When did ethics begin and how did it originate? If one has in mind ethics proper—i.e., the systematic study of what is morally right and wrong—it is clear that ethics could have come into existence only when human beings started to reflect on the best way to live. This reflective stage emerged long after human societies had developed some kind of morality, usually in the form of customary standards of right and wrong conduct. The process of reflection tended to arise from such customs, even if in the end it may have found them wanting. Accordingly, ethics began with the introduction of the first moral codes. Virtually every human society has some form of myth to explain the origin of morality. In the Louvre in Paris there is a black Babylonian column with a relief showing the sun god Shamash presenting the code of laws to Hammurabi (died c. 1750 bce), known as the Code of Hammurabi. The Hebrew Bible (Old Testament) account of God’s giving the Ten Commandments to Moses (flourished 14th–13th century bce) on Mount Sinai might be considered another example. In the dialogue Protagoras by Plato (428/427–348/347 bce), there is an avowedly mythical account of how Zeus took pity on the hapless humans, who were physically no match for the other beasts. To make up for these deficiencies, Zeus gave humans a moral sense and the capacity for law and justice, so that they could live in larger communities and cooperate with one another. That morality should be invested with all the mystery and power of divine origin is not surprising. Nothing else could provide such strong reasons for accepting the moral law. By attributing a divine origin to morality, the priesthood became its interpreter and guardian and thereby secured for itself a power that it would not readily relinquish. This link between morality and religion has been so firmly forged that it is still sometimes asserted that there can be no morality without religion. According to this view, ethics is not an independent field of study but rather a branch of theology (see moral theology). There is some difficulty, already known to Plato, with the view that morality was created by a divine power. In his dialogue Euthyphro, Plato considered the suggestion that it is divine approval that makes an action good. Plato pointed out that, if this were the case, one could not say that the gods approve of such actions because they are good. Why then do they approve of them? Is their approval entirely arbitrary? Plato considered this impossible and so held that there must be some standards of right or wrong that are independent of the likes and dislikes of the gods. Modern philosophers have generally accepted Plato’s argument, because the alternative implies that if, for example, the gods had happened to approve of torturing children and to disapprove of helping one’s neighbours, then torture would have been good and neighbourliness bad. Problems of divine origin A modern theist (see theism) might say that, since

1. ETHICAL
MANAGEMENT
PARADIGM
Mr. Francis Ryan D. Año
MEM Student , PUP – OU Lopez Center,
2nd
Semester
SY 2014-

2. COVERAGE OF DISCUSSION:
• Understanding Ethical Decision Making
• Context of Administrative Ethics
• Administrative Responsibility and Conduct
• Maintaining Responsible Conduct in
Public Organization
• Integrating Ethics with Norms and
Structure

3. Understanding
Ethical Decision
Making

4. What is ETHICS?
• ETHICS refers to principles that
define behavior as right, good
and proper.
Principles that do not always dictate a
single “moral” course actions, but provide a
means of evaluating and deciding among
competing options.

5. “Ethics” & “Values”
• Ethics and values are not
interchangeable.
• Ethics is concerned how a moral
person should behave, whereas
values are the inner judgments
that determine how a person
actually behaves.

6. • Values concern ethics
when they pertain to
beliefs about what is
right and wrong.

7. From Values to Principles
REMEMBER: We translate
values into principles so they
can guide and motivate ethical
conduct.
• Ethical principles are the
rules of conduct that derive
from ethical values.

8. Ethics & Actions
• Ethics is about putting
principles into action.
• Consistency between what we
say we value and what our
actions say we value is a
matter of integrity.

9. Ethics is also about self-restraint:
• Not doing what you have the power to
do. An act isn’t proper simply because it is
permissible or you can get away with it.
• Not doing what you have the right to do.
There is a big difference between what you
have the right to do and what is right to do.
• Not doing what you want to do. An
ethical person often chooses to do more
than the law requires and less than the law
allows.

10. Why Be Ethical?
People have lots of reasons for being ethical:
• There is inner benefit. Virtue is its own reward.
• There is personal advantage. It is prudent to be
ethical. It is good business.
• There is approval. Being ethical leads to self-
esteem, the admiration of loved ones and the
respect of the peers.
• There is religion. Good behavior can please or
help serve as deity.
• There is habit. Ethical actions can fit in with
upbringing or training.

11. There are obstacles to being ethical, which include:
• The ethics of self-interest. – The real test of our
ethics is whether we are willing to do the right thing
even when it is not our self-interest.
• The pursuit of happiness. – The morally mature
individual finds happiness in grander pursuits than
money, status, sex and mood-altering substances. A
deeper satisfaction lies in honoring universal
ethical values, that is, values that people
everywhere believe should inform behavior
. That
unity between principled belief and honorable
behavior is the foundation for real happiness.

