TEACHING PROFESSION CHAPTER 3 Flashcards
(108 cards)
1
Q
It outlines teachers’ main
responsibilities to their students and
defines their role in students’ lives.
A
CODE OF ETHICS FOR
PROFESSIONAL TEACHERS
2
Q
Assist members in understanding the
difference between right and wrong and in
applying that understanding to their
decisions.
A
CODE OF ETHICS FOR
PROFESSIONAL TEACHERS
3
Q
An ethical guidelines and best practices to
follow for honesty, integrity, and
professionalism.
A
CODE OF ETHICS FOR
PROFESSIONAL TEACHERS
4
Q
Emphasizes respect for human dignity,
academic freedom, professional
development, and social responsibility
A
THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS
5
Q
These ethical considerations remind us that we are not just teachers who impart
knowledge but also __________________
who can shape the future of our students
and society.
A
THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS
6
Q
is a guiding
principle for teachers to show proper
behavior around the community at all
times. Teachers should be good role
models for learners.
A
The RA 7836 Code of Ethics for Professional Teachers
7
Q
They need to establish and maintain a
good reputation not only in the learning
environment but also around the community.
A
The RA 7836 Code of Ethics for Professional Teachers
8
Q
The first official Code of Ethics for Professional Teachers in the Philippines
was promulgated through Presidential Decree No. 1006, also known as the
“Professionalization Act of 1971.” This decree was enacted during the
presidency of Ferdinand Marcos and established the Professional Regulation
Commission (PRC) to oversee various professions, including teaching.
A
1969
9
Q
This decree was enacted during the
presidency of Ferdinand Marcos and established the Professional Regulation
Commission (PRC) to oversee various professions, including teaching.
A
Presidential Decree No. 1006, also known as the
“Professionalization Act of 1971.”
10
Q
Another significant revision took place, incorporating additional
provisions and making adjustments in light of the changing educational
environment in the Philippines. This updated version reflected the evolving
role and responsibilities of teachers in the country.
A
1997
11
Q
The Code of Ethics for Professional Teachers was further refined and
updated through the joint efforts of the Department of Education, Culture and
Sports (DECS) and the Board of Professional Teachers. This revision took into
account changes and challenges in the educational landscape.
A
1989
12
Q
The Professional Regulation Commission (PRC) and the Department
of Education (DepEd) collaborated once again to refine and strengthen the Code of Ethics. This version aimed to address emerging issues and provide clearer guidance for teachers.
A
2004
13
Q
A comprehensive revision of the Code of Ethics for Professional
Teachers was undertaken, aligning it with international standards and best
practices in education. This version emphasized the importance of continuing professional development and the use of technology in teaching.
A
2011
14
Q
The latest version of the Code of Ethics for Professional Teachers was released, further refining and updating the guidelines for educators in the
Philippines. This version continues to emphasize the professional
responsibilities of teachers and their commitment to the holistic development
of learners.
A
2017
15
Q
sets the foundation and context for the ethical
standards that guide the behavior and conduct of
educators. It outlines the principles and values that teachers are expected to uphold in their professional
practice.
A
The Preamble of the Code of Ethics for Professional
Teachers
16
Q
is an introductory and expressionary
statement in a document that explains the document’s
purpose and underlying philosophy
A
PREAMBLE
17
Q
RECITE THE PREAMBLE OF THE CODE OF THICS OF PROFESSIONAL
TEACHERS
A
“Teachers are duly licensed professionals who
possesses dignity and reputation with high
moral values as well as technical and
professional competence in the practice of their
noble profession, they strictly adhere to
observe, and practice this set of ethical and
moral principles, standards, and values”.
18
Q
This means that teachers have undergone the
necessary educational training, passed
licensing exams, and obtained official
certification from the relevant educational
authorities.
This ensures that they meet the established standards of knowledge and skills required for teaching
A
Duly licensed professionals
19
Q
Teachers are
expected to conduct themselves in a
manner that upholds their own dignity
and reputation.
