Aldersgate College Sociology of Ethics and Religion

Solano, Nueva Vizcaya

Module 3. Codes of Ethics

Instructor: Ptr. Daton Jonathan B. Palitayan, Jr.

Level: Graduate School
Allotted Time: 2 Weeks
Overview
This module presents the meaning of code of ethics in general and code and ethics in particular. It also introduces the Code of
Ethics for Professional Teachers and its key provisions.

Desired Learning Outcome

Domain 6: Community Linkages and Professional Engagement

Strand: Professional Ethics

BTI 6.3.1
Be aware of existing laws and regulations that apply to the teaching profession, and be familiar with the responsibilities specified
in the Code of Ethics for Professional Teachers.

PTI 6.3.2
Regularly review personal teaching practices using existing laws and regulations that apply to the teaching profession and the
responsibilities specified in the Code of Ethics for Professional Teachers

Domain 7: Personal Growth and Professional Development

Strand: Dignity of Teaching as a Profession

BTI 7.2.2
Demonstrate behaviors that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude,
respect, and integrity

PTI 7.2.2
Demonstrate behaviors that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect
and integrity

Objectives
a. Demonstrate understanding of the key provisions of the code of ethics and become familiar with the responsibilities of
a professional teacher.
b. Describe how the code of ethics can help or guide a teacher in the day to day performance/tasks of his work, hence
resulting to a good teacher
c. Describe and become familiar with the responsibilities specified in the Code of Ethics for Professional Teachers.
d. Exhibit professional behavior as set out by the Code of Ethics for Teachers in the Philippines.

I. CODES OF ETHICS

A code of ethics may appear in disciplines such as engineering, science, and technology under several other names:
professional principles, rules of conduct, ethical guidelines, and so on. However denominated, a code of ethics can be placed in
one of three categories: (1) professional, such as the Chemist's Code of Conduct of the American Chemical Society, applying to
all the members of a certain profession (chemists) and only to them; (2) organizational, such as the Code of Ethics of the
Institute of Electrical and Electronic Engineers, applying to members of the technical or scientific society that has enacted it and
Aldersgate College Sociology of Ethics and Religion
Solano, Nueva Vizcaya

only to them or, in the case of the code of ethics of a university or industrial laboratory, only to a certain class of the enacting
organization's employees; (3) institutional, such as the Computer Ethics Institute's Ten Commandments of Computer Ethics,
applying to anyone involved in a certain activity (in this case, using a computer).

Codes of ethics may include ordinary moral rules ("Do not steal" or "Treat others fairly"). Codes of ethics may be enacted into
law. For example, some codes (such as the engineer's code of ethics in Chile) have the status of domestic administrative law.
Other codes, such as the "Nuremberg Code" on human experimentation, have become part of both international law and the
general domestic law of many countries. Nonetheless, a code of ethics is never simply a matter of law or ordinary morality. To
call a document a code of ethics is to make a claim for it one does not make when one claims that the document in question is a
statute or statement of ordinary morality.

The Meaning of Codes

The word code comes from Latin. Originally it referred to any wooden board, then to boards covered with wax that were used to
write on, and then to any book (codex). That was the sense it had when first applied to the book-length systemization of Roman
statutes that the Emperor Justinian enacted in 529 c.e. Justinian's Code differed from an ordinary compilation of law in one
important respect: He had the legal authority to make his compilation law, replacing all that preceded it.

Since that time, any document similar to Justinian's Code could be called a code. Sometimes the analogy with
Justinian's Code is quite close (as it is, for example, for the Code Napoleon). Sometimes it is not. For example, computer code
is code in a rather distant sense: Although the rules are presented systematically, computer code is written for machines, not for
humans.

An important feature of Justinian's compilation is that it was written. Could a code be unwritten? Certainly, there are unwritten
laws. However, because the point of codification is to give law (and by analogy any similar system of guidance) an explicit and
authoritative formulation, an unwritten code would seem not to be a code at all. There are nonetheless at least two ways in
which codes can be unwritten. First, a code that is not in writing may have an authoritative oral formulation. Second, an
unformulated code may be so obvious to those familiar with the practice that the code need only be formulated to be accepted.
Although some parts of engineering or science may have a few rules unwritten in one or both of these senses, no large
discipline or organization seems to have enough of those rules to constitute an unwritten code. In a world in which so much
changes so quickly, how can individuals separated by education, experience, and distance reach agreement on much without
putting that agreement in writing?