12. THE SIX PILLARS
OF CHARACTER

13. 1. TRUSTWORTHINESS
• When other trust us, they give us greater
leeway because they feel we don’t need
monitoring to assure that we will meet
our obligations.
• They believe in us and hold us in higher
esteem.
• This concerns honesty, integrity,
reliability and loyalty.

14. Honesty
• It is a broader concept that we
associate with people of honor,
and we admire and rely on those
who are honest.
• It involves both communication
and conduct.

15. Three Dimensions of Honesty
• TRUTHFULNESS – It presenting the facts to the
best of our knowledge. Intent is the crucial
distinction between truthfulness and truth itself.
• SINCERITY – It is genuineness, being without
trickery or duplicity. It precludes all acts – half-
truths, out-of-context statements, silence that are
intended to create beliefs or leave impressions
that are untrue or misleading.
• CANDOR – forthrightness and frankness,
imposing the obligation to volunteer information
that another person needs to know

16. Integrity
• Comes from the Latin root “integer” or
whole number
• A person of integrity is undivided and
complete. This means that the ethical
person acts according to her beliefs, not
according to expediency.
• Consistency matters – making decision
from situation to situation, principles do
not vary at work and at home, in

17. Reliability (Promise-Keeping)
• Make promises or other commitments that
create legitimate basis for another person to
rely upon us, we undertake special moral duties.
• Accept the responsibility of making all
reasonable efforts to fulfill our commitments
• It is important to avoid bad-faith excuses
(interpret promises fairly and honestly), avoid
unwise commitments (willingness to fulfill the
promises), and, avoid unclear commitment
(the person understands your commitment)

18. Loyalty
• Create an expectation of allegiance,
fidelity and devotion
• This is a responsibility to promote the
interests of certain people,
organizations or affiliations.
• This duty goes beyond the normal
obligation we all share to care for
others.

19. 2. RESPECT
• People are not things, and everyone has a right to be
treated with dignity.
• A responsibility to be the best we can be in all
situations, even when dealing with unpleasant
people.
• Golden Rule: “DO UNTO OTHERS AS YOU WOULD
HAVE THEM DO UNTO YOU.”
• Respects prohibits violence, humiliation,
manipulation and exploration.
• It reflects notions such as civility, courtesy, decency,
dignity, autonomy, tolerance, and acceptance.

20. 3. RESPONSIBILITY
• Life is full of choices.
• Being responsible means being in charge of our
choices and, thus, our lives. It is also means
recognizing that our actions matter, and we are
morally on the hook for the consequences.
• Our capacity to reason and freedom to
choose make us morally autonomous
• Ethical people show responsibility by being
accountable, pursuing excellence, and
exercising self-reliant.

21. Accountability
• Accountable person considers the
consequences of his/her behavior
and association.
• Recognizes the common complicity
in the triumph of evil when
nothing is done to stop it.
• Leads by example.

22. Pursuit of Excellence
• It has an ethical dimension when others rely upon our
knowledge, ability or willingness to perform tasks
safely and effectively.
• DELIGENCE – It is hardly unethical to make mistakes
or to be less that “excellent,” but there is a moral
obligation to do one’s best, to be diligent, reliable,
careful, prepared and informed.
• PERSEVERANCE – Responsible people finish what they
start, overcoming rather than surrendering to
obstacles. They avoid excuses such as, “That’s just the
way I am,” or “It’s not my job,” or “It was legal.”

23. Pursuit of Excellence
• CONTINUOUS IMPROVEMENT – Responsible
people always look for ways to do their work
better.
• SELF-RESTRAINT – Responsible person
exercises self-control, restraining passions and
appetites (such as lust, hatred, gluttony, greed
and fear) for the sake of longer-term vision
and better judgment.

24. 4. FAIRNESS
• It involves issues of equality,
impartiality, proportionality,
openness and due process.
• It implies adherence to a balanced
standard of justice without
relevance to one’s own feelings or
inclinations.

25. Process
• It is crucial in setting disputes, both to reach
the fairest results and to minimize complaints.
• A fair person scrupulously employs open and
impartial processes for gathering and
evaluating information necessary to make
decisions.
• Fair people do not wait for the truth to come
to them; they seek out relevant information
and conflicting perspective before making
important judgments.

26. Impartiality
• Decisions should be made
without favoritism or
prejudice.

27. Equity
• An individual, company or
society should correct mistakes,
promptly and voluntarily. It is
improper to take advantage of
the weakness or ignorance of
others.

