CARAGA INSTITUTE OF TECHNOLOGY

National Highway-Songkoy-Kitcharao-Alegria, Boundary,Agusan Del Norte

MY
PORTFOLIO
PEDU- 203 THE TEACHING PROFESSION

SUBMITTED TO; JULIETA SEPE

SUBMITTED BY; MEJANE MONTER
CHAPTER II: General Domains of Teaching Competence
 A private or non-profit organization created specifically to
educate the public and media is known as educational
foundation. Educational foundations frequently take on the role
of benevolent donors, soliciting donations, and giving out
grants and scholarships. The subjects and discipline that make
significant contribution to our understanding or education as a
field of study and the educational processes should be well-
understood by teachers. Education history, philosophy, legal
foundations of education, sociological and anthropological
foundations of education, and educational psychology are some
of these topics and fields.

 Learning environment is very crucial in the field of teaching

because it boost students' attention and focus, foster
meaningful learning experiences, promotes greater levels of
student performance, and inspire students to practice higher-
level critical thinking abilities. The intellectual, social, emotional,
and physical setting of a course are all included in the learning
environment and will have an impact on learning. They are
influential in cleaning positive atmosphere in school culture.

 Students need to fed safe and at ease at school more than

anywhere else. Students require an environment that makes
them feel welcome in order to learn. In education, diversity is
essential in terms of student’s demographics, faculty, and
curriculum. New perspectives are bought into the classroom by
diversity, students from various backgrounds and racial/ethnic
backgrounds provide a variety of perspectives and ideas to the
classroom. This improves the discussion and learning
 opportunities in the classroom. Multicultural, diverse
classrooms foster greater creativity, problem solving, and
critical thinking. When students are encouraged to collaborate
in the classroom, they are better able to learn from each
other's experiences, bounce ideas of one another, and come up
with original solutions.

 Curriculum is defined as the contents, standards, competencies,

and topics that students learn. Meanwhile, instruction is
defined as the means for implementing the curriculum. The
goal of the educational discipline of curriculum and instruction
is to investigate, create, and implement curriculum
modifications that raise student accomplishment in educational
environments. The area focuses on how people learn and the
most effective around which all other strands and offices
provide sup tackles about different standards that teachers
should know and do to fulfil their roles as curriculum and
instructional leaders in their school.

 Teachers have a responsibility to gauge, evaluate, and analyse

their pupils learning. The outcomes of these student studies are
utilized to enhance instruction and successfully guarantee that
students learn from every subject covered in the curriculum.
This also includes several standards that teachers to be aware
of and implement in order to gauge students learning progress.

 Teachers have the opportunity to take on dynamic leadership

role in the classroom, which increases the livelihood of social
and educational improvement. They have high moral character
and are excellent role models in society as leaders in their
schools. AlI day long, teachers are leaders. They set an example
by their actions, words, and conduct. They guide the pupils
 through demanding exercises and in-depth instruction. After
that, they assume more teacher leadership positions both
inside and outside the schools.
 Teacher always emphasize classroom management and student
discipline when discussing the most challenging issues they
have faced while teaching. Teachers have received several
seminars and trainings on these topics throughout the years,
but many still struggle with controlling their classes. Classroom
management and instruction go hand in hand, as Rends (1998)
noted. In order to prevent disruptive conduct from students
from interfering with the diversity of instructions, teachers
adopt a procedure called "classroom management". It involves
both anticipating disruptive conduct and efficiently responding
to it when it does occur. The development of an efficient and
Successful system and an increase in student enthusiasm to
study depend on competent classroom management. Students
must actively engage in class activities. Today, many pupils lack
the motivation to learn, as can be seen. Instead of working on
their tasks and projects, they would rather play with their
technology. These indicate that teacher must be given the
necessary tools and support to be effective classroom managers.

 Teachers must dedicate themselves to ongoing professional

growth. This is crucial so that they can keep up with new
curricular and instructional developments. By gaining new skills
and credentials, professional growth boost your credibility and
boost yourself-assurance. By continuing your professional
development, you can improve both your effectiveness at work
and the contributions you can provide to your team.
CHAPTER III: Professional Standard for Teachers in the
Philippines

This chapter will focus on new professional standards for

teachers in the Philippines. It aims to provide pre-service teacher
education students with the necessary knowledge of the expected
roles that they will play when they work as professional teachers,
either in private schools or public schools.

7 DOMAINS OF TEACHING EXCELLENCE

●Content Knowledge and Pedagogy

●Learning Environment
●Diversity of Learners
●Curriculum and Planning
●Assessment and Reporting
●Community Linkages and Professional Engagement
●Personal Growth and Professional Development

●The content of the National Competency-Based Standards, as a

national program of the DepEd, CHED, and the Teacher Education
Council (TEC), identified necessary competencies that teachers
should possess.
●Domain 1 to 7 represent standards referring to the teacher as a
learner while Domain 2 to 6 represents standards referring to the
teacher as a facilitator of learning.
●The new Professional Standard for Teacher in the Philippines was
developed to strengthen the former National Competency-Based
Teacher Standard.
●The Philippine Professional Standards for Teachers articulates what
constitutes teacher quality in the implementation of the K-12
education system.
●The new Professional Standard for Teacher in the country is built on
the philosophy of learner-centered education, lifelong, and inclusive
education, which are essential in the implementation of the K-12
education system.