The Meaning of Ethics

The term ethics has at least four senses. In one, it is a synonym for ordinary morality, the universal standards of conduct that
apply to moral agents simply because they are moral agents. Etymology justifies this sense. The root of the word ethics ( ethos)
is the Greek word for "habit" (or "character"), just as the root of the word morality (mores) is the Latin word for that concept.
Etymologically, ethics and morality are twins (as are ethic and morale). In this sense of the term, codes of ethics are systematic
statements of ordinary morality; there is no point in speaking of ethics rather than morality.

In at least three other senses, however, ethics differs from morality. In one, ethics consists of the standards of conduct that
moral agents should follow (critical morality); morality, in contrast, consists of the standards that moral agents generally do
follow (positive morality). Ethics in this sense is very close to its root mores; it can refer to unethical acts in the first sense
of ethics. What some believe is morally right (slavery, forced female circumcision, and the like) can be morally wrong. Morality in
this sense has a plural: There can be as many moralities as there are moral agents. Nonetheless, ethics in this sense can be a
standard that is common to everyone. This second sense of ethics is, then, as irrelevant to the purposes here as is the first.
Codes of ethics generally contain some rules ordinary morality does not.

Sometimes ethics is contrasted with morality in another way: Morality consists of the standards that every moral agent should
follow. Morality is a universal minimum, the standard of moral right and wrong. Ethics, in contrast, is concerned with moral good,
with whatever is beyond the moral minimum. This is another sense that seems not to fit codes of ethics. First, this ethics of the
good is still universal, applying outside professions, technical societies, and institutions as well as within them. Second, codes of
Aldersgate College Sociology of Ethics and Religion
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ethics in fact consist largely of requirements, the right way to conduct oneself rather than just a good way. Any sense
of ethics that excludes requirements cannot be the sense relevant to codes of ethics.

The term ethics can be used in a fourth sense to refer to the morally permissible standards of conduct that govern the members
of a group simply because they are members of that group. In this sense, research ethics is for people in research and no one
else, engineering ethics is for engineers and no one else, and so on. Ethics in this sense is relative even though morality is not;
like law and custom, it can vary from place to place, group to group, and time to time.

Though relative, ethics (in this sense) is not mere mores. It must (by definition) set a standard that is at least morally
permissible. There can be no thieves' ethics or Nazi ethics, except with quotes around the word to signal an analogical or
perverted use. Because ethics in this fourth sense must both be morally permissible and apply to members of a group simply
because of their membership, it must demand more than law, market, and ordinary morality otherwise would. It must set a
"higher" or "special" standard.

The Meaning of Codes of Ethics

A code of ethics, though not a mere restatement or application of ordinary morality, can be morally binding on those to whom it
applies; that is, it can impose new moral obligations or requirements. How is this possible? Some codes of ethics are morally
binding in part because they require an oath, a promise, or other "external sanction" (for example, one's signature on a contract
that makes accepting an employer's code of ethics a condition of one's employment). In general, though, codes of ethics are
binding in the way the rules of a morally permissible game are binding on those who voluntarily participate. The sanction is
"internal" to the practice. When a person voluntarily claims the benefits of a code of ethics—for example, the special trust others
place in those whom the code binds—by claiming to be a member of the relevant group ("I am an engineer"), that person has a
moral obligation, an obligation of fairness, to do what the code says. Because law applies to its subjects whether they wish it to
or not, law cannot bind in the way a code of ethics (a voluntary practice) can. Because a code of ethics applies only to voluntary
participants in a special practice, not everyone, a code, if it is generally followed, can create trust beyond what ordinary moral
conduct can. It can create a special moral environment. So, for example, if engineers generally "issue public statements only in
an objective and truthful manner [including] all relevant and pertinent information" (as the Code of Ethics of the National Society
of Professional Engineers requires), their public statements will generally (and justifiably) be trusted in a way those of politicians,
lobbyists, and even ordinary private citizens would not be. Engineers will therefore have a moral obligation to do as required to
preserve that trust. They will have a special moral obligation to provide all relevant and pertinent information even when others
do not have such an obligation.

