NEW NORTHERN MINDANAO COLLEGES, INC.

Cabadbaran City, Agusan del Norte

GRADUATE SCHOOL



Report


in



EDUC 101
( Sociological, Philosophical, Psychological
Foundation of Education))




PHILIPPINE EDUCATION
Title





Submitted by:


GLEMAR S. MONSALES





Submitted to:



SUSAN A. CUIZON, Ph.D.



INTRODUCTION


The educational system of the Philippines was patterned both from the
educational systems of Spain and the United States. However, after the liberation of the
Philippines in 1946, the system changed radically.
The Department of Education (or DepEd) administers the entire educational
system, especially the curriculum, along with the utilization of given funds for school
services, equipment, recruitment of teachers (for public schools only), etc.
The former educational system of the Philippines was composed of 6 years of
elementary education starting at the age of 6, and 4 years of high school education
starting at the age of 12. With this system, compulsory education is not enforced.
However, the date June 4, 2012 signaled the start of the implementation of a new
educational system, which is the K-12 educational system, which includes the new
curricula for all schools. With this system, education will be now compulsory.
All public and private schools in the Philippines must start classes from a date
mandated by the Department of Education (usually every first Monday of June for
public schools only), and must end after each school completes the mandated 200-day
school calendar of DepEd (usually around the third week of March to the second week of
April).






LEGAL BASES OF PHILIPPINE EDUCATION

EDUCATIONAL DECREE OF 1863: The decree provided for the establishment of
primary school for boys and girls in each town of the country.

ACT NO. 74 OF 1901: Enacted into law by the Philippine Commission, the Act created
the Department of Public Instruction, laid the foundations of the public school system in
the Philippines, provided for the establishment of the Philippine Normal School in
Manila and made English as the medium of instruction. (In 1949, the Philippine Normal
School was made a teachers' college by virtue of RA 416 and, in 1991, it became a full-
pledge university by virtue of RA 7168.)

ACT NO. 1870 OF 1908: The law served as the legal basis for the creation of the
University of the Philippines.

VOCATIONAL ACT OF1927: Also known as Act No. 3377, the Vocational Act as
amended by other acts laid the foundations of vocational education in public schools
and made provisions for its support.

EDUCATION ACT OF 1940: Also known as Commonwealth Act No. 586, the Education
Act laid the foundations for the present six-year elementary course and made provisions
for its support.

REORGANIZATION ACT OF 1947: The Act placed public and private schools under the
supervision and control of the Bureau of Public and Private Schools.

REPUBLIC ACT 5250 OF 1966: The Act provided the legal basis for the implementation
of a ten-year teacher education program in special education.

DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 25 OF
1974: Popularly known as the Bilingual Education Program of 1974, the Order required
the use of English as medium of instruction for science and mathematics subjects and
the use of Filipino as medium of instruction for all other subjects in the elementary and
high school levels.

PRESIDENTIAL DECREE NO. 1006 OF 1976: The Decree was a legal and formal
recognition of teachers as professionals and teaching as a profession.
REPUBLIC ACT NO. 5698: The Act created the Legal Education Board whose task was
to regulate and improve the quality of law schools in the Philippines in order to stop the
increasing number of examinees who fail to pass the bar examinations given every year.

