Lesson 1

1. Chapter 1

LESSON 1: TEACHING AS A PROFESSION AND AS A VOCATION

Teaching as a Profession.

The teaching profession is an occupation that requires extensive education or specialized training to
become highly competent in the field of instruction and learning.

A profession is an occupation that involves specialized training and formal qualification. To be a

professional teacher, one has to satisfy the following requisites by the Professional Regulatory
Commission (PRC):

There are some points for the teachers to serve as “guides’ or ‘mirrors” in order that his chosen

There are some points for the teachers to serve as “guides’ or ‘mirrors” in order that his chosen c

a. Must have passed the Licensure Examination for Teachers (LET).

b. Must be a member of the Philippine Public School Teachers’ Association

(PPSTA), then known as National Organization of Professional Teachers (NOPT) and earlier known as the
Philippine Association for Teacher Education (PAFTE).
c. Must continuously grow in the profession by attending or participating in professional development
activities like seminars, workshops, conferences and other activities for the enhancement of skills and
knowledge. Today, this requirement is mandated by Republic Act no. 10912, an Act Mandating the
Continuing Professional Development Program for All Regulated Professions, creating the Continuing
Professional Development Council. You can also read Resolution No. 11, Series of 2017 which contains
the Operational Guidelines in the Implementation of RA 10912. Please read RA No. 10912 and
Resolution No. 11, Series of 2017 in the Appendices.

d. Must abide by the code of ethics for the profession.

Teaching as a Vocation.

A vocation is a calling to and from the heart of an individual. A profession can be a vocation as well but
can also be a choice made from different criteria. A vocation cannot be denied; it burns in the heart and
soul of a person and cannot be quenched until it is answered, whereas a profession can be chosen based
on family demands, income, status, or location. A teacher who practices teaching as his or her vocation
responds to the strong feeling, or calling for service just like the historic biblical figures.

According to Butisingh (2007):

Teaching is more than a noble profession. The teacher is the most important person in any civilization,
as on him depends the molding of the nation. There are not many born teachers but there are those
who love teaching and there are those who enter it as an occupation.

It is rare to meet a teacher who does not explain that she or he wanted to be a teacher to help children,
or to change the world through teaching children, or to give back what was received from a teacher, to
be a hero to others as teachers were heroes to them. Perhaps this heightened sense of vocation is
because, in our culture, additional rewards for teaching are difficult to find. The rewards are not income
and status as it is in some other vocations, or as teaching is in other cultures.

Qualities of a Professional Teacher

1. A professional teacher must have a deep understanding of the theoretical knowledge about learning
and human behaviour.

“The best indicator of successful teaching is learning. Learning is a human behaviour. Theoretical
knowledge about learning and human behaviour is a strong foundation that should serve to guide your
actions as a teacher. Newly hired teachers like you often find it difficult to internalize, translate and
apply theoretical knowledge you learned in college to the solution of practical problems. You should use
your knowledge of teaching and learning theories to interpret situations and solve problems that you
meet in the classroom events. Your dilemma as a new professional teacher is not that the theories you
have learned are not workable but that they are difficult to interpret in order to solve practical
problems.”

2. A professional teacher demonstrates attitudes that foster learning and genuine human relationship.

“Attitudes have a direct effect on the professional teachers’ behavior. The major categories of attitudes
that affect teacher behavior are (a) teacher’s attitudes toward himself/herself; (b) teacher’s attitudes
toward children; (c) teacher’s attitudes toward peers, superiors, and parents; and (d) teacher’s attitudes
toward the subject.”

i.Your attitude toward yourself

If you are to understand and sympathize with your students’ feelings, you must recognize and
understand your own feelings first. Lessons in psychology tell us that persons who deny or cannot cope
with their own emotions are likely to be incapable of respecting and coping with the feelings of others. A
positive attitude toward yourself will help you make a good start.

