The Concept of Teaching as a Profession

"Teaching is a profession laden with risk and responsibility that requires a great deal for those

who enter into it."- John I. Good/ed

Introduction

The concept of teaching as a profession is essential for future teachers to understand. A good

grasp of the nature, purpose, and mission of the profession serves as a guide to what they expect

from their future career.

To prepare themselves for the gargantuan tasks and challenges of a professional teacher, they

need to master the requirements of the teaching profession. It has been said that professionals

serve humanity through their professions. Teachers, as professionals, are not an exemption

because they also serve humanity by contributing to nation building and by enhancing the body

of knowledge that are essential for the betterment of this world.

This chapter presents the meaning and dimension of teaching, the metaphors of teaching, the

meaning of the profession, and the characteristics of a profession. It also discusses the

justifications of teaching as a profession, the reasons for regulating teaching as a profession, and

the rewards and challenges of the teaching profession in the Philippines.

Learning Objectives: At the end of this chapter, each learner will be able to:

1. explain the dimensions of teaching

2. discuss the reasons why teaching is an art science, craft, mission, and vocation; explain the

reasons why teaching is considered a profession.

3. enumerate the characteristics of a profession and how teaching as a profession fits well

characteristics, and

4. create a career statement highlighting the reasons for choosing teaching as a profession

Meaning of Teaching

A layman defines teaching in simple terms. He sees teaching simply as helping someone to learn

something to some, this definition is insufficient, because teaching is more than this. For this

reason, different scholars provide numerous definitions of teaching. The varying definitions

imply that teaching is perceived differently, even by educators themselves. As this is the case, the

following definitions can be considered as a take-off point for discussion

is designed to further the education of the latter. -H.C. Morrison (1934)

Teaching is defined as an interactive process, primally involving classroom talk, which takes

place between teacher and pupil and occurs during certain definable activities-Edmund Amidon

(1967)

Teaching is a system of actions involving an agent, an end in view, and a situation, including two

sets of factors-those over which the agent has no control (class size, size of classroom, physical

characteristics of pupil etc.) and those that he can modify such as a way of asking questions or

ideas gleaned. -B.O. Smith (1969)

Teaching is a task of a teacher, which is performed for the development of a child. -T.F. Greens

(1971) Teaching is the process that facilitates learning. The teacher has an important role to play

because he acts as a catalyst, actively stimulating learning-Farrant (1980).

Teaching is a cluster of activities that are noted about teachers such as explaining, deducing,

questioning, motivating, taking attendance, keeping record of works learners' progress and

background information-G. Wells (1982).

One can surmise from the foregoing definitions that teaching is both a process and an end. As a

process, a procedure is required in undertaking it. As an end, there is a purpose or reason for

conducting it. Teaching as a process implies taking logical steps in instructing, causing, guiding,

and creating positive change in the learners. On the other hand, teaching as an end conveys that it

is not a pointless undertaking. It is rather a purpose driven profession because it has noble goals

to accomplish. Few sublime purposes of teaching include imparting knowledge and wisdom,

helping and inspiring learners progress in their academics, and developing lifelong skills that

prepare the leaners for life. These purposes are all essential in making them flourish as a person,

as a professional, and as a citizen of the country, and the global community. Dimensions of the

Teaching Profession. The scope of the teaching profession is enormous, and this makes teaching

as a multi-dimensional profession.

The following constitutes the different dimensions of the teaching profession

1. The Why of Teaching (Entering the Profession) - The reasons for choosing teaching as a

career are diverse. ranging from the most sublime to the most superfluous. One may be motivated

to become a teacher because heishe loves children or he/she likes to make a big difference in the

lives of these children. It may also happen that one likes to enjoy more vacation time as teachers
enjoy two-month summer leave-a privilege which is not enjoyed by other professionals.

Understanding the 'why of teaching" is important among pre-service tea

2. The Who of Teaching (Learners) - Learners are the reasons for the existence of teachers,

schools, and school administrators. Without learners, none of these would exist. Pre-service

teachers must have a good grasp of the nature of the learners such as their differences,

motivations, learning styles, intelligences, socio cultural backgrounds, and academic

performance. Since teaching profession has the mission to be learner centered, pre-service

teachers must have a full understanding of the learners who are considered the center of teaching,

the main actor of learning, and the heart of all educational tasks.

