MEANING OF EDUCATION

Education is derived from the Latin word 'educare or 'educere' which means to lead
forth. * Education is the process
of bringing desirable change into the behavior of human beings. It can also be defined
as the 'process of imparting of
acquiring knowledge or habits through instruction or study"
Types of Education
 Formal Education - institutionalized, structured, uniform, subject-oriented, full-
time, and leads to certificates, diplomas, or degrees. (ALS, four years of School,
receive a diploma)
 Nonformal Education - flexible, life environment and learner-oriented,
diversified in content & method, non-authoritarian and built on learner
participation. (e.g., Bible study, Livelihood Teaching, Outreach program)

 Informal Education- lifelong process, learning from daily experiences, exposure

to the environment, at home, at work, at play, and various contexts (you can
learn anywhere like demonstrating in the supermarket of their products)

EDUCATIONAL CONTRIBUTIONS OF ANCIENT CIVILIZATIONS

Jewish- religious education
Synagogues - temple schools; Bible and the Talmud; Rabbis - teacher/ priests

Chinese- career-oriented education

Analects of Confucius; Civil Service Examination (Han Dynasty 206 B.C)
Every examination that an individual passed has a corresponding decoration in his
dress and privileges.

Egyptian- practical and empirical education

Hieroglyphics – ancient picture writing system; Papyrus – ancient paper
Mathematics - value of pi = 3.1416) Engineering/architecture - pyramids, dams, dikes,
palaces
Geometry - land surveying and measuring; Astronomy - position of stars and other
heavenly bodies to determine tides, seasons, floods, calendar; Medicine - explored
human anatomy, mummification

Spartan Education (strong Military)

Authoritarian government, Military city-state, Communal life, Military academy
At birth, the child is taken cared by the mother, but at the age of seven he is turned over
to the paidonomus or a military drill master who will teach him the art of warfare.
Athenian Education (great philosophers)
Liberal education; Freedom of thought, expression, and religion; Education was a family
responsibility.
Every male child is given a paedagogus (shadow teacher) or a tutor who will train him to
be a good and responsible citizen.

Ancient Athenian Schools

Palaestra - gymnastic school; paedotribe - teacher of gymnastics
Music school-~ kitharist - music teacher; Grammar school - grammatist - teacher of
letters
Romans – pragmatic (study the importance only) and progressive education
Cicero- famous roman
The Roman Schools - Elementary (school of the literatus); Secondary (school of the
Grammaticus); Higher education (Rhetorical schools)
Jesus Christ
Parable - a short story, a weighty similitude used to convey instruction to ignorant,
prejudiced and inattentive listeners. Ex. Prodigal Son (Luke 15: 11-33)
Conversational Method -intimate, face to face, direct, natural, personal and informal;
question and answer
Proverbial or Gnomic Method - Ex. "For many are called but few are chosen." (Mat.
22:14)
Early Christian Education
Catechumenal - school for new converts
Catechetical - school for leadership training
Cathedral/Episcopalian - school for the clergy

Medieval Movements in Education

The medieval universities started as "universitas magistrorum et scholariurn" or
corporation of teachers and students chartered by the pope or the king. The first
organized university was the University of Bologna chartered by Emperor Frederick I in
1158.
Composition of the Medieval University - Studium generale - the student body, Nation -
a group of students who had the same place of origin; Councilors - leaders of a nation;
Facultas - teachers of the same subject, Dean - head of the facultas; Rector- head of
the medieval university.
Chivalry - Education as a social discipline
Under this system a boy of noble birth has to pass through the following stages before
he is fully accepted as a member of his social class: Page- an attendant to the noble
courts at the age of 7; Squire - an attendant to a knight at the age of 14; Knight - a full-
fledged warrior
Guild System - education for the middle class
Two Types of Guilds. Craft Guild - organization of skilled craftsmen;
Merchant Guild - organization of businessmen

Before a person is accepted as a member of any guilds, he must pass through the
following stages:
Apprentice - a trainee, assigned to a master, Journeyman - a trainee who travels from
place to place under different masters and is paid for his labor; Master Craftsman - a
full-pledged member of a guild