28. 5. CARING
• This is the heart of ethics, and ethical
decision making.
• Ethics is ultimately about good relations
with other people.
• It is easier to love “humanity” than to love
people.
• The highest form of caring is the honest
expression of benevolence or altruism.

29. 6. CITIZENSHIP
• This includes civic virtues and duties that
prescribe how we ought to behave as part
of the community.
• Good citizen knows the laws and obeys
them.
• Volunteers and stays informed on the issues
of the day, the better to execute her/his
duties and privileges as a member of a self-
governing democratic society.

30. CITIZENSHIP
• Good citizen does his/her fair share to
make society work, now and for future
generations.
• Committed to the public sphere (e.g.,
conserving resources, recycling, using
public transportation and cleaning up
litter)
• Good citizen gives more than s/he takes.

31. GROUND WORK FOR
MAKING EFFECTIVE
DECISION

32. Let us not forget…
All our words, actions,
and attitude reflect
choices.

33. Two Core Principles of Decision
Making
1. We all have the power to
decide what we do and what
we say
2. We are morally responsible
for the consequences of our
choices

34. • We may have the power to do
everything we want to do, but
we still have the power to decide
what to do with what we have.
• We need to teach our children
that even though they may not
like their choices they still have
choices – and the responsibility
to make them wisely.

35. Taking Choices Seriously
• We all make thousands of decision
everyday. Most of them do not justify
extended forethought.
• When the issues are not morally complex
and the stakes are small, our normal
instincts are sufficient.
• The problem comes when we don’t
distinguish between minor and potentially
major issues, when we “go with the flow”
in situations that demand a much more

36. Recognizing Important Decisions
• Reflection does not come naturally
to everyone. That is why it is
important for parents to sharpen
their children’s instincts about
what matters and what doesn’t.
• Simple Formula: “The greater the
potential consequences, the greater
the need for careful decision

37. To help you identify important decisions, ask
yourself these four questions:
1. Could you or someone else suffer
physical harm?
2. Could you or someone else suffer
serious emotional pain?
3. Could the decision hurt your reputation,
undermine your credibility, or damage
important relationships?
4. Could the decision impede the
achievement of any important goal?

38. Good Decisions Are Both Ethical &
Effective
ETHICAL DECISIONS
• When it is consistent with the 6
Pillars of Character – ethical
decisions generate and sustains
trust; demonstrate respect,
responsibility, fairness and caring;
and are consistent with good
citizenship.

39. Good Decisions Are Both Ethical &
Effective
EFFECTIVE DECISIONS
• A decision is effective if it
accomplishes something we want to
happen, if it advances our purposes.
• A simple test: Are you satisfied with
the results? A choice that produces
unintended and undesirable results is
ineffective.

40. Discernment & Discipline
• Two critical aspects to
ethically sound decisions:
- Knowing what to do
- Doing it

41. Discernment & Discipline
DISCERNMENT
• The first requirement of good
decisions.
• This requires knowledge and
judgment.

42. Discernment & Discipline
DISCIPLINE
• Good decisions also require discipline, the
strength of character to do what should be
done even when it is costly or uncomfortable.
• It is not enough to discern – we must follow it.
• This often takes will power or moral
courage: the willingness to do the right
thing even when it is inconvenient, scary,
difficult or costly.

43. THE SEVEN-STEP PATH TO
BETTER DECISIONS

44. 1. STOP & THINK
• The oldest advice in the world: THINK
AHEAD
• Well-Worn Formula: Count 10 when
angry and count a hundred when very
angry
• Stopping to think provides several
benefits: It prevents rash decisions; It
prepares us for more thoughtful
discernment; and, It can allow us to

45. 2. CLARIFY GOALS
• Before you choose, clarify your short
and long term aims.
• Determine which of your many wants
and don’t- wants affected by the decision
are the most important.
• The big danger is that decisions that
fulfill immediate wants and needs can
prevent the achievement of our more
important life goals.

46. 3. DERTERMINE FACTS
• You should have adequate information
to support an intelligent choice. You
cannot make good decisions if you don’t
know the facts.
• First resolve what you know and, then,
what you need to know. Be prepared to
get additional information and to verify
assumptions and other uncertain
information.

47. Here are some guidelines:
• Consider the reliability and credibility of
the people providing the facts.
• Consider the basis of the supposed facts. If
the person giving you the information says
he or she personally heard or saw
something, evaluate that person in terms
of honesty, accuracy and memory.
• Remember the assumptions, gossip, and
hearsay are not the same as facts.