This involves maintaining a sense of self-respect and ensuring that their actions reflect positively on their professional standing.
A
Dignity and reputation
20
Q
Teachers are held to
a high standard of ethical behavior. They
are expected to exemplify principles of
honesty, integrity, fairness, and respect in
all their interactions with students,
colleagues, parents, and the community.
A
High moral values
21
Q
Teaching is
considered a noble profession because
of its significant impact on the development and growth of individuals
and society as a whole. Teachers play a
crucial role in shaping the future through
education.
A
Noble profession
22
Q
This refers to the
proficiency and expertise that teachers
should possess in their subject matter
and in the pedagogical methods required
to effectively convey that knowledge to
students.
They should stay updated with current
educational practices and continually
seek to improve their teaching skills
A
Technical and professional
competence
23
Q
Teachers
are expected to not only be aware of
ethical principles but also to actively
follow and uphold them in their daily
practice.
This includes aspects such as fairness in
grading, maintaining confidentiality, and
creating an inclusive and respectful
learning environment.
A
Strict adherence, observation, and
practice of ethical principles
24
Q
Teachers are guided by a set of established ethical standards, values,
and moral principles that serve as a
framework for their professional conduct.
These may include guidelines on
professionalism, respect for diversity, and
commitment to lifelong learning
A
Standards, values, and moral principles
25
In summary, this statement underscores
the importance of teachers as
professionals who are not only
knowledgeable and skilled in their field
but also carry a significant
responsibility to uphold high moral and
ethical standards.
Their conduct and behavior should reflect
the integrity, dignity, and competence
expected of individuals entrusted with the
education and development of students.
PREAMBLE OF THE CODE OF THICS OF PROFESSIONAL
TEACHERS
26
Emphasizes the mandate of the Philippine Constitution regarding education.
“Article XIV, Section 1, of the 1987 Constitution
27
provides that, "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, of the 1987 Constitution
28
It states that all educational institutions in the country are required to provide high-quality education
and ensure that competent teachers are available to deliver this education.
“Article XIV, Section 1, of the 1987 Constitution
29
This reflects the commitment of the government to
uphold and promote quality education as a right for all citizens.
“Article XIV, Section 1, of the 1987 Constitution
30
An education that is well designed to provide the recipient with an all round development of skills and potential to achieve success in their future endeavors in a society.
QUALITY EDUCATION FOR ALL
31
The Philippine
Constitution provides that all educational institution shall
offer quality education for all competent teachers.
Committed to its full realization, the provision of this Code shall
apply, therefore, to all teachers in schools in the Philippines.
Article I: Scope and Limitations
Section 1
32
This Code covers all public and private school teachers in all educational
institutions at the preschool, primary,
elementary, and secondary levels whether academic, vocational, special, technical, or non-formal.
Article I: Scope and Limitations
Section 2
33
The Universal Access to
Quality Tertiary Education Act, officially designated as _____________, is a Philippine law that
institutionalizes free tuition and exemption from other fees in state universities and colleges (SUCs), and local universities and colleges (LUCs) in the
Philippines.
Republic Act 10931
34
The term "___________" shall include industrial
arts or vocational teachers and all other
persons performing supervisory and /or
administrative functions in all school at the
aforesaid levels, whether on full time or
part-time basis.
“teacher”
35
This refers to the earliest stage of formal education, typically designed for children between the ages of three and five
Preschool
36
This covers the initial years of formal schooling, usually comprising grades one through six, and
it serves as the foundation for further education.
Primary/Elementary Education
37
This includes the later years of formal schooling, often consisting of grades seven through twelve. Secondary education prepares students for higher education or entry into the workforce.
Secondary/Junior & Senior High School Education
38
These are schools that focus on traditional
subjects such as mathematics, science, languages, social studies, and the
humanities.
Academic Institutions
39
These schools emphasize practical skills and hands-on training in specific trades or industries, preparing students for
specific careers.
Vocational Institutions
40
These cater to students with disabilities
or special needs, providing tailored education and support.