A. Domain 1: Content Knowledge and Pedagogy

Content Knowledge refers to the teachers’ mastery of the content in
the subjects and courses that they are assigned to teach. Pedagogical
Knowledge, referral to the teachers’ mastery in using effective
instructional strategies and methods to teach their subject and
course.
●Content knowledge and its application within and across curriculum
areas.
● Strategies for developing critical thinking and creative thinking, as
well as other higher order thinking skills.
●Mother tongue, Filipino, and English in teaching and learning.

B. Domain 2: Learning Environment

 The learning environment includes not only the physical
environment of the school or classroom but also the emotional
environment of the school and classroom that create a positive and
conducive learning atmosphere for all learners.
●Learner safety and security
●Management of learner’s behaviour
●Support learner participation

C. Domain 3: Diversity of Learners

Diversity of learning includes understanding their demographic
and socioeconomic background. It also includes understanding the
different interests, abilities, talents, and learning styles of the
students.
●Learners Linguistic, cultural, socioeconomic, and religious
backgrounds.
●Learners from indigenous groups
●Learners difficult circumstances

D. Domain 4: Curriculum and Planning

Curriculum includes the subjects and learning experiences
planned for all students. It includes learning competencies and
instructional activities designed for the students.
●Planning and management of the teaching and learning process
●Teaching and learning resources including ICT
●Relevance and responsiveness of learning programs
E. Domain 5: Assessment and Reporting
Assessment is an important component of teaching and learning.
It measures the achievement of every learning outcome. Assessment
can be traditional (quizzes, exams) or authentic (portfolio,
performance task).
●Design, selection, organization, and utilization of assessment
strategies
●Monitoring and evaluation of learner progress and achievement
●Use of assessment data to enhance teaching and learning practices
and programs.
F. Domain 6: Community Linkages and Professional Engagement
School and community partnership is essential in ensuring quality
learning. Teachers need to work with families and the wider
community to solicit their support and cooperation for school and
class activities to help the students enjoy schooling.
●Establish a learning environment that is responsive to community
contexts.
●Professional ethics
● School policies and procedures
G. Domain 7: Professional Growth and Personal Development
Teachers, as professionals, need to grow personally and
professionally. Professional development activities keep teachers
updated in their fields of specialization and in the development of
education. Personal growth, help teachers develop their maturity in
the conduct of their teaching duties and sustaining their
commitment for personal and academic integrity.
●Philosophy of teaching
●Dignity of teaching as a profession
●Professional reflection and learning to improve practice
H. Different Career Stages of Professional Teachers in the
Philippines
I. The professional development of a teacher happens in a
continuum from beginning to exemplary practice.
Career Stage 1: Beginning Teachers
●Gained the qualification recognized for entry into the teaching
profession
●Possess the requisite knowledge, skills, and values that support the
teaching and learning process
●Seek advice from experienced colleagues to consulate their
teaching practices.
Career Stage 2: Proficient teachers
●Professionally independent in the application of skills vital to the
teaching and learning process
●Display skills in planning, implementing, and managing learning
programs
●Reflective practitioners who continually consolidate knowledge,
skills, and practices of beginning teachers.
Career Stage 3: Highly Proficient Teachers
●Consistently display a high level of performance in their teaching
practice
●Work collaboratively with colleagues and provide them support and
mentoring to enhance their learning and practice
CHAPTER IV: Challenges in Teaching
This chapter focuses on the different challenges of teachers
either local or in global context. This starts with addressing
cultural diversity, responding to the needs of special learners,
handling class size, dealing with learners with various talents
so as intelligences, and integrating lCT in the teaching and
learning process. This chapter also discusses the best
teaching practices on how teachers meet the different
challenges they encounter and experience in school.
7 CHALLENGES IN TEACHING
Multilingual and Multicultural Classrooms
Children with Special Needs
Multiple Intelligences
Brain- based Education
ICT Integration
Multigrade Classes
Learner- centered and Constructivist Teaching
A. Teaching in Multicultural and Multilingual Classrooms
Multicultural education has a deep concern all bout equity,
respect for diversity, cultural literacy and fair treatment for
everyone in school. This does not only concern itself with
cultural minority groups and indigenous people, but it
pertains to every learner in school. Learners are different in
terms of language, religion, ethnicity, beliefs, nationality and
Culture so, teachers are challenged to use pedagogical
approaches that are culturally relevant and responsive.
Teachers are encouraged to develop instructional materials
and curriculum models that are culturally inclusive. Given to
the growing diversity, it is critical for teachers to become
culturally and instructionally effective in teaching a culturally
diverse class.
 There are several instructional strategies that can be
used in addressing cultural diversity in the classroom.
The following are examples of things that can promote
the cause of multicultural education.
1. Content Integration- Refers to cultural practices, cultural
values, history, and respect for cultural diversity can be
integrated in the various contents of the subjects that are
being taught in basic education.
2. Cultural Immersion- This will allow students to immersed
in different cultures and observe the lives of other people. It
gives students the first hand experience of their culture and
values.
3. Celebrating Cultural diversity- Similar to the Universal
Month Celebration and in Linggo ng Wika, students can also
experience and enjoy different cultural dance, folk literature,
music,visual arts, and costumes.
4. Culture Responsive Pedagogy- Teachers s used
pedagogical methods, approaches, and techniques that
respect the cultural | values, mind-set and practices of
learners.
5. Teaching Local Culture- Teachers will introduce local
culture to students through lectures, for a and symposia.
6. Using the Local Language as Medium of Instruction-
Teachers need to support the implementation of the Mother
Tongue- Based |Multilingual Education (MTB- MLE) program
of the Department of Education.
 As Philippines is also a home of Indigenous groups, the
1987 Philippine Constitution encouraged the state to
provide an education that is relevant to their culture and
indigenous practices of these indigenous people Pawilen
(2013) identified several approaches that can be used to
integrate indigenous knowledge in the curriculum.
1. Real-life Story Model
Indigenous knowledge is embedded in the daily life
experience of young children as they grow up. Parents or
folks serve as teachers and the lessons are related to the
values and struggles of people. Their views about nature and
their reflections on their experiences in daily life can be seen
in their literature, art and music.
2. Problem- based Approach
Learners are exposed to different lessons in problem- solving.
By doing problem- solving activities, learners are exposed to
practical situations or issues that are important to them and
to their community.
3. Inviting Local Folks and Community Leaders as a Resource
Person in School
This allows community leaders and elders to share their
knowledge and wisdom to the students.
4. Developing Instructional Materials for Teaching
Indigenous Knowledge
Teachers can develop modules, worksheets, and learning kits
that will help introduce local history, community values, and
indigenous knowledge of the community to the learners.
 Teachers must embrace the philosophy of inclusive
education to respond effectively to the different
challenges of a multilingual and multicultural classroom.
Also teachers need to develop a high level of cultural
literacy.
B. Teaching Special Education Classes
Special education is an area in education that seeks to
understand the nature and the needs of different learners
with special needs. Providing the needs of special education
learners may not be easy to the teachers in public or private
because they are not fully equipped to handle these learners,
as a field of study, it trains teachers or other professionals to
respond to the needs of special learners in terms of pedagogy,
curriculum, and others forms of educational interventions.
Wolery and Wilbers (1994) describes the various
classifications of children with special needs according to the
type of disability of each learners like;
Deafness
Dual Sensory Impairments
Hearing Impairments
 Mental Retardation
Multiple Handicaps
Orthopedic Impairments
Serious Emotional Disturbance
Specific Learning Disabilities
Speech ( language) Impairments
Visual and Blindness Impairments
Traumatic Brain Injury
Autism
Others
It is inevitable for teachers to encounter learners with special
needs in their classes as it poses an immense challenge not
only in classroom management but also in curriculum and
instruction. Therefore, teachers need to modify the
curriculum and use instructional approaches that are relevant
and responsive to the needs of these special learners, also it
is important to be careful in identifying a student as a special
learner as it gives tension with parents as many of them are
still not ready to accept that their child is a special learner. A
special education teacher needs to have deep devotion,
commitment, and passion to teach special learners. They
need to work closely with co- teachers, parents, and other
professionals to understand the nature, behaviour, and needs
of these learners