48. Here are some guidelines:
• Consider all perspectives, but be careful to
consider whether the source of the
information has values different than yours or
has a personal interest that could affect
perception of the facts.
• Where possible seek out the opinions of people
whose judgment and character you respect,
but be careful to distinguish the well-grounded
opinions of well-informed people from casual
speculation, conjecture and guesswork.

49. Here are some guidelines:
• Finally, evaluate the information
you have in terms of completeness
and reliability so you have a sense
of the certainty and fallibility of
your decisions.

50. 4. DEVELOP OPTIONS
• You know what you want to achieve and
have made your best judgment as to the
relevant facts, make a list of options, a
set of actions you can take to accomplish
your goals.
• If it’s an especially important decision,
talk to someone you trust so you can
broaden your perspective and think of

51. 5. CONSIDER CONSEQUENCES
TWO TECHNIQUES TO REVEAL
THE POTENTIAL CONSEQUENCES:
• “Pillar-rize” your options. Filter your choices
through each of the 6 Pillars of Character:
trustworthiness, respect, responsibility,
fairness, caring and citizenship.
• Identify the stakeholders and how the decision is
likely to affect them. Consider your choices from
the point of view of the major stakeholders.
Identify whom the decision will help and hurt.

52. 6. CHOOSE
STRATEGIES:
• Talk to people whose judgment
you respect.
• Think of a person who will
serve as your decision-
making role model and try to
behave the way s/he would.

53. CHOOSE
STRATEGIES:
• What would you do if you were sure
everyone would know? If everyone found
out about your decision, would you be
proud and comfortable? Good choices make
us worthy of admiration and build good
reputations. Character is revealed by how
we behave when we think no one is
looking and strengthen when we act as if
everyone is looking.

54. CHOOSE
STRATEGIES:
• GOLDEN RULE: “ Do unto to
others as you would have them
do unto you.”
- We want others to treat us
with respect, so we should treat
others respectfully.

55. 7. MONITOR AND MODIFY
• Ethical decision-maker monitor the
effects of their choices. If they are
not producing the intended results
or are causing additional
unintended and undesirable results,
they re-assess the situation and
make new decisions.

56. OBSTACLES TO
ETHICAL DECISION MAKING:
RATIONALIZATIONS

57. If It’s Necessary, It’s Ethical
• This approach often leads
to ends-justify-the-means
reasoning and treating
non-ethical tasks or goals
as moral imperatives.

58. The False Necessity Trap
• We tend to fall into the “false
necessity trap” because we
overestimate the cost of doing
the right thing and
underestimate the cost of
failing to do so.

59. If it’s Legal and Permissible, It’s
Proper
• This substitutes legal requirements (which
establish minimal standards of behaviour)
for personal moral judgment.
• This alternative does not embrace the full
range of ethical obligations, especially for
individuals involved in upholding the public
trust.
• Ethical people often choose to do less than
the maximally allowable, and more than the
minimally acceptable.

60. It’s Just Part of the Job
• Conscientious people who want to
do their jobs well fail to
adequately consider the morality
of their personal behaviour.
• REMEMBER: Everyone’s first job
is to be a good person.

61. It’s All for a Good Cause
• It is a seductive rationale that
loosens interpretations of
deception, concealment,
conflicts of interest, favouritism
and violations of established
rules and procedures.

62. I Was Just Doing It for You
• The primary justification for committing
“little white lies” or withholding
important information in personal or
professional relationship.
• This rationalization overestimates other
people’s desire to be “protected” from the
truth, when in fact most people would
rather know unpleasant information
than believe soothing falsehood.

63. I’m Just Fighting Fire With Fire
• This is the false assumption that
promise-breaking, lying, and
other kinds of misconduct are
justified if they are routinely
engaged in by those with whom
your are dealing.
• REMEMBER: When you fight fire
with fire, you end up with the ashes

64. It Doesn’t Hurt Anyone
• This rationalization falsely
holds that one can violate
ethical principles so long as
there is no clear and
immediate harm to others.

65. Everyone’s Doing It
• This is a false, “safety in
numbers” rationale fed by the
tendency to uncritically treat
culturally, organizational or
occupational behaviours as if
they were ethical norms, just
because they are norms.

66. It’s OK If I Don’t Gain Personally
• This justifies improper conduct
done for others or for institutional
purposes on the false assumption
that personal gain is the only test
of impropriety.

67. I’ve Got It Coming
• People who feel they are overworked or
underpaid rationalize that minor “perks” –
such as acceptance of favors, discounts or
gratuities – are nothing more than
compensation for service rendered.
• This is also used as an excuse to abuse sick
time, insurance claims, overtime, personal
phone calls and personal use of office
supplies.