Attempts have been made to distinguish between short, general, or uncontroversial codes (code of ethics) and longer, more
detailed, or more controversial ones (code of conduct, guidelines, and the like). Although this type of distinction may
occasionally be useful in practice, it is hard to defend in theory. A typical code of conduct is as much a special standard as a
typical code of ethics is, except when the code of ethics, being a mere restatement of morality, is just a moral code. Codes of
conduct are also generally as morally binding as other codes of ethics. Sometimes, as in the Code of Ethics and Professional
Conduct of the Association of Computing Machinery, the code does not even distinguish between the two.

Attempts have also been made to distinguish between (hard and fast) "rules" and mere "guidelines". Rules are then said to be
typical of law, to allow only for submission or defiance, and therefore to interfere with moral autonomy. Guidelines, in contrast,
are said to be typical of ethics, to require interpretation rather than "mindless submission", and therefore to preserve moral
autonomy. In fact, all rules, including statutes, require interpretation (rather than mindless submission). In this respect, all rules
are mere guidelines. There is, then, no reason why a code of ethics, understood as rules, should interfere with moral
autonomy—or, at least, no reason why it should interfere any more than a promise or obligation of fairness does. On the other
hand, "guidelines" such as those in ACM's Code often have the same mandatory form as other rules. They function as a
commentary on the code rather than as a distinct document.

Uses and Design of Codes of Ethics

Codes of ethics have at least five uses: First and most important, a code of ethics can establish special standards of conduct in
cases in which experience has shown that common sense is not adequate. Second, a code of ethics, being an authoritative
Aldersgate College Sociology of Ethics and Religion
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formulation of the rules that govern a practice, can help those new to the practice learn how to act. Third, a code can remind
those with considerable experience of what they might otherwise forget. Fourth, a code can provide a framework for settling
disputes even among persons with considerable experience. Fifth, a code can help those outside the group ("the public")
understand what they may justifiably expect of those in the group.

A code of ethics can also be used to justify discipline, legal liability, or other forms of external accountability, but such uses
threaten to turn the code into something like law. Even when a code of ethics has been enacted into law, obedience to it must
rely in large part on conscience or there is no point in describing it as a code of ethics (rather than just another legal
requirement).Therefore, to object to a code of ethics that it cannot be enforced in the way laws generally are is to confuse ethics
with law.

Some writers have claimed that a code of ethics must have a certain content (something more specific than "a higher
standard"), for example, that any "true professional code" must have a provision giving special prominence to the public interest.
For some professions, such as engineering, the claim is plausible. Engineers have long agreed that the public health, safety,
and welfare should be "paramount" in their professional work. But for other professions, such as mathematics, the claim is much
less plausible. The Ethical Guidelines of the American Mathematical Society commit mathematicians to mathematical truth,
whether in the public interest or not. Many other scientific professions have a similar commitment to truth rather than the public
interest as such. There can be no moral objection to such a failure to emphasize the public interest so long as the code does not
require or allow anything ordinary morality forbids.

Because codes of ethics have no necessary content, they have no necessary structure or design. So, for example, the Software
Engineering Code of Ethics divides its requirements into eight major categories (Public, Client and Employer, Product,
Judgment, Management, Profession, Colleagues, and Self); the Codes of Ethics of the Australian Computer Society divides its
requirements into six (Priorities, Competence, Honesty, Social Implications, Professional Development, and Computing
Profession); and other codes have adopted other divisions, some similar to these and some quite different. About all that can
usefully be said about the structure of codes of ethics generally, is that the structure should help ordinary users understand the
code as a whole and to find what in particular they need.

Activity 1.