3. The When of Teaching (Evolution of Teacher Education in the Philippines)- Teaching is

an evolving profession. It has its early beginning, and it is continually changing across time. The

21st century presents a different social landscape for leaners, and this necessitates changing the

mindset of pre-service teachers in determining what to teach, how to teach, and where to teach.

They should have a sound understanding of the transition of Philippine education, especially the

historical growth of education as this is essential in analyzing the educational reforms and the

trends of teaching profession in this country.

4. The How of Teaching (Pedagogy) - Teachers are required to find means and ways to enhance

learners learning. They become subject tacticians if they have a rich repertoire of teaching

strategies. Applying.

5. The What of Teaching (Curriculum) -The curriculum constitutes the educational content,

goals, and intended outcomes as well as competencies to be taught and developed among the

leaners. Pre-service teachers need a comprehensive understanding of the curriculum as this is the

basis of all teachers' actions. The curriculum is the roadmap of all the activities in school and the

ultimate measure of the results of instruction. Significantly, implementing the curriculum chosen

by the state is one thing unique in the teaching profession. This curriculum ultimately defines

what the learners should learn, how they will learn it, and why they must learn it. In short, the

state easily defines a good Filipino citizen and a useful Filipino worker because these attributes

are developed by the curriculum

6. The Where of Teaching (Field placement)- The place for teaching and learning is evolving.

Teaching no longer takes place under one roof or done through a face-to-face encounter between

teachers and learners. Learners are no longer confined in the four walls of the classroom. They

are rather fielded in hospitals, industries, communities, and the like to observe how theories are

put into practice. Interestingly, information and communications technology has now re-ordered
the place of teaching and learning. Today, classrooms are structured differently equipped with the

most recent and sophisticated technology. Moreover, teaching and learning take place anywhere

at any time with the advent of technology. With these changes, pre-service teachers need to know

this dimension of teaching so that they will be updated of the various alternative venues of

teaching. This is to guarantee better learning outcomes as there is due consideration of the

learning needs, interests, circumstances, and abilities of the learners.

Metaphors of Teaching

Teaching has been conceived with a few metaphors. A metaphor makes a comparison between

two unrelated things to show their resemblance Teaching as an activity has been compared to

many things. To name a few, some conceive it as:

1. an art

2. a science,

3. a craft,

4. a mission:

5. and a vocation

Teaching as an Art

Teachers are considered artists like the musicians, dancers, painters, and sculptors, among others.

They demonstrate creativity, reflection, and innovation in their work. Like an artist, teachers use

teaching as a medium to express themselves. In teaching, they express their ideas and beliefs

through the senses just like the artists presenting their thoughts through their art.

In effect, they stimulate learner’s thoughts and emotions just like looking at an art which evokes

interpretation and appreciation. Significantly, the art of teaching reflects the teacher's personality,

too. In discussing their lessons, they use their own interpretations, experiences, and perspectives

which reflect their own self-expression. They personalize the lessons based on their own life

experiences and they own" or customize their lessons based on their perspective and

understanding of the world.

Moreover, leading learners to understand abstract ideas or concepts through posing effective

questions is an art. Even the methodologies employed by the teachers are forms of art because

they create, innovate, and strategize. More importantly, inspiring leaners to pursue and enjoy

leading makes teaching an art. Inspiring teachers touch the sensibilities and humanity of their

learners, thereby motivating them better to learn and live in this world.
According to Elliot Eisner (2005), there are four (4) reasons that make teaching as an art, to

wit:

1. Teaching is an art because it can be performed with such skill and grace that, for learners as for

the teacher, the experience can be justifiably characterized as aesthetic

2. Teaching is an art because teachers, like the painters, composers, etc., make judgments based

on qualities that unfold during action.

3. Teaching is an art because the teacher's activity is not dominated by prescriptions or routine

but is influenced by qualities and contingencies that are unpredicted.

4. Teaching is an art in the sense that the ends it achieves are often created in the process.

Teaching as a Science

Science is an organized or systematic body of knowledge that springs from empirical evidence.

Teaching is a science because it is done in a systematic and orderly manner. Like science, it

entails a deep knowledge and application of effective techniques emanating from empirical

studies. The science element in teaching is reflected in the generalizations drawn from the

research about effective teaching and learning. The content (theories and principles) and process

(pedagogical approaches) of teaching are not products of hit and miss. They are rather the results

of research-based processes and practices promoting learner achievement.

