Code of Professional Teachers

7/26/2019 Code of Professional Teachers

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CODE OF ETHICS

FOR

PROFESSIONAL

TEACHERS

Legal Section

Division of Negros Occidental

AND RELATED

JURISPRUDENCE


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Poisson 2013 IIEP-UNESCO

ObjectivesObjectives

Improve the ethics of the teaching profession;

Improve regulation and control of teachersmisconduct;

Protect students from unethical conduct ofteachers;

Promote a positive image of the teachingprofession;

Promote a feeling of professional identityamong teachers;

Improve the quality of teaching.


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Standards for the behavior

and professional practiceof teachers

Code of ethics

A set ofinspirational

goals basedaround values

Code ofconduct

A more detailedset of standardsfor professional

and personalconduct based

on the values setin the code of

ethics

Standards of

professionalpractice

A set ofstandards, which

apply to all

registeredteachers, that

articulate what allteachers should

be able to do


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REFERENCESREFERENCES

RA 6713- Code of Conduct and EthicalStandard for Public Ocers and

Employees

Civil Service Law

urisprudence


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Code of Etics for

Professional Teacers

Board Resolution No. 435, series of 1997

Board for Professional Teachers


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!"E C#$E%

&rea'(le

13 Articles

6) Sections


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PREA!"LE

Teacers are d#l$ licensed %rofessionals&o %ossesses dignit$and re%#tation

&it ig 'oral val#es as &ell as

tecnical and %rofessional co'%etencein te %ractice of teir no(le

%rofession) and te$ strictl$ adere to)

o(serve) and %ractice tis set of eticaland 'oral %rinci%les) standards) and

val#es*


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*+#LA!+#N #F C#$E #F E!"+CS F#R&R#FESS+#NAL !EAC"ERS


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Joseph Santos vs. NLRC, Hagonoy Institute, Inc.

As teacher, (one) serves as an ea!"#e to

his$her "%"i#s &

Conse'%ent# teachers !%st ahere to the

eactin* stanars o+ !ora#it an ecenc& A

teacher oth in his o++icia# an "ersona# con%ct!%st is"#a ee!"#ar ehavior&

.e !%st +ree# an /i##in*# acce"t restrictions on

his con%ct that !i*ht e vie/e the "ersona#

ehavior o+ teachers, IN AND !T"ID# T$#%&A""R', !%st e eon re"roach the

!%st oserve a hi*h stanar o+ inte*rit an

honest&


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As an EDUCATOR

1 Constit%tion states

4he State sha## "rotect an "ro!ote

the ri*ht o+ a## citi5ens to '%a#it e%cation at

a## #eve#s an sha## ta6e a""ro"riate ste"s to

!a6e s%ch e%cation accessi#e to a##&

Article XIV, Section 1

DUTY OF TEACHERS(7ase on 8a/)


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As a PARENT

4he schoo#, its a!inistrators an teachers,

en*a*e in chi# care sha## have s"ecia# "arenta#a%thorit an res"onsii#it over the !inor chi# /hi#e

%ner their s%"ervision, instr%ction or c%sto&

Article 1! o" the #a$ily Co%e

4hose *iven the a%thorit an res"onsii#it

%ner (Artic#e 21) sha## "rinci"a## an so#iari#

#ia#e +or a!a*es ca%se acts or o!issions o+

the %ne!anci"ate !inor&

Article 1& o" the #a$ily Co%e


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What is QUALITY EDUCATION?

Principal Dut !r O"li#ati!n is T! Ensur$%Qualit E&ucati!n'

!a6in* s%re that asic e%cation is rea##

so#i, eca%se i+ it is not so#i, it a++ects the '%a#it o+

seconar e%cation& I+ seconar e%cation is "oor,then the "erson *oes to co##e*e %n"re"are +or co##e*e

/or6& An i+ he is a##o/e to *ra%ate a*ain /ith a

"oor '%a#it co##e*e e%cation, he *oes to %niversit

"ro+essiona# e%cation even !ore %n"re"are&

Rev. #r. Joa'uin (ernas, SJ

Constitutionalist


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In sh!rt(

A schoo#, e+ore "ro!otin* or*ra%atin* a st%ent, !%st e s%re that

he$she (the st%ent) is +%nctiona## #iterate

to *o thro%*h net hi*her #eve#&


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T! $nsur$ Qualit E&ucati!n)

*+ ,ust "$ CO,PETENT an& EFFICIENT

Coe o+ Ethics +or Pro+essiona# 4eachers, Artic#e I9, Section 2:

