This document provides guidance on ethics for teachers. It emphasizes that teachers have a unique and influential role in society and must honor the high ethical standards of their profession. Teachers are expected to maintain dignity and exemplary conduct both inside and outside the classroom, as they serve as role models for students. The document outlines teachers' responsibilities, including ensuring quality education through competence, efficient performance of duties, fair evaluation of students, and exercise of parental authority over students in their care. Upholding these ethical guidelines is important for maintaining the integrity and reputation of the teaching profession.

1. ETHICS for TEACHERS

2. It is essential that
educators recognize
their unique and
influential role in
society by honoring
the standards
established for their
profession.

3. Think About Your…
• Interactions with students
• Knowledge of school policies and
procedures
• Reputation in the community

4. What is your role and responsibility
in maintaining the high ethical
standards that define our
profession?

5. Parents are the first teachers
of their children, but teachers
are the 2nd most influential in
the lives of children.
-- Author unknown

6. naeyc
So,What Are Ethics Anyway?

7. naeyc
To answer that question, we
have to begin by looking at:
• Values
• Morality
• Professional Core
Values
• Ethics
• Professional Ethics
• Ethical Responsi-
bilities & Dilemmas

8. naeyc
VALUES
Values are things that an
individual believes to be
intrinsically worthwhile or
desirable, that are prized for
themselves (e.g., truth, beauty,
honesty justice, respect for
people and for the environment).

9. naeyc
MORALITY
• Morality involves peoples' views of what is
good, right, or proper; their beliefs about
their obligations; and their ideas about
how they should behave.
• Morality concerns duties and obligations
to one another and is characterized by
words such as right, ought, just and
fair.

10. naeyc
ETHICS
• Ethics is the study of right and
wrong, duties and obligations.
• Ethics involves critical reflection on
morality, including the ability to make
choices between values and the
examination of the moral dimensions
of relationships.

11. naeyc
PROFESSIONAL
ETHICS
The moral commitments of a profession that:
• involve moral reflection that extends and
enhances the personal morality
practitioners bring to their work,
• concern actions of right and wrong in the
workplace, and
• help individuals resolve moral dilemmas they
encounter in their work.

12. naeyc
Ethical Responsibilities &
Ethical Dilemmas
• Ethical Responsibilities
--clear-cut, spelled out
• Ethical Dilemma
--conflicting professional
values & responsibilities

13. naeyc
What Does a
Code of Ethics Do?
• Creates a profession’s sense of
identity
• Identifies the issues the profession
cares about and wants new members to
care about
• Communicates with those outside the
profession what they can expect from
its members

14. naeyc
What do we do?
ID Problem
↓
No: Seek
solution
Involves ethics?
↓
Yes (issues of
right, wrong…)
Responsibility:
Do what is right
Dilemma or
responsibility? ↓
Dilemma: You
have a choice…
Yes: Solve it! Can it be solved
with ethical
finesse? ↓
No…

15. naeyc
What do we do?
Look for
guidance in Code,
get more info…
↓
Yes: Seek legal
advice!
Legal dimension?
↓
No…
Decide on a
course of action
↓
Issue resolved!

16. In all our actions we should
be guided by the
The Code of Ethics for
Professional Teachers
•Dual Roles as
• Educator
• Parent

17. Code of Ethics for Professional
Teachers adopted and promulgated
by the Board for Professional
Teachers through Board Resolution
No. 435, series of 1997, pursuant
to the provisions of paragraph (e),
Article II of RA No. 7836, otherwise
known as the “Philippine Teachers
Professionalization Act of 1994”

18. TEACHERS AS PROFESSIONALS
Duly licensed professionals who
possess 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,
standard and values.
(Preamble, Code of Ethics for
Professional Teachers)

19. “Every teacher shall merit reasonable social
recognition for which purpose he shall behave with
honor and dignity at all times and refrain from such
activities as gambling, smoking, drunkenness and
other excesses, much less illicit relations.”
(Code of Ethics, Article III, Section 3)
“A teacher shall place premium upon self-respect
and self-discipline as the principle of personal
behavior in all relationships with others and in all
situations.”
(Code of Ethics, Article XI, Section 2)

20. “A teacher shall maintain at all times a
dignified personality which could serve as
model worthy of emulation by learners, peers,
and others.”
(Code of Ethics, Article XI, Section 3)

21. Joseph Santos vs. NLRC, Hagonoy Institute,
Inc.
“As teacher, (one) serves as an example to
his/her pupils xxx.
Consequently xxx teachers must adhere to the
exacting standards of morality and decency. xxx A
teacher both in his official and personal conduct
must display exemplary behavior.”
He must freely and willingly accept restrictions on
his conduct that might be viewed irksome xxx the
personal behavior of teachers, IN AND OUTSIDE
THE CLASSROOM, must be beyond reproach xxx
they must observe a high standard of integrity and
honesty.”