Most learning theories like Vygotsky's Zone of Proximal Development, Gardner's Multiple

Intelligences, Piaget's Cognitive Development, and Pavlov's Conditioning Theory are products of

intensive experimentation with children and laboratory tests with animals. These experiments

drew conclusions and implications concerning human learning and teaching. Moreover, the

process of asking questions is also considered a science. For example, answering the question,

"What are the most effective strategies to promote effective learning to grade 1 leaner?" requires

scientific method. It needs evidence and reasoning which are the elements of science.

Teaching as a Craft

A craft requires a kind of skilled work that undergoes planning and executing process to produce

a product or object. It requires careful attention to detail with the dexterity of the worker. The

combination of teaching as both a science and art make it a craft. Combining science and art

result to "creating" or forming individuals who may become engineers, doctors, pilots, priests,

and leaders of the country.

teaching through their creativity and talent. They study theories of human development, leaning,

pedagogy, classroom management, communication, and relationships, among others, to connect

meaningfully with the learners.

Teaching is also a craft-profession because teachers possess specialized techniques in applying

the rules governing the application of the theories of knowledge and the psychology of learning

and teaching. According to Pratte and Rory (1991), craft-professionals have various skills and

practices reflecting a different sort of knowledge base. Unlike the traditional professions,

teaching as a craft-profession does not rest on a highly formal or codified body of knowledge. In

teaching, much of the teacher’s knowledge is something they learn by doing or learned

experientially, rather than acquired in a systematic and highly formal manner.

Furthermore, Kirchner and Kaufman (1995) argue that although all professions have elements of

craft knowledge, teaching's reliance on highly indeterminate, experiential knowledge rather than

codified information identifies it as a craft-profession rather than an expert-profession. This is not

to say that such knowledge is necessarily less substantial, or of a lower order, than more abstract

forms of knowledge."

Teaching as a Mission

The word mission, in its verb tense, means "to send" as it comes from the Latin word "mission".

Missioning, therefore, connotes sending one or an organized group to accomplish a mission. Just

like a person or a group of persons, teachers are commissioned to accomplish a task or perform a

service. Such tasks include developing the human resources of the country and transforming lives

of learners for the better.

As a noun the Merriam Webster's Dictionary defines "mission" as "task assigned. It is

synonymous with "assignment" and "work". If teaching is thus a mission, then teachers are sent

and entrusted to achieve a "task" in this world. To perform this task, they need to render their

commitment, obtain adequate preparation or training. and pursue continuing professional

education.

Teaching as a Vocation

The word "vocation" is synonymous with "summon as it comes from the Latin word "vicar"

which means "to call". As a noun, Merriam Webster defines it as a strong desire to spend one's

life doing a certain kind of work. It is likened to the call to priesthood as there is a divine plea

joining and performing religious life.

summoned to teach because they have a strong inclination in partaking in the total formation and

transformation of young people. It is a self-giving or self-emptying enterprise, allowing them to

partake in the development of humanity.

Teachers who positively responded to their calling perceive teaching as a lifetime commitment.

In effect, they teach with passion and touch lives through the years. This commitment remains

inspiring and fulfilling thereby making teaching truly a vocation. Despite the numerous

challenges and stresses as well as low salary of the teaching profession, particularly in the private

schools in the country, the teachers love of teaching is the key motivating factor to remain in their

career.

Characteristics of a Profession

All professions, irrespective of their pay, status, and societal role, share common characteristics.

A profession has four (4) characteristics, namely:

1. Professional autonomy - Mosby's Dental Dictionary (2008) defines professional

autonomy as "the night and privilege provided by a governmental entity to a class of

professionals and to each qualified licensed caregiver within that profession, to provide

services independent of supervision. In short, it is the right and freedom of professions

(e.g., teachers, lawyers, accountants, doctors) to determine their own actions and

behavior because they can govern their own members to submit to the principles and

laws that they altogether committed in practicing their professions.

The autonomy is self-into a profession can be determined in two (2) ways. One is the use

of professional judgment and the other is self-interest and continuous process of critical

evaluation. Teachers, as professionals, manifest autonomy when they have a high degree

of control of their own affairs. This is reflected when making independent judgments

about their work. They are not dictated by anyone, and they do not compromise

educational quality and standards because of pressures either from the principal, parents,

community leaders, and the like. Teachers demonstrate professional autonomy when they

assert their freedom to exercise their professional judgment. They do not allow parents

and colleagues to change the educational process, standards, and outcome just to

accommodate their requests as these undermine their professional autonomy.

