Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna

LSPU Self-Paced Learning Module (SLM)

Course The Teaching Profession
Sem/AY First Semester/2021-2022
Module No. 1
Lesson Title The Teaching Profession and The Demands of Society from the Teacher as a
Professional and as a Person
Week
2-5
Duration
Date October 11 – November 5, 2021
Description This lesson dwells on the teaching as a profession. This will discuss the elements of
of the profession followed by an analysis of teaching to determine if it has all the elements of
Lesson a profession. It will also discuss vocation and mission.

Learning Outcomes

Intended Students should be able to meet the following intended learning outcomes:
Learning 1. Examine the Teaching Profession against the elements of a profession.
Outcomes 2. Trace the historical development of a teaching as as a profession in the Philippines
3. Explain teaching as a mission and as a vocation.
4. Discuss the meaning of a teacher as a professional.
5. Explain the professional competencies that a teacher should posses
Targets/ At the end of the lesson, students should be able to:
Objectives ● Explain the meaning of teaching as a profession
● Trace the historical development of teaching as a profession in the Philippines
● Explain the teaching as a vocation and mission
● Explain the professional competencies that a teacher should possess

Student Learning Strategies

Online Activities A. Online Discussion via Google Meet

(Synchronous/ You will be directed to attend in a 1-hour class discussion. To have Access to
Asynchronous) the online discussion, refer to this link: _______________

B. Learning Guide Questions:

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

1. What are elements of a professional like teaching?

2. What is meant by vocation? mission?
3. Teaching as a job or mission. What’s the difference?
Note: The insight that you will post on online discussion forum using Learning Management System (LMS)
will receive additional scores in class participation.

Lecture Guide

THE TEACHING PROFESSION

I. Teaching as a Profession
In the words "professional manner," "gawang propesyonal," "professional fee for
expert services rendered" the word "professional" implies one who possesses skill and
competence / expertise. "Highly professional" "unprofessional . . . to act that way"
imply a code of ethics by which a professional person abide. In short, a professional is
one who conforms to the technical or ethical standards of a profession. So two
elements of a profession are competence and a Code of Ethics.

The other elements of a profession are:

● Initial Professional Education. Professionals generally begin their
Offline Activities professional lives by completing a university program in their chosen fields --
(e-Learning/Self-P teacher education, engineering, nursing, accountancy. This means long and
aced) arduous years of preparation. Take note this is just initial, which means only
the beginning because a professional is expected to learn endlessly.
● Accreditation. University programs are approved by a regulatory body like
the Commission on Higher Education (CHED) in the Philippines to ensure that
graduates from these recognized programs start their professional lives with
competence.
● Licensing. Licensing is mandatory, not voluntary and is administered by a
government authority. In the Philippines, this government authority is the
Professional Regulation Commission (PRC).
● Professional Development. This is an ongoing professional education that
maintains or improves professionals' knowledge and skills after they begin
professional practice. In the Philippines this is Continuing Professional
Development mandated by RA 10912, otherwise known as the CPD Act of
2016.
● Professional Societies. Professionals see themselves as part of a community
of like-minded individuals who put their profess9nal standards above the
individual self-interest or their employer's self-interest. These professional

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Laguna State Polytechnic University
Province of Laguna

societies put dedication to the public interest and commitment to moral and
ethical values. Professional societies define certification criteria, manage
certification programs, establish accreditation standards and define a code of
ethics and disciplinary action for violations of that code.
● Code of Ethics. Each profession has a code of ethics to ensure that its
practitioners behave responsibly. The code states what professionals should
do. Professionals can be ejected from their professional societies or lose their
license to practice for violating the code of ethics. (McConnell, Steeve, Source:
http://www.alexsbrown.com/prof9.html, Retrieved 6-3-18)
The teaching profession is governed by the Code of Ethics for Professional Teachers.
Violation by the Code of Ethics for professional teachers is one of the ground for the
revocation of the professional teacher’s Certificate of Registration and suspension
from the practice of the teaching profession (Sec. 23., RA. 7836).