The increase in the number of middle classes paved the way for the
establishment of new types of schools
Chantry schools - schools established through the foundations under the clergy
Guild schools - served as vocational schools who catered to the children of the
members of craft guild
Burgher schools - established to educate the children of the members of the merchant
guild
HISTORICAL PERSPECTIVES ON THE PHILOSOPHY OF EDUCATION
Socrates School of Thought (PIONEER)
Socrates sought to discover and teach universal principles of truth, beauty and
goodness (know thyself) and thus, regarded as the Father of Introspection. He
introduced the Socratic dialectic method of teaching.
Socratic Method consists of asking questions that make students think deeply about
the meaning of life, truth and justice
Plato's Society
He established a school in Athens called the Academy. Plato believed in the
unchanging world of perfect ideas or universal concepts. He asserted that since true
knowledge is the same in every place, education, like truth, should be unchanging. He
also believed that education should be determined by the social class.
Aristotle's Rationale
A student of Plato, he founded his own school in Athens called the Lyceum. Believing
that human beings are essentially rational, people could discover natural laws that
governed the universe and then follow these laws in their lives in order to lead a life of
moderation. With extensive investigation of his predecessors' philosophies and scientific
inquiries, he is regarded as the father of science and Logic.
Isocrates' Oration
One of the latter students of Aristotle, Isocrates developed a method of education
designed to prepare students to be competent orators who could serve as government
officials. His curriculum centers in rhetoric, politics, ethics and history. His students
examined model orations and practiced public speaking.
Confucius' Teachings (GOLDEN RULE)
The entire teachings of Confucius are practical and ethical rather than religious and
claimed to be the restorer of ancient morality. He upheld that proper outward act based
on the five virtues of kindness, righteousness, decorum, wisdom and faithfulness
constitute the whole of human duty. He upheld reverence for parents, living or dead. He
upheld that in education, there is no class distinction.
Educational Development in Ancient Rome
Cicero, a 1st century BC Roman senator, believed that orators should be educated in
liberal arts (grammar, rhetoric, logic, mathematics, and astronomy), ethics, natural
science, geography, history and law.
Quintilian (1st century AD) wrote that education should be based on the stages of
individual development from childhood to adulthood, in which he devised specific
lessons for each stage. He advised that lessons must suit the student's readiness and
ability to learn new material, and that, students must be motivated by making learning
interesting and attractive.
Scholasticism
Education was an intellectual discipline. The purpose of this movement was to bring
reason to faith and support theology by using logic.
St. Thomas Aquinas
The most influential of the Scholastics (relating to school/education) prescribed that the
teacher's vocation should be as one that combines faith, love, and learning. He wrote
the Summa Theologiae (a study of religion & religious beliefs) which became the basis
of the majority of the doctrines of the Catholic Church
 Influence of the Renaissance
Humanism - holds the idea that education aims to liberate man from the oppressive
and demanding Medieval institutions so as to enable him to fully develop his potentials.
Individual humanism - stressed that individual freedom is a prerequisite to the
achievement of a rich and fulfilled life.
Social Humanism - advocated that education is an avenue for social regeneration.
Vittorino Da Feltre, a school teacher who administered Casa Giacosa (Happy House)
whose purpose was to educate young boys by the use of games and other physical
activities.
Desiderius Erasmus believed that understanding and conversing about the meaning of
literature was more important than memorizing it. He also advanced the idea of
individualized instruction to educate children and prohibited the use of harsh and
physical punishment.
Influence of the Protestant Reformation
Reformers extended literacy to the masses by establishing vernacular primary schools
that offered a basic curriculum of reading, writing, arithmetic, and religion for children in
their own language.
Martin Luther who is regarded as the Father of Reformation believed that the
government should assist schools in educating its citizens.