ii.Your attitude toward children

If you have empathy for your students and value them as unique individuals, they will respond to you
positively. Research on teachers’ expectations (Rosenthal and Jacobson 1992) showed that when
teachers hold low expectations of their students, it becomes a self-fulfilling prophecy. Students tend to
conform to the teachers’ low expectations. On the other hand, when teachers hold high expectations
and communicate these high expectations, students will often act in ways to live up to these
expectations. The teachers’ attitude toward students is a powerful influence on whether or not students
learn.

iii.Your attitude toward peers, superiors, and parents

A teacher does not exist in isolated classrooms. The concept of the classroom is no longer confined
within the four walls of the building. It is a vast environment where learning can take place. Your co-
teachers in the school organization are part of the learning environment. The parents who are the
important stakeholders in their children’s education are individuals you have to relate to. A harmonious
relation with your peers and the parents will make your work more enjoyable and rewarding. Likewise,
an appropriate regard of your superior would make you a better professional.

iv.Your attitude toward the subject matter

A teachers’ attitude is caught by the students. If you show enthusiasm, interest, and excitement in your
teaching, then the students will be motivated to learn. But if you show an “I don’t care attitude” then
the same feeling will be demonstrated by the students. A positive attitude is necessary in teaching. You
have to be passionate about what to teach in order to become an efficient and effective teacher.

A professional teacher must have a mastery of the subject matter.

“A professional teacher must have a good command of subject matter. This means mastery of the
subject matter content and the judicious selection of the learning resources to be used to teach the
subject matter. Curricular content must be appropriate to the objectives and the educational level of the
learners. It is, therefore, necessary that the professional teacher must have a thorough understanding of
the school curriculum, its content, learning experiences and the evaluation of the learning outcomes.”

“As a professional teacher, you must be able to choose the appropriate teaching methodology or
pedagogy for your subject matter. Professional teachers should be able to translate the content
knowledge into forms and levels that meet the abilities and needs of the learners. You should be a
teacher who gives clear and pertinent examples, makes analogies, demonstrations and explanations
that transform the subject matter into bits of knowledge that your students can understand. Jerome
Bruner believes that there is no subject matter which is difficult to learn. It is the method that the
teacher uses that makes the subject matter easy or difficult to learn.”

A professional teacher must possess competencies in the use of teaching skills that facilitate student
learning.
“Aside from the mastery of the subject matter, a professional teacher must possess a repertoire of
teaching skills. The different learning styles of students will require the use of appropriate teaching
styles. Professional teachers must have developed teaching skills which will foster student learning. The
recognition of multiple intelligences by Howard Gardner challenges the creativity and multiple talents of
teachers in order to match those of the students. Professional teachers should apply knowledge they
have acquired to the practice in the classrooms. They have to consider the particular context or
situations in their classrooms and adapt their teaching behavior accordingly.”

Professional teacher must possess competencies in the use of teaching skills that facilitate student
learning.

“Professional teachers have their own beliefs, insights, and habits that will enable them to do their job
well. In recent years, educational researchers have noted the usefulness of personal practical knowledge
in solving problems, resolving tensions and simplifying work in the classroom. Cases have shown that
teachers’ personal knowledge adds important dimension to the teachers’ competence.”

3. Techniques for Better Classroom Control

} Focus attention on entire class

} Silence can be effective

} Direct your instruction so that students know what is going to happen

} Move around the room so students have to pay attention more readily

} Over plan your lessons to ensure you fill the period with learning activities

} Come to class prepared

} Show confidence in your teaching

} Learn student names as quickly as possible

4. Knowledge of your subject with practical application

Ø Knowledge is like a garden: if it is not cultivated, it cannot be harvested. ~ African Proverb

Ø Facilitate learning

Ø Relate the material to the student's lifestyle. The more meaningful material is to a student, the
quicker and easier it will be learned.
5. Learn Classroom Management

◦ It’s effective discipline

◦ It’s being prepared for class

◦ It’s motivating your students

◦ It’s providing a safe, comfortable learning environment

◦ It’s building your students’ self esteem

◦ It’s being creative and imaginative in daily lessons

Why is Classroom Management Important?

} Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate
} Classroom management issues are of highest concern for beginning teachers

6. Include ICT in Teaching Learning Process

7. Make your lesson plans: SMART Goals

8. Written work and Written paper correction

9. A Teacher leads through example

10. Communication

Ø The core quality of a good teacher is the ability to communicate their knowledge and expertise to
their students. There is a saying, “Give me a fish and I eat for a day, teach me to fish and I eat for a
lifetime.“

LESSON 2:

Responsibility and Accountability of a Teacher

Duties and responsibilities of a Filipino teacher as mandated in the Qualification Standards (CSC 1995):
the duties and responsibilities of an elementary school teacher and a secondary school teacher stated in
the Qualification Standards (CSC 1995) are combined.
Under general supervision, a teacher…

1. teaches such subjects as English, Mathematics, Science, Filipino, Makabayan ( to include HEKASI,
Edukasyon sa Pagpapalakas ng Katawan/Musika/Sining/, and Edukasyong Pantahanan at
Pangkabuhayan in the elementary level and Technology and Livelihood Education and Values Education
in the secondary level;

2. enrolls pupils/students;

3. prepares effective lesson plans;

4. prepares visual aids and other devices for instruction;

5. sees to it that the pupils/students in his/her advisory class are provided with the necessary
textbooks when available;

6. implements rules and regulations;

7. conducts guidance services for his/her advisory class;

8. evaluates pupils’ /students’ progress and provides various experiences for their continuous
development;

9. supervises curricular and co-curricular projects and activities of the pupils/students;

10. checks/records the attendance of the pupils/students;

11. keeps up-to-date anecdotal records of pupils/students;

12. keeps school records and prepares required reports;

13. keeps parents informed on pupils’/students’ progress;

14. attends and participates in in-service trainings and faculty meetings;

15. executes the administration of school policies designed for the welfare of the pupils/students;

16. maintains membership in professional organizations;

17. works with other school personnel, parents, and the community for the total development of the
pupils/students;

18. participates in the socio-economic development projects in the community;

19. coordinates and cooperates with other teachers in school projects or activities;

20. safeguards school facilities and equipment; and

21. does other related work.

Characteristics of an Effective Teacher

To be an effective teacher you do not only possess knowledge of educational theory and research. You
also possess a willingness to assume your varying roles and the ability to reflect on your own
performance.

Effective teaching is responsible teaching. To be a fully functioning effective teacher, you need to
be equipped with increased skills, knowledge, and awareness of how you perceive your learning
environment. This is crucial because they constitute your problem-solving and decision-making prowess.

The basic skills you possess as an effective teacher may be classified into three:

1. Functional skills - the capabilities you use in the work environment, such as planning, organizing,
controlling, communicating, motivating, developing, and managing.

2. Adaptive skills – your personal capabilities that relate to self-management. These include creativity,
discipline, dependability, drive, persuasiveness, memory, resourcefulness, and perceptiveness.

3. Professional skills – related to work content. They comprise your know-how or your ability to use
what you already know.

The early role – model definition of a good teacher eventually gives way to another definition, which can
relate to the psychological characteristics of an effective teacher:

Personality characteristics. Achievement/ motivation, directness, f lexibility.

Attitude. Motivation to teach, empathy towards pupils, commitment.

Experience. Years of teaching, experience in subjects taught, experience with particular grade/ year
levels
Aptitude / achievement. Scores in ability test, college grade – point average, student teaching
evaluations.

LESSON 3: MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

1. As teachers’ efforts are being recognized in building the nation, an Act was passed into law to look
after the welfare of the public school teachers and to promote, improve, and secure the professional
rights of a teacher—known to be the RA 4670 or Magna Carta for Public School Teachers.

2. A teacher is defined in this act as “all persons engaged in teaching (look into the provision of the law:
in any level of instruction, on full-time basis) basic education in public schools and all other persons
performing supervisory functions in all public schools in basic education, specifically: department heads,
assistant school heads, school heads, district, division, and regional supervisors, assistant schools
division superintendent, schools division superintendents, assistant regional directors, regional directors
and bureau/service/center directors, but shall not include support personnel such as legal, medical and
dental, planning, property/ supply, financial and human resource employees.”

