledge. principles, laws and realized through
- Affirmation of knowledge – is the formulae, etc. worship,
belief on the possibility of - Deductive Logic – experience and
knowledge. reasoning from service
general to specific/ - Educational –
Types of knowledge in relation to particulars. Methods value inherent in
observation
of showing proofs of a or derived from
- A priori – Latin phrase meaning
known principle or the educative
“from before hand”. It is the
truth. Also known as process
reasoning that knowledge comes
Syllogism - Social – is realized
from pure reason alone and
- Dialectic Logic – in community
knowledge is independent and even
reasoning in which through the
comes before experience.
the truth is arrived at individual’s
- A Posteriori – Latin phrase which
through contrast or relation to society.
means “from behind hand”. It
conflict of ideas. - Utilitarian –
advanced the idea that knowledge
Hegel’s dialectic actualized in
comes from experience.
consists of three harmonious
Types of knowledge according to means stages, thesis, adjustment to or
of acquiring them antithesis and efficient control of
- Empirical – knowledge acquired synthesis. the forces of the
through sense perception, also - Experimental Logic – physical
known as scientific knowledge. testing of hypothesis environment.
- Rational – knowledge acquired which makes use of
 primarily through reason. induction and
- Intuitive – knowledge obtained deduction.
through intuition, sudden flash of
insight.
- Authoritative – knowledge acquired
through an authority (expertise)
- Revealed – knowledge disclosed by
God to man.

COMPARISONS OF EASTERN AND WESTERN PHILOSOPHIES

• The distinction between religion and philosophy is not so important to the East and most Eastern religions
teach that ordinary actions can affect the supernatural realm. In the West, a dichotomy of religion and
philosophy works.
• Eastern thinks of time in cyclical manner
• The East resorts or relies much on intuition and mysticism. The West relies on logic and science.

EASTERN PHILOSOPHIES
PHILOSOPHY CHARACTERISTICS OF THOUGHT
• The Hindus define their community as “those who believe in the Vedas” or
“those who follow the way (dharma) of the four classes (varnas) and stages of
life (ashramas).
• The cardinal principles of Hinduism are the divinity of soul, the unity of
Hinduism existence, the oneness of Godhead and harmony of religion.
• Hinduism also teaches that the soul never dies. When the body dies, the soul is
reborn. The law of karma states that every action affects how the soul will be
born in the next reincarnation.

• Founded by Siddharta Gautama

• Originates from the experiences of misery life. Life, for the Buddhist, is caught
in a labyrinth of changes so that there is no peace to be found in this world.
There is an endless cycle of change, of birth and death and therefore, the only
way for man to attain peace is the state of “nirvana”, or the fading out of
suffering.
• The Four Noble Truth:
1. Life is full of pain and suffering.
2. The cause of pain and suffering is selfish craving.
3. The cause of pain can be eliminated.
Buddhism
4. The way towards the end of suffering is by 8-fold path.
• Eightfold Path:
1. Right View (Wisdom)
2. Right Intention (Wisdom)
3. Right Speech (Ethical Conduct)
4. Right Action (Ethical Conduct)
5. Right Livelihood (Ethical Conduct)
6. Right Effort (Mental Development)
7. Right Mindfulness (Mental Development)
8. Right Concentration (Mental Development)
• Founded by Jina. It does not accept Vedie Teaching. The doctrine of Jainism is
discussed under four headings:
1. Knowledge is relative – we can never know totality but only a part
thereof.
Jainism or Jinism
2. Jaina cosmology regards the universe as a living organism animated by
life.
3. Its ethics is non-violence.
4. Jainism is pessimistic. Every action has its karmic color.
• The ideal man is the sage and wise man. Life is deemed desirable. They believe
Confucianism in the coordination of thought and action agrees with thought.
• The way to attain virtues is through natural means: (a) being true to one’s
 nature, and (2) applying those principles in relationship. The objective is central
harmony. It is founded on the experience of the all-embracing harmony
between men and nature and is highly conservative.
• Confucius – the Latinized name of Kung Fu Tzu which means the Grand
Master, also called “Ch’iu”.
- He propagated the idea of democracy.
- He contends that rulers and officials should make the people affluent and
then educate them.
- He provides primarily moral reasons for caring for the masses.
- The gentlemen acts out of Yi (righteousness) and the inferior man acts out
of Li (profitability)
- He taught that life is a gift that must be treasured.
- Golden rule is ren which is a virtue.
- One should live up to his name because a name has its essence.
- Sufficient food, sufficient weapons and the confidence of the people make
for good government.
• Mencius – Latinized name of Meng Tzu or Teacher Meng
- Man is originally good because he has the four germs of human goodness:
heart of compassion, heart of courtesy and modesty, heart of right and
wrong, and heart of wisdom.
- His all embracing love has the hierarchy: love for parent (highest), love for
other people and love for things (lowest)
- It is with the heart that man thinks.
- Everything must be out in its right place. Even without doing anything
(wuwei), Tao would still accomplish its objectives.
• Strongly emphasizing man’s place in nature. It is concerned with society, except
as something to move away from. It stresses man’s passive role in nature.
• It is founded on the experience of the dynamic force immanent in the universe,
which gives order and life and meaning to the totality of reality it adhered to the
vision of human being’s harmony with nature.
Taoism
• It believes in the central idea of dualism of the universe.
• Lao Tzu – taught that the Tao is most fully revealed in tranquillity whether
through action nor religious living. Virtue is attained by quiet submission to the
power of the Tao.