68. I Can Still Be Objective
• By definition, if you’ve lost your
objectivity, you can’t see that you’ve
lost your objectivity!
• It also underestimates the subtle ways
in which gratitude, friendship and the
anticipation of future favours affect
judgment.

69. CONTEXT OF ADMINISTRATIVE
ETHICS
ADMINISTRATIVE
RESPONSIBILITY AND CONDUCT

70. ADMINISTRATIVE ETHICS
• It implies applying general moral rules to specific sphere of
human relations or administrative relations.
• Components of Administrative Ethics:
 Values: individual, group and social statements, opinions and
attitudes towards concepts like freedom, justice, honesty, loyalty,
neutrality, responsibility, etc.
 Standards and norms: the principles that guide the actions of
people and employees and help lead and control their behavior
(laws, codes, rules).
 Behavior: different forms of employee activity limited by certain
standards and norms corresponding with social values.

71. ADMINISTRATIVE ETHICS
Performs the following basic tasks:
• To participate in the regulation of the
relationship between government and
citizens.
• To promote public and state concerns in
government activities as much as possible.
• To provide public administration staff with
certain behavioral standards based on
morality.

72. ADMINISTRATIVE DUTIES AND RESPONSIBILITIES
OF THE SCHOOL HEADS/PRINCIPALS (RA 9155)
• Setting the mission, vision, goals and
objectives of the school
• Creating an environment within the school
that is conducive to teaching and learning
• Implementing, monitoring, and assessing
the school curriculum and being accountable
for higher learning outcomes
• Developing the school education program
and improvement plan

73. ADMINISTRATIVE DUTIES AND RESPONSIBILITIES
OF THE SCHOOL HEADS/PRINCIPALS (RA 9155)
• Offering educational programs, projects and
services which provide equitable
opportunities for all learners in the
community
• Introducing new and innovative modes of
instruction to achieve higher learning outcomes
• Administering and managing all personnel,
physical and fiscal resources of the school
• Recommending the staffing complement of the
school based on the needs

74. ADMINISTRATIVE DUTIES AND RESPONSIBILITIES
OF THE SCHOOL HEADS/PRINCIPALS (RA 9155)
• Encouraging school and community networks and
encouraging the active participation of teacher
organizations, non academic personnel of public schools,
and parent teacher community associations
• Accepting donations, gifts, bequests and grants in accordance
with existing laws and policy of the department for the purpose
of upgrading teachers/learning facilitators’ competencies ,
improving and expanding school facilities and providing
instructional materials and equipment. Such donations or
grants must be reported to the division superintendent.
• Performing such other functions as may be assigned by the
Secretary, Regional Director and Schools Division
Superintendents where they belong.

75. CODE OF ETHICS
for
PUBLIC ELEMENTARY SCHOOL HEADS/PRINCIPALS

76. THE PRINCIPAL AND THE PROFESSION
• Section 1. The principal should dignify the teaching
profession, uphold the importance of his service to society
and manifest enthusiasm for and pride in the profession.
• Section 2. The principal should broaden his cultural outlook
and enhance his professional interest so that he can
maintain the highest possible standards of the profession.
• Section 3. The principal should maintain his own efficiency
through study, research and other means which will keep
high abreast with the growing trends education and the world
in which he lives.
• Section 4. The principal should encourage and nurture
professional growth of all co-workers by appropriate
methods of recognition.

77. THE PRINCIPAL AND THE PROFESSION
• Section 5. The principal should be vigilant of
the dangers of undue political interference
in education.
• Section 6. The principal should make his stand
clear
, definite and firm on all education
issues to prove that his business which is
education is served best by his. Being non-
partisan in all aspects.

78. THE PRINCIPAL AND HIS ASSOCIATES
• Section 1. Every principal and his associates should be imbued at all
times with the spirit of professional loyalty, mutual confidence
and faith in one another when the best interest of the children, the
school or the profession is at stake.
• Section 2. Every principal and his associates should be a shining
example of moral values and upright living, teach and live a good
life and practice what he preaches.
• Section 3. Every principal or his associates should make due
acknowledgment of assistance received from each other.
• Section 4. Professional criticism of associates should be made only
for the welfare of the children or the school. Justified criticism,
however, should not be withheld but should be presented only with
supporting evidence to those who have authority to try to correct the
case on its merits. Criticism of an associate should not be made in
the presence of pupils, or students, fellow teachers or school
patrons.