The Historical Development of Teaching as a Profession in the Philippines

The first legal document that professionalized teaching was Presidential Decree
1006 issued by then President Ferdinand E. Marcos. It was only in 1976 with PD 1006
known as Decree Professionalizing Teaching that teachers in the Philippines became
professionalized. The need to professionalize teaching was felt “to insure that in
immediacy and urgency of teacher recruitment, qualitative requirements are not
overlooked . . .” and “although teaching requires a number of years in collegiate study,
it is the only course that is not yet considered a profession”(PD 1006). Furthermore . . .
“in recognition of the vital role of teachers in nation-building and as an incentive to
raise the morale of teachers, it is imperative that they be considered as professionals
and teaching be recognized as a profession.”(PD 1006)

Then in 1994, R.A 7836, otherwise known as the Philippine Teachers

Professionalization Act of 1994, was passed to . . “promote quality education by proper
supervision and regulation of the licensure examination and professionalization of the
practice of the teaching profession.” (Section 2)

During the pre-Hispanic period, there was no established formal schooling in the
country. So there was no formal preparation for teachers, too. The mothers and fathers
and tribal leaders served as teachers at home and in the community.

During the Spanish and by virtue of Educational Decree of 1863 free public,
school system was established. There was one school for boys and another school for
girls in every municipality. The Spanish missionaries served as teachers. The same
Decree provided for a normal school run by the Jesuits to educate male teachers in

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Laguna State Polytechnic University
Province of Laguna

Manila. Normal schools for women were not established until 1875. So it was the
Spaniards who started training teachers in normal schools.

Paz Ramos, once Dean of College of Education of the University of the Philippines,
Diliman, claims:

The foundations of teacher education in the Philippines were laid by the Spanish
government during the mid-eighteenth century. It is said to have begun on August 4,
1765, when King Charles of Spain issued a Royal Decree requiring each village to have a
“maestro”. On November 28,1772, another Royal Decree specified the qualifications of
teachers, However, it was not until 1863 that there was a specific attempt to systematize
and update the education of Filipino teachers

At the end of Spanish rule, schools during the Spanish era were closed for a time
by Aguinaldo’s government. So there was no teacher preparation that took place.
During the American regime, American soldiers served as the first teacher. In
1901, the Philippine Commission enacted into Law Act 74 which created the
Department of Public Instruction, laid the foundations of the public school system and
offered free primary education for Filipinos.

There was a shortage of teachers. The Philippine Commission authorized the

Secretary of Public Instruction to bring to the Philippines 600 teachers from USA. They
were the Thomasites. Due to urgent need for teachers, the Americans gave bright
young Filipino students opportunity to take up higher education in American colleges
and universities financed by the Phil. Government. They were the pensionados.

Act 74 of 1901 also provided for the establishment of Philippine Normal School
(PNS) in Manila. The Philippine Normal School formally opened in September 1901, as
an institution for the training of teachers. For more than two decades, PNS offered a
two-year program to graduates of secondary schools. In 1949, the Philippine Normal
School, renamed Philippine Normal College, offered the four-year Bachelor of Science
in Elementary Education. Other four year teacher education courses followed after.
This means that the present four-year preparation for the professional teacher began
as a two-year program only. Teacher became four years only in 1949 and thereafter.

II. Teaching as a Vocation and Mission

Teaching as a vocation

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

Vocation comes from the Latin word “vocare” which means to call. Based on the
etymology of the word, vocation, therefore, means a call. If there is a call, there must
be a caller and someone who is called. There must also be a response. For Christians,
the Caller is God Himself. For our brother and sister Muslims, Allah. Believers in the
Supreme being will look at this voiceless call to have a vertical dimension. For
non-believers, the call is also experienced but this may viewed solely along a
horizontal dimension. It is like man calling another man, never a Superior being
calling man.