REPUBLIC ACT 6655 OF 1988: Popularly known as the Free Public Secondary
Education Act of 1988, the Act created a system of free education in public high schools.
DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 49 OF
1992: This Order serves as the guideline for the selection of honor students in all public
and private high schools. All these schools were required to choose one (1)
"valedictorian" and one (1) "salutatorian," and to set the limit of the number of
"honorable mention" to one percent of the graduating students. The "eligibility
requirements" for becoming an honor student are the following: 1) No grade below 80 in
any subject and no failing grade in any subject in the first two curriculum years; 2)
Completed third and fourth year studies in the same secondary school; 3) Completed
the high school curriculum within the prescribed year; 4) Active membership in two
clubs during the third and fourth years in high school; and 5) Conformed to school rules
and policies.
DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 1 OF
1994: This Order increased the number of school days to 200 days (42 calendar weeks)
inclusive of examination days for public and private schools. (This department order is
similar to RA 7791 which increased the number of school days from 185 to 200 days.
DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 37 OF
1994: The Order required all grade VI elementary students to take the National
Elementary Assessment Test (NEAT) that is given on the 13th Tuesday following the
opening of the school year. The assessment test consists of a battery of tests of the
multiple choice type. There are four subject areas: English, mathematics, science and
heograpiya/kasaysayan/sibika (geography/history/civics).
DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 38 OF
1994: The Order required all senior high school students to take the National Secondary
Assessment Test (NSAT) that is given on the 13th Friday following the opening of the
school year, or three days after the NEAT has been given. The assessment test consists
of a battery of tests and there are four subject areas: English and Filipino proficiencies,
mathematics, vocational aptitude and science & technology. (The test is not a
requirement for college admission.)
REPUBLIC ACT NO. 7731: The Act abolished the National College Entrance
Examinations or NCEE to give the marginalized students a greater chance to gain access
to college education.
REPUBLIC ACT NO. 7722: Also known as the Higher Education Act of 1994, the Act
created the Commission on Higher Education (CHED) whose main task is to regulate
and develop tertiary education in the Philippines.
REPUBLIC ACT NO. 7796: Also known as the Technical Education and Skills
Development Act (TESDA) of 1994, the Act's objective was to provide relevant and
quality technical education that is accessible to all and to create the agency that will
manage technical education and skills development in the Philippines.
REPUBLIC ACT NO. 7836 OF 1994: Known as the Philippine Teachers
Professionalization Act of 1994, the Act made it mandatory for people pursuing a career
in teaching to take the licensure examinations that are administered and regulated by
the Professional Regulatory Commission.
DEPARTMENT OF EDUCATION (DEPED) ORDER NO. 34 OF 2001: The Order
required all public elementary and high school students to read at least one book in the
vernacular and one book in English per year before they can be promoted to the next
higher level.


GOVERNANCE FOR BASIC EDUCATION ACT OF 2001

REPUBLIC ACT NO. 9155 August 11, 2001
AN ACT INSTITUTING A FRAME WORK OF GOVERNANCE FOR BASIC
EDUCATION, ESTABLISHING AUTHORITY AND ACCOUNTABILITY,
RENAMING THE DEPARTMENT OF EDUCATION, CULTURE AND SPORTS
AS THE DEPARTMENT OF EDUCATION, AND FOR OTHER PURPOSES
Be it enacted by the Senate and the House of Representatives of the Philippines in
Congress assembled:
Section 1. Short Title. - This Act shall be known as the "Governance of Basic Education
Act of 2001."
Section 2. Declaration of Policy. - It is hereby declared the policy of the State to
protect and promote the right of all citizens to quality basic education and to make such
education accessible to all by providing all Filipino children a free and compulsory
education in the elementary level and free education in the high school level. Such
education shall also include alternative learning systems for out-of-school youth and
adult learners. It shall be the goal of basic education to provide them with the skills,
knowledge and values they need to become caring, self-reliant, productive and patriotic
citizens.
The school shall be the heart of the formal education system. It is where children learn.
Schools shall have a single aim of providing the best possible basic education for all
learners.
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.
The State shall encourage local initiatives for improving the quality of basic education.