On the other hand, professionals claim their professional autonomy when they work to

serve their own interests. This is understandable because professional groups are

considered interest groups. Nonetheless, professional autonomy can only be ensured if

evaluation by other members of the profession. To realize this, there must be a

continuous process of critical evaluation of ethics and procedures from within the

profession itself. This is to make a good roadmap for the profession and to realize their

avowals or commitments to the society to which they are to serve.

2. Highly developed theoretical or specialized knowledge - A profession is founded on an

extensive period of training and education. Usually, this training or education ranges

from four to ten years and is basically obtained in a university or college. Through

rigorous and lengthy training, the prospective professionals learn the body of professional

knowledge and skills that are distinct to their profession. Since the knowledge and skills

in the field are evolving, professionals also need to continually update themselves. Thus,

they are required to undertake continuing professional education while practicing in the

field. Numerous professional groups require their members to obtain a certain number of

hours in a seminar or conference as this is a requirement for the renewal of their license.

In addition to the basic years of formal education, sometimes other professional groups

may require additional graduate studies or research and more years of experience before

taking the board or licensure examination.

3. Control of training, certification, and licensing of new entrants - A new entrant

undergoes control of training. certification, and licensing. Normally, aspiring

professionals are initially required to enroll in an institutionalized training, for example,

in a university or college where knowledge and skills in the field are standardized. This is

where they learn specific and practical experience as trainees. After the formal training,

they are certified by the degree granting institution to take the board or licensure

examination. Passing the licensure examination is the only way to be admitted to the

professional body which is based mainly on theoretical knowledge. Hence, licensed

individuals are the only recognized bona fide members of the professional body.

4. Self-governing and self-policing authority, especially regarding professional ethics-

Normally, all professions have professional bodies. The professional association acts as

an interest group enhancing the status of their members and controlling the entry

requirements to the field. The principal goal of professional bodies is to self-regulate by

asserting their independence from governmental interference especially in setting the

professional standards. This is often termed as professional closure as it seeks to inhibit

entry for the unqualified and to sanction or expel incompetent members. Usually, the

self-governing and self-policing goals of professional bodies are managed and regulated
 by senior, respected practitioners, and the most highly qualified members of the

profession. These members plan, implement, monitor, and evaluate everything that is

experienced in the field. The professional associations likewise retain control over their

work and set control over their own theoretical knowledge. They, too, police their own

members from possible malpractice and misbehavior by setting Code of Professional

Conduct. Generally, this serves as the bible of the members in the practice of their

profession, and it is also used as basis in conducting disciplinary procedures for those

who infringe the rules. Teaching as a Profession

The earlier discussion presents the different characteristics of a profession. However, it

does not explain whether teaching is a profession or not. UNESCO provides a clearer

explanation of the nature of teaching as a profession. It declared during the 1966

intergovernmental conference on the status of teachers that "Teaching should be regarded

as a profession since it is a form of public service requiring teacher’s expert knowledge

and specialized skills, acquired and maintained through rigorous and continuing study; it

calls also for a sense of personal and corporate responsibility for the education and

welfare of the pupils in their charge."

It can be surmised from the above-quoted statement that teaching indeed bears the

hallmarks of a true profession. As a profession, it requires significant training, talent, and

expertise. On the other hand, it is a form of public service because it has altruistic goals

or unselfish regard for or devotion to the welfare of others. People in all societies

recognize that teachers are in a position of influence because they shape young minds in

their communities. Teachers are usually regarded as frontline caregivers of any society.

They have great impact in cognitive growth, stimulation, and knowledge-sharing. They

promote wellbeing and psychosocial support in the classroom. They disseminate life-

saving messages and serve as adult role models in crisis and longer-term development

programs.

Moreover, teaching is a profession based on the Report of the Ministerial Taskforce on

the Condition and Status of Teaching in Western Australian Schools (1990).

Proofs that Teaching is a Profession in the Philippines

The Professional Regulation Commission (PRC) declares teaching as a profession in the

Philippines. The basis is that teachers satisfy the basic requisites of being a professional as

follows:
1. They passed the licensure examination for the profession called Board Licensure Examination

for Professional Teachers (BLEPT).

