Republic of the Philippines

CAPIZ STATE UNIVERSITY

College of Education
Main Campus, Roxas City
(036) 6214 578 local 118

Reporters: Aira Jane Villa Course Facilitator: Prof. Ma. Cecilia Deocampo
Lenelyn Ganzon
Kate Denoya
Frederick Esquillo
Lean Ross Batuigas

PROFESSIONAL ETHICS COMMITMENT TO EXCELLENCE

Teaching is a profession laden with risk and responsibility that requires a great deal
from those who enter into it.” ― John I. Goodlad

When most people think of ethics (or morals), they think of rules for distinguishing
between right and wrong, such as the Golden Rule ("Do unto others as you would have them
do unto you"), a code of professional conduct like the Hippocratic Oath ("First of all, do not
harm"), a religious creed like the Ten Commandments ("Thou Shalt not kill..."), or a wise
aphorisms like the sayings of Confucius. However the most common way of defining "ethics" is
norms for conduct that distinguish between acceptable and unacceptable behavior. Most
people learn ethical norms at home, at school, in religious ideology, or in other social settings.
Although most people acquire their sense of right and wrong during childhood, moral
development occurs throughout life and human beings pass through different stages of growth
as they mature. Ethical norms are so ubiquitous that one might be tempted to regard them as
simple common sense.

ESSENCE OF GREATNESS

“Kindness is the essence of greatness and the fundamental characteristic of the

noblest men and women I have known. Kindness is a passport that opens doors and fashions
friends. It softens hearts and molds relationships that can last lifetimes.” ― Joseph B. Wirthlin

Ethical Teaching

Hinman and Weinstein share the following reminders for behaving ethically and teaching
children and young adults to behave ethically:

 Do No Harm. Try not to hurt people. Weinstein says if hurting others is unavoidable, it’s
important to minimize the hurt. Say just enough to make the point clear; don’t say
anything that will hurt the person unnecessarily. Hinman reminds us also that it’s
important to not be hurtful to people who don’t fit the mainstream, whether it’s a student
who is homosexual or a student with disabilities. Hinman explains that the risk factors go
up dramatically for these students, and kindness (not cruelty) is a necessity.
 Make Things Better. Weinstein says it’s important to help people—and to know the
difference between helping and hurting. If you’re a teacher, assign only the amount of
homework that is helpful. If there’s a new kid in school, make him feel welcome. If you
see someone in need, lend a helping hand. Say something kind. Make people feel good
about themselves. Be a part of creating a community where people trust one another.
Hinman says if you don’t have trust in a community, people won’t take risks and won’t
share who they really are.
 Respect Others. Weinstein explains that we show respect by telling the truth, keeping
our promises, and not listening to or spreading rumors. If someone tells you a secret,
don’t tell anyone else. Hinman points to the importance of teachers respecting students.
Don’t treat a child with disrespect or disdain. Don’t crush a child’s spirit. Hinman reminds
us that one of the primary goals in a school is to create a community with varying talents
that flourish. One of the foundational values for that, Hinman says, is respect—
respecting one another and our differences.
 Be Fair. Fairness has to do with how we punish people, Weinstein says. Don’t punish
too harshly because you are emotional. Make sure your punishment fits the crime.
Fairness also has to do with how we distribute scarce resources. Don’t favor some
students. Don’t give more to some and less to others. Finally, Weinstein says, fairness
has to do with a willingness to turn an unjust situation into a just one. If a teacher is
verbally abusive, Weinstein says, the ethical teacher will stick his neck out and get
involved. If a student is being bullied, the ethical student will step in.
 Be Loving. Part of being loving, Weinstein explains, is having compassion for others.
Show people you care about them.

Six Basic Elements of Ethical Teaching

 Knowledge. The presence of knowledge is extremely beneficial in the solving ethical

issues. It is the knowledge of true facts that ultimately guides a teacher to decide what is
right and what is wrong. Having adequate knowledge helps teachers visualize multiple
approaches to ethics-related situations.
 Empathy. The element of empathy enables decision-making that is neutral to all parties
and is not biased toward anyone in particular. Empathy allows an individual to identify
with the problem and try to understand the thought or feelings of all parties involved.
Empathy opens up multiple pathways for reaching a decision that includes perceptions
and views of all involved.
 Reasoning. The ability to logically and coherently analyze situations and perspectives
represents an important element of the code of ethics associated with the teaching
profession. The importance of being able to reflect on a situation or circumstance while
taking all aspects into consideration, and keeping a moral principle as a gauge for
deliberation is self-explanatory in the pursuit of ethical teaching.
 Appreciation for Moral Considerations. The ability to identify and analyze conflicting
and competing moral interests involved in any given situation is very important when
faced with ethically tinged dilemmas. While other teachers may feel a moral obligation to
protect students, there is also a moral obligation to be fair to everyone involved.
  Courage. The virtues of ethical teaching such as appreciation for moral considerations,
reasoning, and empathy are less possible if the element of courage is missing. One
might very well feel empathy for another person’s stance, know all the facts and hidden
truths pertaining to the situation, and even logically figure out what is right and what is
wrong. Even so, unless he or she has the courage to act upon that, which is morally right
and ethically correct, knowledge and empathy would matter little.
 Interpersonal Skills. Possessed with all of the above attributes, a teacher could still be
prevented from acting ethically if he or she lacks the requisite communication skills to
make her position known. The lack of appropriate interpersonal skills that leads to one
being misunderstood is one of the worst situations an individual can face.

