The Teacher as a Professional - PDF

MARIANO MARCOS STATE UNIVERSITY College of Teacher Education THE TEACHING PROFESSION EDUC 146 UNIT IV: THE TEACHER AS A PROFESSIONAL...

MARIANO MARCOS STATE UNIVERSITY College of Teacher Education THE TEACHING PROFESSION EDUC 146 UNIT IV: THE TEACHER AS A PROFESSIONAL GROUP 2 Mentor: COLOBONG, AIZA JHOANA M. Mentees: BERNAL, ERICH P. BUNAO SHEERAH LOU M. CABUYADAO, JASMINE M. CALAUSTRO, SHAYNA A. CALIVA, DWIGHT RAPHAEL CASTILLIO, KEVIN ANGELO C. DE GUZMAN, DHANIELLA MYLES L. DIAZ, RIZHEL ANN A. EDA, EMMARI COLEEN L. FERNANDO, JAMAIKA THEA B. ILAYAT, LOVELY L. DR. BERT A. GAMIAO FACULTY Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education THE PROFESSIONALIZATION OF TODAY Introduction Teaching is one of the noblest professions that anyone can ever hope to achieve. It is not just a job but also a principle that many should aspire to be. As the main source for gaining skills, knowledge, and experiences, teachers play an important role in developing their students and individuals in society. Apart from imparting important knowledge, teachers are the ones who shape all their student's individualities and spark curiosity, which can be used for their personal growth. They serve as the model of inspiration, so that students may be able to persevere to achieve the better version of themselves. Recognizing a teacher's important role in nation-building, the Philippines has taken steps to professionalize the teaching profession. Some of the efforts that have been established are the creations of educational reforms, imposing a standard for teaching education, and the occurrence of the licensure examination. With these efforts, the Philippines ensures that only competent and qualified individuals may practice the art of teaching, elevating the profession and ensuring that people can get quality education. With the ongoing evolution and rise of many new teaching approaches, teachers are encouraged to take note of these, such as the latest pedagogies and research, to ensure the improvement of our educational practices in achieving quality education. With the rise of our country's progress and development, the teaching profession is an indispensable asset to ensure our nation's future. Learning Outcomes At the end of this lesson, students should have the ability to: 1. Identify and explain how the professionalization of teaching was achieved. 2. Find out how these laws affected the development of the teaching profession. 3. Be able to understand how the regulation of the teaching profession is conducted. 4. Identify the effectiveness of these new reforms towards achieving quality education within the country. 5. Discuss the roles of the laws and decrees in defining the standards and requirements for teachers. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education ENGAGE MIX AND MATCH Instructions: 1. Each mentoring group will be required to present at least 3 to 5 participants to play. 2. Each group shall be given an item that contains a Republic Act and their explanations. 3. Once acquired, they will have to match each RA to their respective explanations correctly. 4. The fastest group to accomplish it shall win the game. EXPLORE A. THE PROFESSIONALIZATION OF TODAY The teaching profession has been one the greatest professions in our history. It gave rise to many marvels of our society, be it art, literature or architectural design. In the Philippines, the professionalization of the teaching profession has gone through many legislative reforms to achieve the results that we have today. These processes involved the many presidential decrees and legislative reforms that have improved the profession's status and given rise to a better system for ensuring quality education. In the past, teaching was viewed as a vocation rather than a profession until it slowly began to evolve and improve, fostering a new age where the professionalization of teaching has yielded many benefits for our society. The creation of specific laws and standards ensured that malpractice in the profession is greatly monitored. This then has ensured that only qualified individuals can work in this profession and will abide by ethical standards set forth by the law. These laws and standards are the following: 1. Presidential Decree 1006, s. 1976 (PD 1006): Decree Professionalizing Teaching Career progression for teachers in the Philippines began with Presidential Decree 1006 or the "Decree Professionalizing Teaching." It was the time of the administration of President Ferdinand Marcos when Presidential Decree 1006 was issued on December 16, 1976. It was a significant leap into acknowledging and elevating the honor of the teaching profession in the Philippines. PD 1006 was said to have the noble purpose of declaring teaching as a profession in the same arena as other professions in the Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education country. With the creation of the Professional Regulation Commission (PRC) and the Board for Professional Teachers, the objective was to regulate and supervise the practice of this teaching profession. The National Board for Teachers (or just the Board) is a significant institution used to implement improved teaching and teacher quality nationally. This composition demonstrates a balance between government regulation and private sector representation and thus illustrates a comprehensive approach to teacher regulation and professional development. Section 4 declares the establishment of the Board and its positions: 1. The Secretary of Education is crucial in aligning educational policies with national objectives. 2. The Chairman of the Civil Service Commission, serving as Co-Chairman, thereby integrating public service considerations into the educational landscape. 3. The Commissioner of the Professional Regulations Commission oversees the adherence to professional standards and regulatory compliance. 4. Two members representing the private sector, appointed by the President, ensure that diverse perspectives inform the Board's decisions and policies. PD 1006 raised teachers' social and professional status, providing them with better living and working conditions. It also attempted to change its role in nation-building. Moreover, it pursued quality education through: the establishment of PBET of Professional Board Examination for Teachers, which shall be held at least once a year; the issuance of the Professional Teacher Certificate; and professional standards for teachers. Before the decree was enacted, there were no board examinations for teachers; the only available one back then was a civil service examination, which is a requirement if an educator aspires to teach in public schools. Thus, the first teacher examination took place three days after its enactment. The key provisions of the Presidential Decree 1006 are: The National Board for Teachers is tasked with: administer the PBET by designating examiners to determine and prepare the contents of the board examination; Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education determine and fix the dates and venue of the examination; fix the daily allowance that supervisors and examiners actually attend; oversee and improve conditions affecting the practice of the teaching profession; issue, suspend, revoke, replace, or reissue the Professional Teachers Certificate (which was equivalent to a teacher's license today); prescribe and collect examination and other fees; and To promulgate the rules and regulations of the teaching profession. This is read in Section 5 of the decree, which appoints the powers and duties of the board. The Professional Board Examinations for Teachers are equivalent to today's Licensure Examination for Teachers (LET). 1. The qualifications for the eligibility to take this examination are discussed in Section 6. It states there that the applicant must be: a. A citizen of the Philippines; b. Of good moral character; c. Free from any physical and/or mental defect; and d. Processes the minimum educational qualifications for the type of schools that they aspire to teach in, which are; ▪ For teachers in the kindergarten and elementary grades, a Bachelor's degree in Elementary Education (B.S.E.Ed.) or its equivalent; ▪ For teachers of secondary schools, a Bachelor's degree in Education or its equivalent with a major and minor, or a Bachelor's degree in Arts or Sciences with at least eighteen units in professional education and ▪ For teachers of secondary vocational and two-year technical courses, a Bachelor's degree in the field of specialization with at least eighteen units in professional education. In Section 9, it was already noted that to be able to pass the exam, an examinee shall obtain a general average of 70% in all subjects, with no rating below 50% in any subject. To put this in the picture, take, for example, passing with a 90% general average in the entire exam but scoring 45% in one subject. Being the examinee, you did not pass the examination because you failed to do one of the things that would make you pass. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education Section 10, The examination results shall be reported within 150 days after the last day of the examination. Section 11 notes that those who have already passed examinations given by the Civil Service Commission or jointly by the Civil Service Commission and the Department of Education and Culture shall be considered to have passed the board examinations for teachers. The Professional Teacher Certificate is equivalent today to a Professional Teacher License. This was granted upon passing the PBET, automatically giving the holders the rights and privileges of a professional teacher. Section 14 states that the Civil Service Commission may register teachers coming from foreign states or countries without examination provided that their registration requirements are at least on a par with those here in the Philippines and their laws grant Filipino citizens the right to practice teaching under the same terms. After three years from the effectivity of the decree, no one shall anymore become a professional teacher unless the person has his or her own certificate. Section 16 declares the consequences for those who go against it. Since it is the first time that professionalization and regulation have been put into teaching practice, Presidential Decree No. 1006 has had the greatest impact on the teaching profession in the Philippines because it recognizes the teaching profession and the teachers as professionals. These measures give respect and a sense of pride to the teachers, help bring quality education, and develop the entire teaching profession of the country. 2. Republic Act no. 7836 (RA 7836): Philippine Teachers Professionalization Act of 1994 The "Philippine Teachers Professionalization Act of 1994," or Republic Act No. 7836, was enacted on December 16, 1994, while President Fidel V. Ramos was in administration. The law, which replaced PD 1006, was proposed by the Philippine Congress to strengthen the nation's regulations and supervision of education. It establishes the Professional Regulation Commission as the regulatory body and prescribes teachers' professionalism, ethics, and competency provisions. To legally engage in practice, they must pass the LET administered by the PRC. The law also attaches importance to the continuous professional development of teachers. Its goals are to guarantee ethical and competent teachers, professionalize the teaching profession, and raise the standard of education in the Philippines. The Republic Act No. 7836's main provisions The Teachers' Professional Board The Professional Board has replaced the National Board for Teachers for Teachers with the enactment of RA Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education 7836. The following are the responsibilities and functions of the board as stated in Article II, Section 6: Establishes and implements laws and guidelines Identifies exam information and makes use of school resources Has the authority to grant, suspend, or cancel teaching certifications. Recommends and collects the proper fees Creates professional and ethical norms Conducts oath administration Supervises and regulates qualified educators Adopts a formal seal Promotes ethical and professional standards Assures adherence to academic standards Looks into violations and issues subpoenas Discharge other powers, duties, and functions the Board may deem necessary. The following are the board's qualifications as stated in Article II, Section 8: Must be a citizen and resident of the Philippines. At least 35 years old, with a track record of integrity, high moral standards, and no convictions for crimes involving moral turpitude are required. A Bachelor of Arts or Bachelor of Science in Education degree is required, ideally alongside a master's or doctoral degree in education from an authorized university. Unless they are members of the original Board for Professional Teachers, they must be professional teachers with a current registration certificate and professional license. Must have been an active elementary and secondary school teacher for at least ten years. For at least three years before the appointment, the candidate must not have held an official position or financial stake in any university awarding a bachelor's degree in education nor be connected to review centers or organizations that provide courses for preparing for licensing exams. Licensure Examination for Teachers (LET) In the Philippines, this replaced the PBET as the test that aspiring teachers must pass to be licensed to teach professionally. It evaluates their competencies, abilities, and knowledge in their selected field of expertise. Article III, Section 15 currently stipulates the following requirements for taking the LET: The candidate must be a Philippine citizen or an international national whose nation has Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education reciprocity with the Philippines for the teaching profession; He needs to be at least eighteen; He must be morally upright, well-respected, and in good health; He must not have been found guilty of a crime involving moral turpitude by a court's final verdict. He must have completed a government-approved school, college, or university and meet the following minimal educational requirements: a. Preschool teachers should earn a bachelor's degree in early childhood education (BECED) or its equivalent; b. Elementary teachers should earn a bachelor's degree in elementary education (BSEED) or its equivalent; c. Secondary teachers should earn a bachelor's degree in education or its equivalent with a major and minor, or a bachelor's degree in arts and sciences with at least ten (10) units in professional education and d. Teachers of two-year technical courses and vocational courses should complete at least eighteen (18) units of professional education and a bachelor's degree in their field of expertise. Article III, Section 16 The Professional Board Examination for Teachers (PBET) used to take 150 working days to process. But after the Licensure Examination for Teachers (LET) was implemented, the processing period was cut down to 120 working days. It is possible that the results could be released earlier. The examination results may be published early, but the objective is to disclose them as quickly as possible within the allotted 120 working days. The ratings obtained by each candidate in the licensure examination are reported to the Professional Regulation Commission (PRC) for approval and necessary action. The PRC reviews the ratings and takes appropriate measures based on the results. Article III, Periodic Merit Exam (PME), Sections 19 and 20. PMEs are offered at no cost and are held for promotional purposes. It is permitted for examinees to take the PME twice, with a five-year gap between attempts. Although an examinee must take an additional course, they will not lose their jobs if they fail the second PME. The PME includes both written and oral assessments. The rewards a teacher will receive for passing the merit exam are listed in Section 21. They are as follows: A merit-based diploma granted by the Board Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education Gain merit points for promotion in salary or to a higher position Priority placement in government scholarships Additional advantages determined by the Board. It further claimed that similar rewards would be given to educators who invent, create innovative teaching strategies, write books, or produce artistically significant works. They are rewarded and acknowledged for their significant contributions to the field of education through these incentives. The relevant educational authorities or governing bodies will determine the specific criteria and details of these incentives. According to Section 28, breaking the terms of RA 7836 can result in a fine of at least 5,000 pesos (₱5,000) to 20,000 pesos (₱20,000), or in jail time of at least six (6) months or at most five (5) years, or both, depending on the court's judgment. The provision as follows: a) Exercising the teaching profession without a qualification. b) Passing off someone else's registration document as one's own. c) Providing fake or fraudulent documentation in order to receive a teaching certificate. d) Pretending to be a certified educator. e) Making use of a suspended or revoked registration certificate. f) Posing or marketing oneself as a teacher without a current certification. g) Violating any of RA 7836's provisions. The teaching profession in the Philippines has been significantly impacted by the Philippine Teachers Professionalization Act of 1994, or RA 7836. Its establishment of precise standards, credentials, and licensing requirements for educators is one of its most significant contributions to the professionalization of education. Teachers' status has increased as a result, and their expertise and professionalism have been highlighted. Additionally, by guaranteeing that only competent and qualified people enter the field, the Act has been significant in improving the quality of teachers. By creating the Professional Regulation Commission and the Board for Professional Teachers, which keep an eye on professional standards and address problems, it has also improved accountability. Additionally, RA 7836 encourages teachers to take part in conferences, seminars, and other events in order to foster ongoing professional growth. Overall, the Act has improved the quality of education in the Philippines and positively affected