2. They are members of an Accredited Professional Organization (APO) in the country

Specifically, teachers are members of the National Organization of Professional Teachers

(NOPT).

3. Teachers undergo Continuing Professional Development (CPD) by attending or

participating in professional development activities like seminars, workshops, conferences, and

other activities that enhance their skills and knowledge in their profession; and

4. Teachers abide by the code of ethics of their profession called the Code of Ethics for

Professional Teachers.

Teaching as a Regulated Profession

Education is a public good demanded by people to satisfy their personal, social, and other

purposes in life. Because the public demands and consumes education, teaching is a kind of

public service needing government support and protection. Simply put, teaching is a highly

regulated profession because of the need to safeguard the nights, welfare, security, and morals of

the learners who demand education. To do this, teachers must possess competence, high level of

performance, and professional conduct in the exercise of their profession.

As explained earlier, a professional body is responsible in admitting and disciplining its members

as this is part of its power in regulating its members. It is also the professional associations that

ensure all those practicing the profession are first certified as knowledgeable and trustworthy

members.

1. Influence/importance to learners - Teachers play a critical and influential role in the

formation of character, mental and physical development of youngsters. They shape young

minds, so to speak. This role of teachers is one of the greatest attractions to the teaching

profession and for considering it as an honorable, important, and respected profession. However,

this attraction holds true only when teachers find teaching enjoyable and purposely driven to

make a difference in the lives of the youngsters.

2. Job security - Job security is one factor in making a career choice. Although job security is

something difficult to measure, teaching can hold assurance that teachers will keep their jobs

without the risk of becoming unemployed. Any place in this country and the world has schools

where the services of teachers are needed. In the Philippines, once employed in public schools,

teachers obtain permanent posts, and their tenure is protected by the Civil Service Commission.
3. Wider job opportunities offered - Teaching provides enormous opportunities. Teachers can

become researchers, consultants, book writers, resource speakers, extensionists, private tutors,

and the like. These diverse opportunities can be attributed to the fact that teaching profession

provides wider skills and knowledge that they can use in many other jobs. In the Philippines,

teachers are tapped during fiesta, election, surveys, examinations, wedding,

4. Diversity of activities - Seeking an interesting job is one thing that is sought in making a

career choice. Teaching is said not to be a boring job because the clients of teachers are human

beings who are alive and dynamic. Because of this, every day provides new experiences for

teachers and new ways of doing things. Moreover, the variety of activities required in teaching

makes it an interesting job. Teachers can be involved in activities along sports, culture, quiz bee,

religion, music, drama, conference, and the like.

5. Long Holidays - Long holidays can be a luring factor in choosing a career. Teachers can enjoy

long holidays with pay. They also get paid when classes are suspended due to typhoons, and other

national or special holidays. This is on top of the long summer vacation that enjoy with pay.

6. Shorter Hours of Work - Teachers claim that they spend longer time working than other

professionals. As a matter of fact, they often complain of the voluminous paper works which they

bring home from school. However, other professionals reject this idea because teachers work

shorter hours than most other working people. As prescribed by the Magna Carta for Public

School Teachers, teachers are allowed only to have instructional time of six (6) hours a day which

is lower than that of other professionals. This is further reduced with the suspension of classes

and long holidays earlier mentioned.

"Teachers make all other professions possible. No one has become a doctor, accountant, engineer,

and the like without having been taught by a teacher. Teachers must therefore feel proud of their

chosen profession as they play a great role in molding individuals and in developing human

resources of the country.

Hallmarks of the Teaching Profession

There are many factors that make teachers to be happy as teachers. These factors are the reasons

for staying longer in their profession and they are as follows:

1. Ability to make a difference in the lives of learners - Teaching is not teaching unless

teachers make a big difference in the lives of their learners. Making a difference in the lives of

learners means changing their lives for the better. There is no other profession in this world as

influential in shaping the minds and character of the young. Teaching is a profession where one
can hone the minds, form the character, and sharpen the skills of the young which result to

change or transformation in their lives. There has been a litany of stories testifying to the benefits

derived by learners from an inspiring, motivating, motherly, friendly, and intelligent teachers.