• Advocated a strict interpretation of law in every respect. Morality was not

important; adherence to the letter of the law was paramount. Officials who
Legalism
exceeded expectations were as liable for punishment as were those who
(Qin dynasty of China)
underperformed their duties, since both were not adhering exactly to their
duties
• A fusion of Mahayana Buddhism with Taoist principles.
• Bodhidharma was a semilegendary Indian monk who traveled to China in the
fifth century CE. There, at the Shaolin temple, he began the Ch'an school of
Buddhism, known in Japan and in the West as Zen Buddhism.
Zen Buddhism • The philosophy places emphasis on existing in the moment, right now.
• It teaches that the entire universe is one’s mind, and if one cannot realize
enlightenment in one’s own mind now, one cannot ever achieve enlightenment.
• Practitioners engage in zazen (just sitting) mediatation.

• The indigenous religion of Japan, a sophisticated form of animism that holds

Shinto that spirits called kami inhabit all things. Worship is at public shrines, or in small
shrines constructed in one's home.

WESTERN PHILOSOPHIES
SCHOOL OF
CHARACTERISTICS ADVOCATES
THOUGHT
• It believes that ‘nature’ is the ground of reality. 1. Jean Jacques Rousseau –
NATURALISM Basically, ‘nature’ refers to the aggregate of things in emphasized the importance
the physical world including human beings and human of the individual’s direct
Key Words: nature. The key to understanding nature is experience with the natural
through the senses. environment.
 • Other educational beliefs are as follows: 2. John Heinrich Pestalozzi –
- Education is preparation of life. advocator of object study
- Pupil is mainly a physical being with language, education for
- The school exists due to the prolonged infancy of social regeneration, learning
through
man.
observation and
- The school is the extension of home and experiences, discipline
professional teachers are “surrogate parents.” based on love.
• The Principles of its Educative Process: 3. Herbert Spencer – “Survival
a. Confirm to the natural processes of the fittest” – competition
b. Should be pleasurable of human against nature.
c. Engage the self-activity of the child
d. Acquisition of knowledge
e. For the body and the mind
f. Practices the art of delay
g. Should be inductive
h. Punishment be constituted by consequences of
wrong deeds
• Curriculum:Education should not be a mastery of
bookish information. The child should not be passive
and learning should actively involve children in dealing
with environment using their senses in solving
problems.

• Its origin traced to Plato’s doctrine of ideas and 1. Socrates – used

IDEALISM universals. It believes that moral and spiritual reality introspection in teaching
has the same essence as mental reality. 2. Plato – reality has 2 regions:
Key Words: • Based on the fundamental idea of importance of mind World of Ideas and World of
and spirit and of developing them in the learner. Senses.
• Reality is in the ideas independent of sense and 3. Spinoza – introduced the 3
experience. levels of knowledge:
• Its educational ideas are as follows: Imagination, Reason and
- Education is ideal-centered. Intuition
- The teacher is the ideal or personification of 4. Descartes – In order to
reality. arrive with certain
- The educative process is done mainly through knowledge, one should
imitation, interest and effort. doubt everything that exists
- The ultimate goal of education is the superior life in material world.
(life of virtues). 5. Leibniz – material can be
- The school exists due to spiritual necessity broken while the soul
- The school is a value-realizing institution. cannot be divided.
- The pupil is a self, a spiritual being, a personality 6. Berkeley – “To be is to be
whose foundation is God. perceived or to perceive”
• Curriculum: Education should be directed towards the 7. Kant – Intelligence/
search for true ideas. It is subject mater or content- Practical reason is innate to
focused, believing that this is essential to mental and every human being.
oral development 8. Hegel – developed the
dialectic process: Thesis,
Antithesis, Synthesis

• School of thought attributed to Aristotle. This 1. Aristotle – the union of forms