Most often, when people use the word “vocation,” they refer to a religious
vocation, like the mother in the Activity phase of the Lesson. Vocation includes other
big callings like marriage and single blessedness. It does not only refer to a religious
vocation. It can also refer to a call to do something like to teach, to heal the sick, etc.
Whatever is our calling or station in life, the call is always to serve.

The Christians among you realize that the Bible is full of stories of men and
women who were called by God to do something not for themselves but for others. We
know of Abraham, the first one called by God, to become the father of a great nation,
the nation of God's chosen people. We recall Moses who was called while in Egypt to
lead God's chosen people out of Egypt in order to free them from slavery. In the New
Testament, we know of Mary who was also called by God to become the mother of the
Savior, Jesus Christ. In Islam, we are familiar with Muhammad, the last of the prophets
to be called by Allah, to spread the teachings of Allah. All of them responded positively
to God's call. Buddha must have also heard the call to abandon his royal life in order to
seek the answer to the problem on suffering.

From the eyes of those who believe, it was God who called you to teach, just as
God called Abraham, Moses, and Mary, of the Bible. Among so many, you were called to
teach. Like you, these biblical figures did not also understand the events surrounding
their call. But in their great faith, they answered YES. Mary said: “Behold the handmaid
of the Lord. Be it done to me according to your word”. (Of course, it is difficult
explaining your call to teach as God's call for one who, in the first place, denies God's
existence, for this is a matter of faith.) The fact that you are now in the College of
Teacher Education signifies that you said YES to the call to teach. Perhaps you never
dreamt to become a teacher! But here you are now preparing to become one! Teaching
must be your vocation, your calling. May this YES response remain a YES and become
even firmer through the years.

Teaching as a Mission

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

Teaching is also a mission. The word mission comes from the word
Latin word “mission” which means “to send.” The Webster’s New Collegiate
Dictionary defines mission as “task assigned.” You are sent to accomplish an
assigned task.

The phrase “mission accomplished” from the soldier in Activity phase of

this lesson suggests that you were sent to do an assigned task, a mission and so
if you faithfully accomplish the assigned task, you proclaim “mission
accomplished.” You responded to a call to be a teacher and so your mission in
the world is to teach, the task entrusted to you in this world. These are how
vocation and mission are related. You were called for a purpose, i.e. to
accomplish a mission while on earth which is to teach.

If it is your assigned task then naturally you’ve got to prepare yourself for it.
From now on you cannot take your studies for granted! Your four years of pre-service
If it is your assigned task then naturally you've got to prepare yourself for it. From now
on you cannot take your studies for granted! Your four years of pre-service
preparation will equip you with the knowledge, skills and attitude to become an
effective teacher. However, never commit the mistake of culminating your mission
preparation at the end of the four-year pre-service education. You have embarked in a
mission that calls for a continuing professional development As the saying goes "once
a teacher, forever a student." (More is said of continuing professional development in
the Code of Ethics for Professional Teachers in Chapter 3.)

Flowing from your uniqueness, you are expected to contribute to the betterment
of this world in your own unique way. Your unique and most significant contribution
to the humanization of life on earth is in the field for which you are prepared -
teaching.

Teaching is indeed your mission:

● If you are doing it not only for the pay but also for service,
● If you keep on teaching out of love, it’s a mission.
● If you committed to teaching even if it means letting go of other activities,
● If you remain teaching even though nobody recognizes your efforts,
It makes you get excited
● If your concern is success plus faithfulness, it’s a mission.

Teaching and a life of meaning

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

Want to give your life a meaning? Want to live a purpose driven life? Spend it
passionately in teaching, the most noble profession. Consider what Dr. Josette T. Biyo,
the first Asian teacher to win the Intel Excellence in Teaching Award in an
international competition, said. In a speech delivered before a selected group of
teachers, superintendents, DepEd officials and consultants, to wit:

Teaching may not be a lucrative position. It cannot

guarantee financial security. It even means investing your
personal time, energy, and resources. Sometimes it means
disappointments, heartaches, and pains. But touching the hearts
of people and opening the minds of children can give you joy and
contentment which money could not buy. These are the moments I
teach for. These are the moments I live for.