Presidents of various nations, philosophers, scientists, engineers, and rich businessmen around

the world have always attributed their success in one way or the other to their teachers who have

significantly impacted their lives. This happens because time and time again teachers do not only

shape lives, but they also change lives of the youngsters for the better. No other profession can

equal this role of teachers and this pride is the envy of other professions.

2. Joy of working with leaners - Working with learners is a double-bladed experience. Soren

teachers find working with children and teens as a very difficult and stressful task. However, to

some, this is an opportunity to touch young lives and contribute to their formation and

transformation, Successful teachers testify that partaking in the success of learners brings bliss

that cannot be quantified in monetary terms. The happiness is higher than the salary one receives

every month, or the honors and awards received for exemplary academic performance.

3. Watching learners rise to the challenge of the subjects - Observing that the learners are

enjoying and progressing in their level of competency (knowledge, skills, and attitude) is the

greatest and ultimate joy of teachers. They find happiness when learners can hurdle challenging

tasks, written works, and performance tests required in the subject. Significantly, teachers find

joy when learners develop love for the subject because of the creative presentation, inspirational

advice, and good packaging of the teachers. The extent to which learners love and appreciate

science, mathematics, and history is purely dependent on how the teacher teaches these subjects.

If a leaner dislikes mathematics, this is not because he/she does not understand the subject, but

this is because the teacher taught it the hard way or in the most uninteresting way.

4. The joy of working with people in general and youth in particular - One thing unique in

the teaching profession is its clienteles. These clienteles are young people who are in the

formative stage i.e., they are still building their mental, social, cultural, physical, and spiritual

self. In this case, the contribution of teachers is great in building the personality, character, and

life skills of the learners. This is the reason why among other professionals, teachers are

recognized to play a pivotal role in the life of the learners just as the influence of their parents to

them. The joy of the teachers is manifested in working with this young people whom they see to

have significant change in their lives. Teachers also feel a sense of fulfilment when they see them

to be successful in their lives. Moreover, interacting with the learners makes teachers feel young
at heart because they get updated with new terminologies, expressions, fads, fashions, and crazes

in the society.

5. Love of the subject matter - Teachers teaching different learning areas have a deeper

understanding, appreciation, and love for their fields of specialization. They become passionate of

the subject matter and the concepts they teach; thus, they are more likely to form basic advocacies

in life. For example, science teachers usually advocate environment protection, MAPEH teachers

advocate exercise, healthy eating and lifestyle, and social studies teachers advocate cultural

awareness and preservation of heritage. This happens because they have the essential

competencies needed to develop these skills and they want to pass these competencies to

empower learners and community members.

Factors Undermining the Status of Teaching Profession in the Philippines

The most successful professions achieve high status, public prestige, and rewards for their

members. Sadly, teachers are experiencing many limitations and threats to their profession. These

factors usually undermine the teaching as a profession. These factors are as follows:

1. Low pay - How much one makes in his/her job is a main determinant in choosing and

remaining in his/her career. There has been a contrasting view whether teaching is a lucrative

profession or whether teachers are paid enough for the work they do. According to Tildes (2001),

as cited by Furlong (2015), the Filipino teachers' salaries are not competitive with those in other

professions of equal or less education and responsibility. This is corroborated by Tino (2008)

who asserted that Filipino teachers and their families are reeling from the steep increase in the

cost of living brought by the price crisis and the hike in energy cost.

2. Lack of authority/learner behavior problems - According to Rose now (1993), an

examination of the contemporary publications in the philosophy of education reveals that the

authority of the teacher is being eroded. This is corroborated by Riggio (2017) who revealed that

student bullying of teachers is reaching epidemic proportions. Students can bully teachers in

various ways - acting out in the class, challenging the teacher, or in more subtle forms like

spreading humors. He also asserted that the rise of social media provides an easy platform for

students to cyberbully teachers. In the Philippines, House Bill No. 58 (Teacher Protection Act of

2016) was approved by the House Committee on basic education and culture authored by

Representative Antonio Tino. The bill seeks to institute support mechanisms for public school

teachers and school personnel in matters of student discipline and mechanisms for classroom

management and provide. for their protection against cases related to such (Press and Public

Affairs Bureau, House of Representatives, 2018).

is the ability of the members of the profession to set the environment to which they practice their

profession. Using this indicator, however, shows that teachers lack the control over their

workplace. As a matter of fact, most of the current threats to teachers' professional autonomy are

not direct attacks on the ability of teachers to make decisions about the work they do, but rather

erosions of the work environment that effectively limit and discourage the exercise of those

decisions.