REALISM philosophy holds that objects or things exist (ideas) and matter gives
independent of the mind. concrete reality to things. He
Key Words: • Realism can be defined as a philosophical position that also developed the logical
asserts the existence of an objective order of reality method, syllogism which uses
and the possibility of human beings gaining propositions.
knowledge about that reality. It further prescribes 2. Thomas Aquinas –
 that our behavior should conform to this knowledge. “Perfection of human being
- Education is formation (Comenius) through and the ultimate reunion of
cultural transmission. the soul with God”. Truths
- Education is viewed mainly as transmission of were eternally in God.
information and knowledge. Humans use reason to seek
- The teacher is an authority. truth.
- The “tabula rasa” theory is consistent with this 3. Francis Bacon – “Knowledge
philosophy. is power”. Devised the
- The pupil is an organism with a highly developed inductive method.
brain, superior to others 4. John Locke – Allknowledge is
- It envisioned that the main goal of education is the acquired from sources
attainment of “good life”. The school’s task is to independent of the mind or
transcribe the good life. as a result of reflection on
• The most efficient and effective way to find out about data from independent
reality is to studyit through systematically organized sources.
subject matter disciplines, i.e. Math, Science, etc. 5. Whitehead – Education
should enable us to get into
the flow of existence, the
process - patterns of reality.

• It has assumed various forms: Practicalism (William 1. Charles Sanders Pierce -

PRAGMATISM James), Instrumentalism (John Dewey), “Experimentalism” – the
Experimentalism (Charles Pierce) Functionalism and meaning of ideas and
Key Words: even Critical Naturalism. It holds the belief that the thoughts are best discovered
meaning of an idea can be determined by the and established when these
consequences of its test/practice. It also believes that are put in an experimental
change is the essence of reality. test.
- The objective of education is a continuous
reconstruction of experiences, effective 2. William James – asserts that
experiencing with social efficiency. anything is true if whether it
works.
- The goals of education are more educative and
social efficiency. 3. John Dewey –
- The experimental method is its method of thought. “Instrumentalism” – thought
- Democracy is ideal because there is a free interplay is instrumental in problem
of ideas. solving.
- Initial learning is marked out by an indeterminate
situation leading to a problem.
- Schools exist to supply the volume of learning each
generation needs.
- Pupils are unique individuals that interact actively
with forces in the environment.
• Curriculum: Learning by Doing/ Learning by
Experience