3. The Magna Carta for Public School Teachers aims to improve the social and economic status of public
school teachers in basic education, their living and working conditions, employment, and career
prospects.
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

I. DECLARATION OF POLICY COVERAGE

Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and improve
the social and economic status of public school teachers, their living and working conditions, their terms
of employment and career prospects in order that they may compare favorably with existing
opportunities in other walks of life, attract and retain in the teaching profession more people with the
proper qualifications, it being recognized that advance in education depends on the qualifications and
ability of the teaching staff and that education is an essential factor in the economic growth of the
nation as a productive investment of vital importance.

Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers" and shall
apply to all public school teachers except those in the professorial staff of state colleges and universities.

As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any level
of instruction, on full-time basis, including guidance counselors, school librarians, industrial arts or
vocational instructors, and all other persons performing supervisory and/or administrative functions in
all schools, colleges and universities operated by the Government or its political subdivisions; but shall
not include school nurses, school physicians, school dentists, and other school employees.

II. RECRUITMENT AND CAREER

Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection and appointment
of teachers shall be clearly defined by the Department of Education: Provided, however, That effective
upon the approval of this Act, the following shall constitute the minimum educational qualifications for
teacherapplicants:

a. For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary Education
(B.S.E.ED.);

b. For teachers of the secondary schools, Bachelor's degree in Education or its equivalent with a major
and a minor; or a Bachelor's degree in Arts or Science with at least eighteen professional units in
Education.

c. For teachers of secondary vocational and two years technical courses, Bachelor's degree in the field
of specialization with at least eighteen professional units in education;
d. For teachers of courses on the collegiate level, other than vocational, master's degree with a specific
area of specialization;

Provided, further, That in the absence of applicants who possess the minimum educational qualifications
as hereinabove provided, the school superintendent may appoint, under a temporary status, applicants
who do not meet the minimum qualifications: Provided, further, That should teacher-applicants,
whether they possess the minimum educational qualifications or not, be required to take competitive
examinations, preference in making appointments shall be in the order of their respective ranks in said
competitive examinations: And provided, finally, That the results of the examinations shall be made
public and every applicant shall be furnished with his score and rank in said examinations.

Sec. 4. Probationary Period. When recruitment takes place after adequate training and professional
preparation in any school recognized by the Government, no probationary period preceding regular
appointment shall be imposed if the teacher possesses the appropriate civil service eligibility: Provided,
however, That where, due to the exigencies of the service, it is necessary to employ as teacher a person
who possesses the minimum educational qualifications herein above set forth but lacks the appropriate
civil service eligibility, such person shall be appointed on a provisional status and shall undergo a period
of probation for not less than one year from and after the date of his provisional appointment.

Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be assured the teachers as
provided under existing laws.
Subject to the provisions of Section three hereof, teachers appointed on a provisional status for lack of
necessary civil service eligibility shall be extended permanent appointment for the position he is holding
after having rendered at least ten years of continuous, efficient and faithful service in such position.

Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as herein otherwise
provided, no teacher shall be transferred without his consent from one station to another.

Where the exigencies of the service require the transfer of a teacher from one station to another, such
transfer may be effected by the school superintendent who shall previously notify the teacher
concerned of the transfer and the reason or reasons therefore. If the teacher believes there is no
justification for the transfer, he may appeal his case to the Director of Public Schools or the Director of
Vocational Education, as the case may be. Pending his appeal and the decision thereon, his transfer shall
be held in abeyance: Provided, however, that no transfers whatever shall be made three months before
any local or national election.

Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his
transfer is finally approved.

Sec. 7. Code of Professional Conduct for Teachers. Within six months from the approval of this Act, the
Secretary of Education shall formulate and prepare a Code of Professional Conduct for Public School
Teachers. A copy of the Code shall be furnished each teacher: Provided, however, that where this is not
possible by reason of inadequate fiscal resources of the Department of Education, at least three copies
of the same Code shall be deposited with the office of the school principal or head teacher where they
may be accessible for use by the teachers.

Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards at each stage
of any disciplinary procedure and shall have:

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 of his choice and/or by his
organization, adequate time being given to the teacher for the preparation of his defense; and

d. the right to appeal to clearly designated authorities.

No publicity shall be given to any disciplinary action being taken against a teacher during the pendency
of his case.

Sec. 9. Administrative Charges. Administrative charges against a teacher shall be heard initially by a
committee composed of the corresponding School

Superintendent of the Division or a duly authorized representative who should at least have the rank of
a division supervisor, where the teacher belongs, as chairman, a representative of the local or, in its
absence, any existing provincial or national teacher's organization and a supervisor of the Division, the
last two to be designated by the Director of Public Schools. The committee shall submit its findings and
recommendations to the Director of Public Schools within thirty days from the termination of the
hearings: Provided, however, that where the school superintendent is the complainant or an interested
party, all the members of the committee shall be appointed by the Secretary of Education.

Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching
profession, or during its exercise, or in the termination of services, based on other than professional
consideration.

Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to enable
married couples, both of whom are public school teachers, to be employed in the same locality.
Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their
professional duties, particularly with regard to teaching and classroom methods.

III. HOURS OF WORK AND REMUNERATION

Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required to
render more than six hours of actual classroom teaching a day, which shall be so scheduled as to give
him time for the preparation and correction of exercises and other work incidental to his normal
teaching

duties: Provided, however, that where the exigencies of the service so require, any teacher may be
required to render more than six hours but not exceeding eight hours of actual classroom teaching a day
upon payment of additional compensation at the same rate as his regular remuneration plus at least
twenty-five per cent of his basic pay.

Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary, co-
curricula and out of school activities and any other activities outside of what is defined as normal duties
of any teacher shall be paid an additional compensation of at least twenty-five per cent of his regular
remuneration after the teacher has completed at least six hours of actual classroom teaching a day.

In the case of other teachers or school officials not engaged in actual classroom instruction, any work
performed in excess of eight hours a day shall be paid an additional compensation of at least twenty-five
per cent of their regular remuneration.
The agencies utilizing the services of teachers shall pay the additional compensation required under this
section. Education authorities shall refuse to allow the rendition of services of teachers for other
government agencies without the assurance that the teachers shall be paid the remuneration provided
for under this section.

Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:

a. they shall compare favorably with those paid in other occupations requiring equivalent or similar
qualifications, training and abilities;

b. they shall be such as to insure teachers a reasonable standard of life for themselves and their
families; and

c. they shall be properly graded so as to recognize the fact that certain positions require higher
qualifications and greater responsibility than others: Provided, however, That the general salary scale
shall be such that the relation between the lowest and highest salaries paid in the profession will be of
reasonable order. Narrowing of the salary scale shall be achieved by raising the lower end of the salary
scales relative to the upper end.
Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a minimum to
a maximum salary by means of regular increments, granted automatically after three years: Provided,
That the efficiency rating of the teacher concerned is at least satisfactory. The progression from the
minimum to the maximum of the salary scale shall not extend over a period of ten years.

Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are appropriated by a city,
municipal, municipal district, or provincial government, shall not be less than those provided for
teachers of the National Government.

Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise in the
cost of living by the payment of a cost-of-living allowance which shall automatically follow changes in a
cost-of-living index. The Secretary of Education shall, in consultation with the proper government
entities, recommend to Congress, at least annually, the appropriation of the necessary funds for the
cost-of-living allowances of teachers employed by the National Government. The determination of the
cost-of-living allowances by the Secretary of Education shall, upon approval of the President of the
Philippines, be binding on the city, municipal or provincial government, for the purposes of calculating
the cost-of-living allowances of teachers under its employ.

Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such as
difficulty in commuting to the place of work or other hazards peculiar to the place of employment, as
determined by the Secretary of Education, they shall be compensated special hardship allowances
equivalent to at least twenty-five per cent of their monthly salary.
Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal tender of the
Philippines or its equivalent in checks or treasury warrants. Provided, however, that such checks or
treasury warrants shall be cashable in any national, provincial, city or municipal treasurer's office or any
banking institutions operating under the laws of the Republic of the Philippines.

Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever from the salaries of
teachers except under specific authority of law authorizing such deductions: Provided, however, that
upon written authority executed by the teacher concerned, (1) lawful dues and fees owing to the
Philippine Public School Teachers Association, and (2) premiums properly due on insurance policies,
shall be considered deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be provided free of
charge for all teachers before they take up teaching, and shall be repeated not less than once a year
during the teacher's professional life. Where medical examination show that medical treatment and/or
hospitalization is necessary, same shall be provided free by the government entity paying the salary of
the teachers.

In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary
medical care with the right to be reimbursed for their traveling expenses by the government entity
concerned in the first paragraph of this Section.
Sec. 23. Compensation for Injuries. Teachers shall be protected against the consequences of
employment injuries in accordance with existing laws. The effects of the physical and nervous strain on
the teacher's health shall be recognized as a compensable occupational disease in accordance with
existing laws.

V. LEAVE AND RETIREMENT BENEFITS

Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public schools,
they shall be entitled to study leave not exceeding one school year after seven years of service. Such
leave shall be granted in accordance with a schedule set by the Department of Education. During the
period of such leave, the teachers shall be entitled to at least sixty per cent of their monthly salary:
Provided, however, That no teacher shall be allowed to accumulate more than one year study leave,
unless he needs an additional semester to finish his thesis for a graduate study in education or allied
courses: Provided, further, That no compensation shall be due the teacher after the first year of such
leave. In all cases, the study leave period shall be counted for seniority and pension purposes.

The compensation allowed for one year study leave as herein provided shall be subject to the condition
that the teacher takes the regular study load and passes at least seventy-five per cent of his courses.
Study leave of more than one year may be permitted by the Secretary of Education but without
compensation.
Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when the
nature of the illness demands a long treatment that will exceed one year at the least.

Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and service
requirements of the applicable retirement laws shall be given one range salary raise upon retirement,
which shall be the basis of the computation of the lump sum of the retirement pay and the monthly
benefits thereafter.

VI. TEACHER'S ORGANIZATION

Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and without previous
authorization both to establish and to join organizations of their choosing, whether local or national to
further and defend their interests.

Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the immediately preceding
Section shall be exercised without any interference or coercion. It shall be unlawful for any person to
commit any acts of discrimination against teachers which are calculated to
(a) make the employment of a teacher subject to the condition that he shall not join an organization, or
shall relinquish membership in an organization,

(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an
organization or because of participation in organization activities outside school hours, or with the
consent of the proper school authorities, within school hours, and (c) to prevent him from carrying out
the duties laid upon him by his position in the organization, or to penalize him for an action undertaken
in that capacity.

Sec. 29. National Teacher's Organizations. National teachers' organizations shall be consulted in the
formulation of national educational policies and professional standards, and in the formulation of
national policies governing the social security of the teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the necessary
rules and regulations to implement the provisions of this Act. Rules and regulations issued pursuant to
this Section shall take effect thirty days after publication in a newspaper of general circulation and by
such other means as the Secretary of Education deems reasonably sufficient to give interested parties
general notice of such issuance.
Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually the
necessary budgetary estimates to implement the provisions of the Act concerning the benefits herein
granted to public school teachers under the employ of the National Government.

Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any teacher in the
exercise of his rights guaranteed by this Act or who shall in any other manner commit any act to defeat
any of the provisions of this Act shall, upon conviction, be punished by a fine of not less than one
hundred pesos nor more than one thousand pesos, or by imprisonment, in the discretion of the court.

If the offender is a public official, the court shall order his dismissal from the Government service.

Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing rules
inconsistent with the provisions of this Act are hereby repealed, amended or modified accordingly.

Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of this Act or
any provisions not affected thereby shall remain in force and in effect.

Sec. 35. This Act shall take effect upon its approval.