the teaching professio Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education 3. Republic Act no. 9293: Amendments to certain Sections of R.A. 7836 The Republic Act No. 9293 is a known act amending the sections of another act, namely Republic Act No. 7836, otherwise known as the Philippine Teachers Professionalization Act of 1944. It covers all minor changes applied to certain sections within R. A No. 7836. In the first section of the law, the requirements for teachers working in the secondary grades were changed in this amendment. In the previous Republic Act, R.A No. 7736, a teaching applicant who earned a bachelor's degree in arts and sciences must at least possess ten (10) units in professional education to qualify. However, in the amended law in R.A No. 9293, the required unit was changed from ten (10) to eighteen (18) to qualify. Section 2 of the amendment also makes sure that an unqualified person cannot or shall not engage in teaching and/or act as a professional teacher as defined in this Act, whether in the preschool, elementary, or secondary level unless the person is a duly registered professional teacher, and a holder of a valid certificate of registration and a valid professional license or a holder of a valid special/temporary permit. This amendment section also made revisions for Section 26 of the RA 7836. This amendment then introduced the following: Inactive teachers who haven't practiced professional teaching for five years but already passed the examination and took the oath should take at least 6 units of Pedagogy and Content Courses along with 12 units of education courses. After finishing all these refresher courses, they would only be allowed to practice professional teaching in the country again. Para-teachers were also introduced in this section of the amendment. They are the ones who have failed their licensure examination, gaining a rating of no lower than 5% from the passing general average rating, which is around 70 to 74. The applicants who meet all the criteria shall then be eligible to receive a 2-year special permit issued by the board, which is renewable for a non- extendable period of two years. These para-teachers shall then be designated to areas lacking or lacking professional teachers, which is identified by the Department of Education (DepEd) and the Autonomous Region in Muslim Mindanao (ARMM) education department. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education The board may also issue a special permit for an individual who has excelled in his or her respective field of specialization. This then would allow them to teach that subject and any related subject from that field of their expertise. The terms used in the R.A 7836 were also updated in Section 4, where the "Department of Education, Culture and Sports (DECS)" was renamed to the "Department of Education (DepEd)." The implementation of Republic Act No. 9293 aims to ensure that students will be able to attain the highest possible form of quality education by ensuring that a continuous flow of well-cultivated teachers is produced to enrich their minds as well as enhance their learning. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education WRAP-UP ACTIVITY In a 100-150 words essay, critically reflect on the significance of PD 1006, RA 9293, and RA 7836 in the future as a future educator. Reflection Paper Rubric Criteria Points 5 4 3 2 1 Content Information Information Information Information Information clearly relates clearly relates clearly relates has little to do has nothing to to the main to the main to the main with the main do with the topics. It topics. It topics. No topic. main topic. includes includes 1-2 supporting several supporting details and/or supporting details and/or examples details and/or examples. given. examples. Organization Information Information Information The The is very is organized is organized information information is organized with well- but appears to be disorganized with well- constructed paragraphs disorganized. and constructed paragraphs are not well inaccurate. paragraphs, and constructed use of information is and subheadings, factual and information is and correct. factual. information is factual and correct. Mechanics No Almost no Contains few Many Contains too grammatical, grammatical, grammatical, grammatical, many spelling, or spelling, or spelling, or spelling, or grammatical, punctuation punctuation punctuation punctuation spelling, or errors. errors. errors. errors. punctuation errors. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education PROFESSIONAL ETHICS (CODE OF CONDUCT FOR PROFESSIONAL TEACHERS) Introduction Teachers' responsibilities in education go beyond just teaching (which is important); they also help to build a moral and ethical foundation for future generations. A key part of guiding educators' decisions and actions is professional ethics (this is crucial), especially the code of conduct for teachers. With a focus on integrity, respect, and equity, this code outlines educators' duties toward their students, coworkers, and the larger community. By following these moral principles, teachers create a supportive learning environment, boost confidence, and enhance the overall quality of education. Maintaining professionalism and credibility in teaching requires understanding and commitment to these values. The Code of Ethics for Professional Teachers is essential for guiding educators in their professional conduct. This lesson will explore its significance, focusing on the preamble and key articles. Understanding these principles helps teachers create a positive learning environment and maintain integrity in their relationships with students, colleagues, and the community. Learning Outcomes By the end of this lesson, students will be able to: 1. Explain the importance of the Code of Ethics for Professional Teachers. 2. Identified the applications of the code of conduct and ethics of educators 3. Analyze ethical dilemmas in teaching and apply relevant principles. 4. Explained the significance of having professional ethics as a future teacher. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education ENGAGE JOLLY PARTY: THE TRIP TO JERUSALEM Instructions: 1. We will arrange 8 chairs in a circle, facing outward. 2. Ensuring there is enough space around the chairs for participants to walk or dance around comfortably. 3. At a random point, the music will stop. When it does, everyone must quickly find a chair and sit down. The representative left standing without a chair is eliminated. 3. The person who is eliminated must: a. Read one of the pre-prepared questions b. He/she will still receive a consolation prize 4. After each round, we will remove one chair from the circle, and the game continues with the remaining participants and chairs. 5. Continue the rounds of elimination until only one participant remains. 6. The last representative standing wins the grand prize. The winner is the one who successfully avoids being eliminated in every round. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education EXPLORE B. PROFESSIONAL ETHICS (CODE OF CONDUCT FOR PROFESSIONAL TEACHERS) Professional Ethics Professional Ethics for the Teaching Professionals They significantly influence future generations through imparting knowledge, exercising their critical faculties, and intellectually and ethically fostering a better generation of students. In this process, education provides guardians of learning. Central to the noble vocation is adherence to the best principles that guide learning activities, values known as professional ethics These professional ethics set a guide for the teachers in their relations with students, colleagues, parents, and the community Code of Conduct for Professional Teachers Teachers are responsible for maximizing their students' potential and general development. As role models, they play a very influential part in the lives of their students. This stewardship requires the teacher to be professionally capable and have an excellent reputation at the school level and beyond. The Code of Conduct establishes acceptable practices by teachers in the field of education. As more outlined in the preamble, a teacher should possess dignity and values of high morality. This fact, on the whole, sees the professionals not indulging in acts of alcoholism, smoking, or other forms of gambling as a means of holding an appropriate professional image. 1.1. Preamble and Article I According to Resolution No. 435, s. 1998, this code applies to all teachers in the Philippines, covering both public and private educators across all educational institutions. This law outlines the appropriate behavior inside the classroom, aimed at enhancing the outcome of student learning and, eventually, the quality of education. Quality teaching plays a key role in facilitating quality education; good-quality teachers are necessary to build student performance. Conclusion A code of ethics is significant as a set of necessary rules and regulations that professionals should observe to offer students a quality educational experience. Teachers are the backbone for developing learners holistically and are, therefore, instrumental in that regard. They facilitate learning in the class and instill valuable lessons in life by being good examples of integrity and ethics in the classroom. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education 1.2. Relationship with Secondary and Tertiary Students The Code of Ethics identifies various external stakeholders that schools and teachers must engage with to promote a child's education, including the state (Article II), the community (Article III), and parents (Article IX). Secondary stakeholders are indirectly impacted by educational services—specifically, the parents of students who trust schools and teachers with their children's education. While not directly involved in day-to-day activities, parental expectations significantly influence educational practices, fostering trust and collaboration. Tertiary stakeholders are also indirect yet vital contributors to children's education, including future employers, the government, and society as a whole. Employers desire graduates who possess necessary skills and values, while the government establishes policies and allocates resources. An educated population ultimately benefits society. The Code of Ethics focuses the interlinking roles that educators, students, parents, and the community assume in education, stating that the responsibility for a child's education is not in the hands of school leaders and teachers alone but the idea that education is an activity shared by all in which each participant plays their part. Article II: The Teacher and the State This is a very important aspect in the educational landscape of the state as espoused in Article II. In this article, it acknowledges that the schools are partnered with the state in matters policy, regulation, and finance. Teachers and schools are therefore expected to follow what the state has in terms of vision on education as well as being on the right side of the law. Section 1 schools are places of foundation that can lead to the rearing of responsible citizens; and for this reason, teachers will play a pivotal role in the preservation of the cultural and educational legacy of the nation. In Section 1, Teachers shall perform: Imparting the cultural and educational heritage of the students. Promoting national morality and ethical values. Creating national pride and love for the nation. Inculcating respect for the Constitution and authority. Fostering obedience to state laws. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education Section 2 states that teacher must openly work out the policies of the state and must also take an oath declaring his duties to serve the welfare of society. He is supposed to be actively working for the education working in line with the objectives of the nation. Section 3 deals with the need for a teacher to keep himself fit physically, mentally as well as morally. The general fitness of a teacher affects the performance of his duties as a teacher. Section 4 directs that the members should be zealous and dedicated to their jobs since it was not just a profession but a calling where passion is indispensable. Section 5 prohibits any political, religious, or partisan activity of which teachers should seek no financial or material advantage for any such activities. Section 6 sets teachers' rights to vote and perform their civic duties and emphasizes the importance of being an active participant in their constitutional obligations. Section 7 states that teachers must not use their power to force other people to act politically. Section 8 Academic freedom to teach and disseminate knowledge: the right to conduct and communicate research findings as long as the results do not fall under the state's regulations concerning dangerous results. Article III: The Teacher and the Community Beyond textbooks, education thrives within a vibrant community. Article III highlights this interconnectedness, emphasizing that teachers are integral members of their communities. They actively participate in local initiatives, understand cultural practices, and build positive relationships. Section 1 describes teachers as facilitators of learning and youth development. Their role goes beyond simply delivering information; they cultivate an environment that promotes growth and understanding. By guiding students towards common goals without imposing their own beliefs, teachers empower young minds to thrive. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education Section 2 focuses on teachers as leaders within their communities. They actively participate in efforts aimed at moral, social, educational, economic, and civic improvement. Whether organizing community events or advocating for change, teachers significantly influence the well-being of their communities. Section 3 underscores the merit and dignity of the teaching profession. To earn social recognition, teachers must conduct themselves honorably, avoiding harmful behaviors like gambling, smoking, and substance abuse. By adhering to these standards, they set a positive example for both students and the broader community. Section 4 asserts that teachers must live among and with the community they serve. To foster understanding and empathy, they engage with local customs and traditions, allowing them to build meaningful connections and avoid negative judgments. Section 5 emphasizes the role of teachers in school-community communication. They serve as liaisons, keeping the community informed about school achievements, needs, and challenges. Effective communication fosters trust and transparency, positioning teachers as advocates for education. Section 6 recognizes teachers as intellectual leaders in their neighborhoods. They often provide guidance and support to students, parents, and community members, contributing positively to local welfare. Section 7 discusses the importance of harmonious relationships. Teachers should nurture positive interactions with colleagues, government officials, and community members, fostering collaboration and progress. Section 8 highlights teachers' freedom to worship and attend religious services. However, they must avoid using their positions to promote any specific beliefs, ensuring respect and neutrality in their influence. Article IX: The Teacher and the Parents Section 1 mandates that teachers foster cordial relationships with parents, earning their trust and respect. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education Section 2 requires teachers to communicate students’ progress and areas for improvement to parents through appropriate channels, exercising sensitivity and seeking parental collaboration for student development. Section 3 states that teachers should address parents' concerns with empathy and discourage unjust criticism. 1.3. Relationship with the Stakeholders For Philippine schools, the proper relationship is to have the teachers get along well along with other school members. Since internal stakeholders are those being immediately concerned with the activities of school operations on an everyday basis, they must be the teacher, administrators and staff. Though students could be called the major or most critical stakeholders, because of having the majority student population of the school it is everybody's duty to share its responsibility and action and fruit. The Code of Ethics for Professional Teachers was promulgated by the Professional Regulation Commission and the Board for Professional Teachers in 1997. To ensure teachers observe professional standards and promote wholesome relationships within the educational setup, such code should be followed by the professional teachers. Article VIII: The Teacher and the Learner Section 1 establishes the fact that the teachers have a right and responsibility to grant academic marks and promotions, which are based on evaluation procedures that are accepted. Section 2 places more emphasis on how the interest and welfare of learners are of concern to them. As such, they have to treat each student justly and impartially. Section 3 protects teachers from discrimination or prejudice by learners, ensuring a respectful educational environment. Section 4 prohibits giving favors or gifts to their students and their families when they receive concessions from those students. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education Section 5 points out that teachers are prevented from accepting unauthorized compensation paid for providing tutoring services. Section 6 Evaluation of learner-work should strictly be based on merit and quality of academic performance. Section 7 the code deals with questions that come up in the issue of developing romantic attraction between a teacher and a learner. Teachers should exercise their professional judgment not to act on favoritism, gossip or scandal. Section 8 Corporal punishment shall not be administered. No punitive reduction of learner ratings shall be made on account of non-academic misconduct. Section 9 calls for teachers to foster the very best conditions in which learners may develop fully and in assistance to solve problems and difficulties. Article VI: The Teacher and Higher Authorities in the Professions Section 1 Throws upon teachers the responsibility to be informed and obedient of the school's policies and regulations as decreed by the management with whom he works, no matter how offensive those regulations may be to him or to their sense of propriety to see to their effective implementation. Section 2 forbids the teaching profession from leveling false charges against the superior, yet honesty must always be in play. Where justifiable charges do happen, they have to be lodged with the appropriate authorities. Section 3 promotes members of the teaching profession to conduct official business in proper channels except where justified by other procedures. Section 4 affirms teachers' rights to seek redress for injustices within the administration, ensuring that any grievances raised do not compromise the learners' right to education. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education Section 5 The fifth provision is related to merit as well as the requirement from the service provides appointment, along with promotion transfer according to sound practice from the rights to employment. Section 6 The job post is accepted under the contractual terms of service. Thus, the teachers fully understand their duties. Republic Act No. 6713: Code of Conduct for Public Officials and Employees General Provisions Republic Act No. 6713, otherwise known as "Code of Conduct and Ethical Standards for Public Officials and Employees," was enacted on February 20, 1989. The said law provides a code of conduct that aims to guide ethical behavior, responsibility, and transparency in public service through integrity and avoidance of conflict of interest. RA 6713 was a measure enacted by the Philippine Congress which President Corazon C. Aquino signed into law in the broader effort of promoting ethical standards in public service. The Act speaks about an ordered approach to ethical conduct by public officials and employees as a means of promoting trust in government institutions. Key Provisions Code of Conduct: The rule mandates a specific Code of Conduct that specifies what is accepted ethically in the practice with regard to professionalism, integrity, transparency, and responsibility. Disclosure of Assets and Liabilities: Any assets, liabilities, and even net worth must be published by public officers including all those belonging to their spouse and any children below the age of 18 while unmarried. Prohibited Acts and Transactions: RA 6713 enumerates prohibited actions, which include conducting business, acquiring financial interests, or receiving gifts that may compromise integrity. Penalties: The Act imposes penalties for the violation, such as fines, suspension, or dismissal from service, depending on the nature of the offense. Ombudsman Authority: The Ombudsman is vested with the authority to implement and enforce RA 6713, investigating and prosecuting violations of the Code of Conduct. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education Significance of RA 6713 Promoting Ethical Conduct: The law will serve as the standard for public officials so they can act in good faith and with professional orientation. Preventing Corruption: This law addresses corruption and malpractice as it provides public official guidelines not to be involved in a conflict of interest and not to accept bribes. Enhancing Public Trust: The law assists in building citizen confidence toward government institutions through transparency and accountability principles. Accountability and Transparency: It is through the channels required by the law in having officials declare their assets which holds these public servants accountable towards financial interests. Professionalizing Public Service: RA 6713 promotes and enforces to public officers’ high ethical conduct and professionalism. International Standards: These laws are compliant with the universal best practices around the globe in respect to the best practices under governance in making it high standards in upholding credible, effective and efficient governmental institutions. HIS/HER PERSON, PROFESSION AND BUSINESS Article IV: The Teacher and the Profession Section 1. Every teacher shall actively ensure 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. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a decent living. Article IV: 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. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education 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 furnishes textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherent, 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 a premium upon self-discipline as the primary principle of personal behavior in all relationships and situations. Section 3. A teacher shall always maintain a dignified personality that 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 a guide of his own destiny and of the destinies of men and nations. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education WRAP UP ACTIVITY MULTIPLE CHOICE Direction. Choose the best answer for each of the following questions. Write your answer before the number. 1. What is the primary purpose of the Code of Ethics for Professional Teachers? A) To establish salary scales B) To outline ethical guidelines for teachers C) To create standardized tests D) To regulate school funding 2. According to the Code of Ethics, teachers must act as: A) Supervisors only B) Facilitators of learning C) Administrators D) Counselors 3. What does Article II of the Code emphasize? A) The teacher's relationship with parents B) The teacher's role in the community C) The teacher's responsibilities to the state D) The teacher's academic freedom 4. Section 1 of Article III states that teachers are: A) Solely responsible for student outcomes B) Facilitators of learning and youth development C) Restricted to classroom activities only D) Exempt from community involvement 5. Which of the following is NOT a responsibility outlined in Article II? A) Elevating national morality B) Instilling allegiance to the Constitution C) Engaging in political activities Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education D) Promoting national pride 6. Under Republic Act No. 6713, public officials must: A) Attend all government events B) Submit a declaration of assets C) Work overtime D) Maintain a personal blog 7. What is one of the penalties for violating the Code of Conduct under RA 6713? A) Public apology B) Dismissal from service C) Mandatory training D) Transfer to another school 8. Which section emphasizes teachers maintaining a dignified personality? A) Section 1 of Article VI B) Preamble of the Code C) Section 5 of Article III D) Section 4 of Article VIII 9. Teachers are encouraged to: A) Accept gifts from students B) Engage in personal relationships with learners C) Promote their personal beliefs in class D) Maintain professional boundaries 10. Which of the following is an example of a prohibited act under RA 6713? A) Accepting gifts from friends B) Engaging in business that conflicts with duties C) Attending professional development seminars D) Participating in community events Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education 11. The teacher’s relationship with parents is primarily discussed in which Article? A) Article II B) Article III C) Article IX D) Article VIII 12. According to Article IX, teachers must: A) Ignore parental feedback B) Establish and maintain cordial relations with parents C) Limit communication with parents D) Avoid discussing student progress 13. What is the primary focus of Article VIII? A) Teacher accountability B) Teacher and learner relationship C) Teacher and community interaction D) Teacher and state responsibilities 14. In Article VI, teachers are encouraged to: A) Challenge authority publicly B) Support school policies despite personal feelings C) Ignore administration D) Refuse to participate in school events 15. What should a teacher do in case of learner complaints according to Article VIII? A) Dismiss them immediately B) Hear them with sympathy and understanding C) Ignore them D) Refer them to the principal Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education 16. Teachers must not accept remuneration for tutorials except when: A) Authorized for such service B) Requested by parents C) They feel it is appropriate D) Offered by colleagues 17. Which of the following is a duty of teachers outlined in Section 3 of Article VIII? A) Inflicting corporal punishment B) Ensuring conditions for maximum learner development C) Accepting favors from learners D) Competing with colleagues 18. The Ombudsman is responsible for: A) Organizing teacher training B) Investigating violations of RA 6713 C) Setting teacher salaries D) Approving educational materials 19. Professional ethics help teachers to: A) Gain personal rewards B) Navigate complex relationships C) Isolate themselves D) Avoid responsibilities 20. The Preamble of the Code highlights the importance of: A) Economic benefits B) Teacher dignity and reputation C) Educational materials D) Administrative roles Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education IDENTIFICATION Direction. Identify the answer to each of the following items. Answer it in the blank space provided. 1. Identify the law that serves as the Code of Conduct and Ethical Standards for Public Officials and Employees in the Philippines. 2. Name the Article that outlines the teacher’s responsibilities to the state. 