Ethical School

An ethical classroom, like a good home, is ideally a place of learning, sharing, trust,
nurturing, personal and spiritual growth, and peace. Places that engender such feelings among
those who thrive there are built around a consciousness and respect of ethical concepts.
Beneficence (goodness), veracity (truth), autonomy (sense of self), justice (meaning fairness),
and non-maleficence (the responsibility to do no harm) are the supporting beams of an ethical
classroom. In an ethical classroom the following characteristics form a scaffold that your
students will climb toward enriched learning, cooperation, thoughtfulness, self-awareness, and
partnership with each other and you:

 Ethics language and concepts reside here!

In an ethical classroom, your students will come away with stimulation of the
mind, practical skills, and the knowledge of ethical language and ideas that will
transcend their lives.

 Classroom practices are about more than school rules.

For example, “No pushing” could be translated in an agreement to “We do not

touch one another without permission, and never in a way that could cause harm.” Each
agreed upon guideline for daily interactions in an ethical classroom comprises a life
lesson that your students will carry well beyond its walls.

 The Golden Rule, rules.

You create a community that learns, explores shares, cooperates, and supports
the important work that occurs there, based on a core philosophy, the golden rule.
 All classroom members accepted here, unconditionally.
If there is one priceless lifetime gift you can give to your students, it is a setting in
which each of them is an integral part of a valuable group with a common and important
goal.
 The classroom community includes you, your students, and their parents.
There is an interesting thing about people, both children and adults, who
experience unconditional acceptance, respect from others and a resulting positive a
sense of self. When you meet with the parents of your students, and especially when
 they visit an ethical classroom, they will understand and appreciate its impact on their
children.

CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise
known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a),
section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt
the Code of Ethics for Professional Teachers.
Preamble
Teachers are duly licensed professionals who possesse dignity and reputation with high
moral values as well as technical and professional competence in the practice of their
noble profession, and they strictly adhere to, observe, and practice this set of ethical and
moral principles, standards, and values.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institution shall offer
quality education for all competent teachers. Committed to its 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, instil allegiance to the constitution and for all duly
constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared
policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own,
every teacher shall be physically, mentally and 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 official authority or influence to coerce
any other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations; provided that, if the results
are inimical to the declared policies of the State, they shall be brought to the proper
authorities for appropriate remedial action.
Article 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 honour and dignity at all times and refrain from 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.
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 counselling 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 possesses 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 decent living.
Article V: The Teachers and the Profession
Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty,
mutual confidence, and faith in one another, self-sacrifice for the common good; and full
cooperation with colleagues. When the best interest of the learners, the school, or the
profession is at stake in any controversy, teachers shall support one another.
Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give
due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the
position such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning
associates and the school, and shall not divulge to anyone documents which has not
been officially released, or remove records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may
appear to be an unprofessional and unethical conduct of any associate. However, this
may be done only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against
an associate, preferably in writing, without violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified; provided
that he respects the system of selection on the basis of merit and competence; provided,
further, that all qualified candidates are given the opportunity to be considered.
Article VI: The Teacher and Higher Authorities in the Profession
Section 1. Every teacher shall make it his duty to make an honest effort to understand
and support the legitimate policies of the school and the administration regardless of
personal feeling or 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
enlightened directions.
Section 2. School officials, teachers, and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in the
system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all
teachers under them such as recommending them for promotion, giving them due
recognition for meritorious performance, and allowing them to participate in conferences
in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or
other subordinates except for cause.
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
Section 1. A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, provided that such
determination shall be in accordance with generally accepted procedures of evaluation
and measurement. In case of any complaint, teachers concerned shall immediately take
appropriate actions, observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first
and foremost concern, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a
learner.
Section 4. A teacher shall not accept favours 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 candour and tact in pointing out
the learner's 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 existing regulations; provided, further, that
members of duly recognized teachers cooperatives may participate in the distribution
and sale of such commodities.
Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life for which it is the
highest obligation to live with dignity at all times whether in school, in the home, or
elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principle of
personal behaviour 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 provision 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, or reprimand or cancellation of his temporary/special
permit under causes specified in Sec. 23, Article III 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 its publication in the Official Gazette or
any newspaper of general circulation, whichever is earlier.