22. To strictly honor contractual obligation with
the School
Art. VI, Sec. 6, Code of Ethics:
“A teacher who accepts a
position assumes a contractual
obligation to live up to his contract,
assuming full knowledge of the
employment terms and
conditions.”
TO ACT WITH HONOR:

23. As an EDUCATOR
1987 Constitution states:
“x x x The State shall protect
and promote the right of all citizens
to quality education at all levels
and shall take appropriate steps to
make such education accessible to
all.”
(Article XIV, Section 1)
DUTY OF TEACHERS
(Based on Law)

24. As a PARENT
Article 218 of the Family Code provides—
“The school, its administrators and
teachers, x x x engaged in child care shall
have special parental authority and
responsibility over the minor child while
under their supervision, instruction or
custody.”
Article 219 of the Family Code provides—
“Those given the authority and
responsibility under (Article 218) shall
principally and solidarily liable for damages
caused by acts or omissions of the
unemancipated minor.”

25. What is QUALITY EDUCATION?
Principal Duty or Obligation is To
Ensure “Quality Education”
“x x x making sure that basic education is
really solid, because if it is not solid, it affects
the quality of secondary education. If
secondary education is poor, then the person
goes to college unprepared for college work.
And if he is allowed to graduate again with a
poor quality college education, he goes to
university professional education even more
unprepared.”
- Rev. Fr. Joaquin Bernas, SJ

26. In short—
“A school, before promoting or
graduating a student, must be sure
that he/she (the student) is
functionally literate to go through
next higher level.”

27. To ensure Quality Education:
1) Must be COMPETENT and EFFICIENT
Code of Ethics for Professional Teachers, Article IV,
Section 2—
“Every teacher shall uphold the
highest possible standards of
quality education, shall make the
best preparation for the career of
teaching, and shall be at his best at
all times in the practice of his
profession.”

28. BP 232 (Education Act of 1982), Section 16 (2)
provides—
“The teacher shall xxx be accountable for
efficient and effective attainment of specified
learning objectives xxx.”
Code of Ethics further mandates that—
“Every teacher shall participate in the
continuing professional education (CPE)
program of the PRC, and shall pursue such
other studies as will improve his efficiency,
enhance the prestige of the profession, and
strengthen his competence, virtue and
productivity in order to be nationally and
internationally competitive.”
(Article IV, Section 3)

29. “A teacher shall ensure
that conditions contributive
to the maximum
development of learners
are adequate and shall
extend assistance in
preventing or solving
learners’ problems and
difficulties.”
(Article IV, Section 3)

30. In short—
A teacher is expected to be efficient and
competent in the performance of his academic
duties at all times.
Otherwise,
A teacher who has consistently shows his
inability to efficiently perform his duties and
responsibilities, within a common performance
standards should not be allowed to stay in
school xxx.
The MRPS provides as just cause of terminating
a faculty—
“Gross inefficiency and incompetence in the
performance of his duties xxx.”
(Section 3 (a))

31. Hence, the SC held in Evelyn Peña vs.
NLRC that—
“x x x schools can
set high standards of
efficiency for its
teachers since quality
education is a
mandate of the
Constitution xxx
security of tenure xxx
cannot be used to
shield incompetence.”

32. 2) Must EVALUATE LEARNERS
(i) Duty to give grades/evaluation
“Render regular reports on
performance of each student and to the
latter and to the latter’s parents and
guardians with specific suggestions for
improvement.”
Section 16(3) of BP 232, TEACHER
SHALL—
and...
Must promptly render or give grades.
Otherwise, the unjustified or unreasonable
delay in giving grades constitutes gross
neglect of duty.

33. In the case of University of the East vs.
Romeo A. Jader, the SC declared—
“It is the contractual obligation of the school
(through the teachers) to TIMELY INFORM
AND FURNISH sufficient notice and information
to each and every student as to whether he/she
had already complied with all the requirements
xxx.”
“The negligent act of a teacher who fails to
observe the rules of the school, for instance, by
not promptly submitting a student’s grade is not
only imputable to the teacher but is an act of
the school being his/her employer xxx.”

34. In evaluating/giving grades the following
rules of conduct must be observed—
Code of Ethics provides—
“A teacher has the duty to determine the
academic marks and the promotion of
learners in the subject they handle. Such
determination shall be in accordance with
generally accepted procedure of evaluation
and measurement on case of any complaint,
teachers concerned shall immediately take
appropriate action, observing the process.”
(Article VIII, Section 1)

35. “Under no circumstances shall a teacher
be prejudiced nor discriminatory against any
learner.”
(Article VIII, Section 3)
“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.”
(Article VIII, Section 4)
“A teacher shall base the evaluation of the
learner’s work on merit and quality of
academic performance.”
(Article VIII, Section 6)

36. (i) In computing the grades
Section 16 (5) of BP 232 mandates that a
teacher shall—
“Refrain from making deductions or
additions in student’s scholastic ratings for
acts that are clearly not manifestations of xxx
scholarship.”
Hence, Section 79 of the MRPS—
“Basis for Grading. – The xxx grade or
rating xxx in a student should be based
SOLELY on his scholastic performance. Any
addition or diminution to the grade in a
subject for co-curricular activities,
attendance, or misconduct shall NOT be

37. Code of Ethics provides—
“A teacher shall not xxx make deductions
from their scholastic ratings as a punishment
for acts which are clearly not manifestations of
poor scholarship.”
(Article VIII, Section 8)
Thus, it is not a matter of discretion on the part of
the teachers in the giving of the students’ grades,
but rather it is a clear obligation for the teachers to
determine student academic marks solely based on
scholastic performance. For a teacher to do
otherwise, would be serious academic malpractice
or grave misconduct in the performance of his/her
duties.