• Existentialism is a kind of philosophizing that

EXISTENTIALISM emphasizes the uniqueness and freedom of the 1. Soren Kierkegaard – stress
individual person against the herd, the crowd or the the person’s absolute
Key Words: mass society. It contends, further, that all people are freedom and that human
responsible for the meaning of their own existence beings are totally
and the creating of their own essence and self- responsible for the choices
definition. they make.
- Reality or knowledge is not predetermined and is
not a priori. 2. Jean-Paul Sartre –
- Existentialists hold that Existence precedes existence precedes
essence, which means that each of us comes into essence. Each person
the world in a totally blank way. creates his/her own
- Implications on education would center on the meaning.
pupil and teacher.
- Education should fully consider the facticity (from
 particular parents and particular circumstances)
• Curriculum: Stresses activity; recognition of
individual differences, opportunities for making
choices and awareness of consequence of
introspection and self analysis through individualized
learning experiences.
• It is one of the two analytical philosophies. The other 1. Ludwig Wittgenstein - The
LANGUAGE / is logical empiricism. world is represented by
LINGUISTIC • It regards philosophy as an activity of clarifying thought, which is a
ANALYSIS thoughts through careful use of language and logical proposition with sense, since
methods. Its major concern in education is the they all — world, thought, and
Key Words: constant examination and reexamination of proposition — share the same
educational ideas and practices through empirical logical form.
researches and use of accurate language. 2. Noam Chomsky – proposes
• Objectives of education are value statements couched the Language Learning
in education terms cannot be confirmed. Device – which allows human
• The teaching concepts should be done with reference to acquire language
to their specific contexts. 3. Bertrand Russel – proposes
• Educational discourse should be done in specific terms logical atomism, an ideal
with their meanings made clear. which would mirror the world
• Rooted in Classical Realism, supported by some
PERENNIALISM idealists.
• Perennial means ‘everlasting’. It has a 1. Robert Hutchins –
Key Words: conservative/traditional view of human nature and Schools should pursue
education. intellectual ideas rather
• Based from the meaning itself, the Perennialists than practical and
contend that truth is universal and unchanging. In should not teach a
fact, they view all human beings as possessing the specific set of values.
same essential nature that leads them to think that
education of man must also be universal and constant. 2. Mortimer Adler –
As a result, they believe that students learn from establish the Paidea
reading and analyzing the works by history’s finest Program which study a
thinkers and writers – these are the classics. course that is general
- Since human nature is constant, the nature of not specialized.
education remains constant too.
- Since man’s distinctive characteristic in his ability
to reason, education should concentrate on
developing the rational faculty.
- Education is not a replica of life but preparation of
it.
- Children should be taught certain basic subjects
that would acquaint them with the world’s
permanencies, both spiritual and physical.
- These permanencies are best studied in what they
call the “Great Books”.
• Curriculum: Subject matter consists of perennial basic
education of rational men: history, language, math,
logic, classical literature, science, fine arts,
cultural heritage.
• Pragmatism is its philosophical root
PROGRESSIVISM • Educational progressivism is the belief that education
must be based on the principle that humans are social 1. Francis Parker -
Key Words: animals who learn best in real-life activities with other opposed rote learning,
people. there is no value in
• Progressivists claimed to rely on the best available knowledge without
scientific theories of learning. Adopting the understanding.
pragmatic view that change is the essence of reality;
progressivists declare that education is always in the 2. John Dewey
process of development. Individual differences are
recognized by the philosophy.
- Education should be active and related to the
 interests of the child.
- Learning should take place through problem
solving rather than absorption of subject matter.
- Education as the intelligent reconstruction of
experience is synonymous with civilized living.
- Education should be life itself rather than
preparation for living.
- The teacher’s role is not to direct but to advise.
- The school encourage cooperation rather than
competition.
- Only democracy permits, rather encourages, the
free interplay of ideas and personalities that is a
necessary condition of true growth.
• Curriculum: Based on activities and projects that are
in line with the pupils’ needs and abilities. Child-
centered and experience-based learning.
• It is compatible with a variety of philosophical
ESSENTIALISM outlooks. Education in idealism support it. 1. William Bagley –
• This philosophy of education asserts that education Educators and Schools
Key Words: properly involves the learning of the basic skills. It sees should provide each
the primary function of the school as the preservation generation with
and transmission of the basic elements of human possession of a
culture. Essentialism tries to instil all students with the common core of ideas,
most essential or basic academic knowledge and skills meanings,
and character development. understandings and
• It believes that the school should not abandon ideals representing the
traditional methods of mental discipline. most precious elements
• The heart of the educational process is the absorption of the human heritage.
of prescribed subject matter. 2. Arthur Bestor–
• Curriculum: Curriculum focused on assimilation of Education should
prescribed basic subject matter: 3Rs, history, science, provide sound training
math, language in the fundamental
ways of thinking.
• This theory claims to be the true successor of
SOCIAL progressivism and declares that the chief purpose of
RECONSTRUCTIO education is to “reconstruct” society in order to meet 1. Theodore Brameld –
NISM the cultural crisis brought about by social, political and the great crises were
economic problems. symptoms of profound
Key Words: • Education must commit here and now to the creation transition and rapid
of a new social order, which will fulfil the basic values change.
of our culture and at the same time, harmonize with
the underlying social and economic forces of the 2. George Counts –
modern world. Education must assume
• The means and ends of education is geared towards the responsibilities of an
meeting demands of the present cultural crisis. educational
• Curriculum: Includes subjects that deals with social statesmanship.
and cultural crises to prepare students to make
become analyzer and ensure that democratic
principles are followed.
• An educational theory that is predicated on the belief
BEHAVIORISM that human behaviour can be explained in terms of 1. Ivan Pavlov –Classical
responses to external stimuli. Conditioning or
Key Words: • The basic principle of behaviourism is that education associative learning. A
can best be achieved by modifying or changing response is attached to
student behaviours in socially acceptable manner a given stimulus
through the arrangement of the conditions of 2. John Watson – We can
learning. predict and control the
• For behaviorists, the predictability and control of behavior of an
human behavior are paramount concepts. individual
• The control is obtained not be manipulating the 3. Edward Lee Thorndike
individual, but by manipulating the environment. – Connectionism – Law
 • Curriculum: Experience-centered, environmental of Effect, Law of
variables, reinforcements, use of teaching machines, Exercise and Law of
programmed instruction, computer assisted Readiness
instruction, interactive multimedia 4. B.F. Skinner –
Reinforcements

C. THE TEACHING PROFESSION

Teaching - refers to the profession concerned primarily with classroom instruction, at the elementary and secondary
levels in accordance with the curriculum prescribed by the Department of Education, whether on part-time or full-time
basis in the private or public schools.

Teachers - refers to all persons engaged in teaching at the elementary and secondary levels, whether on full-time or
part-time basis, including industrial arts or vocational teachers and all other persons performing supervisory and/or
administrative functions in all schools in the aforesaid levels and qualified to practice teaching under this Act.

Why Teaching is a Profession

✓ requires a number of higher education studies ✓ requires continuous professional growth
✓ regulates itself by a licensing system ✓ affords a life career
✓ possesses its own body of specialized knowledge ✓ sets up its own standards of professional practice
✓ upholds a service above personal gains ✓ has its own professional organization

ELEMENTS INHERENT IN THE TEACHING PROFESSION

1. Accountability
• graduate of a school/college/university recognized by the government and possesses the minimum
educational requirements: BEED/BECED/BSEED Bachelor Degree in Arts or Sciences with at least 10 units of
professional education (secondary) and Bachelor’s Degree in the field of specialization with at least 18 units in
professional education (vocational and two-year technical courses)
• passed the Licensure Examination for Teacher and possesses Certificate of Registration from PRC.