The State shall ensure that the values, needs and aspirations of a school community are
reflected in the program of education for the children, out-of-school youth and adult
learners. Schools and learning centers shall be empowered to make decisions on what is
best for the learners they serve.
Section 3. Purposes and Objectives. - The purposes and objectives of this Act are:
(a) To provide the framework for the governance of basic education which shall set the
general directions for educational policies and standards and establish authority,
accountability and responsibility for achieving higher learning outcomes;
(b) To define the roles and responsibilities of and provide resources to, the field offices
which shall implement educational programs, projects and services in communities they
serve;
(c) To make schools and learning centers the most important vehicle for the teaching
and learning of national values and for developing in the Filipino learners love of
country and pride in its rich heritage;
(d) To ensure that schools and learning centers receive the kind of focused attention
they deserve and that educational programs, projects and services take into account the
interests of all members of the community;
(e) To enable the schools and learning centers to reflect the values of the community by
allowing teachers/learning facilitators and other staff to have the flexibility to serve the
needs of all learners;
(f) To encourage local initiatives for the improvement of schools and learning centers
and to provide the means by which these improvements may be achieved and sustained;
and
(g) To establish schools and learning centers as facilities where schoolchildren are able
to learn a range of core competencies prescribed for elementary and high school
education programs or where the out-of-school youth and adult learners are provided
alternative learning programs and receive accreditation for at least the equivalent of a
high school education.
Section 4. Definition of Terms. - For purposes of this Act, the terms or phrases used
shall mean or be understood as follows:
(a) Alternative Learning System -is a parallel learning system to provide a viable
alternative to the existing formal education instruction. It encompasses both the non-
formal and informal sources of knowledge and skills;
(b) Basic Education - is the education intended to meet basic learning needs which lays
the foundation on which subsequent learning can be based. It encompasses early
childhood, elementary and high school education as well as alternative learning systems
four out-of-school youth and adult learners and includes education for those with
special needs;
(c) Cluster of Schools - is a group of schools which are geographically contiguous and
brought together to improve the learning outcomes;
(d) Formal Education - is the systematic and deliberate process of hierarchically
structured and sequential learning corresponding to the general concept of elementary
and secondary level of schooling. At the end of each level, the learner needs a
certification in order to enter or advance to the next level;
(e) Informal Education - is a lifelong process of learning by which every person acquires
and accumulates knowledge, skills, attitudes and insights from daily experiences at
home, at work, at play and from life itself;
(f) Integrated School. - is a school that offers a complete basic education in one school
site and has unified instructional program;
(g) Learner - is any individual seeking basic literacy skills and functional life skills or
support services for the improvement of the quality of his/her life;
(h) Learning Center - is a physical space to house learning resources and facilities of a
learning program for out-of-school youth and adults. It is a venue for face-to-face
learning and activities and other learning opportunities for community development
and improvement of the people's quality of life;
(i) Learning Facilitator - is the key learning support person who is responsible for
supervising/facilitating the learning process and activities of the learner;
(j) Non-Formal Education - is any organized, systematic educational activity carried
outside the framework of the formal system to provide selected types of learning to a
segment of the population;
(k) Quality Education - is the appropriateness, relevance and excellence of the
education given to meet the needs and aspirations of an individual and society;
(I) .School - is an educational institution, private and public, undertaking educational
operation with a specific age-group of pupils or students pursuing defined studies at
defined levels, receiving instruction from teachers, usually located in a building or a
group of buildings in a particular physical or cyber site; and
(m) .School Head - is a person responsible for the administrative and instructional
supervision of the school or cluster of schools.