Influences of the Age of Enlightenment and Romanticism

Realism - an educational philosophy that advocates that education should be
concerned with the actualities of life and prepare for its concrete duties.
John Milton believed that boys should study formal grammar and formal education
must be emphasized. He advocated the use of resource persons. (REALISM)
Francois Rabelais suggested that education should be made attractive rather than
compulsive and all learning should be made pleasant. He believed that education
should be gained through books.
Michael de Montaigne emphasized the use of field trips/educational tours in the
teaching-learning process.
John Amos Comenius
Three instruments for a complete education: good books, good teachers, and good
methods.
Older children should stay longer in school, and younger ones should stay in school
only for a short period a day Morning hour should be devoted for intellectual subjects
while subjects for physical and aesthetic development should be given in the afternoon,
Teaching should be suited to the understanding of children.
Francis Bacon suggested the use of inductive method of teaching. He believed that all
scientific progress must be based on nature.
Richard Mulcaster suggested that teachers should be required to obtain university
training. He developed teacher training colleges Normal Schools.
Wolfgang Ratke advocated that everything should constantly be repeated to, ensure
mastery. He argued that everything should be without compulsion and rote learning
should by all means avoided.
John Locke asserted that at birth, the human mind is a blank slate (tabula rasa) and
empty of ideas, he argued that we acquire knowledge from the information about the
objects in the world that our senses bring to us, so, we begin with simple ideas and then
combine them into more complex ones.
Naturalism an educational philosophy that adheres to the belief that education should
be in accordance with the nature of the child and practices should be focused on the
development of all the innate) talents and abilities
Jean Jacques Rousseau
wrote the book Emile which is considered the "gospel of the child's educational
freedom."
Johann Heinrich Pestalozzi (Swiss Educator)
Believed that thought begins with the sensation of the objects in the natural environment
and that teaching should use the senses. He believed that teaching must begin with the
concrete object before introducing abstract concepts. Bookish learning should be
avoided; Discipline must be based on love; A teacher must have special training that is
not simply intellectual but one which also touches the heart.
Johann Friedrich Herbart (German Philosopher)
Upheld that education's primary goal is moral development, and, claimed that good
character rested on knowledge while misconduct resulted from an inadequate
education; Developed the Herbartian Method of Teaching which has the following
steps:
---Preparation—Presentation—Association—Generalization---Application---
Friedrich Wilhelm August Froebel (German Educator)
created the earliest kindergarten ("child's garden"). He believed that every child's inner
self-contained a spiritual essence - a spark of divine energy that enabled a child to the
learn independently. His curriculum featured songs, stories, games, gifts and
occupation.
Herbert Spencer (British Sociologist)
opposed public schools because these tend to create mediocrity among students with
low ability. He propelled private schools to compete against each other to attract the
brightest students and most capable teachers, which became popular in industrialization
in America and Europe.

Maria Montessori (Italian Physician and Educator)

She puts emphasis on early childhood education (pre-schooling). She observed that
children enjoy mastering specific skills, prefer work to play and can sustain
concentration. Emphasized manipulation by experimentation to promote independence
and creativity; Specialized tools allow the child to proceed at his or her own pace
John Dewey (American Philosopher, Psychologist and Educator)
He believed that education must be democratic; the aim of education is social efficiency,
utilization rather than subordination for the capacity if the individual; public school
system is the chief means to achieve the above-mentioned purpose; education is lite
and not just a preparation for life. He postulated the famous “Learning by doing” dictum
which states that the learner learns best if he/she is an active participant in the
teaching-learning process.

The Historical Development of the Philippine Educational System

Pre-colonial Period
During, the pre-colonial period, education was still decentralized (uncontrolled) Children
were provided with more vocational training but fewer academics. Philippine schools
were headed by parents or by their tribal tutors. They employed a unique writing system
known as baybayin.
Spanish Period (religion-oriented)
During the early Spanish period, most education was conducted by religious orders.
The far, recognizing the value of the literate indigenous population, built printing presses
to produce material in baybayin. Missionaries studied the local languages and the
baybayin to communicate better with the local populations and teach Christianity.
-Teaching Spanish was compulsory
-Education during this period was inadequate, suppressed and controlled.
American Period (democratized)
An improved public school system was established during the first decade of American
rule. Free primary instruction that trained the people for the duties of citizenship was
enforced. Chaplains and non-commissioned officers were assigned to teach using
English as the medium of instruction. A highly centralized public school system was
installed The Philippine Commission authorized the Secretary of Public Instruction to
bring to the Philippines more than 1,000 teachers from the United States called the
Thomasites. The Philippine Normal School (now the Philippine Normal University) was
established to train aspiring Filipino teachers. In 1908, the Philippine Legislature
approved Act No.1870, which created the University of the Philippines. The emergence
of high school education in the Philippines islands, however, did not happen until 1910.
Japanese Period
Tagalog, Philippine History, and Character Education were the focus. Love for work and
dignity of labor is emphasized. There was the spread of elementary and vocational
education. Nippongo was used and the Japanese tried to stop the Filipino people from
using the English Language
The Republic (Philippine constitution)
In 1947, by the virtue of Executive Order No. 94, the Department of Instruction was
changed to the Department of Education. During this period, the regulation and
supervision of public and private schools belonged to the Bureau of Public and Private
Schools. The 1973 Constitution set out the three fundamental aims of education in the
Philippines, to: foster love of country, teach the duties of citizenship; and develop moral
character, self-discipline, and scientific, technological and vocational efficiency. On
February 2, 1987, a new Constitution for the Philippines was ratified. Section 3, Article
XIV of the 1987 Constitution contains the ten fundamental aims of education in the
Philippines. Elementary education is compulsory
2000s to the K to 12 Program
In August 2001, Republic Act 9155, otherwise called the Governance of Basic
Education Act was passed transforming the name of the Department of Education,
Culture and Sports (DECS) to the Department of Education (DepEd). The act provides
the overall framework for () school head empowerment by strengthening their
leadership roles and (i) school-based management within the context of transparency
and local accountability. In 2011, DepEd started to implement the new K-12 educational
system, which includes the new curricula for all schools. At
Kindergarten, the pupils are mandated to learn the alphabet, numbers, shapes, and
colors through games, songs, and dances, but in their mother tongue. Kindergarten is
now compulsory. From Grades 1-3, students will be taught using their mother tongue,
meaning the regional languages of the Philippines will be used. But from Grade 4,
Filipino and English as a medium of instruction will then be used.
MAJOR EDUCATIONAL PHILOSOPHIES