2. Authority
• Attractive/ Referent Authority – [emotional bank account (Covey, 1995)] When the teacher relies on
personality, relationship building, or the fact that they share common interests with students. Attractive
authority can be developed through getting to know and emotionally investing in students. In a sense, when
the teacher makes deposits which they can use their withdrawals as opportunities to influence behavior.
• Expert Authority – (intellectual capital) When the teacher is perceived as being knowledgeable in the subject,
well prepared, or intelligent. Expert authority is driven by the students’ desire to know. Some of this power
comes from a natural human deference for those who are perceived as wise.
• Reward Authority - They include grades, recognition, prizes, praise, privileges and anything else that students
might desire, given to them (externally) by their teacher. The notion of rewarding student behavior can be
potentially effective, but effects differ vastly from different kinds of rewards.
• Coercive Authority - the right to use disincentives, to say “no,” withhold privileges, and give consequences or
punishments to students. Coercive authority implies that if a line is crossed something will happen that will be
less than desirable for the student. No matter how much of the other forms of authority a teacher possesses,
without some amount of coercive authority, it is likely that some students will take advantage of their freedom
to cross lines without concern for boundaries.
• Position / Legitimate Authority - There is no other person in the classroom who can fulfill the duties of the
teacher. We could use the term “in loco parentis” (in the role of parental authority) to describe this type of
power. The teacher is the sanctioned authority in the room as well as the educator.

3. Ethics
• Subscription to the norms of the Professional Teacher’s Code of Ethics.
• Cultivation of mutual respect and absolute tolerance among students
• Serve for students not only as examples of high education but of decent behavior as well

4. Loyalty
• 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 school, or the profession is at stake in any controversy, teachers shall support one another.
(Section 1, Article V, Code of Ethics of Professional Teacher)

5. Learning
• Teachers are committed to students and their learning
• Teachers know the subjects they teach and how to teach those subjects to students
• Teachers are responsible for managing and monitoring student learning
• Teachers think systematically about their practice and learn from their experience
• Teachers are members of learning community

6. Professionalism
• Keeps in mind the rules and regulations of the Code of Ethics and the institution he/she is in to.
• Participates in the Continuing Education Program of teachers
 • Bounded by a social contract in which the public gives the profession independence and responsibility for the
conduct of its affairs in return for the profession’s commitment

Roles of Teachers
1. As a Director of Learning
✓ plans and organizes learning activities
✓ leads pupils/students through the learning episodes
✓ controls the whole learning situations
✓ appraises the effectiveness of the learning situations

2. As an Information Processor
✓ Analyzes information and events
✓ Makes information and events
✓ Makes information readily learnable
✓ Facilitates the comprehension of information and events
✓ Interprets information to learners
✓ Communicates information in a manner that pupils/students comprehend

3. As a Knower
✓ Knows much about the general fields of knowledge
✓ Masters thoroughly the subject matter of his/her field of specialization
✓ Brings learners to the world of ideas
✓ Provides accurate information to pupils/students
✓ Provides accurate information to pupils/students
✓ Answers readily pupils/students’ questions

4. As a Pioneer in the World of Ideas

✓ Carries students to new insights and knowledge
✓ Leads children to wide ranging and unlimited inquiry
✓ Develops new ideas and practices to meet the needs and demands of the time

5. As a Decision-Maker
✓ Decides on what objectives should be established
✓ Decides on the type of instructional program that could best achieve the objectives
✓ Decides on what body of information should be conveyed
✓ Decides on the most effective methods, techniques, approaches and materials that will facilitate the
attainment of the objectives
✓ Decides on the most appropriate grouping that would best benefit the learner.

6. As a Judge of Achievement
✓ Defines what is worth achieving
✓ Defines ability levels of pupils/students
✓ Evaluates pupils/students’ level of achievement
✓ Determines who will be promoted or retained

7. As a Counselor
✓ Establishes effective relationship with the individual pupil/student
✓ Collects pertinent information about each pupil/student
✓ Receives confidences
✓ Guides pupil/student in understanding himself
✓ Gives advices
✓ Assists pupils/students to find solutions to his/her own problems

8. As a Moralist
✓ Develops a functional moral and ethical code
✓ Creates acceptable moral atmosphere
 ✓ Establishes norms for behavior within and outside the classroom

9. As a Model for the Youth

✓ Exemplifies the scholarship and ideals valued by society
✓ Demonstrates acceptable sets of values

10. As a Person of Culture

✓ Possesses a broad general cultural education
✓ Is well-informed of current developments in various fields of science
✓ Appreciates arts and literature
✓ Demonstrates adequate skills in the use of language

11. As a Community Link

✓ Participates actively in the life of the community
✓ Interprets the school program to the public
✓ Brings parents to participate in school activities
✓ Utilizes the resources of the community to develop significant application of subject matter

12. As a Mediator of Culture

✓ Articulates social, political and economic traditions
✓ Develops cultural values
✓ Transmits culture
✓ Enriches cultural growth of pupils/students

D. LEGAL DIMENSIONS OF PHILIPPINE EDUCATION

Relevant Laws – refers to legal acts, decrees, ordinances, orders, memoranda, circulars and the like that were
approved by proper authorities and have become legal bases in the conduct of educational process, in general, and
of teaching, in particular, in the Philippine setting.