CHAPTER 1
GOVERNANCE OF BASIC EDUCATION
Section 5. Principles of Shared Governance. - (a) Shared governance is a principle
which recognizes that every unit in the education bureaucracy has a particular role, task
and responsibility inherent in the office and for which it is principally accountable for
outcomes;
(b) The process of democratic consultation shall be observed in the decision-making
process at appropriate levels. Feedback mechanisms shall be established to ensure
coordination and open communication of the central office with the regional, division
and school levels;
(c) The principles of accountability and transparency shall be operationalized in the
performance of functions and responsibilities at all levels; and
(d) The communication channels of field offices shall be strengthened to facilitate flow
of information and expand linkages with other government agencies, local government
units and nongovernmental organizations for effective governance.
Section 6. Governance. - The Department of Education, Culture and Sports shall
henceforth be called the Department of Education. It shall be vested with authority,
accountability and responsibility for ensuring access to, promoting equity in, and
improving the quality of basic education. Arts, culture and sports shall be as provided
for in Sections 8 and 9 hereof.
Section 7. Powers, Duties and Functions. - The Secretary of the Department of
Education shall exercise overall authority and supervision over the operations of the
Department.
A. National Level In addition to his/her powers under existing laws, the Secretary of
Education shall have authority, accountability and responsibility for the following:
(1) Formulating national educational policies;
(2) Formulating a national basic education plan;
(3) Promulgating national educational Standards;
(4) Monitoring and assessing national learning outcomes;
(5) Undertaking national educational research and studies;
(6) Enhancing the employment status, professional competence, welfare and
working conditions of all personnel of the Department; and
(7) Enhancing the total development of learners through local and national
programs and/or projects.
The Secretary of Education shall be assisted by not more than four (4) undersecretaries
and not more than four (4) assistant secretaries whose assignments, duties and
responsibilities shall be governed by law. There shall be at least one undersecretary and
one assistant secretary who shall be career executive service officers chosen from among
the staff of the Department.
B. Regional Level
There shall be as many regional offices as may be provided by law. Each regional office
shall have a director, an assistant director and an office staff for program promotion and
support, planning, administrative and fiscal services.
Consistent with the national educational policies, plans and standards, the regional
director shall have authority, accountability and responsibility for the following:
(1) Defining a regional educational policy framework which reflects the values,
needs and expectations of the communities they serve;
(2) Developing a regional basic education plan;
(3) Developing regional educational standards with a view towards bench-
marking for international competitiveness;
(4) Monitoring, evaluating and assessing regional learning outcomes;
(5) Undertaking research projects and developing and managing region wide
projects which may be funded through official development assistance and/or or
other finding agencies;
(6) Ensuring strict compliance with prescribed national criteria for the
recruitment, selection and training of all staff in the region and divisions.
(7) Formulating, in coordination with the regional development council, the
budget to support the regional educational plan which shall take into account the
educational plans of the divisions and districts;
(8) Determining the organization component of the divisions and districts and
approving the proposed staffing pattern of all employees in the divisions and
districts;
(9) Hiring, placing and evaluating all employees in the regional office, except for
the position of assistant director;
(10) Evaluating all schools division superintendents and assistant division
superintendents in the region;
(11) Planning and managing the effective and efficient use of all personnel,
physical and fiscal resources of the regional office, including professional staff
development.;
(12) Managing the database and management information system of the region;
(13) Approving the establishment of public and private elementary and high
schools and learning centers; and
(14) Performing such other functions as may be assigned by proper authorities.
C. Division Level
A division shall consist of a province or a city which shall have a schools division
superintendent, at least one assistant schools division superintendent and an office staff
for programs promotion, planning, administrative, fiscal, legal, ancillary and other
support services.
Consistent with the national educational policies, plans and standards the schools
division superintendents shall have authority, accountability and responsibility for the
following:
(1) Developing and implementing division education development plans;
(2) Planning and managing the effective and efficient use of all personnel,
physical and fiscal resources of the division, including professional staff
development;
(3) Hiring, placing and evaluating all division supervisors and schools district
supervisors as well as all employees in the division, both teaching and non-
teaching personnel, including school heads, except for the assistant division
superintendent;
(4) Monitoring the utilization of funds provided by the national government and
the local government units to the schools and learning centers;
(5) Ensuring compliance of quality standards for basic education programs and
for this purpose strengthening the role of division supervisors as subject area
specialists;
(6) Promoting awareness of and adherence by all schools and learning centers to
accreditation standards prescribed by the Secretary of Education;
(7) Supervising the operations of all public and private elementary, secondary
and integrated schools, and learning centers; and
(8) Performing such other functions as may be assigned by proper authorities.
D. Schools District Level
Upon the recommendation of the schools division superintendents, the regional director
may establish additional schools district within a schools division. School districts
already existing at tile time of the passage of the law shall be maintained. A schools
district shall have a schools district supervisor and an office staff for program
promotion.
The schools district supervisor shall be responsible for:
(1) Providing professional and instructional advice and support to the school
heads and teachers/facilitators of schools and learning centers in the district or
cluster thereof;
(2) Curricula supervision; and
(3) Performing such other functions as may be assigned by proper authorities.