There may be times, when you will feel like giving up (many leave teaching after
3 or 5 years for varied reasons). Remember you responded to the call to teach and
that you have accepted the mission to teach. May you be found faithful to your
vocation and mission till the end.

The "Pwede na" Mentality: Enemy of Excellent Mission

Preparation and Accomplishment

For a professional teacher who looks at teaching as his/her mission, he/she will
do everything to arm himself/herself for an excellent accomplishment of that mission.
The striving for excellent accomplishment sometimes brings us to our "pwede na"
mentality, which is inimical to excellence. This mentality is expressed in other ways
like "talagang ganyan 'yan," "wala na tayong magawa," "di na mahalata,” “di ko na ‘yan
sagot,” “dagdag trabaho/gastos lang yan” – all indicators of defeatism and resignation
to mediocrity. If we stick to this complacent mentality, excellent mission
accomplishment eludes us. In the world of work whether here or abroad, only the
best and brightest make it. (At this time. you must have heard that with the rigid
selection of teacher applicants done by DepEd, only a few make it!) The mortality
rate in the Licensure Examination for Teachers for these past years is a glaring
evidence that excellence is very much wanting of our teacher education graduates. If
we remain true to our calling and mission as a professional teacher, we have no
choice but to take the endless and the "less traveled road" to excellence.

THE DEMANDS OF SOCIETY FROM THE TEACHER AS A

PROFESSIONAL AND AS A PERSON

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

I. The Demands of Society from the Teacher as a

Professional

Teachers spend at least 6 hours a day, 5 days a week in 10 months of the

school year with students. Practically considering the 8-hour sleeping time at home,
teachers spend time with the students than parents. That's why parents expect so
much of teachers.
Teachers have tremendous power to influence students. Society as a whole
expect much from teachers and schools. Often when the young do not behave as
expected, the question raised by parents “Is that what you are taught in school?”

Schools are expected to work with and so are teachers. The Code of Ethics for
Professional Teachers cites the state, the community, the teaching community, non-
teaching personnel and learners as groups of people with and for whom a teacher
works. So a teacher works with different groups and so plays different roles- tutor,
nurse, guidance counselor, community leader, resource speaker, consultant rolled into
one. Indeed, much is demanded of teachers.
From his/her very title "teacher," to teach well is what society primarily demands
of teachers. The learning of the learner is the teacher's main concern. In this lesson, let
us focus on this societal primary expectation from teachers - good teaching
Research says that the teacher is the single most important factor in the learner's
learning. The effective teacher the good and the not so good learner learn. On the other
hand the ineffective teacher adversely affects the learning of both good and the not so
good student. Consider the following research findings shared by Dallas Public
Schools' Accountability System:
● Learning gains realized by students during a year in the classroom of an
effective teacher were sustained over later years and were compounded by
additional years with effective teachers.

● Conversely, depressed achievement results resisted improvement even after a

student was placed wit/t an effective teacher, and the negative impact was
discernible statistically for approximately three subsequent years.

● Learning gains realized by students during a year in the classroom of an

effective teacher were sustained over later years and were compounded by
additional years with effective teachers.

● The negative effects of a poor-performing teacher on student achievement

persist through three years of high-performing teachers.

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Laguna State Polytechnic University
Province of Laguna

● The good news is that if students have a high-performing teacher one year,
they will enjoy the advantage of that good teaching in future years.

● Conversely, if students have a low-performing teacher, they simply will not

outgrow the negative effects of lost learning opportunities for years to come.

● Having a better teacher not only has a substantial impact on students' test
scores at the end of the school year but also increases their chances of
attending college and their earnings as adults. " (Hammond, D., 2000)
Clearly, a teacher's impact on learners lasts. The teacher is the key to student
achievement. Then you have to prepare yourselves to become the best and the
brightest, the most caring, competent and compassionate teachers. The best and the
brightest are those that possess the competencies expected of professional teachers.
What are these competencies? Let us present the lists of competencies from four (4)
authors after this activity.