79. THE PRINCIPAL AND HIS ASSOCIATES
• Section 5. Every principal or his associates should hold inviolate all
confidential information concerning his associates and the school.
Divulging information not yet official/released should be avoided.
• Section 6. No principal or his associates should apply for a position
that is not vacant or definitely known about to be vacant. Neither
should he criticize the qualifications of a competitor, even if given the
opportunity to do so.
• Section 7. “Command responsibility” should be the rule, rather than the
exception in the management of the school. The principal or his associates
should respect the wishes of those assigned to take charge of specific
functions in the school. However, suggestions may be given and
considered in the light of which they are intended.
• Section 8. Every principal or his associates should strive to develop and
attain high sense of human values, moral, social, economic and
cultural. This could be attained only by soul-searching and
determination to do good, not only for himself but for all who look up
him for guidance and help.

80. THE PRINCIPAL AND HIS ASSOCIATES
• Section 9. Every principal or his associates should see each
other as human beings, endowed with individual feelings,
capabilities and attitude. The opinion of one should be
respected and considered as good as the other.
• Section 10. Every principal or his associates should
understand that official time should be devoted fully,
faithfully and conscientiously to the accomplishment or
improvement of his work.
• Section 11. Every principal expecting professional loyalty from
his associate should set an example by his discharge of
efficient service. Loyalty is earned, not imposed. He should
also uphold the dignity of his position by doing nothing that
smacks of servility.

81. THE PRINCIPAL, THE TEACHERS AND
OTHER SCHOOL PERSONNEL
• Section 1. The principal should at all times be imbued
with the spirit of reciprocal professional loyalty.
• Section 2. The principal whether on or off duty, should
extend needed and justified assistance to
subordinates.
• Section 3. Every principal should see to it that a spirit
of healthy companionship pervades the entire
system. Mutual assistance is necessary for the effective
operation of any enterprise. He should also give credit
for assistance received from his associates and not
appropriate for himself the work of others.
• Section 4. The principal should not allow any school
personnel or teacher to apply for a position that is

82. THE ETHICAL ASPECTS OF
SCHOOL ADMINISTRATION
• The principal assumes an obligation and a responsibility
when he accepts the position of principal of the school.
• Among other responsibilities, he must use every means
available for the advancement of professional attitudes
and ideals in himself and in the staff under his direction.
• This is of the greatest importance, and he must have a
code of ethical conduct which is readily evident to all of
the school’s publics and by which he is guided in his
daily work.

83. SCHOOL HEAD’S/PRINCIPAL’S
PERSONAL CODE OF ETHICS
• The principal will assume full responsibility for his
errors and will make proper admission to responsible
persons or agencies.
• The principal should not seek his own account, undue
publicity for his acts, but will rely on the merits of the
outcome of his acts as judged by other responsible persons.
• The principal will conduct his out-of-school affairs and
life so as to be consistent and compatible with his
position of principalship and in a manner that maintains
his community respect and dignity.
• The principal will not unduly cultivate the friendship of
individual members of the School Board for self-
aggrandizement and special privilege.

84. SCHOOL HEAD’S/PRINCIPAL’S
PERSONAL CODE OF ETHICS
• The principal will keep in confidence any information
obtained in a personal relationship from a student or
member of his staff, unless withholding of such information is
unlawful and of great detriment to the welfare of the school.
• The principal shall not receive from a publisher any reward
for services in the selection of a textbook for the school. He
will appoint a committee of qualified teachers to review all
textbooks and teaching material and may be guided by their
recommendations.
• The principal shall regard the selection of textbooks and
instructional equipment for the best interest of the students
and shall be obligated to distribute purchase among several
competing firms.
• The principal shall not give undue favor to local author or
publisher unless their instructional materials are of the same

85. SCHOOL HEADS/PRINCIPALS’CODE OF
ETHICS WITH STAFF PERSONNEL
• The principal in a supervisory capacity will not openly
criticize a teacher before others or in the presence of
students.
• The principal will criticize a member of the
instructional staff on a confidential basis privately or
before the superintendent with necessary evidence.
• The principal will not recommend the dismissal of
school personnel unless he gives the teacher a clear-cut
reason for his action, allows the charged teacher full
recourse of the law in full accord with the legal regulations
regarding dismissals.
• The principal will support and protect the right of all
members of his staff from unreasonable and unjust
charges as citizens or exercising their professional rights

86. SCHOOL HEADS/PRINCIPALS’CODE OF
ETHICS WITH STAFF PERSONNEL
• The principal will sincerely endeavor to improve the social
vision and the professional services and understandings
of his staff and himself.
• The principal will promote the professional welfare of all
members of his staff by working for adequate salaries,
security, professional growth and recognition.
• The principal will not interfere with teacher’s appraisal of
a student’s work unless there is definite evidence of
malice and injustice in the teacher’s evaluation.
• The principal will recommend a candidate for a position
on the basis of all around professional qualifications for
the position. He will not be influenced by personal
consideration, transfer, or a position outside the community
except on a basis of professional qualification. He will not
make an insincere recommendation on the basis of personal

87. SCHOOL HEADS/PRINCIPALS’CODE OF
ETHICS WITH STAFF PERSONNEL
• The principal will give full consideration
for release of a teacher from a contract if
an unusual professional advancement in
position and status is involved.
• The principal has no moral right to try to
fill a position during the school year and
pressure the teacher in the other school
system to resign without sufficient notice,
unless it is regarded as a definite
professional promotion and advancement.