 Teachers need to reach out and respond to the needs of

learners with special education needs. They must
 recognize that every learner has the right to have access
to quality education.
C. Teaching in Multigrade Classes
Multigrade teaching involves the teaching of students from
different grade levels in one classroom. This often happens
when the facility is not enough to carry lots of students or the
Enrolees are small. This could be a difficult task to teachers as
they are required to develop separate worksheets and design
different activities for each grade level. Multigrade teaching
requires teachers to develop a skill in handling different
student’s behaviour and in addressing their needs and
interest. Also teachers are required to be versatile, to design
an instructional plan that will cover all topics and activities for
all students from varying grade levels. Nonetheless, teachers
are expert facilitators of the learning process as they bring
magic of learning in their classes; they plan effective lessons
for their students, monitor student' progress, and motivate
students to learn. They are resourceful, creative, patient, wise
and innovative.
 Teachers are encouraged to teach effectively in
multigrade classes, which can often be found in many
rural communities.
D. Teaching in a Multiple Intelligence Classroom
The idea of learners having multiple intelligences came from
the renowned Howard Gardner a professor at Harvard
University. According to him, an educator convinced of the
relevance of MI theory should "individualize" means a
teacher should know about the intelligence profile of their
students, knows how to use different teaching strategies and
assessment tools that bring out the capacity of each
individual learner. "Pluralize" means that teachers should be
the one who will decide on which topic, concepts, or ideas
are greatest importance, and should present them in various
ways because in this way, it will help teachers to reach out
more students and help them better understand their lessons.