ESSENTIALISIM - Mastery of Basic/Subject (Teacher-centered)

This philosophy contends that teachers teach for learners to acquire basic knowledge,
skills, traditional moral values and intellectual knowledge. Teachers teach "not to
radically reshape society, but rather, to transmit the knowledge higher that students
need to become model citizens”. The emphasis is on academic content for students to
learn the basic skills or the fundamental R’s (reading, riting, rithmetic, right conduct)- as
these are essential to the acquisition of higher or more complex skills needed in
preparation for adult life. Essentialists frown upon vocational courses. The teachers and
administrators decide what is most important for the students to learn and place little
emphasis on student interests.
PROGRESSIVISM- (Learner-centered philosophy)
Progressivist teachers teach to develop learners into becoming enlightened and
intelligent citizens of a democratic society. Teachers teach learners so they may live life
full NOW not to prepare them for adult life. The progressivist is identified with need-
based and relevant curriculum. This is a curriculum that "responds to students' needs
and that relates to students' personal lives and experiences. They focus their teaching
on the teaching of skills or processes ingathering and evaluating information and in
problem-solving. Students solve problems in the classroom similar to those they will
encounter outside of the schoolhouse. Progressivist teachers employ experiential
methods. They believe that one learns by doing, For John Dewey, book learning is no
substitute for actual experience.
PERENNIALISM- HOTS (Quiz Bee)
Schools should, therefore, develop the students' rational and moral powers. It is heavy
on the humanities, on general education. It is not a specialist curriculum-but rather a
general one. There is less emphasis on vocational and technical education. What the
perennialist teachers teach are lifted from the Great Books of ancient and medieval as
well as modern times. The perennialist classrooms are "centered on teachers". The
teachers do not allow the students interests or experiences to substantially dictate what
they teach. They apply whatever creative techniques and other tried and true methods
which are believed to be most conducive to disciplining the students' minds.
EXISTENTIALISM (Self-expression)
The main concern of the existentialists is "to help students understand and appreciate
themselves as unique individuals who accept complete responsibility for their thoughts,
feelings and actions". Teachers' role is to help students define their own essence by
exposing them to various paths they take in life and by creating an environment in which
they freely choose their own preferred way. Students are given a wide variety of options
from which to choose. The humanities, however, are given tremendous emphasis to
"provide students with vicarious experiences that will help unleash their own creativity
and self-expression.

THE FOUNDATIONAL PRINCIPLES OF MORALITY

Morality refers to "the quality of human acts by which we call them right or wrong, good
or evil." (Panizo,1964)
Human action is right when it conforms to the norm, rule, or law of morality. Principle
comes from the Latin word "princeps" which means a beginning, a source.

Max Scheler's Hierarchy of Values

Where is this Foundational Moral Principle?
It is contained in the "Natural Law. What is the Natural Law? "DO GOOD
AND AVOID EVIL" The natural law is expressed in different ways.
Confucius: 'Do not do to others what you do not like others to do to you."
Christianity. " Do to others what you like others do to you."
Buddhists Eightfold Path
Muslims: Five Pillars of Islam

CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No, 783%, otherwise known as
the Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6, P.D. No.
223, as amended, the Board for Professional Teachers hereby adopt the Code of Ethics for
Professional Teachers.
Article I: Scope and Limitations
This Code covers all public and private school teachers in all educational institutions at the
preschool, primary,
elementary and secondary levels whether academic, vocational, special, technical, or non-
formal. The term "teacher"
shall include industrial arts or vocational teachers and all other persons performing supervisory
and /or administrative
functions in all school at the aforesaid levels, whether on full time or part-time basis.
Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a
trustee of the cultural and
educational heritage of the nation and is under obligation to transmit to learners such heritage
as well as to elevate
national morality, promote national pride, cultivate love of country, instill allegiance to the
constitution and for all duly
constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of
the state, and shall take
an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every
teacher shall be physically, mentally and morality fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other
partisan interest, and shall
not, directly or indirectly, solicit, require, collect, or receive any money or service or other
valuable material from any
person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.
Section 7. A teacher shall not use his position or official authority or influence to coerce any
other person to follow any
political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding
the product of his
researches and investigations; provided that, if the results are inimical to the declared policies of
the State, they shall
be brought to the proper authorities for appropriate remedial action.
Article Ill: The Teacher and the Community
Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall,
therefore, render the best service by providing an environment conducive to such learning and
growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall
behave with honor and
dignity at all times and refrain) from such activities as garbling, smoking, drunkenness, and
other excesses, much less. illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study and
understand local customs and traditions in order to have sympathetic attitude, therefore, refrain
from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community informed about
the school work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and
shall welcome the opportunity to provide such leadership when needed, to extend counseling
services, as appropriate, and to actively be involved in matters affecting the welfare of the
people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations
with other professionals, with government officials, and with the people, individually or
collectively.
Section 8. A teacher possess freedom to attend church and worships as appropriate, but shall
not use his positions and influence to proselyte others.
Article IV: A Teacher and the Profession
Section 1. Every teacher shall actively 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
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall
not make improper misrepresentations through personal advertisements and other questionable
means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified
means for earning a decent living.
Article V: The Teachers and the Profession
Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual
confidence, and faith in one another, self-sacrifice for the common good, and full cooperation
with colleagues. When the best interest of the learners, the school, or the profession is at stake
in any controversy, teachers shall support one another others which he may use.
Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due
credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the
position such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and
the school, and shall not divulge to anyone documents which has not been officially released, or
remove records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear
to be an unprofessional and unethical conduct of any associate. However, this may be done
only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an
associate, preferably in writing, without violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he
respects the system of selection on the basis of merit and competence; provided, further, that all
qualified candidates are given the opportunity to be considered.
Article VI: The Teacher and Higher Authorities in the Profession
Section 1. Every teacher shall make it his duty to make an honest effort to understand and
support the legitimate policies of the school and the administration regardless of personal
feeling or opinion and shall carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors,
especially under anonymity However, if there are valid charges, he should present such under
oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when special
conditions warrant a different procedure, such as when special conditions are advocated but are
opposed by immediate superiors, in which case, the teacher shall appeal directly to the
appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against
injustice to the administration and to extent possible, shall raise grievances within acceptable
democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of
learners who’s right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and
transfer of teachers are made only on the basis of merit and needed in the interest of the
service.
Article VIl: School Officials, Teachers, and Other Personnel
Section 1. All school officials shall at all times show professional courtesy, helpfulness and
sympathy towards teachers and other personnel, such practices being standards of effective
school supervision, dignified administration responsible leadership and enlightened directions,
Section 2. School officials, teachers, and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in the system at
all levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers
under them such as recommending them for promotion, giving them due recognition for
meritorious performance, and allowing them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other
subordinates except for cause.
Article VIll: The Teachers and Learners
Section 1. A teacher has a right and duty to determine the academic marks and the promotions
of learners in the
subject or grades he handles, provided that such determination shall be in accordance with
generally accepted
procedures of evaluation and measurement. In case of any complaint, teachers concerned shall
immediately take
appropriate actions, observing due process,
Section 2. A teacher shall recognize that the interest arid welfare of learners are of first and
foremost concern, and
shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a
learner.
Section 4, A teacher shall not accept favors or gifts from learners, their parents or others in their
behalf in exchange
for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other
what is authorized for
such service.
Section 6. A teacher shall base the evaluation of the learner's work only in merit and quality of
academic performance
Section 7. In a situation where mutual attraction and subsequent love develop between teacher
and learner, the
teacher shall exercise utmost professional discretion to avoid scandal and preferential treatment
of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make
deductions from them
scholastic ratings as a punishment for acts which are clearly not manifestation of poor
scholarship.
Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall
conduct himself to merit
their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learner
under him, exercising utmost candor and tact in pointing out the learner's deficiencies and in
seeking parents'
cooperation for the proper guidance and improvement of the learners
Section 3. A teacher shall hear parents' complaints with sympathy and understanding, and shall
discourage unfair
criticism.

Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation; pre vided 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 inherently, related to such purchase and
disposal; provided they
shall be in accordance with the existing regulations; provided, further, that members of duly
recognized teachers cooperatives may participate in the distribution and sale of such
commodities.
Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life for which it is the highest
obligation to live with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principle of
personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a
model worthy of emulation by learners, peers and all others.
 Education and Teacher-Related Laws
Batas Pambansa No. 232 (The Education Act of 1982)
An act providing for the establishment and maintenance of an integrated system of education.
This act shall apply to and govern both formal and non-formal system in public and private
schools in all levels of the educational system.
Executive Order No. 27
This law seeks to include courses or subjects on human rights in the school curricula, in
textbook, and other writing materials and in the qualifying examinations on government service
Republic Act No. 1425
It prescribed the inclusion in the curricula of all schools, both public and private, from
elementary schools to the universities, the life, works and writings of Jose Rizal especially the
Noli Me Tangere and El Filibusterismo.
Republic Act No. 4670
Known as the "Magna Carta for Public School Teachers" It aims to improve the social and
economic status of public-school teachers, their living and working conditions, their employment
and career prospects. It also provides the following: Teaching hours - 6 hours of classroom
teaching (maximum load); Additional compensation - 25% of the regular remuneration; Health
and injury benefits (thru GSIS); 1 year study leave (sabbatical leave) after seven years of
continuous service, the teacher should receive 60% of the monthly salary; Freedom to form
organizations
Republic Act No. 7104
is known as the "Commission on the Filipino Language Act." This act created the Commission
on Filipino Language which is entrusted to promote the evolution, development and further
enrichment of Filipino as the national language of the Philippines, on the basis of existing
Philippine and other languages.
Republic Act No. 7356
is the "Law Creating the National Commission for the Culture and the Arts" which is entrusted to
formulate and implement policies for the development of culture and arts.
Republic Act No. 9231
On December 19, 2003, the Anti-Child Abuse Law was further amended by R.A. No. 9231 in
order to strengthen the law for the protection of the Filipino children from abuse, exploitation and
elimination of the worst forms of child labor.
Republic Act No. 7722
Known as the "Higher Education Act of 1994. This law created the Commission on Higher
Education (CHED).
Republic Act No. 7796
This is known as the Technical Education Skills Development Act of 1994", or the 'TESDA Act
of 1994."
Republic Act No. 7877. This law is known as the "Anti Sexual Harassment Act of 1995"
providing that all forms of sexual harassment in the employment, education r training
environment are unlawful.
Republic Act No. 8049
This is known as the "Anti Hazing Law." This is an act regulating hazing and other forms of
initiation rites in fraternities, sororities, and other organizations and providing penalties for its
violations.
Republic Act No. 8491
This Act is known as the "Flag and Heraldic Code of the Philippines. This law provides: Design,
hoisting, and display of the flag; Conduct and flag raising ceremony, Pledge to the Flag; The
National Anthem; National Motto
Republic Act No. 8525
This is known as the "Adopt-a-School Act of 1998." This law allows private entities to assist a
public school in the following areas: staff and faculty development for training and education,
upgrading of existing facilities, provision of books, publications and other instructional materials,
and modernization of technologies
Republic Act No. 9710
This is known as the "Magna Carta of Women." This law provides that. The State shall ensure
that gender stereotypes) and images in educational materials and curricula are adequately and
appropriately revised. Gender-sensitive language shall be used at all times. Capacity-building
on gender and development (GAD) shall be pursued.
Republic Act No. 9155
"An Act Instituting A framework of Governance for Basic Education, Establishing Authority and
Accountability, Renaming The Department of Education, Culture and Sports (DECS) as The
Department of Education (DepEd)
Republic Act No. 7836
This is known as the "Philippine Teachers Professionalization Act of 1994." This law provided
for the following:
Creation of the Board for Professional Teachers composed of five (5) commissioners appointed
by the President of the Philippines. The Board shall be under the general supervision and
administration of the (PRC); Institution of the
Licensure Examination for Teachers (LET) which shall replace the Professional Board Exam for
Teachers (PBET); and transferring the authority of administering the LET for the Civil Service
Commission (SC) and Department of Education, Culture and Sports (DECS) to the Board for
Professional Teachers in the Professional Regulation Commission (PRC).