88. SCHOOL HEADS/PRINCIPALS
CODE OF ETHICS WITH STUDENTS
• The principal will not reprimand a student publicly or
to other persons unless such persons can help the
student correct and improve such behavior or attitude.
• The principal should regard student delinquency and
misconduct as a condition that needs study and
understanding rather than outright punishment
without an examination of the underlying causes of
such delinquency and follow existing Civil Service/DepEd
rules and regulations.
• The principal will be vigorous in his efforts to assure
every student a full opportunity for growth and
development consistent with the student’s interest,
aptitude and ability.

89. SCHOOL HEADS/PRINCIPALS
CODE OF ETHICS WITH STUDENTS
• The principal will report all misconduct of a
minor nature to a parent only if it is chronic
and his behavior is not showing any
improvement.
• The principal will give full credit to a student
for outstanding achievement to the proper
persons at the appropriate time and occasion.
• The principal will reveal the personal record
and confidential matters only to authorized
persons and upon order of the court.

90. SCHOOL HEADS/PRINCIPALS
CODE OF ETHICS WITH THE PUBLIC
• The principal will not accept personal commissions or
bonuses from agents or organizations (who have
transactions with the superintendent of schools, because he is
in a position to influence the superintendent).
• The principal will not allow his name or position to be used
in endorsing a commercial product or a questionable
propaganda cause.
• The principal will not allow his school, teachers, or
students to be used by persons or a group of persons for
personal gain or for advancing questionable propaganda.
• The principal will at all times be loyal to the school officials
and their policies.

91. MAINTAINING RESPONSIBLE CONDUCT IN
PUBLIC ORGANIZATION
covers
R.A. 6713 Code of Conduct and
Ethical Standards for
Public Officials and Employees

92. Section 4. Norms of Conduct of Public Officials and
Employees(RA 6713)
• Commitment to public interest. - Public
officials and employees shall always uphold
the public interest over and above personal
interest.
• Professionalism. - Public officials and
employees shall perform and discharge their
duties with the highest degree of excellence,
professionalism, intelligence and skill. They
shall enter public service with utmost
devotion and dedication to duty.

93. Section 4. Norms of Conduct of Public Officials
and Employees(RA 6713)
• Justness and sincerity. - Public officials and
employees shall remain true to the people at
all times. They must act with justness and
sincerity and shall not discriminate against
anyone, especially the poor and the
underprivileged.
• Political neutrality. - Public officials and
employees shall provide service to everyone
without unfair discrimination and
regardless of party affiliation or preference.

94. Section 4. Norms of Conduct of Public Officials
and Employees(RA 6713)
• Responsiveness to the public. - Public officials
and employees shall extend prompt, courteous,
and adequate service to the public.
• Nationalism and patriotism. - Public officials
and employees shall at all times be loyal to the
Republic and to the Filipino people, promote
the use of locally produced goods, resources
and technology and encourage appreciation
and pride of country and people.

95. Section 4. Norms of Conduct of Public Officials
and Employees(RA 6713)
• Commitment to democracy. - Public officials and
employees shall commit themselves to the
democratic way of life and values, maintain the
principle of public accountability, and manifest
by deeds the supremacy of civilian authority
over the military.
• Simple living. - Public officials and employees and
their families shall lead modest lives appropriate
to their positions and income. They shall not
indulge in extravagant or ostentatious display
of wealth in any form.

96. Section 5. Duties of Public Officials and Employees (RA
6713)
• (a) Act promptly on letters and requests. - All public
officials and employees shall, within fifteen (15) working
days from receipt thereof, respond to letters, telegrams
or other means of communications sent by the public.
The reply must contain the action taken on the request.
• (b) Submit annual performance reports. - All heads or
other responsible officers of offices and agencies of the
government and of government-owned or controlled
corporations shall, within forty-five (45) working days
from the end of the year, render a performance report of
the agency or office or corporation concerned. Such report
shall be open and available to the public within regular
office hours.