In 1983, he published his book Frames of Mind that present

the concept of multiple intelligences namely:
1. Linguistic Intelligence- Ability to analyse information and
create products involving oral and written language.
2. Logical- Mathematical Intelligence- Ability to develop
equations and proofs, make calculations, and solve abstract
problems.
3. Spatial Intelligence- Ability to recognize and manipulate
large- scale and fine- grained spatial images.
4. Musical Intelligence- Ability to produce, remember, and
make meaning of different patterns of sound.
5. Naturalist Intelligence- Ability to identify and distinguish
among different types of plants, animals, and weather
formations that are found in the natural world.
6. Bodily Kinesthetic- Ability to use ones' body to create
products or solve problems.
7. Interpersonal Intelligence- Ability to recognize and
understand other people's moods, desires, motivations, and
intentions.
8. Intrapersonal intelligence- Ability to recognize and
understand his/her moods, desires, motivations, and
intentions.
 Teachers need to recognize that students have different
learning styles, so they should use various instructional
strategies to respond effectively to the needs of the
students.

E. Teaching in a Learner- centered and Constructivist

Classrooms
Learner- centered education is one of the promising products
of the progressive movement in education as it refers to a
kind of education that considers the knowledge, skills,
abilities, attitudes, interests, and beliefs that learners bring
into the classroom. It pays attention to the needs, concerns,
and expectations of the learner, and also includes curricular
and instructional l practices that are developmentally
appropriate for learners. On the other hand, constructivism
is a theory of learning experience that is constructed prior to
the knowledge and experiences of the learners.
Constructivist teaching and learning therefore lead to:
Active Learning
Learning in a meaningful context
Reflective and intuitive problem- solving
 Doing investigations and
Providing real- life and hands- on experiences to the
learners.
Teachers must apply learner- centered philosophy in
teaching and use constructivist teaching approaches
that engage students to meaningful and active learning.
F. Brain-based Education
Another challenge to teachers is to understand and apply the
principles of brain- based education which was brought by
research in neuroscience. Brain- based education shows how
the human brain functions and how people learn. There are
five people who made theories about how the brain
functions in its most possible way.
 According to Caine and Caine (1997) they considers
curriculum from a brain- based approach and begin with
"brain- mind learning principles" which derived from
research findings and apply these principles in the
classroom:
1. The brain is a whole system and includes physiology,
emotions, imagination, and predisposition. These must be all
considered as a whole.
2. The brain develops in relation to interactions with the
environment and with others.
3. A quality of being human is the search for personal
meaning.
4. People create meaning through perceiving certain patterns
of understanding.
5. Emotions are critical to the patterns people perceive.
6. The brain processes information into both parts and
wholes at the same time.
7. Learning includes both focused attention and peripheral
input.
8. Learning is both conscious and unconscious.
9. Information (meaning and fragmented) is organized
differently in memory.
10. Learning is developmental.
11. The brain makes optimal number of connections in a
supportive and challenging environment.
Write to
12. Every brain is unique in its organization.
The study of Caine and Caine (1997) encourages teachers to
think and reflect on the way they teach their subjects to
students and challenges them to reorganize instruction to
implement these brain- based education practices.

 Resnick (1987) postulates that people learn better if

they are asked to think ways that are more complex.
When people are asked to come up with only one right
answer, they may not be able to gain a complete
understanding of the problem.
  Renata and Caine (1991) also cite studies showing that
the brain learns best when it works to solve problems or
accomplishes specific task instead of merely absorbing
isolated bits of information. According to them, the
brains' primary function is to seek patterns in new
learning.
 Sylwester (1995) He suggest that these new learning
theories have broad educational applications that can be
used in today's schools to improve teaching and learning.
 Caine and Caine (1997) and Jensen (2005) identified
some interactive teaching elements based on the
principles of brain- based education:
1. Orchestrated Immersion- Learning environments arre
created that immerses students in a learning experience.
2. Relaxed Alertness- An effort is made to eliminate fear
while maintaining a highly challenging environment.
3. Active Processing- The learner consolidates and
internalizes information by actively processing it. Information
should be connected to prior learning and experiences.
 Teachers need to apply brain- based learning principles
in designing and implementing instruction.
G. ICT Integration in Teaching and Learning
The use of ICT in teaching and learning has brought many
positive developments in the way teachers teach and how
students learn. Through the integration of ICT in education,
Computer software’s have enhanced teachers' presentations,
reports, and lectures. The students and teachers became
active researchers engaged in a virtual world of ideas. They
Experienced interacting with other scholars, students, and
individuals through emails, blogs, chat, social networking,
and teleconferencing. The growing influence if ICT in almost
every aspect of life made ICT Literacy essential among all
teachers and students as a result. Technology has not only
brought immense transformation in the physical campus of
higher education institutions but has also transformed the
delivery of education.