The Teacher as a Professional

In Lesson 2, we discussed the elements of a profession then we examined teaching
against these elements. Teaching fulfills the elements of a profession and so a teacher
is truly a professional. A professional is one who went through long years of
preparation to earn a teacher education degree recognized by the Commission on
Higher Education, after which he/she hurdled a Licensure Examination for Teachers
(LET) administered by the Board for Professional Teachers with the supervision of the
Professional Regular Commission. By passing the LET, he/she obtains a license which
he/she obliged to renew every three years on condition he/she show Professional
Development. As a professional teacher he/she expected to abide by the Code of Ethics
for Professional Violation of the Code of Ethics can be a ground for the revocation of
license. These ensure that as a professional teacher, he/she practices his/her
profession with technical and ethical and moral competence.

This is exactly how the Code of' Ethics of Professional Teachers define the
professional teacher. The teacher is a "licensed professional who possesses dignity and
reputation with high moral values as well as technical and professional competence
...he/ she adheres to, observes and practices a set of ethical and moral principles,
standards and values."

The Demands from the Teacher as a Professional

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 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

The Code of Ethics for Professional Teachers spells out the demands of
the state, community, higher authorities and school officials and parents from
teachers. You will discuss them in detail in the Chapter solely devoted to the Code of
Ethics. In this lesson, we shall focus on society's demand of good teaching from the
professional teacher. In the first place, the word "teacher" suggests that the main
responsibility of the professional teachers s to teach. The teacher's primary customer
is the learner. So let us concentrate on effective teaching, the professional teacher's
primary responsibility.

There are a number of models/frameworks of effective teaching. In the country,

we have the Philippine Professional Standards for Teachers (PPST). These PPST are
standards of good teaching, which will also be discussed in the succeeding lessons. In
addition, we shall present four (4) evaluation models of effective teaching here.

Models of Effective Teaching

Let us take a look at models of effective teaching which also serve as bases for
evaluation of teaching.
● Robert Marzano's Causal Teacher Evaluation Model of four domains:
l. Classroom strategies and behaviors —
- involve routine events such as communicating learning goals and feedback and
establishing and procedures
- involve addressing content by helping students interact with new knowledge,
practice and deepen new knowledge
- helping students generate and test hypotheses
- involve events enacted on the spot such as engaging students, recognizing
adherence to rules and procedures, establishing and maintaining effective
relationships with students and communicating high expectations for all
students

2. Planning and Preparing

- planning and preparing for lessons
- for use of technology
- for needs of students receiving Special education for needs of students who
lack support for schooling

3. Reflection on Teaching
- evaluating personal performance such as identifying areas of pedagogical
strengths and weaknesses
- developing, implementing and monitoring a professional growth plan

4. Collegiality and Professionalism

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Laguna State Polytechnic University
Province of Laguna

- promoting positive interactions with colleagues, students and parents

- seeking mentorship for areas of need/interest
- mentoring other teachers and sharing ideas and strategies
- adhering to school rules and procedures
- participating in school initiatives (Source: www.
marzanocenter.com/Teacher-Evaluation/#a, accessed 01-31-16)

B. Charlotte Danielson Framework for Teaching

1. Planning and Preparation

2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
- reflecting on teaching
- maintaining accurate records
- communicating with families
- participating in the professional community
- growing professionally
- showing professionalism (Source:
tpep-wa.org/wp-content/uploads/Danielson-at-a-glance.pdf Accessed
02-01-16)

C. James Stronge — Teacher Effectiveness Performance Evaluation System (TEPES)

System:
Seven performance standards:
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning
5. The Learning Environment
6. Professionalism- maintains a commitment to professional ethics, communicates
effectively and takes responsibility for and participates in professional growth
that results in enhanced learning
7. Student Progress — the work of the teacher results in acceptable, measurable
and appropriate student academic progress. (Teacher Effectiveness Performance
Evaluation System, Handbook 2012-2013 - www.mcvea.org/extras/
StrongeBook.pdf Accessed 02-23-16)