Special Education Institutions
41
These schools offer specialized training in
technical fields like engineering, computer science, or healthcare.
Technical Institutions
42
These encompass programs and
institutions that provide education outside of the formal schooling system,
often targeting adults or those who were unable to complete traditional schooling.
Non-Formal Education Institutions
43
By including all these categories, the
educational code ensures that its provisions cover the entire spectrum of teachers and educational settings in the Philippines.
This broad coverage aims to establish
consistent standards and expectations for
teachers across the diverse range of
educational institutions, ultimately
contributing to the overall improvement of
the education system in the country
READ
44
This refers to educators who specialize in teaching practical skills related to specific industries or trades, such as woodworking, metalworking,
automotive repair, or other technical skills. They play a crucial role in preparing students for careers that require hands-on expertise.
Industrial Arts or Vocational Teachers
45
This includes individuals who have responsibilities related to overseeing and managing various aspects of the educational process. They may have roles such as department heads, curriculum coordinators, or instructional supervisors. These individuals often provide guidance and support to teachers and contribute to the overall functioning of the school.
Persons Performing Supervisory Functions
46
This refers to individuals in leadership positions within the school, such as principals, vice-principals, deans, or other administrative
roles. They are responsible for the overall management of the school, including budgeting, policy implementation, and ensuring that educational goals are met.
Persons Performing Administrative Functions
47
This means that
individuals who serve in these capacities, even if not engaged in teaching on a full-time basis, are still considered under the umbrella of "teachers" for the purposes of the
educational code.
This ensures that individuals in these positions are also subject to the standards and regulations set forth in the code, emphasizing their crucial role in the overall educational process.
The roles can be fulfilled either on a full-time
or part-time basis.
48
1. What is the primary purpose of the preamble in the Code of Ethics for Professional Teachers?
A)To establish legal obligations for teachers
B)To outline specific teaching methodologies
C)To provide a philosophical foundation for the practice of teaching
D)To list penalties for teacher misconduct
ANSWER: C
49
2. According to Section 1 of the Code of Ethics for Professional
Teachers, what is the main responsibility of teachers?
A) To strictly adhere to standardized testing procedures
B) To continually improve their teaching skills and competencies
C)To focus exclusively on academic achievement, disregarding
character development
D)To favor students who excel academically over those who struggle
ANSWER: B
50
3. In Section 2 of the Code of Ethics for Professional Teachers, what does it emphasize regarding teachers' behavior?
A) Teachers should prioritize their personal interests above the welfare of students.
B) Teachers should avoid any form of interaction with students outside the
classroom.
C) Teachers should only communicate with parents through formal written reports.
D) Teachers should establish professional and respectful relationships with
students, parents, and colleagues.
ANSWER: D
51
An Act Prescribing The Code Of The National Flag, Anthem, Motto, Coatof-arms And Other Heraldic Items And
Devices Of The Philippines
RA 8491
52
The schools are the nurseries
of the future citizens of the state; each
teacher is a trustee of the cultural and
educational heritage of the nation and is
under obligation to transmit to learners
such heritage as well as to elevate
national morality, promote national
pride, cultivate love of country, instill
allegiance to the constitution and for all
duly constituted authorities, and
promote obedience to the laws of the
state.
Article II: The Teacher and the State
Section 1.
53
The Teacher and the State establishes the significant role that teachers play in
shaping the future citizens of the nation. It emphasizes the responsibility of teachers in
preserving and passing on the cultural and educational legacy of the country to the next
generation.
Article II: The Teacher and the State
54
This phrase underscores the idea that schools
are not merely places of instruction, but rather they serve as environments where young individuals are nurtured, educated, and prepared to become active and responsible
members of society. Teachers are crucial in this process as they are the primary guides and
mentors for students.
Schools as Nurseries of Future Citizens
55
This means that each teacher is entrusted with the important duty of safeguarding and passing down the rich cultural and
educational traditions of the nation. This includes its history, values, beliefs, and knowledge.