Ever teacher sha## %"ho# the hi*hest

"ossi#e stanars o+ '%a#it e%cation,sha## !a6e the est "re"aration +or the

career o+ teachin*, an sha## e at his

est at a## ti!es in the "ractice o+ his

"ro+ession&


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7P 232 (E%cation Act o+ 12), Section 1; (2)

"rovies:

4he teacher sha## e acco%nta#e +or

e++icient an e++ective attain!ent o+ s"eci+ie#earnin* o


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A teacher sha## ens%re

that conitions contri%tive

to the !ai!%!eve#o"!ent o+ #earners

are ae'%ate an sha##

eten assistance in"reventin* or so#vin*

#earners> "ro#e!s an

i++ic%#ties&)Article IV, Section *+


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In sh!rt(

A teacher is e"ecte to e e++icient an

co!"etent in the "er+or!ance o+ his acae!ic

%ties at a## ti!es&!therwise,

A teacher /ho has consistent# sho/s his

inai#it to e++icient# "er+or! his %ties an

res"onsii#ities, /ithin a co!!on "er+or!ancestanars sho%# not e a##o/e to sta in

schoo# &

It is -urth$r pr!.i&$& as /ust caus$ !- t$r0inatin# a-acult(

?ross ine++icienc an inco!"etence in the

"er+or!ance o+ his %ties &


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Hence, the SC hel% in velyn -ea vs.

NLRC that/

schoo#s can

set hi*h stanars o+

e++icienc +or its

teachers since '%a#it

e%cation is a

!anate o+ the

Constit%tion sec%rit o+ ten%re

cannot e %se to

shie# inco!"etence&


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1+ ,ust E2ALUATE LEARNERS

3i+ Dut t! #i.$ #ra&$s4$.aluati!n

=ener re*%#ar re"orts on

"er+or!ance o+ each st%ent an to the

#atter an to the #atter>s "arents an*%arians /ith s"eci+ic s%**estions +or

i!"rove!ent&

S$cti!n *536+ !- 7P 1618 TEACHERSHALL(

and...

@%st "ro!"t# rener or *ive *raes&Other/ise, the %n


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In the case o" 0niversity o" the ast vs.

Ro$eo A. Ja%er, the SC %eclare%/

It is the contract%a# o#i*ation o+ the schoo#(thro%*h the teachers) to 4I@E8 INBO=@

AN BU=NIS. s%++icient notice an in+or!ation

to each an ever st%ent as to /hether he$she

ha a#rea co!"#ie /ith a## the re'%ire!ents&

4he ne*#i*ent act o+ a teacher /ho +ai#s to

oserve the r%#es o+ the schoo#, +or instance, not "ro!"t# s%!ittin* a st%ent>s *rae is not

on# i!"%ta#e to the teacher %t is an act o+

the schoo# ein* his$her e!"#oer &


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In eva#%atin*$*ivin* *raes the +o##o/in*

r%#es o+ con%ct !%st e oserve:

C!&$ !- Ethics pr!.i&$s(

A teacher has the %t to eter!ine the

acae!ic !ar6s an the "ro!otion o+

#earners in the s%


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Uner no circ%!stances sha## a teacher

e "re


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3i+ In c!0putin# th$ #ra&$s

S$cti!n *5 39+ !- 7P 161 0an&at$s that a

t$ach$r shall(=e+rain +ro! !a6in* e%ctions or

aitions in st%ent>s scho#astic ratin*s +or

acts that are c#ear# not !ani+estations o+

scho#arshi"&

H$nc$8 S$cti!n :; !- th$ ,RPS(

7asis +or ?rain*& D 4he *rae or

ratin* in a st%ent sho%# e aseSO8E8 on his scho#astic "er+or!ance& An

aition or i!in%tion to the *rae in a

s%


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C!&$ !- Ethics pr!.i&$s(

A teacher sha## not !a6e e%ctions

+ro! their scho#astic ratin*s as a "%nish!ent+or acts /hich are c#ear# not !ani+estations o+

"oor scho#arshi"&

4h%s, it is not a !atter o+ iscretion on the "art o+the teachers in the *ivin* o+ the st%ents> *raes, %t

rather it is a c#ear o#i*ation +or the teachers to

eter!ine st%ent acae!ic !ar6s so#e# ase on

scho#astic "er+or!ance& Bor a teacher to oother/ise, /o%# e serio%s acae!ic !a#"ractice

or *rave !iscon%ct in the "er+or!ance o+ his$her

%ties&


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In -a%illa vs. NLRC, S(C the Supre$e

Court sai%/

"#his $ourt is convinced thatthe pressure and in%uence

e&erted by 'a teacher( on hiscolleague to change a failinggrade to passing one &&&constitute serious misconductwhich is a valid ground fordismissing an employee.)


