Written Report in Foundation of Educations:

The Teacher and the Teaching Profession

Jeferson A. Pollante

Tarlac State University

MAEd-Filipino

Dr. Nicanor C. Caingat

Professor

May 30, 2020

 THE TEACHER AND THE TEACHING
PROFESSION

INTRODUCTION

Teaching as a profession has become a huge concern in our society. I would

think all parents would want their children to be taught by a professional. However,
teaching as a profession is the question that remains to be answered clearly. The
academic society needs to spell out a sense of professionalism in order to ease this
concern. “Unlike other professions where you make ‘machines’ work, this profession
allows one to deal with the most complex phenomena on earth. Ranging from most
studious to most mischievous students, the teachers need to maintain a balanced
attitude and approach in transforming them to mature individuals” (Kishore, 2000,
paragraph 4). Professionalization of the teaching workforce is a major concern that
needs to be addressed because it is a field of significant knowledge. The process of
teaching can influence
LEARNING OUTCOMESthe lives of many students.

a. Define teachers as a professional based on teacher’s code of ethics;

b. Identify the ethical responsibilities and commitments in the teaching profession;
c. Develop public trust and confidence in the teaching profession;
d. Distinguish the ethical decisions/actions in the teaching profession.

ACTIVITIES

For Motivation:

 LIE TO ME: The listeners have to tell 3 facts about their life as a teacher.
Something that happened to them inside the classroom. Two of them should be
true, and one should be a lie. The other listeners have to find out which one is
the lie.

In the Middle of the Discussion:

 TEACHER’S DECISION: The presenter will ask the listeners on some situation
in a classroom setting and the listeners will be the one to make a decision as a
teacher. He/ she can defend his/her answer in a shortest way, then the answer
will reveal after.

After the Discussion:

 EVALUATION: Answer the following questions in a class notebook.

1. Who are the professional teachers?

2. What are the responsibilities and commitments of a teacher in the society?

3. How will you introduce your profession to other professionals?

LEARNING CONTENT

The Definition of Profession

Eliot Freidson, author of Professional Powers (1986), cautions, “a word with so

many connotations and denotations cannot be employed in precise discourse without
definition” (Freidson, 1986, p. 35). In trying to break down the debate about teaching as
a profession, we must first look at the concept of “profession.” Originating from the
Latin, professio, profession originally meant “the declaration of belief in or acceptance of
religion or a faith” usually related to religious beliefs (Dictionary.com). However, by the
sixteenth century, this rather narrow meaning expanded to include “body of persons
engaged in some occupation” (Dictionary.com). The meaning of profession seems to be
very unclear which is why people still cannot determine if teaching can be known as a
profession.

The noun profession, referring to an occupation, also dates back to at least the
sixteenth century, and is equally vague. Profession as a noun is defined as “a vocation
requiring knowledge of some department of learning or science” (Dictionary.com). It is
compared to a “learned profession” such as that of medicine and law (Freidson, 1986).
“Inherent within this context is the elite and prestigious connotation many hold of ‘the
professions’ to this day” (Freidson, 1986, p. 3). As Freidson said, “the original
professionals addressed each other and members of the ruling elite who shared some
of their knowledge and belief in its virtues. They did not address the common people or
the common, specialized trades. So it is our time” (Freidson, 1986, p. 3).

If we as teachers are going to be “professionals” in our occupation, we need to

realize that professionalism is for the most part a state of mind. Preparation is vital in
the teaching world in order to provide every student with a proper education. Hence,
one who calls themselves a professional teacher would want to conduct their classroom
with character and dignity. A professional teacher would take the time to produce an
intellectual exchange within their classroom. Professionals in education would want
students to learn from the methods, ideas and lessons presented in their classroom.

A Professional Teacher

“I believe I am a professional because I am a master at what I do, I love what I do and I

make a living at what I do. I engage in this activity known as teaching so much that it is
what I live for. Therefore, I believe that I am a professional” (Brown,2008, January 28).

It is not easy to find someone who is opposed to the concept of teacher

professionalism. Juliane Brown, a teacher in Lancaster, Pennsylvania said, “I believe I
am a professional because I am a master at what I do, I love what I do and I make a
living at what I do. I engage in this activity known as teaching so much that it is what I
live for. Therefore, I believe that I am a professional.” Teachers are no longer being
seen as people who simply transport packages of knowledge. Rather, teachers are
evolving in a way that they are seen as information-holders and knowledge-makers,
possessing much skill, which newcomers to the world of teaching must strive to obtain
through experience, study, thought and reflection. Professionalism of teachers will
insure our students with the finest education yet.

Teachers as Professional

As stated on the preamble from the code of ethics of professional teachers,

“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.”

With that being said, certificated teacher is truly the essential element in the
delivery of instruction to students, regardless of the mode of instruction.

A teacher has professional knowledge and skills gained through formal

preparation and experience. Teachers provide personal, caring service to students by
diagnosing their needs and by planning, selecting and using methods and evaluation
procedures designed to promote learning.

The processes of teaching include understanding and adhering to legal and

legislated frameworks and policies; identifying and responding to student learning
needs; providing effective and responsive instruction; assessing and communicating
student learning; developing and maintaining a safe, respectful environment conducive
to student learning; establishing and maintaining professional relationships; and
engaging in reflective professional practice.

Teaching as a Profession

“Teaching creates all other professions.” Author Unknown

“Teaching is not a lost art (profession), but the regard for it is a lost tradition.” Jacques
BarzunWe often use the term “profession” in a generic sort of way referring to what is
your trade/vocation. Profession is derived from the word “profiteor” meaning to profess.
The connotation here is that a professional is a person who possesses knowledge of
something and has a commitment to a particular set of values both of which are
generally well accepted characteristics of professions. History records the early
professions of the priesthood, law, medical/physicians and university teaching. As time
progressed, dentistry, engineering, accountants and architects were ascribed
“professional” status.