Teacher Evaluation Standards — The McREL model (Mid-Continent Research for

Education and Learning
- Teachers demonstrate leadership.
- Lead in their classrooms
- Demonstrate leadership in the school
- Lead the teaching profession

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Laguna State Polytechnic University
Province of Laguna

- Advocate for schools and students

- Demonstrate high ethical standards
- Teachers establish a respectful environment for a diverse population of
students
- Teachers know the content they teach
- Teachers facilitate learning for their studentsTeachers reflect on their
practices. (www.edison.k12.nj.us/Page/5052, Accessed 02-23-16)

Table 1: Comparison of the Models on Teacher Effectiveness

Danielson Stronge McREL Marzano
1. Planning and Instructional Teachers facilitate Planning and
Preparation Planning learning for their Preparing
Assessment students
of/for Learning Teachers know the
content they teach
2. Instruction Professional Teachers know the Classroom
Knowledge content they teach strategies and
Instructional Teachers facilitate behaviors
Delivery learning for their
Communication students

3. The Classroom The Learning Teachers establish Teachers facilitate

Environment Environment a respectful learning for their
Student environment for a students
Progress diverse population
of students.
4. Professional Professionalism Teachers Collegiality and
Responsibilitie demonstrate Professionalism
s leadership Teachers reflect on
their practices

Since the main task of the professional teacher is to teach, society demands from
him/her teaching competence. Teaching competence is spelled out in the PPST and in
the four models of effective teaching given in the preceding paragraphs. This means
that if he/she has to teach effectively he/she has to: 1) prepare and plan very well for
instruction; 2) execute or deliver that instruction plan very well because he/she has
professional knowledge (mastery of subject matter); 3) create a conducive or
favorable learning environment for diverse groups of learners; 4) assess and report
learners' progress; and 5) demonstrate professionalism as he/she deals with
superiors, colleagues, students and parents.
The first step of competent teaching is instructional preparation. This entails
clarifying learning outcomes and choice of appropriate teaching-learning activities
and use of assessment tasks aligned to the learning outcomes to check on learners'

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Province of Laguna

progress. The professional teacher possesses pedagogical content knowledge. He/ She
is fully aware that pedagogical content knowledge (how to teach particular subject
matter content) is central to teacher effectiveness.

The Philippine Professional Standards for Teachers

The PPST, the revised National Competency-Based Teacher Standards (NCBTS), give
the teacher professional competencies in seven domains, 37 strands and 148
performance indicators for four career stages. According to the PPST, quality teachers
in the Philippines need to possess the following characteristics:
● recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and
learning. They apply developmentally appropriate anå meaningful pedagogy
grounded on content knowledge an current research. They display proficiency in
Mother Tongue, Filipino and English to facilitate the teaching and learning process,
us well as exhibit the needed skills in the use of communication strategies, teaching
strategies and technologies to promote high-quality learning outcomes.
● provide learning environments that are safe, secure, fair and supportive in order to
promote learner responsibility and achievement. They create an environment that
is learning focused and they efficiently manage learner behavior in a physical and
virtual space. They utilize a range of resources and provide intellectually
challenging and stimulating activities to encourage constructive classroom
interactions geared towards the attainment of high standards of learning.
● establish learning environments that are responsive to learner diversity. They
respect learners ' diverse characteristics and experiences. as inputs to the planning
and design of learning opportunities. They encourage the celebration of diversity in
the classroom and the need for teaching practices that use differentiated to
encourage all learners to be successful citizens in a changing local and global
environment.
● interact with the national and local curriculum requirements. They translate
curriculum content into learning activities 'that are relevant to learners and based
on the principles of effective teaching and learning. They apply their professional
knowledge to plan and design, individually or in collaboration with colleagues,
well-structured and sequenced lessons that are contextually relevant, responsive to
learners' needs and incorporate a range of teaching and learning resources. They
communicate learning goals to support learner participation, understanding and
achievement.
● Apply a variety of assessment tools and strategies in monitoring, evaluating,
documenting and reporting learners’ needs, progress and achievement. They use
assessment data in a variety of ways to inform and enhance the teaching and