Directions: Answer briefly but completely each of the following questions:

1. Discuss the reasons why it is important for professional teachers to adhere to certain code of conducts in the practice
of their profession.
2. Besides the Code of Ethics for Professional Teachers, what other codes of conduct teachers adhere to in their
professional practice in the Philippines? Discuss each briefly.

II. CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e). Article 11, of R.A. No. 7836. otherwise known as the Philippines Professionalization
Act of 1994 and Paragraph (a), section 6. P.D. No. 223. as amended, the Board for Professional Teachers hereby adopt the
Code of Ethics for Professional Teachers.

PREAMBLE

Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well as technical and
professional competence in the practice of their noble profession, they strictly adhere to. observe, and practice this set of ethical
and moral principles, standards, and values.

ARTICLE I – SCOPE AND LIMITATIONS

Aldersgate College Sociology of Ethics and Religion
Solano, Nueva Vizcaya

Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all competent
teachers committed of it’s full realization The provision of this Code shall apply, therefore, to all teachers in schools in the
Philippines.

Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary,
elementary. and secondary levels whether academic, vocational, special, technical, or non-formal. 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 carryout the declared policies of the state, and shall take an oath
to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his own. every teacher shall be physically,
mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not. directly
or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or entity for
such purposes

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.

Section 7. A teacher shall not use his position or facial authority or influence to coerce any other person to follow any political
course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his researches
and investigations: provided that, if the results are inimical to the declared policies of the State, they shall be brought to the
proper authorities for appropriate remedial action.

ARTICLE III – THE TEACHER AND THE COMMUNITY

Section 1. A teacher is a facilitator of learning and of the development of the youth: he shall, therefore, render the best service
by providing an environment conducive to such learning and growth.

Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social,
educational, economic and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at
all times and refrain for such activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations.

Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local customs and
traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community.
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Section 5. Every teacher shall help the school keep the people in the community informed about the school’s work and
accomplishments as well as its needs and problems.

Section 6. Every teacher is intellectual leader in the community, especially in the barangay. and shall welcome the opportunity
to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters
affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with
government officials, and with the people, individually or collectively.

Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use his positions and
influence to proselyte others.

ARTICLE IV – A TEACHER AND THE PROFESSION

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine enthusiasm
and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations for
the career of teaching, and shall be at his best at all times and in the practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional
Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the
profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper
misrepresentations through personal advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a descent
living.

ARTICLE V – THE TEACHERS AND THE PROFESSION

Section 1. Teacher 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, teacher 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 the files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what he may appear to be an unprofessional and
unethical conduct of any associates. However, this may be done only if there is incontrovertible evidence for such conduct.
Aldersgate College Sociology of Ethics and Religion
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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 PROFESSIONS

Section 1. Every teacher shall make it his duties to make an honest effort to understand and support the legitimate policies of
the school and the administration regardless of personal feeling or private opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against superiors, especially under anonymity. However,
if there are valid charges, he should present such under oath to competent authority.

Section 3. A teacher shall transact all official business through channels except when special conditions warrant a different
procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which case, the teacher
shall appeal directly to the appropriate higher authority.

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

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

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full
knowledge of employment terms and conditions.

ARTICLE VII – SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL

Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards teachers and
other personnel, such practices being standards of effective school supervision, dignified administration, responsible leadership
and enlighten directions.

Section 2. School officials, teachers, and other school personnel shall consider it their cooperative responsibility to formulate
policies or introduce important changes in the system at all levels.

Section 3. School officials shall encourage and attend the professional growth of all teachers under them such as
recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to participate in
conferences in training programs.

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

Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with pertinent civil
service rules, and private school teachers are issued contracts specifying the terms and conditions of their work: provided that
they are given, if qualified, subsequent permanent tenure, in accordance with existing laws.

ARTICLE VIII – THE TEACHERS AND LEARNERS

Aldersgate College Sociology of Ethics and Religion
Solano, Nueva Vizcaya

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, 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, of serving due process.

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

Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by the 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, gossip and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic
ratings as a punishment for acts which are clearly not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and shall
extend needed assistance in preventing or solving learner’s problems and difficulties.

ARTICLE IX – THE TEACHERS AND PARENTS

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their
confidence and respect.

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

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair criticism.