David Belfall, in his article, Creating Value for Members, published in 1999, identifies
key characteristics that define an occupation as a profession. These characteristics are
an assessment process for entry into the profession, a common body of knowledge, a
code of ethics and a professional association.

1. Its members have an organized body of knowledge that separates the group
from all others.

2. It serves a great social purpose.

3. There is cooperation achieved through a professional organization.

4. There is a formal period of preparation and a requirement for continuous growth

and development.

5. There is a degree of autonomy accorded the professional.

6. The profession has control or influence over education standards, admissions,

licensing, professional development, ethical and performance standards, and
professional discipline.

1.1 Professional Qualities/Competencies

School principals have seen eleven major characteristics that their fellow
teachers should possess. Many of these if not all are incorporated in the professional
and personal characteristics of the Competency-Based Performance Appraisal System
for Teachers (CB-PAST).

Teacher’s Code of Professional Ethics

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

Scopes and Limitations

Section 1. The Philippine Constitution provides that all educational institution

shall offer quality education for all competent teachers committed of 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, instill allegiance to the constitution and
for all duly constituted authorities, and promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carry out the
declared policies of the state, and shall take an oath to this effect.

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

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 possess freedom to attend church and worships as

appropriate, but shall not use his positions and influence to proselyte others.

Article IV

A Teacher and the Profession

Section 1. Every teacher shall actively 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.

The Nature of Teaching

 Teaching is a process that facilitates learning.

• Teaching is the specialized application of knowledge, skills and attributes
designed to provide unique service to meet the educational needs of the
individual and the society.
 Teaching emphasizes the development of values and guides students in
their social relationships.

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.

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

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 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.

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 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.

Implication

 The school expects a teacher to be faithful in service. 

 Teacher is the decisive element in the classroom.
 Be informed. Education shapes our future as Filipinos, it is our duty to be
aware of reforms in basic education that will move our country forward.

Conclusion

In the world of education, teachers are a guiding light to students. I think

teachers are miracle workers when it comes to trying to get every student to pass a
test. Do doctors get all their patients to pass their tests in terms of being healthy and
physically fit? If they did, I would consider doctors miracle workers as well. Teachers
are also knowledge workers, transporting much knowledge while shaping the minds of
our youth and thus have a responsibility and image to uphold. In today’s work force,
there are many options available and college graduates are choosing careers simply
because of the pay rather than choosing something that they love to do. Whether
looked at as a profession or not, teachers should be respected for what they are doing
just as doctors and lawyers are. In order to maintain some structure of professionalism
in the educational environment, education systems need to take steps to make sure
they handle this task efficiently.

According to Valeri R. Helterbran, EdD, an associate professor in the

Department of Professional Studies in Education at Indiana University of Pennsylvania,
Indiana, “identifying and engaging in professional strategies to develop one’s own level
of professionalism is important to the overall understanding of this topic and may be the
lynchpin that makes the difference in determining whether or not a teacher is a
professional. Teachers must decide who they are and how they want to be perceived in
the classroom. Becoming increasingly professional implies a commitment to change, to
strengthen, and to grow as a person and as an educator. It is equally apparent that it is
imperative for teachers, individually and collectively, to consider what they can do to
ensure that they are practicing the art and craft of teaching in a manner that is of
service to children’s achievement and society. A more thorough understanding of the
attributes of professionalism can serve as an introduction for preservice teachers and a
reminder to both novice and seasoned teachers to ensure that they conduct themselves
as professionally as possible. Professionals take ownership of their job responsibilities,
assignments, and personal conduct. Being a professional is a matter of personally
emulating and modeling the qualities we demand of our students and colleagues as
scholars, contributors, and owners of personal destiny. (Valeri R. Helterbran,
Professionalism: Teachers Taking the Rein, 2008, p. 126)”

EVALUATION

1. Who are the professional teachers?

2. What are the responsibilities and commitments of a teacher in the society?
3. How will you introduce your profession to other professionals?
4. Describe the characteristics of your favorite teacher and give a situation that
he/she made an ethical decision/action on your class.

REFERENCES

Bolton Evening News. (2005, April). Teaching not true

profession. http://archive.asianimage.co.uk/2005/4/1/438290.html.

Brown, J. (2008, January 28). Teacher. (J. Vasiliou, Interviewer)

Buijs, Joseph A., (2005). TEACHING: PROFESSION OR VOCATION? [Electronic

Version]. 331. Retrieved Jan. 29, 2008 from Wilson Web database.

Denlinger, Steven L., (2002). Teaching as a profession: a look at the problem of teacher
deficits [Electronic Version]. 116-117. Retrieved Jan. 29, 2008 from Wilson Web
database.

Dictionary.Com. 2008. Lexico Publishing Group, LLC. 30 Jan. 2008

<dictionary.reference.com>.

Freidson, Eliot. (1986). Professional Powers: A Study of the Institutionalization of

Formal Knowledge. Chicago: University of Chicago Press, 3, 35.
Kishore, C.S. (2000, January). A Noble Profession. Retrieved January 28, 2008,
from http://www.cskishore.com/teaching.htm.

Helterbran, Valeri R., Professionalism: Teachers Taking the Reins, Clearing House;
Jan/Feb2008, Vol. 81 Issue 3, p123-127, 5p.

Article 11, of R.A. No. 7836 (Philippines Professionalization Act of 1994

Section 6, P.D. No. 223