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Province of Laguna

learning progress and programs. They provide learners with the necessary feedback
about learning outcomes that inform the reporting cycle and enables teachers to
select, organize and use sound assessment processes.
● Establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process. They
identify and respond to opportunities that link teaching and learning in the
classroom to the experiences, interests and aspirations of the wider school
community and other key stakeholders. They understand and fulfill their
obligations in upholding professional ethics, accountability and transparency to
promote professional and harmonious relationships with learners, parents, schools
and the wider community.
● Value personal growth and professional development and exhibit high personal
regard for the profession by maintaining qualities that uphold the dignity of
teaching such as caring attitude, respect and integrity. They value personal and
professional reflection and learning to improve their practice. They assume
responsibility for personal growth and professional development for lifelong
learning.
For the 7 domains, 37 strands and 148 performance indicators of the PPST, refer to the
Appendix L.
Professionalism: The Hallmark of a Professional
No doubt, society expects the teacher as a professional to demonstrate
professionalism in all that he/she does. Professionalism is both a professional and a
personal trait.
Professionalism will be discussed again the next lesson on The Demands of Society
from The Teacher as a Person.
The Code of Ethics for Public School Teachers adopted in Section 7 of RA 4670
explains professional conduct:
It behooves every teacher to assume and maintain professional attitude to his work
and in dealing with his associates in the profession. It should be his self-imposed duty to
constantly improve himself professionally.
Criticism, when necessary, should clearly reflect friendly motivation and a sincere
desire to uphold the standard and dignity of the profession.
In dealing with his pupils or students, the teacher should ever strive to be
professionally correct, friendly, and sympathetic.

II. The Demands of Society from the Teacher as a Person

I am only a teacher!" Often times this is what we hear when a teacher
introduces herself/himself amidst a group of professionals like doctors, lawyers,
nurses, accountants, engineers etc. And yet, admittedly, so much is expected or

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Laguna State Polytechnic University
Province of Laguna

demanded of a teacher. More than any other professional, teachers are subjected to
scrutiny to the minutest detail by those they associate with. Teachers are judged more
strictly than other professionals. When a teacher fails to meet expectations of the
public, like when she wears an ultra mini skirt or fails to pay debt on time, the remark
from the scrutinizing eye of the public is "teacher pa man din," (to think that he/she is
a teacher).
What are the demands of the teaching profession from the teacher as a person?
This can be re-stated as "what personal qualities or attributes of teachers are
demanded by the teaching profession" or "what personal traits must a teacher possess
in order to function well as a professional teacher?

Referring to the professional teacher, the Code of Ethics gives big words like
“possesses dignity and reputation, with high moral values . . . adheres to, observes and
practices a set of ethical and moral principles, standards and values.” What are these
big words in more specific teacher attributes?

The qualities of your favorite teachers may not be very far from one another. Let’s
compare them with the twelve (12) characteristics of an effective teacher gathered
from a fifteen-year longitudinal, qualitative study on more than one thousand essays of
teacher education students. (Walker, Robert, J. Twelve Characteristics of an Effective
Teacher: A Longitudinal, Qualitative , Quasi-Research Study of In-Service and
Pre-Service Teachers’:

1. Prepared. Come to class each day ready to teach.

2. Positive. Have optimistic attitudes about teaching and about students.
3. Hold high expectations. Set no limits on students and believe everyone can
be successful.
4. Creative. Are resourceful and inventive in how they teach their classes
5. Fair. Handle students and grading fairly.
6. Display a personal touch. Approachable
7. Cultivate a sense of belonging. Have a way to make students feel welcome
and comfortable in their classrooms.
8. Compassionate. Are concerned about students’ personal problems and can
relate to them and their problems.
9. Have a sense of humor. Make learning fun and do not take everything
seriously.
10. Respect students. Do not deliberately embarrass students; teachers who give
the highest respect get the highest respect.
11. Forgiving. Do not hold grudges.
12. Admit mistakes. Quick to admit being wrong.