ARTICLE X – THE TEACHER AND BUSINESS

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation: provided that it does not
relate to or adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his debts
and loans in arranging satisfactorily his private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in. any commercial venture which
furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except
only when his assignment is inherently, related to such purchase and disposal: provided they shall be in accordance with the
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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 principles of personal behavior in all relationships
with others and in all situations.

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

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and
nations.

ARTICLE XII – DISCIPLINARY ACTIONS

Section 1. Any violation of any provisions of this code shall be sufficient ground for the imposition against the erring teacher of
the disciplinary action consisting of revocation of his Certification of Registration and License as a Professional Teacher,
suspension from the practice of teaching profession, reprimand or cancellation of his temporary/special permit under causes
specified in Sec. 23. Article HI or R.A. No. 7836. and under Rule 31. Article VIII. of the Rules and Regulations Implementing
R.A. 7836.

ARTICLE XIII – EFFECTIVITY

Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after sixty (60) days
following it’s publication in the official Gazette or any newspaper of general circulation, whichever is earlier.

Glossary of Terms

Terms Definition

Code of a guide of principles designed to help professionals act with honesty and integrity. A written set
Ethics of rules and management to help them conduct their actions in accordance with its primary
values and standards. (Oxford English Dictionary)

Teacher a person who facilitate learners to gain knowledge, skills, and values that enhance development.
A person who has the knowledge, skills, attitude, and special trainings in teaching, explaining,
and educating. (R.A. 9155)

Professional a person who characterized by or conforming to the technical or ethical standards of a

profession. A person who exhibits courtesy, conscientiousness, and generally manners that are
acceptable resulting improvement of the organization he belongs.
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Terms Definition

Behavior the way in which one acts or conducts oneself, especially toward others and to the organization
he or she is serving.

School is an educational institution, private, and public, understating operation with a specific age group
of pupils or students pursuing defined studies at defined level, receiving instruction from
teachers, usually located in a building or a group of buildings in a particular physical site. (R.A.
9155)

Learner any individual seeking basic literacy skills and functional life skills or support services for the
improvement of the quality of his/her life (R.A. 9155)

Activity 2.

Directions: After reading the key concepts, work on the following:

Self-Reflection (add spaces as necessary)

I realized that …

Teacher as role model

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Teacher’s personality
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Teacher’s social adjustment

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_____________________________________________________________________________________________________

Teacher’s professional growth and development

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
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Teacher’s accountability
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

Activity 3.

Directions. Study the following cases. Guided by your understanding of the Code of Ethics for Professional Teachers, identify
the article and the provision that can guide the teacher to come up with his best action. Write your answers on the space
provided in each number.

Case 1

Mr. Antonio B. Baguio received a complaint from the guardian of one of his students regarding the grade of his daughter in
English. Mr. Baguio listened to the complaint of the guardian with sympathy and referred it to the teacher concerned for
clarification.

Is Mr. Baguio right in his action

Article in the Code of Ethics Provision statement
(Explain based on the provision of the article)

Your Answer Your Answer Your Answer

Case 2

During barangay fiesta, Mr. Ben Y. Maya, a public school teacher, was designated as the fiesta directorate chairman. Because
of his talent, he accepted the task willingly even without any honorarium. He facilitated the culture-based activities that resulted
to a very organized celebration of their barrio fiesta. Is it alright for Mr. Maya not to receive payment for the services he rendered
during the barrio fiesta?

Is Mr. Baguio right in his action

Article in the Code of Ethics Provision statement
(Explain based on the provision of the article)

Your Answer Your Answer Your Answer

Aldersgate College Sociology of Ethics and Religion
Solano, Nueva Vizcaya
Aldersgate College Sociology of Ethics and Religion
Solano, Nueva Vizcaya

Case 3

Mrs. Jenny San Jose is a new teacher in Malaban National High School. The school is scheduled to hold its Reading Camp on
a Saturday. Relative to this activity, Mrs. Josie Rivera, the school principal, advised the faculty to attend and help the organizers
to facilitate the event.

Mrs. San Jose who is enrolled in a master’s degree program informed the principal that she could not make it for she needs to
attend her Saturday class.