3. What defines the ethical guidelines governing teachers' conduct with students, parents, and the community? 4. Identify the section of the Code that discusses the need for teachers to maintain professional boundaries with learners. 5. What is the main focus of Article III in the Code of Ethics? 6. Name the authority responsible for implementing and enforcing the provisions of RA 6713. 7. What does Article IX specifically address regarding teacher-parent relationships? 8. Identify the act that is prohibited under RA 6713 involving financial interests. 9. Name the responsibility of teachers outlined in Section 2 of Article VIII concerning academic evaluations. 10. What primary outcome does the Code of Ethics aim to achieve for students? Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education TEACHER’S RIGHT AND PRIVILEGES IN THE PHILIPPINES Introduction Aristotle emphasized the importance of teachers knowing their limitations and rights and privileges to educate children effectively. In the Philippines, teachers are granted various rights and privileges to ensure safety and enjoyment in their profession. These rights help teachers protect themselves and their students, shaping them into better individuals for the future. This knowledge is crucial for fostering a fair, equitable, and effective educational environment, as it applies not only to teachers but also to students and the broader community. Learning Outcomes By the end of this lesson, learners must have: 1. Understood the key provisions of Republic Act No. 4670 and its role in protecting the rights and welfare of public school teachers in the Philippines. 2. Analyzed the provisions of the 1987 Philippines Constitution related to education and assessed their impact on accessibility and the professional development of teachers. 3. Identify how Commonwealth Act No. 578 designates teachers and educational supervisors as "persons in authority" and evaluate the impact of this status on their rights and responsibilities under Philippine law. 4. Analyzed House Bill 8384 and its expansion towards professional rights and work incentives for public school teachers. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education WRITE IT FAST: TEACHER’S RIGHT TRIVIA Instructions: 1. Each mentoring group must choose their two best representative to participate for the warm up activity. 2. After which, the group presenter will give them a question about the topic "Teachers Right and Privileges in the Philippines" to help them be prepared for the lesson and the players will write their answers on the board. 3. A player who first finish in writing the answer and get the correct answer will claim his/her award after the discussion. EXPLORE C. TEACHER’S RIGHT AND PRIVILEGES IN THE PHILIPPINES 1. The 1987 Philippine Constitution Based on the 1987 Philippine Constitution establishes the framework of the Philippine education system, asserting that quality education should be given to every Filipino citizen. Its formulation through the presidency of Corazon Aquino, where it was launched on February 11, 1987, forms the basis of how the government must provide affordable education at all levels so that each individual can learn and grow. Apart from providing a foundation for learning, the constitution provides protection for teachers in such a structure. It considers its role in shaping the future of this country and assures that it offers fair compensation, professional development, and working conditions to ensure performance. Article XIV: Education, Science and Technology, Arts, Culture, and Sports Section 1. The state shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all. According to Fr. Joaquin Bernas, S.J. (2011), the three principal characteristics of the educational system that the State must promote and protect are: Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education Quality education that is of high academic standards, Affordable education which is financially within the reach not just for the wealthy and Education that is relevant to the needs of people and society. The State shall promote and protect: The right to quality education at all levels; The right to affordable and accessible education; and Education that is relevant to the needs of people and society. Section 2. The state shall: Establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of the people and society. Establish and maintain a system of free public education in the elementary and high school levels. Without limiting the natural rights of parents to rear their children, elementary education is compulsory for all children of school age. Establish and maintain a system of scholarship grants, student loan programs, subsidies and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged. Encourage non- formal, informal and indigenous learning system, as well as self- learning independent and out-of-school study programs particularly those that respond to community needs; and Provide adult citizens, the disabled and out-of-school youth with training in civics, vocational efficiency and skills. Section 3 All educational institutions shall include the study of the Constitution as part of the curricula. They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge and promote efficiency. At the option expressed in writing by the parent or guardians, religion shall be allowed to be taught Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education to their children or wards in the public elementary and high schools within the regular class hours by instructors designated or approved by the religious authorities of the religion to which the children or wards belong, additional cost to the Government. Section 4 The state recognizes the complementary roles of the public and private institutions in the educational system and shall exercise reasonable supervision and regulation of all educational institutions. Educational institutions, other than those established by religious groups and mission boards, shall be allowed solely by citizens of the Philippines or corporations or associations at least sixty per centum of the capital of which is owned by such citizens. The Congress may, however, require increased Filipino equity participation in all educational institutions. The control and administration of educational institutions shall vest in citizens of the Philippines. No educational institution shall be established exclusively for aliens and no group of aliens shall comprise more than one third of the enrollment in any school. The provisions of this subsection shall not apply to schools established for foreign diplomatic personnel and their dependents and, unless otherwise provided by law, for other foreign temporary residents. All revenues and assets of non- stock, non- profit educational institutions used, directly and exclusively for educational purposes shall be exempt from taxes and duties. Upon the dissolution or cessation of the corporate existence of such institutions, their assets shall be disposed of in the manner provided by law. Proprietary educational institutions, including those cooperatively owned, may likewise be entitled to such exemptions subject to the limitations provided by law including restrictions on dividends and provisions for reinvestment. Subject to conditions prescribed by law, all grants’ endowments, donations or contributions used actually, directly and exclusively for educational purposes shall be exempt from tax. Section 5 The State shall consider regional and sectoral needs and conditions and encourage local planning in the development of educational policies and programs. Academic freedom shall be enjoyed in all institutions of higher learning. Every citizen has a right to select a profession or course of study, subject to fair, reasonable and Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education equitable admission and academic requirements. The State shall enhance the right of teachers to professional advancement. Non-teaching academic and non-academic personnel shall enjoy the protection of the State. The State shall assign the highest budgetary priority to education and ensure that teaching will attract and retain its rightful share of the best available talents through adequate remuneration and other means of job satisfaction and fulfillment. The state is responsible for protecting the teachers and supporting their right to professional development by providing opportunities for them to attend training and conferences and even pursue advanced studies. The state or government must allocate the most funds to education, including salaries and other advantages for teachers, to ensure that the teaching profession attracts the finest talent, resulting in high-quality student education. 