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7< As a PARENT) Principal Dut t! E=$rcis$Par$ntal Auth!rit an& R$sp!nsi"ilit

Artic#e 21, Ba!i# Coe "rovies:

4he schoo#, its a!inistrators

an teachers en*a*e in chi#

care sha## have s"ecia# "arenta#

a%thorit an res"onsii#it over the

!inor chi# /hi#e %ner their

s%"ervision, instr%ction or c%sto&


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A teacher sha## reco*ni5e thatthe interest an /e#+are o+ #earners

are his +irst an +ore!ost concern,

an sha## han#e each #earner


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Par$ntal Auth!rit t! Disciplin$

As "arents, the teachers sha## %se

isci"#ine not to "%nish %t to correct,

not to +orce, %t to !otivate an not to

oe /ith ri*i caence, %t to choose

to +o##o/ the ri*ht /a&

.ence, teachers cannot *enera##

%se !ethos o+ "%nishin* or s%ch

e*ree o+ "ena#ties that a *oo !otheror a *oo +ather /o%# not #i6e# %se on

her$his o/n chi#ren&


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C!rp!ral Punish0$nt > Articl$ 166 31n& par


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9III, & A teacher sha##

not in+#ict cor"ora#

"%nish!ent ono++enin* #earners nor

!a6e e%ctions +ro!

their scho#astic ratin*s

as a "%nish!ent +or

acts /hich are c#ear#

not !ani+estations o+

"oor scho#arshi"&


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Sal$ !- Tic$ts@ C!ll$cti!n !- C!ntri"uti!n4

D!nati!ns -r!0 Pupils 4 Par$nts

7P 232, Sec& () - st%ents have ri*ht to e +ree +ro! (vo#%ntar) invo#%ntar

contri%tions

I!"ro"er or %na%thori5e

so#icitation o+ contri%tions +ro!s%orinate e!"#oees an teachers or schoo# o++icia#s +ro!schoo# chi#ren

9III, F& A teacher sha## not acce"t,irect# or inirect#, an re!%neration+ro! t%toria#s other than /hat isa%thori5e +or s%ch service&


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Anita . Salvarria vs. Letran College, et

al.

)&2 SCRA 1!3+4he S%"re!e Co%rt ec#are--

Petitioner contene that her

is!issa# /as aritrari# , havin*een e++ecte /itho%t


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I+ there is one "erson !ore

6no/#e*ea#e o+ "o#ic a*ainsti##e*a# eactions +ro! st%ents, it

/o%# e Sa#avarria&

.ence, re*ar#ess o+ /ho initiatethe co##ections, the +act that the

sa!e /as a""rove or inorse

"etitioner, !ae her Gin e++ect thea%thor o+ the "ro


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(e"art!ent o+ E%cation)

consiers the act o+ teachers in

contractin* #oans +ro! "arents o+ their

st%ents not on# serio%s

!iscon%ct %t vio#ation o+

st%ents> ri*ht to e +ree +ro!invo#%ntar contri%tion &

/S-$ 0achura, 12 3eb. 456


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Parental 7esponsibility

4he st%ent $ "%"i# /hi#e in schoo#,is in the c%sto an hence, the

res"onsii#it o+ the schoo#

a%thorities as #on* as he is %ner thecontro# an in+#%ence o+ the schoo#,

/hether the se!ester

has not et e*%nor has a#rea ene&


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InAmadora vs. CA, the Supreme $ourt said

Even i+ the st%ent is


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8ence

A teacher re'%ire to eercises"ecia# "arenta# a%thorit %t /ho

+ai#s to oserve a## the i#i*ence o+

a *oo +ather o+ a +a!i# in thec%sto an care o+ the "%"i#s an

st%ents, sha## e he# #ia#e +or

*ross ne*#ect o+ %t&


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4he Co%rt ta6es this o""ort%nit to

"a a sincere tri%te to the schoo#

teachers, /ho are a#/as at the +ore+rontin the att#e a*ainst i##iterac an

i*norance& I+ on# eca%se it is the /ho

o"en the !ins o+ their "%"i#s to an

%ne"#ore /or# a/ash /i## the !a*ic o+#etters an n%!ers, /hich is an

etraorinar +eat inee, these h%!#e

!entors eserve a## o%r res"ect ana""reciation&

Chiang 4ai She5

6.R. No. 7!8


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Article XI: The Teacher as a Person

A teacher is, above all, a human being endowed with life forwhich it is the highest obligation to live with dignity at all timeswhether in school, in the home, or elsewhere.