Teachers are the conduits through which this heritage is imparted to learners
Teacher as Trustee of Cultural and Educational Heritage
56
Teachers are obligated to contribute to the moral development of their students. They are expected to instill values that are in line with the cultural and moral fabric of the nation, promoting ethical behavior and good character.
Obligation to Elevate National Morality
57
Teachers have a role in fostering a sense
of belonging and attachment to one's nation. They are tasked with instilling a sense of pride in being part of the country and cultivating a genuine affection for it.
Promoting National Pride and Love of Country
58
This highlights the importance of civic education. Teachers are responsible for educating students about the principles and laws outlined in the constitution. They also encourage respect and allegiance to duly
constituted authorities, which includes government officials and institutions
Instilling Allegiance to the Constitution and Authorities
59
Teachers are expected to teach students about the importance of respecting and abiding by the laws of the state. This helps in creating a
culture of lawful behavior and a sense of civic duty.
Promoting Obedience to State Laws
60
In summary, this section emphasizes that teachers play a vital role in not only imparting academic knowledge but also in nurturing the character and values of students. They are entrusted with the task of shaping responsible, morally upright, and informed
citizens who are dedicated to the well-being and progress of the nation.
Article II: The Teacher and theState
Section 1.
61
Every teacher or school
official shall actively help carry out the declared policies of the state, and shall take an oath to this effect
Article II: The Teacher and the State
Section 2
62
underscores the active role that Teachers and school officials have in
implementing the policies set forth by the
government. It also outlines a formal
commitment they are required to make.
Article II: The Teacher and the State
Section 2
63
This means they should actively engage in
activities and initiatives that align with the
state's educational goals.
Active Participation in State Policies
64
This provision emphasizes that teachers and school officials are not passive actors in the educational system. Instead, they
are expected to proactively contribute to the realization of the policies and
objectives established by the government.
Active Participation in State Policies
65
By requiring teachers and school officials to take an oath, the educational code ensures that they
are formally bound to uphold the educational
principles and objectives established by the state.
This helps in fostering a unified and cohesive
approach to education, ensuring that everyone
involved in the educational system is aligned with the broader goals and vision set forth by the
government.
It also signifies a shared commitment to the betterment of the educational landscape in the country
Oath of Allegiance to State Policies
66
Teachers and school
officials are mandated to take an oath, a formal and solemn promise,
demonstrating their commitment to carrying out the policies of the state.
This oath serves as a symbolic and
legally binding affirmation of their
dedication to support and adhere to
the educational policies and directives set by the government.
Oath of Allegiance to State Policies
67
In the interest of the
State and of the Filipino people as much as of his own, every
teacher shall be physically, mentally and morally fit.
Article II: The Teacher and the State
Section 3
68
This provision highlights the high standards of personal well-being and ethical conduct that are expected of teachers in the Philippines. It emphasizes that teachers must meet certain criteria in terms of physical, mental, and moral fitness.
Article II: The Teacher and the State
Section 3
69
The provision stresses that being physically, mentally,
and morally fit is not only important for the individual teacher, but also for the broader interests of the State
and the Filipino people.
A teacher's well-being and character directly influence the quality of education provided to students, which in
turn impacts the future of the nation. It underscores the
significant role teachers play in shaping the minds and values of the next generation of citizens.
Furthermore, this provision establishes a level of professionalism and accountability within the teaching
profession. It sets an expectation that teachers must
maintain their fitness in these three aspects to continue serving in their role effectively and in the best interests of the State and its citizens.
Article II: The Teacher and the
State
Section 3
70
This pertains to the ethical and moral character of a teacher. It signifies that teachers are expected to uphold high moral standards, displaying integrity, honesty, and a
strong sense of responsibility. They should serve
as positive role models for their students,
demonstrating values that contribute to a healthy and respectful learning environment.
Moral Fitness
71
Teachers are expected to be mentally sound and capable. They should possess
the intellectual capacity and emotional stability
necessary to provide effective education.