4. Interference of other stakeholders in schools - Many people have a stake or personal interest

in school. These include the learners, teachers, school administrators, school personnel, parents,

community leaders. politicians and the like. As each one is affected by the conditions, decisions,

and changes in school, everyone seeks to work for his/her interest and advantage. When the

interest of teacher’s conflict with other stakeholders, they get perplexed on what to do.

Consequently, this is the principal cause of their stress and dilemma in their profession.

5. Stress - Teaching can be a very stressful undertaking. Teachers may be stressed in coping with

the demands and expectations of school heads, learners, parents, community, and other

stakeholders. They need to cooperate and deal effectively with all these people in order remain

and retire in teaching career. On top of this professional demand, teaching can be very stressful

due to the heavy workloads and long hours of teaching. In a study conducted by Atlas, et al.

(2007), they found out that stress level and high working hours were significant contributors for

the low back pain among public high school teachers in the City of Manila. Thus, they

recommended preventive measures such as workload and hours minimization and stress

reduction program for teachers.

6. Multiplicity of teacher roles and responsibilities- Very much related to stress is the

multifarious roles and responsibilities played by teachers in the practice of their profession.

Lukman (2015) reveals that Filipino teachers see themselves as powerful members of society

who fulfill a multidimensional social function. They can shape all aspects of society- family,

culture, morality, economy, and politics! Usually, difficult to

Chapter 1 Highlights

This chapter discusses the concept of the teaching profession. It basically acquaints the pre-

service teachers on the nature, rewards, and challenges of the teaching profession. The following

are the highlights of the chapter:

process of imparting knowledge and information; (b) a process of causing positive change to

learners; and (c) a process of instructing, guiding, and helping others.

2. Teaching as a profession has the following dimensions: (a) The why of teaching - entering

the profession; (b) The who of teaching-learners; (c) When of teaching - evolution of teacher

education; (d) The how of teaching - pedagogy; (e) The what of teaching-curriculum; and (f) The

where of teaching - field placement.

3. Teaching has been conceived with several metaphors. Some conceive it as an art; as a

science; as a craft; as a mission; and as a vocation.

4. A profession is an occupation performing a crucial social function. Practicing a profession

requires advanced education, training, and highly specialized intellectual skills. A professional is

someone imbued with a technical culture, service ethics, professional commitment, and

professional autonomy.

5. A profession has four (4) fundamental characteristics namely: (a) Professional autonomy;

(b) Highly developed theoretical knowledge; (c) Control of training, certification, and licensing

of new entrants; and (d) Self-governing and self-policing authority, especially regarding a

professional sethics.

6. Teaching is a profession because (a) it is a form of public service which requires teachers

to demonstrate expert knowledge and specialized skills; (b) it is acquired and maintained

through rigorous and continuing study; (c) and it calls for a sense of personal and corporate

responsibility for the education and welfare of the pupils in their care.

7. Teaching is a kind of public service. This is premised on the fact that education is a public

good wherein the public consumes and benefits from it. Like public goods and services, teaching

is a highly regulated profession because the state safeguards the rights, welfare, security, and

morals of the learners who demand for it.

8. The professional status of teaching is a critical issue for discourse. Critics contend that

teaching is not a profession because teachers do not enjoy higher pay, occupational status, and

professional autonomy. However, the Professional Regulation Commission and the UNESCO

provide sufficient evidence that it is a profession.

9. The luring and undermining factors of teaching profession can be manifold. Few of the

luring factors of teaching are (a) importance/influence; (b) job security; (c) wider opportunities;

(d) diversity; and (e) long holidays. On the other hand, the undermining factors of teaching
profession are (a) low pay; (b) lack of authority/learner behavior problems; (c) lack of control

over workplace; (d) interference of other stakeholders: (e) stress; and (f) multiplicity of roles and

responsibilities.

10. Teachers stay in their profession because of the following hallmarks of the teaching

profession: (a) Ability to make a difference in the lives of learners; (b) Joy of working with

learners; (c) Watching learners rise to the challenge of the subject; (d) The joy of working with

people in general and youth in particular; and (e) Love of the subject matter.
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