Other innovations in higher education are as follows:

Corporate Universities
School
Creation of international campuses
Creation of global centers of excellence in various
disciplines and fields.
Intensification of research and development
Creation of multidisciplinary and interdisciplinary
courses.
Creation of needs- based and market- driven courses
and academic programs.
Outcomes- based education
Ensuring quality education through quality assurance
system.
 Increasing academic collaboration through research,
extension, and joint academic degree programs.
Faculty and student mobilization

 Teachers should know how to use technology effectively

to improve teaching and learning inside the classroom.
This include knowing new technological tools in
education to enhance their teaching of different classes.
This way, the millennial learners will be more engaged in
learning.
CHAPTER V: Educating The World

This chapter focuses on the role of every teacher in

educating the future citizens of the world. The chapter
includes roles and expectations that every professional
teacher is expected to perform as identified by the United
Nations Educational, Scientific, and Cultural Organization
(UNESCO).

EDUCATING THE WORLD

●Globalization and Education
●Responds from Education Systems
●Competencies of a Global Teacher

A. Education and Globalization

Globalization is transforming the social, economic, and

political life in every nation, and it's changing the landscape
of education in every country. Globalization made it possible
for every individual to be a local resident as well as a global
worker, a national citizen, and a global citizen.
Some observable effects of globalization are the following:
1. It increases the diversity of students in every school or
classroom.
2. It harnesses the use of technology in teaching and learning.
3. It changes the nature of disciplines and it is inventing new
disciplines.
4. It connects educational institutions to collaborate on
various academic, research, and extension activities.
5. It empowers educational institutions to respond to various
issues, demands, challenges, and problems of the society.

These 21st century skills are as follows:

1. Communication skills
2. Collaboration
3. Creativity and innovation
4. Critical Thinking

Globalization also demands that teachers should prepare

students to become functionally literate citizens and
competent professionals equipped with proper social skills
and positive work ethic.
1. Character- The society needs people who are dedicated to
positive values and moral principles.
2. Common Sense- People have the ability to think and
respond to different stimuli and to all that is happening
around us.

B. Education System’s Response to Globalization

In response to expectations, each country is investing
huge amounts of money to improve its education system. The
following are a few examples of innovations being
implemented in basic education where teachers play an
important role.

1. Gifted education
2. Special education program
3. Science, Technology, Engineering, Agriculture, and
Mathematics (STEAM) programs
4. Literacy programs
5. Foreign language programs.
With globalization, higher education institutions are
reinventing themselves into dynamic:
1. Centre’s of knowledge production
2. Centre’s of creativity and innovations
3. Economic hubs
4. Cultural hubs
5. Centers of human development
Educators place more emphasis on the following
educational strands:
1. Climate change
2. Gender and development
3. Peace education and development
4. Education for sustainable development
5. Equity and social justice

C. Competencies for Global Teachers

General areas of competencies of teachers for the 21st

century, which were identified as part of the Teaching
Competency Framework:
1. Facilitating the development of learner’s life and career
skills
2. Creating a conducive learning environment
3. Preparing higher-order thinking skills (HOTS)
4. Preparing appropriate lesson plans in line with the school
vision and mission
5. Enhancing ethical and moral values
The results are the following ASEAN Teaching Competencies
Standards of a competent teacher.
1. Provides students with learning opportunities, during
outside schools hours
2. Sets learning objectives and outcomes that match the
students’ real-life situations
3. Uses appropriate medium of instruction
4. Demonstrate understanding of the educational context of
the classroom and the school community
5. Assesses students’ learning outcomes.

●Teachers are expected to be experts in pedagogy and in

content to engage all types of students in a meaningful
teaching and learning process.
CHAPTER VI: Legal Bases of the Teaching Profession
This chapter focuses on the legal bases of the teaching profession. It
starts with the discussion of the Magna Carta for Teachers followed
by the Professional Code of Ethics or Teachers and some excerpts of
duties of teachers based on the Manual of Regulations for Private
Schools. Understanding the legal bases of the teaching profession will
help teachers and students teachers in knowing their duties,
asserting their rights, and guiding them how to act as professionals.