This includes the ability to plan and deliver lessons, make sound judgments, handle challenges, and
provide emotional support to students when needed.
Mental Fitness
72
This means that
teachers should be in good physical health. They should be capable of carrying out their professional duties
without being hindered by significant physical limitations.
This ensures that they can effectively perform tasks that may require physical activity, such as supervising students, participating in classroom activities, and ensuring the
safety and well-being of students.
Physical Fitness
73
Every teacher shall possess and actualize a full commitment and devotion to duty.
Article II: The Teacher and the State
Section 4
74
This provision emphasizes the high level of dedication and responsibility expected from every teacher in the Philippines.
It requires teachers to
wholeheartedly commit themselves to their professional duties and to consistently act upon this commitment.
Article II: The Teacher and the State
Section 4
75
This means that teachers must have a genuine and deep-seated dedication to their role as educators. They should approach
their profession with a strong sense of purpose, recognizing the significant impact
they have on the lives of their students.
Possession of Commitment
76
This entails putting that commitment into action.
It's not enough for a teacher to simply possess a sense of dedication; they must
actively demonstrate it through their actions, decisions, and interactions with
students, colleagues, and the educational community as a whole.
Actualization of Commitment
77
This implies a wholehearted focus on fulfilling one's professional
responsibilities. Teachers are expected to prioritize their duties in the classroom, in lesson planning, in assessing student progress, and in
contributing to the overall well-being and
development of their students.
Devotion to Duty:
78
This provision underscores that teaching is not
merely a job, but a vocation that requires a
profound sense of duty towards educating and
nurturing the next generation. It reflects the understanding that the success of the
educational system hinges on the unwavering commitment of teachers
Article II: The Teacher and the State
Section 4
79
Furthermore, this commitment is
essential for creating a positive and
effective learning environment. When
teachers are fully devoted to their
duties, it positively influences students'
motivation, engagement, and learning
outcomes. It also fosters a culture of
professionalism within the education
sector, ultimately contributing to the
overall improvement of the educational
landscape in the country.
Article II: The Teacher and the State
Section 4
80
A teacher shall not
engage in the promotion of
any political, religious, or other partisan interest, and shall not, directly or indirectly, solicit, require,
collect, or receive any money or service or other valuable
material from any person or entity for such purposes.
Article II: The Teacher and the State
Section 5
81
This clause
emphasizes that teachers should refrain
from actively advocating or endorsing any
particular political party, religious belief, or partisan cause within the educational
setting. This is to maintain a neutral and
unbiased environment in the classroom,
ensuring that students are not influenced or
pressured to adopt specific political or
religious views.
Non-Promotion of Political, Religious, or
Partisan Interests
82
Teachers are
prohibited from directly or indirectly
seeking, demanding, collecting, or
accepting any form of monetary or
material support from individuals or
organizations for political, religious, or
partisan purposes. This is to prevent any
potential conflicts of interest or undue
influence on the part of teachers, which
could compromise their professional
integrity and the impartiality of the
educational process.
Prohibition on Soliciting or Receiving Money or Services
83
This provision safeguards the integrity and impartiality of the educational system by ensuring that teachers do not use their position to advance
personal or external agendas. It helps create a learning environment where students are free to form their own opinions and beliefs without undue influence. Moreover, it reinforces the ethical responsibilities of
teachers as public servants. They are expected to
prioritize the educational needs and well-being of
their students above any personal or external
interests. By adhering to this provision, teachers
contribute to the maintenance of a fair and equitable
educational system that respects the diverse
perspectives and beliefs of all students.
Prohibition on Soliciting or Receiving Money or Services
84
Every
teacher shall vote and
shall exercise all other
constitutional rights and responsibility.
Article II: The Teacher and the State
Section 6
85
A teacher shall not
use his position or official authority or influence to coerce
any other person to follow any political course of action.
Article II: The Teacher and the State
Section 7
86
Every teacher shall
enjoy academic freedom and
shall have privilege of
expounding the product of his
researches and investigations;
provided that, if the results are
inimical to the declared
policies of the State, they shall
be brought to the proper
authorities for appropriate
remedial action.