I. Article XIV, 1987 Philippine Constitution

The mandates are as follows:
1. Protection and promotion of the State to the rights of all citizens to quality education at all levels and make
such education accessible to all.
2. Provision for complete, adequate and integrated system of education relevant to the needs of the society.
3. System of free public education in the elementary (compulsory) and secondary levels.
4. System of scholarship grants, student loan programs, subsidies and other incentives which shall be available to
deserving students in both public and private schools especially to the underprivileged.
5. Encourage non-formal, informal and indigenous learning systems, as well as self-learning, independent and
out-of-school youth with training in civics, vocational efficiency and other skills.
6. All educational institutions shall include the study of Constitution as part of the curricula.
7. Religion (optional) shall be allowed to be taught in public schools within the regular class hours by instructors
designed and approved by religious authorities without additional cost to the government.
8. The State shall exercise reasonable supervision and regulation of all educational institutions.
9. Education to put emphasis on the inculcation of patriotism and nationalism as well as other values deemed
important in developing person and responsible citizen.
10. Sole ownership of educational institutions by at least 60% of the capital from Filipino citizen.
11. Tax exemptions for non-stock and non-profit educational institutions.
12. Enjoyment of academic freedom (teacher, students, institutions) in all institutions of higher learning.
13. The State shall enhance the right of teachers to professional advancement. Non-teaching academic and non-
academic personnel shall enjoy the protection of State.
14. Highest budgetary priority to education and ensure that teaching will attract and retain its rightful share of the
best available talents through adequate remuneration and other means of job satisfaction and fulfillment.
15. Filipino as the national language; Filipino and English as official languages for use in communication and
instruction.
16. Creation of national language commission.
17. Promotion of science and technology.
18. Preservation and enrichment of Filipino culture.
19. Promotion of physical education and other related programs.
 II. Education Act of 1982 (Batas PambansaBlg. 232) – An Act Providing for the Establishment and
Mamintenance of an Integrated System of Education. It defines among all others the following:
• Aims of Philippine Educational System
o Provide for broad general education that will assist each individual in the peculiar ecology of his own
society to: a) attain his potentials as a human being; b) enhance the range and quality of individual and
group participation in the basic functions of society; and c) acquire the essential educational
foundation of his development into a productive and versatile citizen;
o Train the nation’s manpower in the middle-level skills for national development;
o Develop the profession that will provide leadership for the nation in the advancement of knowledge
for improving the quality of human life; and
o Respond effectively to changing needs and conditions of the nation through a system of educational
planning and evaluation.

• Rights, duties and responsibilities of parents and students in school

• Rights of all school personnel
• Special rights and/or privileges of teaching or academic staff
• Special rights of school administration
• Rights of schools
• Obligations of teachers, school administrators and academic non-teaching personnel
• Educational systems

III. R.A. 4670 – Magna Carta for Public School Teachers – this was approved on June 18, 1966 to promote and
improve the social and economic status of public school teachers, their living and working conditions, their
employment and career prospects. It also provided the following:
1. Recruitment and qualifications of teachers
• DepEd to define clearly the recruitment policy with respect to selection and appointment of teachers.
• Minimum educational qualifications for teacher-applicants:
o Bachelor’s Degree in Elem Ed for teachers in the kindergarten and elementary grades;
o Bachelor’s Degree in Education or its equivalent with a major or minor of a Bachelor’s Degree
in Arts or Science with at least 18 units of Professional Education for teachers of the secondary
schools;
o Bachelor’s degree in the field of specialization at least 18 professional units in Education for
teachers of secondary vocational and two years technical courses;
o Master’s Degree with a specific area of specialization for teachers of courses on the collegiate
level.
• The School Superintendent may appoint under temporary status, applicants who don’t meet the
minimum qualifications.
2. Code of Professional Conduct for Teachers
3. Teaching Hours – 6 hours of actual classroom teaching a day. Any teacher may be required to render more than
six hours and no more than eight hours of actual classroom teaching a day upon payment of additional
compensation at the same rate as his regular remuneration plus at least 25% of his basic pay.
4. Additional Compensation – at least 25% of the teacher’s regular remuneration must be paid to teachers who
render co-curricular and out of school activities outside of the teacher’s six hours of actual classroom teaching.
5. Cost of Living Allowance – given to teachers to keep pace with the rice in the cost of living
6. Special Hardships Allowances – at least 25% of teacher’s monthly salary, shall be given to teachers assigned in
areas where teachers are exposed to hardship such as difficulty in commuting to the place of work or other
hazards peculiar to the place of employment.
7. Compulsory medical examination shall be provided free of charge for all teachers
8. Study Leave – Teachers are entitled to a study leave not exceeding one year after seven years of service
(Sabbatical Leave). Teachers granted on study leave shall be entitled to at least 60% of their monthly salary.
No teachers shall be allowed to accumulate more than one year of study leave, unless, he needs an additional
semester to finish his thesis for a graduate study in education or allied course without compensation (after the
first year of such study leave).