THE TEACHING PROFESSION –C. VIBAR

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

These twelve traits of good teachers are the same traits given by the students of
these writers every time they asked various classes to list down traits of effective
teachers. The most common word given is caring. A caring teacher is fair. He/She
displays a personal touch and so is approachable. He/she makes every learner belong
and feel welcome. He/she feels with his/her students and so is compassionate. He/she
is forgiving, does not keep grudges against learners. He/she is humble enough to admit
mistakes. Because he/she cares, goes to class prepared. He/she believes in his/her
students and so sets high expectations. He/she cares that students learn and so makes
learning fun by injecting humor. His/her genuine care for learners is grounded on
his/her great respect for every learner.

Professionalism

Professionalism is something demanded of teachers both as professionals and as

persons. Professionalism is succinctly described in Article XI of the Code of Ethics for
Professional Teachers, to wit:
Section 1. A teacher shall live with dignity at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline as the
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 model. worthy of emulation by learners, peers, and others
Section 4. A teacher shall always recognize the Almighty God or being as guide of his
own destiny and of the destinies of men and nations.

The Code of Ethics for public school teachers adopted in Section 7 of

Republic Act 4670 cites integrity as one essential trait of a professional teacher.
This is given below:
C. INTEGRITY: Since the teacher's work is not confined merely to the development of
certain fundamental skills and abilities encompassed by the teaching of the 3R but also
includes the development of desirable habits and attitudes that go into the formation
of character, his manner of living should provide a worthy example for his pupils and
students to emulate for his fellow teachers to be proud of,' and for the community to
feel as being enriched by it.
The personal traits cited above as attributes expected of teachers as
persons are all included in the big words - "live with dignity," "premium on
self-respect and self-discipline," "model, worthy of emulation" found in the
Code of Ethics of Professional Teachers. They are not only personal traits, they
are also professional traits expected of a teacher. In one word, these are all
manifestations of professionalism, the hallmark of a professional.

THE TEACHING PROFESSION –C. VIBAR

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

Engaging Activity 1

Present the historical development of teacher preparation and

professionalization in the Philippines from pre-Hispanic Philippines to 1196 by
way of a graphic organizer.

Engaging Activity 2

What does society expect of teachers as professionals?

TEACHER
Answer the question by beginning with any of the letters of the words.
T-
E-
A-
C-
H-
E-
R-
S-

Engaging Activity 3

Recall your most memorable teacher who had the greatest impact on your life?
What special personal qualities did he/she possess? Write them down and
explain briefly.

Performance Tasks

Performance Task

Watch “Discovering Your Life’s True Calling- Lou Sabrina Ongkiko at Youtube. Based on the video that
you just watched, what is our life’s true calling? How can you apply that in your calling to teach? Share
your answer through an essay. https://youtu.be/Z39yyx_8JY4

THE TEACHING PROFESSION –C. VIBAR

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

Understanding Directed Assess

Learning Resources

Part 5. References

Purita P. Bilbao et.al The Teaching Profession 4th Edition Lorimar Publishing, Inc. 2018

Suggested Readings

Bilbao, P.P.., Corpuz, B.B, Llagas A., G. G. Salandanan, G(2015). The teaching Profession, Quezon City:
Lorimar Publishing

Code of Ethics for Professional Teachers, Board for Professional Teachers’ Res. #435, s. 1997

RA. 10912, CPD Act of 2016 and its Implementing Rules and Regulations; PRC resolution No. 2016-990

THE TEACHING PROFESSION –C. VIBAR