E. School Level
There shall be a school head for all public elementary schools and public high schools or
a cluster thereof. The establishment of integrated schools from existing public
elementary and public high schools shall be encouraged.
The school head, who may be assisted by an assistant school head, shall be both an
instructional leader and administrative manager. The school head shall form a them
with the school teachers/learning facilitators for delivery of quality educational
programs, projects and services. A core of nonteaching staff shall handle the school's
administrative, fiscal and auxiliary services.
Consistent with the national educational policies, plans and standards, the school heads
shall have authority, accountability and responsibility for the following:
(1) Setting the mission, vision, goals and objectives of the school;
(2) Creating an environment within the school that is conducive to teaching and
learning;
(3) Implementing the school curriculum and being accountable for higher
learning outcomes;
(4) Developing the school education program and school improvement plan;
(5) Offering educational programs, projects and services which provide equitable
opportunities for all learners in the community;
(6) Introducing new and innovative modes of instruction to achieve higher
learning outcomes;
(7) Administering and managing all personnel, physical and fiscal resources of
the school;
(8) Recommending the staffing complement of the school based on its needs;
(9) Encouraging staff development;
(10) Establishing school and community networks and encouraging the active
participation of teachers organizations, nonacademic personnel of public schools,
and parents-teachers-community associations;
(11) Accepting donations, gifts, bequests and grants for the purpose of upgrading
teachers' learning facilitators' competencies, improving ad expanding school
facilities and providing instructional materials and equipment. Such donations or
grants must be reported to the appropriate district supervisors and division
superintendents; and
(12) Performing such other functions as may be assigned by proper authorities.
The Secretary of Education shall create a promotions board, at the appropriate levels,
which shall formulate and implement a system of promotion for schools decision
supervisors, schools district supervisors, and school heads. Promotion of school heads
shall be based on educational qualification, merit and performance rather than on the
number of teachers/learning facilitators and learners in the school.
The qualifications, salary grade, status of employment and welfare and benefits of
school heads shall be the same for public elementary, secondary and integrated schools.
No appointment to the positions of regional directors, assistant regional directors,
schools division superintendents and assistant schools division superintendents shall be
made unless file appointee is a Career Executive Service Officer (CESO) who preferably
shall have risen from the ranks.
CHAPTER 2
TRANSFER OF CULTURAL AGENCIES
SEC. 8. Cultural Agencies. - The Komisyon ng Wikang Pilipino, National Historical
Institute, Records Management and Archives Office and the National Library shall now
be administratively attached to the National Commission for Culture and the Arts
(NCCA) and no loner with the Department of Education. The program for school arts
and culture shall remain part of the school curriculum.
CHAPTER 3
ABOLITION OF THE BUREAU OF PHYSICAL EDUCATION AND SCHOOL
SPORTS
Section 9. Abolition of BPESS. - All functions, programs and activities of the
Department of Education 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.
The Bureau of Physical Education and School Sports (BPESS) is hereby abolished. The
personnel of the BPESS, presently detailed with the PSC, are hereby transferred to the
PSC without loss of rank, including the plantilla positions they occupy. All other BPESS
personnel shall be retained by the Department.
CHAPTER 4
SUPPORT AND ASSISTANCE OF OTHER GOVERNMENT AGENCIES
Section 10. The Secretary of Education and the Secretary of Budget and Management
shall, within ninety (90) days from the approval of this Act, jointly promulgate the
guidelines on the allocation, distribution and utilization of resources provided by
thenational government for the field offices, taking into consideration the uniqueness of
the working conditions of the teaching service.
The Secretary of the Department of Education shall ensure that resources appropriated
for the field offices are adequate and that resources for school personnel, school desks
and textbooks and other instructional materials intended are allocated directly and
released immediately by the Department of Budget and Management to said offices.
Section 11. The Secretary of the Department of Education, subject to civil service laws
and regulations, shall issue appropriate personnel policy rules and regulations that will
best meet the requirements of the teaching profession taking into consideration the
uniqueness of the working conditions of the teaching service.
Section 12. The Commission on Audit, in the issuance of audit rules and regulations
that will govern the utilization of all resources as well as the liquidation, recording and
reporting thereof, shall take into account the different characteristics and distinct
features of the department's field offices, its organizational set up as well as the nature
of the operations of schools and learning centers.
CHAPTER 5
FINAL PROVISIONS
Section 13. Governance in the ARMM; - The Regional Education Secretary for the
Autonomous Region in Muslim Mindanao (ARMM) shall exercise similar governance
authority over the divisions, districts, schools and learning centers in the region as may
be provided in the Organic Act. without prejudice to the provisions of Republic Act No.
9054, entitled "An Act to Strengthen and Expand tile Organic Act for the Autonomous
Region in Muslim Mindanao, Amending for the Purpose Republic Act No.6734, entitled'
An Act Providing for the Autonomous Region in Muslim Mindanao, as amended"'.
Section 14. Rules and Regulations. - The Secretary of Education shall promulgate the
implementing rules and regulations within ninety (90) days after the approval of this
Act: Provided, That the Secretary of Education shall fully implement the principle of
shared governance within two (2) years after the approval of this Act.
Section 15. Separability Clause. - If for any reason, any portion or provision of this Act
shall be declared unconstitutional, other parts or provisions hereof which are not
affected thereby shall continue to be in full force and effect.
Section 16 Repealing Clause. - All laws, decrees, executive orders, rules and
regulations, part or parts thereof, inconsistent with the provisions of this Act, are hereby
repealed or modified accordingly.
Section 17. Effectivity Clause. - This Act. shall take effect fifteen (15) days following its
publication in at least two (2) newspapers of general circulation.




CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise
known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a),
section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt
the Code of Ethics for Professional Teachers.
Preamble
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, and they strictly adhere to, observe, and practice this set of ethical and
moral principles, standards, and values.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institution shall
offer quality education for all competent teachers. Committed to its full realization, the
provision of this Code shall apply, therefore, to all teachers in 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.

Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future 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 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 a 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 or service or 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
responsibility.

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 privilege of
expounding the product of his researches and investigations; provided that, if the results
are inimical to the declared policies of the State, they shall be brought 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 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 schools work and accomplishments as well as its needs and
problems.

Section 6. Every teacher is 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 posses freedom to attend church and worships as appropriate, but
shall not use his positions and influence to proselyte others.
Article IV: A Teacher and the Profession
Section 1. Every teacher shall actively insure 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 preparations for the career of teaching, and shall be at his
best at all times and 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 from 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
dignified means for earning a descent living.
Article V: The Teachers and the Profession
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 school, or the
profession is at stake in any controversy, teachers shall support one another.

Section 2. A teacher is not entitled to claim credit or work not of 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 for whoever assumes the
position 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 has not
been officially released, or remove records from files without 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. However, 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 the 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 Profession
Section 1. Every 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 accusations 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 special conditions are
advocated but are opposed by immediate superiors, in which case, the teacher shall
appeal directly to the appropriate higher authority.

Section 4. Every teacher, individually or as part of a group, has a right to seek redress
against injustice to the administration and to extent possible, shall raise grievances
within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the
interest and the welfare of learners whose right to learn must be respected.

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

Article VII: School Officials, Teachers, and Other Personnel
Section 1. All 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 directions.

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 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 in training programs.

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

Section 5. School authorities concern 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.
Article VIII: The Teachers and Learners
Section 1. A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, provided that 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 actions, observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first
and foremost concern, and shall deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a
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 what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learners work only in 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 manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum
development of learners are adequate, and shall extend needed assistance in preventing
or solving learners problems and difficulties.
Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations with parents, and
shall conduct himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learner under him, exercising utmost candor and tact in
pointing out the learner's deficiencies and in seeking parents cooperation for the proper
guidance and improvement of the learners.

Section 3. A teacher shall hear parents complaints with sympathy and understanding,
and shall discourage unfair criticism.
Article X: The Teacher and Business
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation; provided that it does not relate to or adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging satisfactorily his
private 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 they shall be in accordance with the existing regulations; provided, further,
that members of duly recognized teachers cooperatives may participate in the
distribution and sale of such commodities.
Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life for which it is the
highest obligation to live with dignity at all times whether in school, in the home, or
elsewhere.

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

Section 3. A teacher shall maintain at all times a dignified personality which could serve
as a model worthy of emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny
and of the destinies of men and nations.
Article XII: Disciplinary Actions
Section 1. Any violation of any provision of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation
of his Certification of Registration and License as a Professional Teacher, suspension
from the practice of teaching profession, or reprimand or cancellation of his
temporary/special permit under causes specified in Sec. 23, Article III or R.A. No. 7836,
and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A. 7836.
Article XIII: Effectivity
Section 1. This Code shall take effect upon approval by the Professional Regulation
Commission and after sixty (60) days following its publication in the Official Gazette or
any newspaper of general circulation, whichever is earlier.



























BIBLIOGRAPHY


http://en.wikipedia.org/wiki/Education_in_the_Philippines
"Foundations Of Education II," San Mateo, Rosalinda A. and Maura G. Tangco, 1997
"Foundations Of Education II," 2nd Ed. San Mateo, Rosalinda A. and Maura G.
Tangco, 2003
"Foundations Of Education II," 2005 Reprint, Tulio, Doris, 1999
"The Constitutions Of The Philippines," Anvil Publishing Inc., 2005
"The Constitution Of The Philippines Explained," Revised Ed., 2000 Reprint, Nolledo,
Jose N., 1992
Website: Department of Education, Philippines, 2010 Version
http://alexmoises.tripod.com/mind-and-soul/id51.html
http://www.lawphil.net/statutes/repacts/ra2001/ra_9155_2001.html
http://www.gov.ph/2001/08/11/republic-act-no-9155/
http://eduphil.org/code-of-ethics-for-teachers-in-the-philippines.html