97. Section 5. Duties of Public Officials and Employees (RA
6713)
• (c) Process documents and papers
expeditiously. - All official papers and
documents must be processed and
completed within a reasonable time from
the preparation thereof and must contain, as
far as practicable, not more than three (3)
signatories therein. In the absence of duly
authorized signatories, the official next-in-
rank or officer in charge shall sign for and
in their behalf.

98. Section 5. Duties of Public Officials and Employees (RA
6713)
• (d) Act immediately on the public's personal
transactions. - All public officials and
employees must attend to anyone who wants
to avail himself of the services of their offices
and must, at all times, act promptly and
expeditiously.
• (e) Make documents accessible to the public. -
All public documents must be made
accessible to, and readily available for
inspection by, the public within reasonable
working hours.

99. INTEGRATING ETHICS with
NORMS AND STRUCTURE

100. ETHICAL NORMS
• Ethical norms (or values) – concepts
such as integrity, honesty, truth,
fairness and respect for others –
should underpin the work of the
members of the education profession
(Poisson, 2009).
• The ethical universal norms should
guide the conduct of school
administrators and teachers (Poisson,

101. SOURCES OF VALUES
• Individual values (integrity, i.e. honesty,
consistency, coherence and reciprocity).
These are aimed to “urge public officials to
demonstrate the highest standards in all
activities to inspire public confidence and
trust in public service.”
• Professional values which are directed to
“strengthen individual capacities and
encourage the professional development
of others.”

102. SOURCES OF VALUES
• Organizational values which encourage
public officials to “strengthen
organizational capabilities to apply ethics,
efficiency, and effectiveness in serving the
public.”
• Legal values can be broadly defined as the
Constitution. These are aimed to encourage
public officials to “respect, support, and
study government constitutions and laws
that define responsibilities of public
agencies, employees, and citizens”

103. ETHICAL STRUCTURE
• The law provides that the Secretary of Education
shall create promotion board, at the appropriate
level, which shall formulate and implement a
system of promotion.
• Promotion of school heads shall be based on
educational qualification, merit, and
performance rather than on the number of
teachers/learning facilitators and learners in the
school.
• The school head shall be both an instructional
leader and administrative manager.

104. ETHICAL STRUCTURE
• RA 9155 emphasized shared governance
which means that the principal exercises
empowerment within her area of
jurisdiction.
• Shared governance is a principle which
recognizes that every unit in the organization
bureaucracy has a particular role, task, and
responsibility inherent in the office and for
which it is principally accountable for
outcomes.

105. ETHICAL STRUCTURE
• Since the principal is the person responsible for the
administrative and instructional supervision, s/he
maintains his/her independence in decision-
making as long as the principles of accountability
and transparency are operationalized in the
performance of his/her functions and responsibilities.
• Principals are empowered to embark on programs
and projects which would redound to
improvement of instruction and as such are
directly and solely accountable to the appointing
authority.

106. ETHICAL STRUCTURE
• In areas of the country where schools district
exists and headed by schools district supervisor,
RA 9155 stipulates that the schools district
supervisor merely provides professional and
instructional advice to the school
heads/principals and teachers/facilitators of
school and learning centers in the district
cluster thereof. The schools district supervisor
acts as curricular supervisors and offers
instructional support.

107. ETHICAL STRUCTURE
• Principals are given wide latitude to decide
on how to improve their schools. They are
granted administrative powers such as
preparation of their manpower and
logistics requirements, recommending of
teacher applicants, and deciding on
appropriate textbooks for their students.
• Observe the Code of Ethics for School
Heads/Principals.

108. "The respect that leadership must
have requires that one's ethics be
without question. A leader not only
stays above the line between right
and wrong, he stays well clear of the
gray areas."
— G. Alan Bernard
President, Mid Park, Inc.

109. BIBLIOGRAPHY/REFERENCES
Making ethical decisions. Josephson Institute of Ethics.Retried from
www.josephsoninstitute. org/MED/MED-intro+to.htm last
February 2, 2015.
Orlic, R. (_____).Main areas of admnistrative ethics. Jove Ilica 154,
11040 Belgrade, Serbia.
Poisson, M. (2009). GUIDELINES for the design and effective use of
teacher codes of conduct. Paris, France: UNESCO International
Institute for Educational Planning.
Republic Act 6713 Code of Conduct and Ethical Standards for Public
Officials and Employees
Republic Act 9155 Governance of Basic Education Act of 2001
The principal’s handbook towards empowered leadership. (2005).
Published by Manila Public Elementary School Principal’s
Association, Inc. (MAPESPA, Inc.).

110. THANK YOU!
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