38. In Padilla vs. NLRC, SBC the Supreme
Court said—
“This Court is convinced that the
pressure and influence exerted by (a
teacher) on his colleague to change a
failing grade to passing one xxx
constitute serious misconduct which
is a valid ground for dismissing an
employee.”

39. B. As a PARENT: Principal Duty to Exercise
Parental Authority and Responsibility
Article 218, Family Code provides—
“The school, its administrators and
teachers xxx engaged in child care
shall have special parental authority
and responsibility over the minor
child while under their supervision,
instruction or custody.”

40. “A teacher shall recognize that
the interest and welfare of learners
are his first and foremost concern,
and shall handle each learner justly
and impartially.”
(Article VII, Section 2)
Code of Ethics states—

41. Parental Authority to Discipline
“As parents, the teachers shall use
discipline not to punish but to correct,
not to force, but to motivate; and not to
obey with rigid cadence, but to choose
to follow the right way.
Hence, teachers cannot generally
use methods of punishing or such
degree of penalties that a good mother
or a good father would not likely use on
her/his own children.”

42. Corporal Punishment - Article 233 (2nd par.)
“In no case x x x inflict corporal
punishment upon the child.”
Definition: An act that inflict pain or harm
upon a child’s body as punishment for
wrong doing usually through beating
and spanking
Elements:
(a) physical contact
(b) to inflict pain

43.  VIII, 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
manifestations of
poor scholarship.

44. Sale of Tickets; Collection of Contribution/
Donations from Pupils / Parents
BP 232, Sec. 9 (9) - students have right to be
free from (voluntary) involuntary contributions
 Improper or unauthorized
solicitation of contributions from
subordinate employees and by
teachers or school officials from
school children
 VIII, 5. A teacher shall not accept,
directly or indirectly, any remuneration
from tutorials other than what is
authorized for such service.

45. Anita Y. Salvarria vs. Letran College, et
al.
(296 SCRA 184)
The Supreme Court declared--
“Petitioner contended that her
dismissal was arbitrarily xxx, having
been effected without just cause, on
the premise that the solicitation of
funds xxx was initiated by the
students and that her participation
was merely limited to approving the
same. xxx”

46. If there is one person more
knowledgeable of xxx policy against
illegal exactions from students, it
would be xxx Salavarria.
Hence, regardless of who initiated
the collections, the fact that the
same was approved or indorsed by
petitioner, made her ‘in effect the
author of the project.’”

47. “xxx (Department of Education)
considers the act of teachers in xxx
contracting loans from parents of their
students xxx not only serious
misconduct but xxx violation of students’
right to be free from involuntary
contribution xxx.”
- USEC Nachura, 13 Feb. ‘98

48. Parental Responsibility
The student / pupil while in school,
is in the custody and hence, the
responsibility of the school
authorities as long as he is under the
control and influence of the school,
whether the semester
has not yet begun
or has already ended.

49. In Amadora vs. CA, the Supreme Court
said--
Even if the student is just relaxing
in the campus in the company of his
classmates, x x x the student is still
within the custody and subject to the
discipline and responsibility of the
teachers x x x.

50. Hence--
A teacher required to exercise
special parental authority but who
fails to observe all the diligence of
a good father of a family in the
custody and care of the pupils and
students, shall be held liable for
gross neglect of duty.

51. “The Court takes this opportunity to
pay a sincere tribute to the school
teachers, who are always at the forefront
in the battle against illiteracy and
ignorance. If only because it is they who
open the minds of their pupils to an
unexplored world awash will the magic of
letters and numbers, which is an
extraordinary feat indeed, these humble
mentors deserve all our respect and
appreciation.” Justice Isagani A. Cruz
Chiang Kai Shek School vs. CA
G.R. No. 58028, April 18, 1989

52. Teaching Philosophy is a work in
progress.
The best way for me to describe my teaching philosophy is
to use the notion of a journey. Whether I work with
students at the beginning of their formal studies or near
the end of their degree or anywhere in between, often
the goals and tools needed for the eventual successful
completion of the journey are the same: interest,
courage, and the realization that the journey never ends.
I know I am only one of the teachers of these students
whom they are going to encounter along the way and I
also understand…I am encountering them “en route”,
each having arrived from different paths and each facing
different challenges. It is with this knowledge that I
approach and have so far developed my philosophy of
teaching. (Christine Watson, Department of English, SIFC)

53. REFERENCES:
• CONSTITUTION
• ATTY.ULAN SARMIENTO’s LECTURE

54. This is the end of the presentation.
Thank you for participating.