A. Article XIV of the 1987 Philippine Constitution

To fully appreciate the legal bases of professionalizing teaching in the
Philippines, it is important to examine the constitutional basis of the
Philippine education. Article XIV of the 1987 Philippines Constitution
provides the general framework for education in the country.
It shows how the state recognizes the importance of education,
science and technology, cultural development, and sports which has
9 sections mentioned below.
Section 1. Discuss how important the education that's why the
government provides education that is accessible to all.
Section 2. Every citizens has the opportunity to learn. The
government provides public schools, private, ALS, as well as on
indigenous peoples.
Section 3. In order for us to promote culture or to develop good
citizens with right values, the framework of the Constitution should
always there in the content.
Section 4. Public and Private institutions has the right to really make
sure that they are still giving quality education that's why there is
DepEd and CHED visit because they are monitoring the school.
Section 5. Whatever is given by the education must be something
that needs in the society.
Section 6-9. We used Filipino language in our educational system
because it's one way of preserving our own language. Constitutions
also gives importance to the other foreign language for the purposes
of communication and instruction.
Section 10-13. Science and Technology plays a big part in our
community that's why we have DOST offering scholarships and
looking for more researchers because it is for the growth of our
country and to make the living of the people more easier with the
use of science and technology.
Section 14-18. Filipino cultures must be develop and promote, and
needs to be preserve in order to adapt for the next generations.
Section 19. That's why until tertiary level physical education is there
because to the institution, in order for us to foster self-discipline,
teamwork, and excellence, physical education is needed.
B. Republic Act 232
Republic Act 232, otherwise known as the Education Act of 1982.
Was signed into law by then President Ferdinand E. Marcos. Section
10, 11, and 16 of this law are helpful in understanding the rights and
duties of teachers.
Section 10. Rights of all School Personnel In addition to other rights
provided for by law, all school personnel shall enjoy the right to free
expression of opinion and suggestions right to be provided with free
legal service, right to establish, join and maintain labor organizations,
and right to be free from involuntary contributions Or Academic Staff
Further to the
Section 11. Special Rights and/or Privileges of Teaching of the
teaching or academic
Rights mentioned in the preceding Section, every member of the
right to intellectual staff shall enjoy the right to be free from
compulsory assignments, right property, teachers shall be deemed
persons in authority, and teachers shall be accorded
The opportunity to choose alternative career lines.
Section 16. Teacher's Obligations. Every teacher shall perform his
duties to the school, be accountable for the efficient and effective
attainment, render regular reports on the performance of each
student, assume the responsibility to maintain and sustain
Professional growth, refrain from making deductions in students
scholastic rating, and Participate as an agent of constructive social,
economic, moral, intellectual, cultural, and Political change.
C. Republic Act 7836
The government has long recognized the vital role of teachers in the
development of the Nation. However, it was only when then
President Ferdinand E. Marcos issued Presidential Decree 1006 on
September 22, 1976 when the National Board for Teachers was
formally organized. This was the first board to supervise the teaching
profession in the country. All teachers back then have to take the
Professional Board Exam for Teachers (PBET).
On December 16, 1994, a law entitled "Philippine Teachers
Professionalization Act of
1994" dictated that regulation and licensing of teachers was
transferred to the jurisdiction of the Professional Regulations
Commission (PRC).
RA. 7836 also includes the supervision and regulation of the
Licensure Examination for Teachers (LET). It covers all the teachers in
all levels of education, from preschool to secondary, whether part-
time or full-time.
 Article I provides the statement of policy, objectives, and
definitions of important terms used in law.
 Article Il discusses the composition and functions of the board
for professional teachers.
 3. Article llI explains the examination and registration rules and
procedures. It provides information on the following areas:
a. Scope and Limitations
b. Qualification and Requirement of Applicants
c. Report of the Results of the Examination
d. Issuance of Certificate of Registration and Professional License
e. Oath before Practice
f. Periodic Merit Examination of Teachers
8 Failure to Pass the Merit Examination
h. Incentives for Passing the LET
L Integration of the Teaching Profession
Revocation of the Certificate of Registration, Suspension from the
Practice of the Teaching
Profession, and Cancellation of Temporary or Special Permit.
k. Registration Procedures

D. Republic Act 9293 This Law is an amendment of certain sections of

RA 7836. The Congress enacted this amendment on April 21, 2004.
"SEC.15. Qualification Requirements of Applicants - No applicant
shall be admitted to take the examination unless, on the date of filing
of the application, he shall have complied with following
requirements:
A graduate of a school, college, or university recognized by the
government and Possesses the minimum educational qualifications,
as follows
1. for teacher in preschool, a bachelor's degree in early childhood
education (BECEB)
2. For teachers in elementary, a bachelor's degree in elementary
education (BSEED).
3. For teachers in secondary, a bachelor's degree in education or Its
equivalent with a major or minor, or a bachelor's degree in arts and
sciences with at least eighteen (18) units in professional education.
4. for teachers of vocational and two-year technical courses, a
bachelor's degree in the field of specialization or its equivalent, with
at least eighteen (18) units in professional education.
SEC.2. Section 26 of the same Act is hereby amended to read as
follows:
"SEC.26. Registration and Exception. -No person shall engage in
teaching and/or act as a professional teacher as defined in this Act,
whether preschool, elementary, or secondary level, unless the person
is duly registered professional teacher."
SEC.3. Section 31 of the same Act is hereby amended to as follows:
"SEC.31.. Transitory Provision.- Special permits, with a validity of 3
and 5 years, Issued to para-teachers by the Board for Professional
Teachers before the affectivity of this Act shall be allowed to expire
based on the period granted therein: Provided, that only special
permits with a validity of 3 years may be renewed upon expiration for
a non-extendible period of 2 years."
E. Republic Act 10533 "Enhanced Basic Education Act of 2013"
The government recognized the need to hire more professionals from
different fields to serve as teachers, especially in Grade 11 and 12.
The Department of Education and all private schools
1. Graduates of science, mathematics, statistics, engineering, music,
and other degree courses with shortages in qualified Licensure
Examination for Teacher (LET).
2. Graduates of technical-vocational courses to teach in their
specialized subjects in the secondary education. Provided, that these
graduates possess the necessary certification issued by the TESDA.
They undergo in-service training to be administered by the Higher
education institution [HEI]
3. Faculty of HEls be allowed to teach in their general education or
subjects specialties in their general education or subjects specialties
in the secondary education.
4. The DepEd and private education institutions may hire
practitioners, with expertise in the specialized learning areas offered
by the basic education curriculum, to teach in the secondary level.
F. Republic Act of 4670 The Magna carta for Public School Teachers
Former president Ferdinand Marcus signed republic act 4670 during
the first part of his term as a president of the Philippines. This law is
very important in the history of the teaching profession in the
Philippines.
 Sec.5. tenure of office.
 Sec.6. consent for transfer transportation expenses.
 Sec.7. code of professional conduct for teachers.
 Sec.8. safeguards in disciplinary procedure.
a. The right to be informed, in writing, of the charges
b. The right to full access to the evidence in the case
c. The right to defend himself and to be defended by a
representative
d. The right to appeal to clearly designated authorities.
e. No publicity shall be given to any disciplinary action being
taken against a teacher.
 Sec.9. administrative charges
 Sec.10. no discrimination
 Sec.11. married teacher
 Sec.12. academic freedom
 Sec.13. teaching hours
 Sec.14. additional compensation.
 Section 15 to 19, discuss the criteria foe salaries and
other benefits or allowances for teachers.
 Section 22, a compulsory annual medical examination
is required and it shall be provided free of charge for all
teachers before they take up teaching and once a year
during the teachers professional life.
 Section 24, provides opportunities for teachers to avail
and enjoy study leave for those who wish to pursue
graduates studies and special training in the country or
abroad.
 Section 25, provides indefinite leave foe teachers who
may be required to take long treatment for some
serious illnesses.
 Section 26, all public school teachers, when reaching
retirement, shall be given one range salary raise upon
retirement.
  Section 27, teachers are free either to form an
organization or to join any local, national, or intentional
organizations.