2. Republic Act no. 4670: The Magna Carta for Public Schools Teachers Republic Act No. 4670, also known as the "Magna Carta for Public School Teachers", was passed in the Philippines in 1966 to protect the rights and improve the working conditions of public school teachers. It ensures that teachers are hired based on clear qualifications and have opportunities for career growth. The law guarantees fair salaries, regular pay raises, and extra allowances, especially for those assigned to difficult areas. It also provides free medical checkups and healthcare for teachers. To prevent teachers from being overworked, it limits their working hours and grants various types of leave, such as sick, vacation, and time off for studying. Most importantly, it protects teachers from unfair dismissal by requiring a proper process if there are any issues at work. Overall, this law ensures that teachers are treated fairly, enabling them to focus on their primary role of educating students. I. Declaration of Policy—Coverage Section 1. Declaration of Policy It is hereby declared the policy of this Act to promote and improve the social and economic status of public school teachers, their living and working conditions, terms of employment, and career prospects so that they may compare favorably with opportunities in other fields. This is to attract and retain qualified individuals in the teaching profession. It is recognized that advances in education depend on the qualifications and abilities of the teaching staff, and that education is a vital factor in the economic growth Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education of the nation. Section 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. The term "teacher," as used in this Act, refers to persons engaged in classroom teaching at any level, on a full-time basis, including guidance counselors, school librarians, industrial arts or vocational instructors, and other supervisory or administrative personnel in government-operated schools, colleges, and universities. This does not include school nurses, physicians, dentists, or other school employees. II. Recruitment and Careers Section 3. Recruitment and Qualification The Department of Education shall clearly define the recruitment policy for selecting and appointing teachers. Upon the approval of this Act, the following shall constitute the minimum educational qualifications for teacher applicants: For kindergarten and elementary teachers: A bachelor's degree in elementary education (B.S.E.ED.). For secondary school teachers: A 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 18 professional units in education. For teachers in secondary vocational and two-year technical courses: A bachelor's degree in the relevant field with at least 18 professional units in education. For collegiate-level teachers (excluding vocational): A master's degree in a specific area of specialization. Section 4. Probationary Period After adequate training and professional preparation in a government-recognized school, no probationary period shall be required if the teacher has the appropriate civil service eligibility. However, if a person lacks the civil service eligibility but meets the minimum educational qualifications, they shall be appointed on a provisional basis and undergo a probationary period of no less than one year. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education Section 5. Tenure of Office If a teacher is appointed provisionally due to a lack of necessary civil service eligibility, they can be granted a permanent appointment for their current position after serving at least ten years continuously, efficiently, and faithfully. Section 6. Consent for Transfer No teacher shall be transferred without his/her consent. However, the exigencies of service, which require the teacher to transfer from one station to another, may be effected by the school superintendent, who shall notify the teacher concerned and the reason/s of transfer. If the teacher believes there is no justification for the transfer, he/she may appeal the case to the director of public schools or the director of Vocational Education as the case may be. No transfer shall be made 3 months before any local or national election. Necessary transfer expenses of the teacher and his/her family shall be paid by the Government if the transfer is finally approved. Section 7. Code of Professional Conduct for Teachers Within six months of the approval of this Act, the Secretary of Education shall prepare a Code of Professional Conduct for Public School Teachers, which shall be furnished to each teacher. If this is not possible due to budget constraints, at least three copies of the Code shall be made available in the school principal’s or head teacher’s office. Section 8. Safeguards in Disciplinary Procedure Every teacher shall be entitled to fair safeguards during disciplinary procedures, including: The right to be informed in writing of the charges; Full access to evidence; The right to defend themselves or be defended by a representative of their choice; The right to appeal to designated authorities. No publicity shall be given during the pendency of the case. No publicity shall be given to any disciplinary action being taken against a teacher during the pendency of his area. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education Section 9. Administrative Charges Administrative charges against a teacher shall be heard by a committee composed of the School Superintendent, a representative of a teachers' organization, and a Division Supervisor. The committee shall submit findings within 30 days after the hearings conclude. Section 10. No Discrimination There shall be no discrimination in entrance to the teaching profession, during employment, or in termination of services, except based on professional considerations. Section 11. Married Teachers Whenever possible, efforts shall be made to employ married couples, both of whom are public school teachers, in the same locality. Section 12. Academic Freedom Teachers shall enjoy academic freedom in the discharge of their professional duties, especially in regard to teaching methods and classroom activities. III. Hours of Work and Compensation Section 13. Teaching Hours Teachers engaged in actual classroom instruction shall not be required to render more than six hours of teaching per day. If required to work more than six hours, additional compensation will be provided. Section 14. Additional Compensation Teachers shall receive additional compensation for co-curricular activities and other duties outside their normal responsibilities, with payment at least 25% of their regular remuneration after completing six hours of teaching. Section 15. Criteria for Salaries Teacher’s salaries shall correspond to the following criteria: Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education the compensation for this occupation should be comparable to those in other professions with similar qualifications, abilities, and training; the standards for teacher salaries should be reasonable enough to provide a decent quality of life for both the teachers and their families; 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. Section 16. Salary Scale The salary scale for teachers shall allow for gradual progression from a minimum to a maximum salary, with regular increments granted automatically every three years, provided the teacher's efficiency rating is satisfactory. The progression shall not exceed ten years. Section 17. Equality in Salary Scales Teachers whose salaries are appropriated by local governments shall have salary scales that are at least equal to those of teachers paid by the National Government. Section 18. Cost of Living Allowance Teachers’ salaries shall be adjusted to keep pace with the cost of living through the payment of a cost-of-living allowance, based on changes in a cost-of-living index. Section 19. Special Hardship Allowances According to the Secretary of Education, teachers who face challenges such as commuting difficulties or workplace hazards may receive special hardship allowances, equal to at least 25% of their monthly salary. Section 20. Salaries to be Paid in Legal Tender Teachers’ salaries shall be paid in legal tender or equivalent checks or Treasury warrants. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education Section 21. Deductions Prohibited No deductions shall be made from the salaries of teachers, except as authorized by law. With the written consent of the teacher, lawful dues and fees owed to the Philippine Public School Teachers Association and insurance premiums may be deducted. III. Health Measures and Injury Benefits Section 22. Medical Examination and Treatment Compulsory medical examination shall be provided free of charge for all teachers before they begin teaching and must be repeated at least once a year throughout their professional life. If medical examinations reveal that treatment or hospitalization is necessary, it shall be provided free of charge by the government entity paying the teacher’s salary. In regions with limited medical facilities, teachers may seek care elsewhere, with travel expenses reimbursed by the government. Section 23. Compensation for Injuries Teachers shall be protected against employment injuries and compensable occupational diseases caused by physical and nervous strain, in accordance with existing laws. IV. Leave and Retirement Benefits Section 24. Study Leave In addition to other leave privileges, teachers shall be entitled to study leave for up to one school year after seven years of service. This leave shall be granted according to a schedule set by the Department of Education, and during this period, teachers shall receive at least 60% of their monthly salary. Study leave shall count toward seniority and pension benefits. However, no teacher shall accumulate more than one year of study leave unless additional time is needed to complete a thesis for graduate studies in education or related courses. No compensation will be granted after the first year of study leave unless the teacher is allowed an additional semester for thesis completion. The Secretary of Education may allow study leave beyond one year but without compensation. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education Section 25. Indefinite Leave Teachers shall be granted indefinite sick leave when the nature of their illness requires treatment for more than one year. Section 26. Salary Increase upon Retirement Public school teachers who have fulfilled the age and service requirements under applicable retirement laws shall be given a salary increase upon retirement, which will be used to compute both the lump sum of their retirement pay and their monthly pension benefits. V. Teachers' Organization Section 27. Freedom to Organize Public school teachers have the right to freely establish and join organizations of their choosing, whether local or national, to further and defend their interests without requiring previous authorization. Section 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: make the employment of a teacher subject to the condition that he shall not join an organization, or shall relinquish membership in an organization, 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 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. Section 29. National Teachers' Organizations National teachers' organizations shall be consulted when formulating national educational policies, professional standards, and social security policies governing teachers Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education VI. Administration and Enforcement Section 30. Rules and Regulations The Secretary of Education shall prepare the necessary rules and regulations to implement this Act. These regulations shall take effect thirty days after being published in a newspaper of general circulation or through other appropriate means. Section 31. Budgetary Estimates The Secretary of Education shall submit annual budget estimates to Congress to implement the benefits granted by this Act to public school teachers employed by the National Government. Section 32. Penal Provision Anyone who willfully interferes with, restrains, or coerces a teacher in exercising their rights under this Act shall be punished with a fine of no less than one hundred pesos and no more than one thousand pesos, or imprisonment, as determined by the court. If the offender is a public official, they shall be dismissed from government service. Section 33. Repealing Clause All acts or parts of acts, executive orders, and their implementing rules that are inconsistent with this Act are hereby repealed, amended, or modified accordingly. Section 34. Separability Clause If any provision of this Act is declared invalid, the remaining provisions shall remain in force and effect. Section 35. Effectivity This Act shall take effect upon its approval. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education 2. House Bill 8384: Expanded Magna Carta for Public School Teachers The Magna Carta's provisions set a precedent for protecting certain rights and freedoms, and its principles have endured and influenced the development of legal systems worldwide. Although the Magna Carta has been superseded by subsequent legal developments, its principles continue to shape modern legal systems. Before the House Bill 8384 there was a original version of this law which was signed on June 18, 1966 remains untouched for more than half a century now exhibits weaknesses that hamper the improvement of the social and economic status and working conditions of our public school teachers. The need for modifications and amendments to strengthen the law is in order. This bill seeks to amend the aforementioned law to make the said measure more responsive by expanding public school teachers working rights, strengthening working protections and safeguards and providing additional incentives for extra-curricular work. In view of the foregoing, the immediate approval of this legislative measure is respectfully sought. After how many years of being untouched, this law has been expanded and strengthened namely the House Bill 8384. This law is an act of strengthening and expanding the professional rights and work incentives of public school teachers, amending for the purpose Republic Act No. 4670, to be known as the “Expanded Magna Carta for Public School Teacher”. It amended the Republic Act No. 4670 to expand and strengthen the law and also to make minor changes in the law in order to make it fairer, more accurate, and up-to-date one. It was introduced by Manila Teachers Representative in the person of Virgilio S. Lacson and was enacted last October 08, 2018 by the Senate and the House of Representatives of the Philippines in Congress. The proposed amendments to the "Expanded Magna Carta for Public School Teachers Act" aim to improve working conditions, rights, and benefits for public school teachers in the Philippines. These include merit-based recruitment and promotion, the appointment of substitute teachers, and the promotion of teachers based on experiential qualifications. Teachers can be terminated for just cause or after due process, and unjustly dismissed teachers can be reinstated and back wages. The amendments also include a Code of Ethics, academic freedom, and additional compensation for teaching hours and additional work. Special allowances are given to teachers exposed to hardship, health, and safety hazards during commuting. Teachers are also entitled to deductions from their salaries and a comprehensive health, wellness, and medical program. The amendments also provide teachers with the right to legal counsel and early retirement options. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education 3. Commonwealth Act No. 578: An Act to Amend Article One Hundred Fifty-Two of the Revised Penal Code to Include Teachers, Professors, and Persons Charged with the Supervision of Public or Duly Recognized Private Schools, Colleges, and Universities within the Term "Persons In Authority." The Commonwealth Act No. 578 amends Article one hundred fifty-two of the amended penal code to include teachers, professors, and people in charge of public or properly authorized private schools, colleges, and universities in defining a 'person in authority.' It was enacted on June 8, 1940, during the Commonwealth of the Philippines. It was issued during the administration of President Manuel L. Quezon. This statute defined a person in authority as anybody directly entrusted with jurisdiction, whether as an individual or as a member of a court, governmental corporation, board, or commission. Thus, by including us, teachers, we must be treated respectfully and protected by every means of our jurisdiction as the state respects the significant roles and services of educators in developing future state leaders and professions. Educators are physically protected from the law because they are people in positions of authority. Upon any individual being found guilty of assaulting an instructor, imprisonment ranging from 6 months, that person will be sentenced to 1 day to 6 years in prison and fined between 500 and 1000 pesos. WRAP UP ACTIVITY Exit Tickets: Ask students to write down one thing they learned, one question they still have, and one way they can apply the lesson. It helps you gauge understanding and areas needing clarification. Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph  MARIANO MARCOS STATE UNIVERSITY College of Teacher Education References De la Cruz, J. (n.d.). 2021 Code of Ethics For Professional Teachers Explained | PDF | Teachers | Social Institutions. Scribd. https://www.scribd.com/document/648069966/2021-Code-of-Ethics-for- Professional-Teachers-Explained FORD, J. (2024). 1. Presidential Decree No. 1006. Scribd. https://www.scribd.com/document/491813604/1- Presidential-Decree-No-1006 Gio, H. (2024). RA 9293. Scribd. https://www.scribd.com/document/330794859/RA-9293 Llego, M. A. (2015, March 21). Legal Bases of the Philippine Educational System. TeacherPH. https://www.teacherph.com/legal-bases-of-philippine-educational-system/# Marciano, R. (n.d.). Commonwealth Act 578-An Act To Amend Art 152 of The RPC To Include Teachers, Professors, Etc With The Term Persons in Authority | PDF | Article One Of The United States Constitution | Constitutional Law. Scribd. https://www.scribd.com/doc/143355694/Commonwealth- Act-578-An-Act-to-Amend-Art-152-of-the-RPC-to-Include-Teachers-Professors-Etc-With-the- Term-Persons-in-Authority Rights and privileges of all teachers in the prof ed. (2020). SlideShare; Slideshare. https://www.slideshare.net/slideshow/rights-and-privileges-of-all-teachers-in-the-prof- ed/227850965#29 Teachers Professionalism Act (R.a. 7836) | PDF | Licensure | Teachers. (2024). Scribd. https://www.scribd.com/doc/283552270/Teachers-Professionalism-Act-r-a-7836 The LawPhil Project. (n.d.). Republic Act No. 4670. Lawphil.net. https://lawphil.net/statutes/repacts/ra1966/ra_4670_1966.html Rm 208 FEM Hall, #16S Quiling Sur, City of Batac, Ilocos Norte [email protected] | +63(77)-600-0459 loc. 1126 www.mmsu.edu.ph