Is it correct not to render service on a Saturday because of her studies?

Is Mr. Baguio right in his action

Article in the Code of Ethics Provision statement
(Explain based on the provision of the article)

Your Answer Your Answer Your Answer

Case 4

Mrs. Anna Lee A. Amores does not want her student named Joel to be the highest honor awardee but she prefers Leonard,
another student to get the recognition. In order to ensure that Leonard will get the highest honor award, she gave Joel low
grades in recitation and in performance tasks. Is it right to give Joel low grades just to make Leonard the awardee?

Is Mr. Baguio right in his action

Article in the Code of Ethics Provision statement
(Explain based on the provision of the article)

Your Answer Your Answer Your Answer

Aldersgate College Sociology of Ethics and Religion
Solano, Nueva Vizcaya

Case 5

Mr. Mario B. Reyes has been teaching for the last 15 years. Every time his principal would ask him to attend training, he would
always decline and would ask another teacher to attend the said training. Is this proper?

Is Mr. Baguio right in his action

Article in the Code of Ethics Provision statement
(Explain based on the provision of the article)

Your Answer Your Answer Your Answer

Aldersgate College Sociology of Ethics and Religion
Solano, Nueva Vizcaya

BIBLIOGRAPHY

Anderson, Ronald E. (1994). "The ACM Code of Ethics: History, Process, and Implications." In Social Issues in Computing:
Putting Computing in Its Place, ed. Chuck Huff and Thomas Finhold. New York: McGraw-Hill. An excellent (and rare) description
of the writing of a code of ethics in a major technological organization (with lots of details about the give-and-take involved).

Baker, Robert B.; Linda L. Manuel; Arthur L. Caplan; and Stephen R. Latham, eds. (1999). The American Medical Ethics
Revolution: How the AMA's Code of Ethics Has Transformed Physicians' Relationship to Patients, Professionals, and
Society. Baltimore: Johns Hopkins University Press. An excellent resource for understanding the writing of what is (arguably)
the first code of ethics governing a technological profession.

Berleur, Jacques, and Marie d'Udekem-Gevers. (2001). "Codes of Ethics: Conduct for Computer Societies: The Experience of
IFIP". In Technology and Ethics: A European Quest for Responsible Engineering, ed. Philippe Goujon and Bertrand Hériard
Dubreuil. Leuven, Belgium: Peeters. Describes the failure of a major international organization to adopt a code of ethics,
apparently because of worries about enforceability.

Coady, Margaret, and Sidney Block, eds. (1996). Codes of Ethics in the Professions. Carlton South, Victoria, Australia:
Melbourne University Press. A good collection of essays providing a benchmark for current philosophical understanding of
codes of ethics in professions.

Davis, Michael. (2002). Profession, Code, and Ethics. Aldershot, UK: Ashgate. A major challenge to the current philosophical
(and sociological) understanding of professions, with engineering (along with law and police) as one of the three major
professions studied.

Ladd, John. (1980). "The Quest for a Code of Professional Ethics: An Intellectual and Moral Confusion." In AAAS Professional
Ethics Project: Professional Ethics Activities in the Scientific and Engineering Societies, ed. Rosemary Chalk, Mark S. Frankel,
and Sallie B. Chafer. Washington, DC: American Association for the Advancement of Science. A classic challenge to the very
idea of a code of ethics.

Luegenbiehl, Heinz. (1983). "Codes of Ethics and the Moral Education of Engineers." Business and Professional Ethics
Journal 2: 41–61. An important work on the educational uses of codes of ethics, as well as the classic statement of the
distinction between rules and guidelines.

INTERNET RESOURCE

Center for the Study of Ethics in the Professions, Illinois Institute of Technology. "Codes of Ethics Online." Available at
http://www.iit.edu/departments/csep/PublicWWW/codes. An enormous collection of codes of ethics, by far the largest available
online. All codes cited here can be found at this site.

DepEd Tambayan, November 28, 2018. DepEd Resources. Retrieved from https://depedtambayan.net/the-code-of-ethics-for-
professional-teachers/