A teacher shall place premium upon selfdiscipline as the primaryprinciple of personal behavior in all relationships with others andin all situations.

A teacher shall maintain at all times a digni+ed personality whichcould serve as a model worthy of emulation by learners, peersand all others.

A teacher shall always recogni9e the Almighty :od as guide of

his own destiny and of the destinies of men and nations.


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Article ,++% $isciplinar Actions

Section +* Any violation o" any provision o" this co%e shall 9esu""icient groun% "or the i$position against the erring teacher o"the %isciplinary action consisting o" revocation o" his Certi"ication

o" Registration an% License as a -ro"essional :eacher,

suspension "ro$ the practice o" teaching pro"ession, or

repri$an% or cancellation o" his te$porary;special per$it un%ercauses speci"ie% in Sec. *, Article III or R.A. No.

un%er Rule *1, Article VIII, o" the Rules an% Regulations

I$ple$enting R.A.


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-EN-


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Halle$,s Co'et

A !e!oran%!, as it *oes

o/n the chain o+ co!!an

in an e%cationa# instit%tion&


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SU7HEC4 O"eration .a##e>s Co!et

B=O@ Chair!an o+ the 7oar o+ 4r%stees

4O 4he Presient

4o!orro/ evenin* at a""roi!ate# ei*ht

() "&!&, .a##e>s Co!et /i## e visi#e in this

area, an event /hich occ%rs on# once ever

sevent +ive (F) ears& .ave the st%ents

+a## o%t in the +oota## +ie# in %ni+or!s an I

/i## e"#ain this rare "heno!enon to the!&

In case o+ rain, /e /i## not e a#e to seeanthin*, so asse!#e the st%ents in the

a%itori%! an I /i## sho/ the! +i#! o+ it&


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B=O@ 4he Presient

4O 9ice Presient +or Acae!ic A++airs

7 orer o+ the Chair!an o+ the 7oar,

to!orro/, at ei*ht in the evenin*, .a##e>s

Co!et /i## a""ear aove the +oota## +ie#,i+ it rains, +a## the st%ents o%t in %ni+or!s&

4hen #ea the! to the a%itori%! /here

the rare "heno!enon /i## ta6e "#ace,

so!ethin* /hich occ%rs on# once ever

sevent +ive ears&


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B=O@ 9ice Presient +or

Acae!ic A++airs

4O Co##e*e ean

7 orer o+ the Chair!an o+ the 7oar,

in %ni+or!, at ei*ht o>c#oc6 in the evenin*

to!orro/, the "heno!ena# .a##e>s Co!et/i## a""ear in the a%itori%!& In case o+

rain in the +oota## +ie#, the Chair!an o+

the 7oar /i## *ive another orer,

so!ethin* /hich occ%rs once ever

sevent +ive ears&


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B=O@ ean o+ Co##e*e

4O Acae!ic Coorinators

4o!orro/ at ei*ht o>c#oc6 in the

evenin*, the Chair!an o+ the 7oar /i##

a""ear in the a%itori%! /ith .a##e>sCo!et, so!ethin* /hich ha""ens ever

sevent-+ive ears& I+ it rains, the

Chair!an o+ the 7oar /i## orer the

CO@E4 into the +oota## area in %ni+or!&


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B=O@ Acae!ic Coorinators

4O e"art!ent .eas

hen it rains to!orro/ at ei*ht in the

evenin*, the "heno!ena#, sevent-+ive

ear o# Chair!an .a##e, acco!"anie the Presient /i## rive his Co!et thr%

the +oota## +ie# area theater in %ni+or!&


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.roup discussion 1.roup discussion 1

+dentif 'a/or ethicalissues0dile''as faced (

teachers in their dail wor2

ARN+N.4

#ry to be systematic#ry to be speci+c, referring to concrete e&amples#ry to prioriti9e malpractice < their seriousness and frequency

=


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.roup discussion ).roup discussion )

*iscuss mechanisms to reportmisconducts at di>erent levels of

the education system.

ARN+N.4

#ry to be systematic#ry to be speci+c, referring to concrete e&amples#ry to prioriti9e malpractice < their seriousness and frequency

Documents

Code of Professional Teachers