The Code of Ethics for Professional Teachers in the Philippines

In 1997, the Board of Professional Teachers adopted the Code of
Ethics for Professional Teachers in the Philippines. This is to
implement certain provision of R.A. No. 7836, and section
6, P.D. No. 233, as amended. This code of Ethics for Professional
Teachers is essential in mentoring new teachers and in ensuring that
all teachers should practice their profession with utmost dedication
and professionalism.

Preamble
Teachers are duly licensed professionals who possess dignity and
reputation with high moral values as well as technical and
professional competence in the practice of their noble profession,
and they strictly adhere to, observe, and practice this set of ethical
and moral principles, standards, and values.
Article l: Scope and Limitations
Section 1. All educational institution shall offer quality education for
all teachers.
Section 2. This section covers the Public and Private from pre-school
to secondary level. It also covers the supervisory and administrative,
anything that has licensed.
Article ll. The Teacher and the State
Section 1. Teachers should be the one to elevate national morality,
promote national pride, and cultivate love of country.
Section 2. Teachers shall carry out the declared policies of the state.
Section 3. Every teacher shall be physically, morally, and mentally fit.
• Section 4. Every teacher shall possess and actualize a full
commitment to duty.
Section 5. A teacher shall not engage in any political promotion,
religious, and any partisan interest.
Section 6. Every teacher shall vote.
Section 7. A teacher shall not use his position to any other person to
follow political Course.
• Section 8. Every teacher shall enjoy academic freedom.
Article IlI: The Teacher and the Community
Section 1. A teacher is a facilitator of learning and development of
the youth.
Section 2. Every teacher shall provide leadership and initiative to
participate in community.
Section 3. Every teacher shall merit reasonable social recognition.
Section 4. Every teacher shall live for and with the community, and
shall study local customs and traditions.
• Section 5. Every teacher shall help the school keep the people in
the community informed about the school worked.
Section 6. Every teacher shall welcome the opportunity to provide
such leadership when needed.
 Section 7. Every teacher shall maintain harmonious and
pleasant personal and official relations with other professionals.
 Section 8. A teacher possess freedom to attend church and
worships as appropriate.
 Article IV. A Teacher and the Profession

 Section 1. A teacher shall actively insure that teaching is the

noblest profession.
 Section 2. Every teacher shall uphold the highest possible
standards of quality education.
 Section 3. Every teacher shall participate in the Continuing
Professional Education (CPE)
 Section 4. Every teacher shall help, to seek support from the
school.
 Section 5. Every teacher shall use the teaching profession in a
manner.

Article V. The Teachers and the Profession

 Section 1 .A teacher shall all times be imbued with spirit of
professional loyalty, confidence, and faith in one another, self-
sacrifice, and full cooperation.
 Section 2. A teacher is not entitled to claim credit or work not
of his own.
 Section 3. Before leaving his position, a teacher shall organize
for whoever assumes the position such records and other data.
 Section 4. A teacher shall not hold inviolate all confidential
information concerning the school.
 Section 5. It shall be the responsibility of very teacher to seek
what appear appear to be an unprofessional and unethical
conduct.
 Section 6.A teacher may submit to the power authorities any
justifiable criticism.
 Secion7. A teacher may apply for a vacant position for which he
is qualified.
Article VI. The Teacher and the Higher Authorities in the Profession
 Section 2. Every teacher shall make it his duty to make an
honest effort to understand and support the legitimate policies
of the school.
 Section 2. A teacher shall not make any false accusations or
charges against superiors, especially under anonymity.
 Section 3. A teacher shall transact all official business through
channels except when special conditions warrant a different
Procedure.
 Section 4. Every teacher has the right to seek redress against
injustice to the administration and to extent possible, shall raise
grievances within acceptable democratic possesses.
 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 the merit and needed in the interest of the
service.
 Section 6. A teacher who accepts a position assumes a
contractual obligation to live up upon his contract.