IV. R.A, 7836 – Philippine Teachers Professionalization Act of 1994.An Act to Strenghten the Regulation and
Supervision of the Practice of Teaching in the Philippines and Prescribing LET and for other Purposes.
1. Known as the Philippine Teachers Professionalization Act of 1994.
2. The objectives of this Act are the following:
a. Promotion, development and professionalization of the practice of the teaching profession.
b. The supervision and regulation of the licensure examination
 3. Duties and Functions of the Board for Professional Teachers:
a. Promulgate, administer and enforce rules and regulations in carrying out the Act.
b. Determine and fix frequency, dates and places of examination, appoint personnel as needed for the exam.
c. Issue, suspend or revoke certificate of registration for the practice of teaching profession.
d. Prescribe and collect examination and other fees as it may deemed proper.
e. Prescribe and/or adopt a code of ethical and professional standards for the practice of teaching profession.
f. Administer oaths
g. Supervise and regulate the registration, licensure and practice of professional teachers in the Philippines.
h. Ensure that all educational institutions offering elementary and secondary education comply with the
essential requirements for curricula, faculty and facilities for the elementary and secondary levels.
i. Investigate such violations of this Act, the rules and the code of ethics and professional standards for
professional teachers as it may come to the knowledge of the Board.
4. Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching Profession and
Cancellation of Temporary or Special Permit.
a. Conviction of any criminal offense by a court of competence jurisdiction.
b. Immoral, unprofessional or dishonorable conduct.
c. Declaration by a court of competent jurisdiction for being mentally unsound or insane.
d. Malpractices, gross incompetence, gross negligence or serious ignorance of the practice of the teaching
profession.
e. The use of or perpetration of any fraud or deceit in obtaining a certificate of registration, professional
license or specially/temporary permit.
f. Chronic inebriety or habitual use of drugs.
g. Violation of any of the provisions of the Act, the rules and regulations and other policies of the Board and
Commission, and the code of ethical and professional standards for professional teachers.
h. Unjustified or willful failure to attend seminars, workshops, conferences and the like or the continuing
education program prescribed by the Board and the Commission.

V. R.A. 9293 – An Act Amending Certain Sections of RA 7836

1. Registration and Exception
a. No person shall engage in teaching and/or act as a professional teacher unless the person is a duly
registered professional teacher, and a holder of certificate of registration and a valid professional license
or a holder of a valid special/ temporary permit.
b. Professional teachers who have not practiced their profession for the past five years shall take at least 12
units of education courses, consisting of at least 6 units of pedagogy and 6 units of content courses to be
chosen from a list of courses to be provided by the Board and the DepEd.
c. Those who have failed LET, with a rating of not lower than five percentage points from the passing general
average rating, shall be eligible as para-teachers upon issuance by the Board of a two-yea special permit,
renewable for a non-extensible period of 2 years. The para-teachers shall be assigned to areas where there
is a shortage or absence of a professional teacher.

VI. R.A. 9155 – Government of Basic Education Act of 2001

1. Declaration of Policy
a. The State shall protect and promote the right of all citizens to quality basic education and to make such
education accessible to all by providing a free and compulsory education in elementary level and free
education in the high school level.
b. Such education shall include alternative learning systems for basic education to provide them with the
skills, knowledge and values they need to become caring, self-reliant, productive and patriotic citizens.
c. The school shall be the heart of forma education system.
d. Governance of basic education shall begin at the national level. It is at the regions, divisions, schools and
learning centers herein referred to as the field offices – where the policy and principle for the governance
of basic education shall be translated into programs, projects and services developed, adapted and offered
to fit local needs.
2. Governance
a. DECS shall be known as Department of Education (DepEd)
b. The KomisyonngWikang Pilipino, National Historical Institute, Records, Management and Archives Office
and National Library shall now be administratively attached to the National Commission for Culture and
the Arts (NCCA) and no longer with DepEd. The program for school arts and culture shall remain part of
the school curriculum.
c. All functions, programs and activities of DepEd related to Sports competition shall be transferred to the
Philippine Sports Commission (PSC). The program for school sports and physical fitness shall remain part
of the basic education curriculum.
VII. The Code of Ethics for Professional Teachers
Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well as
technical and professional competence in the practice of their noble profession, they strictly adhere to, observe, and
practice this set of ethical and moral principles, standards, and values (Preamble).
It shall include industrial arts or vocational teachers and all other persons performing supervisory and/or
administrative functions in all school at the aforesaid level, whether in full-time or part-time basis.