Article II: The Teacher and the State
Section 8
87
A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best service by providing an environment conducive to such learning and growth.
Article III: The Teacher and the Community
Section 1.
88
Every teacher shall
provide leadership and initiative to actively participate in community
movements for moral, social, educational, economic and civic
betterment.
Article III: The Teacher and the Community
Section 2
89
Every teacher shall merit reasonable social recognition for which
purpose he shall behave with honour and dignity at all times and refrain from such
activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations.
Article III: The Teacher and the
Community
Section 3
90
Every teacher shall live for and with the community and shall,
therefore, study and understand local
customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community
Article III: The Teacher and the Community
Section 4
91
Every teacher shall
help the school keep the people in the community informed
about the school’s work and accomplishments as well as its needs and problems
Article III: The Teacher and the Community
Section 5
92
Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the opportunity
to provide such leadership when needed, to
extend counselling services, as appropriate,
and to actively be involved in matters
affecting the welfare of the people.
Article III: The Teacher and the Community
Section 6
93
Every teacher shall
maintain harmonious and pleasant
personal and official relations with
other professionals, with government officials, and with the
people, individually or collectively.
Article III: The Teacher and the Community
Section 7
94
A teacher possesses
freedom to attend church and
worships as appropriate, but
shall not use his positions and
influence to proselyte others.
Article III: The Teacher and the Community
Section 8
95
A teacher has a right and duty to determine the academic marks and the promotions of learners in the
subject or grades he handles, provided
that such determination shall be in accordance with generally accepted
procedures of evaluation and
measurement. In case of any complaint,
teachers concerned shall immediately
take appropriate actions, observing due
process.
Article VIII: The Teachers and Learners
Section 1
96
A teacher shall
recognize that the interest and welfare of learners are of first
and foremost concern, and shall deal justifiably and impartially with each of them.
Article VIII: The Teachers and Learners
Section 2
97
Under no
circumstance shall a teacher be prejudiced or discriminate against a learner.
Article VIII: The Teachers and Learners
Section 3
98
A teacher shall not accept favours or gifts from learners, their
parents or others in their behalf in exchange for requested concerns, especially if undeserved.
Article VIII: The Teachers and Learners
Section 4
99
A teacher shall
not accept, directly or
indirectly, any remuneration
from tutorials other what is authorized for such service.
Article VIII: The Teachers and Learners
Section 5
100
A teacher shall
base the evaluation of the learner’s work only in merit and quality of
academic performance.
Article VIII: The Teachers and Learners
Section 6
101
In a situation
where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.
Article VIII: The Teachers and Learners
Section 7
102
A teacher shall
not inflict corporal
punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.
Article VIII: The Teachers and Learners
Section 8
103
A teacher shall
ensure that conditions
contribute to the
maximum development of
learners are adequate,
and shall extend needed assistance in preventing or solving learner’s problems and difficulties.
Article VIII: The Teachers and Learners
Section 9
104
TEACHER’S STAKEHORLDERS
PRIMARY STAKEHOLDERS
SECONDARY STAKEHOLDERS
EXTERNAL STAKEHOLDERS
(Learners)
(Parents)
(Teaching Community and School
& Higher Officials)
105
A teacher has the right to engage, directly or indirectly, in
legitimate income generation; provided that it does not relate to or adversely affect his work as a teacher.
Article X: The Teacher and Business
Section 1.
106
A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his debts and loans in
arranging satisfactorily his private financial affairs.
Article X: The Teacher and Business
Section 2
107
No teacher shall act, directly or indirectly, as agent of, or be
financially interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he
can exercise official influence, except only when his assignment is
inherently, related to such purchase and disposal; provided they shall be
in accordance with the existing regulations; provided, further, that
members of duly recognized teachers cooperatives may participate in the
distribution and sale of such commodities.
Article X: The Teacher and Business
Section 3
108