Article VIl. 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.
• Section 2. School officials, teachers, and other personnel shall
consider it their cooperative responsibility to formulate policies.
• Section 3. School officials shall encourage and attend the
professional growth of all teachers.
  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
civic rules, private school teachers are issued contracts
specifying the terms and conditions of their work.
Article VIll: The Teacher and Learners
 Section 1. A teacher has a right and duty to determine the
academic marks and the promotion of learners in the subjects
or grades he handles
 .Section 2. A teacher shall recognize that the interest and
welfare of learners are of first and foremost concern and shall
deal justify and impartially with each of them
 Section 3. Under no circumstance shall a teacher be prejudiced
or discriminate against leaner.
 Section 4. A teacher shall not accept favours or gifts from the
learners, their parents and other on their behalf in exchange for
requested concession.
 Section 5. A teacher shall not accept, directly or indirectly, any
remuneration from tutorials.
 Section 6. A teacher shall base the evaluation of the learner's
work only in merit and quality of academic performances.
 Section7. Teacher shall exercise utmost professional discretion
to avoid scandal gossips, and preferential treatment of the
leaner.
 Section 8. A teacher shall not inflict corporal punishment on
offending learners nor make deductions from their scholastic
ratings as a punishment.
 Section 9. A teacher shall ensure that conditions contribute to
the maximum development of learners are adequate.
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 in inherently, related to such a purchase and disposal;
provided they shall be accordance with existing regulation; provides,
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 behaviour in all relationships with
others and 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 Certificate 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: Affectivity

●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 For any newspaper of
general circulation, whichever is earlier.

H. Continuing Professional Development Programs for Teachers

● Continuing professional development CPD Is a set of activities
aimed to develop advanced knowledge, skills, and values of
professionals in different fields. CDP allows professional teachers to
develop their competencies in accordance with national and
international standards.
●Teachers are always encouraged to attend CPD activities like
seminars, training, workshops, and conferences. Each school also
offers summer in-house CPD programs for their teachers.
●In 2017, the Congress of the Republic of the Philippines signed
Republic Act 10192, which is known as the Continuing Professional
Development Act of 2016.
●RA 10192 Section 4 states that CPD programs should be formulated
and implemented in each of the regulated professions in the country
in order to:

a. Enhance and upgrade the competencies and qualifications of

Professional for the practice of their profession pursuant to the
Philippine Qualifications Framework, the Asian Qualifications
Reference Framework, and ASEAN Mutual Recognition Arrangement.
b. Ensure international alignment of competencies and qualifications
of professionals through career progression mechanism leading to
specialization and sub specialization.
c. Ensure the development of assured mechanisms for the validation,
accreditation, and recognition of formal, non-formal, and informal
learning outcomes, including professional work experiences and
prior learning.
D .Ensure maintenance of core competencies of advanced and new
competencies, in order to respond to national, regional, and
international labour market needs.
f.recognize and ensure the contributions of professionals in uplifting
the general welfare, economic growth, and development of nations.
●Section 5 states that CPD programs may include activities that
range from structured to unstructured activities, which have learning
and outcomes:
a. Formal learning
b. Non-formal learning
c. Informal learning
d .Self-directed learning
e. Online learning activities
f. Professional work experience

●Article III, Section 10, states that CPD is mandatory in the renewal
of license of all registered and licensed professionals under the
regulation of the PRC. Under Sec.11, the law further states that all
duly validated and recognized CPD credit units earned by a
professional shall be accumulated and transferred in accordance with
the Pathways and Equivalencies of the Philippines Qualifications
Framework (PQF).

Teacher’s Reflection
There are legal bases for the teaching profession. Every teacher or
those who wish to become teachers should study these laws carefully.
●Article XIV of the 1981 Philippine Constitution - discusses the
educational goals and purposes of the Philippines. It describes the
commitment of the states for the education of the Filipino people.
●Republic Act 7836, “Philippine Teachers Professionalism Act of
194,” and Republic Act 9293, “ Act Amending Certain Sections of
R.A. 7836” - discuss pertinent provisions recognizing teaching as a
profession in the country
●Republic Act 10533, “Enhanced Basic Education Act of 2013” -
discuss the K-12 education system.
●Republic Act 4670, “Magna Carta for Public School Teachers” -
identifies important expectations for teachers who will serve in the
public school system.
●Code of Ethics for Professional Teachers in the Philippines -
outlines the different behaviours that a professional Filipino teacher
should possess.
●Continuing Professional Development for Teachers- discusses the
need for teachers to undergo continuing professional development
activities that will help them grow professionally.