Scope and Limitations: shall apply to all teachers in schools in the Philippines. It covers all public and private school
teachers in all educational institutions at the preschool, primary, elementary, secondary levels whether academic,
vocational, special, technical or non-formal.

The Teacher and the State

o Transmit to learners the cultural and educational heritage and must exert the best effort possible to promote
obedience to the laws of the state
o Help carryout the declared policies of the state.
o Shall be physically, mentally and morally fit.
o Actualize a full commitment and devotion to duty
o Refrain from engaging in the promotion of any political, religious or other partisan interest.
o Exercise his right to suffrage and all other constitutional rights.
o Refrain from using his position or official authority to influence or coerce the political actions or behaviors of
other persons.
o Enjoy academic freedom and be responsible in taking the privilege of expounding the product of his
researchers and investigations in the interest of the nation.

The Teacher and the Community

o Render the best service by providing an environment conducive to the development of the youth.
o Provide leadership and initiative to actively participate in community movements for moral, social,
educational, economic and civic betterment.
o Merit reasonable social recognition and behave with honor and dignity at all times.
o Live for and with the community to have sympathetic attitude.
o Help the school keep the people in the community informed of the activities, as well as its problems and
needs.
o Welcome the opportunity to provide leadership in the community.
o Maintain harmonious and pleasant personal and official relations with other persons in the community.
o Attend freely one’s church and worships as appropriate without using his position to influence others.

The Teacher and the Profession

o Insure that teaching is the noblest profession.
o Uphold the highest possible standards of quality education
o Participate in the Continuing Professional Education program of the PRC
o Avoid making improper misrepresentations in the process of seeking support for the school.
o Use the teaching profession in a manner that it dignified means for earning a descent living.

The Teacher and the Teaching Community

o 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.
o Sincerely acknowledge/recognize assistance received from colleagues
o Organize and turn over records needed to his successor.
o Maintain confidentiality of information until after it has been formally released.
o Seek correctives for what he may appear to be an unprofessional and unethical conduct of any associates
o Submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without
violating the right of the individual concerned
o 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

The Teacher and the Higher Authorities in the Profession

o Make an honest effort to understand and support the legitimate policies of the school and the administration.
o Shall not make any false accusations or charges against superiors, especially under anonymity.
o Transact all official business through channels except when special conditions warrant a different procedure.
o Consider the welfare and interest of the learners when seeking redress against all forms of injustice and in
raising grievances to the administration.
 o Recognize the principle that appointments, promotions and transfers are made only
on the basis of merit and are needed in the interest of service.
o Live up to the employment terms and conditions.
The School Officials, Teachers and Other Personnel
o Show professional courtesy, helpfulness and sympathy towards teachers and other
personnel.
o Consider policy formulation and change innovations as cooperative responsibility.
o Attend to the professional growth of teachers
o Never dismiss or recommend for dismissal a teacher or other subordinates except for a
just cause.
o Ensure that public school teachers are employed in accordance with pertinent civil
service rules and private school teachers, in accordance with the contracts.

The Teachers and the Learners

o Determine the academic marks and promotion of learners in accordance with
generally accepted procedures of measurement and evaluation.
o Recognize that the interest and welfare of learners are of first and foremost concerns.
o Make no prejudice or discrimination against any learner.
o Avoid accepting gifts from learners or parents in exchange of requested concessions.
o Refrain from accepting any remuneration from tutorials rendered to their students.
o Evaluate learner’s work only in merit and quality of academic performance
o Exercise utmost professional discretion to avoid scandal, gossip and preferential
treatment of the learner.
o Desist from inflicting any form of corporal punishment on offending pupils/students
o Extend needed assistance to ensure maximum development of learners and prevent or
solve learner’s
problems and difficulties

The Teachers and the Parents

o Establish and maintain cordial relations with parents
o Inform parents of the progress and all sorts of deficiencies of their children.
o Be tactful in dealing with parents regarding their parent’s deficiencies.
o Seek parent cooperation for the proper guidance and improvement of the learners.
o Discourage the parents from making ill remarks and unfounded criticisms about the
school as a whole.
o Hear parents’ complaints with sympathy and understanding.

The Teacher and Business

o Engage in legitimate income generating activities.
o Maintain a good reputation with respect to financial matters.
o Settle promptly all debts and/or make satisfactory arrangement on his private financial
affairs.
o Avoid acting as agent of any business venture engaged in furnishing textbooks and
other school commodities, of which, he can possibly exercise influence in their
purchase or distribution.

The Teacher as a Person

o Live with dignity at all times wherever he is.
 o Place premium upon self-respect and self-discipline
o Serve as a model worthy of emulation
o Recognize God as Guide of his own destiny and of others.
Disciplinary Action
o Revocation of the Certificate of Registration and License as a Professional Teacher
o Suspension from the practice of teaching profession
o Reprimand or cancellation of temporary/ special permit