CODE OF ETHICS FOR

PROFESSIONAL
TEACHERS
Resolution No. 435
Effectivity Date: November 11, 1998
OBJECTIVES
• Demonstrate understanding of the key provisions of the code of
ethics and become familiar with the responsibilities of a professional
teacher;
• Describe how the code of ethics can help or guide a teacher in the
day to day performance/tasks of his/her work;
• Describe and become familiar with the responsibilities specified in the
Code;
• Enable teachers to exhibit professional behavior as set out by the
Code of Ethics for Teachers in the Philippines;
PURPOSE, SCOPE & LIMITATIONS
• The Code of Ethics for Professional Teachers serves as guide for
teachers specifically to new teachers for them to exhibit proper
behavior to the learning community at all times.

• The Philippine Constitution provides that all educational institutions

shall offer quality education for all Filipino citizens, a vision that
requires professionally competent teachers committed to its full
realization. The provisions of this Code shall apply, therefore, to all
teachers in all schools in the Philippines.
DEFINITION OF TERMS
• A “teacher” is a duly licensed professional 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.

A person who facilitate learners to gain knowledge, skills, and values

that enhance development. A person who has the knowledge, skills,
attitude, and special trainings in teaching, explaining, and educating.
(R.A. 9155)
DEFINITION OF TERMS
• Professional – a person who is characterized by or conforming to the
technical or ethical standards of a profession;
• Behavior – the way in which one acts or conducts oneself, especially
toward others and to the organization he or she is serving;
• School – is an educational institution, private, and public, understating
operation with a specific age group of pupils or students pursuing
defined studies at defined level, receiving instruction from teachers,
usually located in a building or a group of buildings in a particular
physical site. (R.A. 9155)
ART. II – THE TEACHER AND THE
STATE
Every teacher shall:
• Promote nationalism and instill allegiance to the Constitution (Sec. 1)
• Carry out the declared policies of the State and take an oath to that
effect (Sec. 2)
• Possess and actualize full commitment and devotion to duty (Sec. 4)
• Not engaged in the promotion of any political or religious party to the
extent of solicitation, collection or receiving any money or service
from any person or entity for such purposes nor use his position or
authority to coerce any person to follow a political course of action
(Sec. 5, 7)
 ART. III – THE TEACHER AND THE
COMMUNITY
Every teacher shall:
• Facilitate learning and development of youth, therefore rendering an
environment conducive to such learning and growth. (Sec. 1)
• Active participation in community movements for moral, social,
educational, economic and civic betterment. (Sec. 2, 4, 5, 6)
• Behave with honor and dignity at all times and refrain from such activities
such as gambling, smoking, drunkenness, etc. much less illicit relations.
(Sec. 3, 4)
• Maintain harmonious and pleasant personal and official relations with
other professionals, with government officials, and with the people,
individually or collectively. (Sec. 7)
ART. IV – THE TEACHER AND THE
PROFESSION
Every teacher shall:
• Insure that teaching is the noblest profession, and shall manifest
genuine enthusiasm and pride in teaching as a noble calling. (Sec. 1)
• Uphold the highest possible standards of quality education (Sec. 2)
• Participate in the continuing professional education (CPE) program of
the PRC, and pursue other studies as will enhance the prestige of his
profession. (Sec. 3)
• Use the teaching profession in a manner that makes it a dignified
means for decent living. (Sec. 5)
ART. V – THE TEACHER AND THE TEACHING
COMMUNITY
• Teachers shall, at all times, be imbued with the spirit of professional
loyalty, mutual confidence, and faith in one another, self-sacrifice for the
common good and full cooperation with one another. When the best
interest of the learners, the school, or the profession is at stake in any
controversy, teachers shall support one another. (Sec. 1, Art. VII, Secs. 1-3)
• Teachers shall be responsible (Sec. 3) and give credit for the work of others
which he may use, not claim for work not of his own. (Sec. 2)
• Teachers shall hold inviolate all confidential information concerning
associates and the school (Sec. 4)
• A teacher may apply for a vacant position for which he is qualified,
provided that he respects the system of selection on the basis of merit and
competence
ART. VI – THE TEACHER AND HIGHER
AUTHORITIES
• A teacher shall make it his duty to understand and support the
legitimate policies of the school and the administration regardless of
personal feeling or private opinion and shall faithfully carry them out.
(Sec. 1, 3)
• A teacher shall not make any false accusation or charges against
superiors, especially under anonymity. However, if there are valid
charges, he should present such under oath to competent authority.
(Sec. 2, 4, 5)
• 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. (Sec. 6)
ART. VII – SCHOOL OFFICIALS AND OTHER
PERSONNEL
• School officials shall encourage and attend to the professional growth of
all teachers under them such as recommending them for promotion,
giving them due recognition for meritorious performance, and allowing
them to participate in conferences and training programs. (Sec. 3)
• School authorities concerned shall ensure that public school teachers are
employed in accordance with pertinent civil service rules, and private
school teachers are issued contracts specifying the terms and conditions
of their work, in accordance with existing laws. (Sec. 5)
 ART VIII – THE TEACHER AND THE
LEARNERS
• 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. (Sec. 2)
• A teacher shall not accept favors or gifts from learners, their parents, or
others in their behalf in exchange for requested concessions, especially if
underserved. (Sec. 4)
• A teacher shall base the evaluation of the learner’s work only on merit and
quality of academic performance. (Sec. 6)
• A teacher shall not inflict corporal punishment on offending learners nor
make deductions from their scholastic ratings as a punishment for
misbehavior.
ART. IX – THE TEACHER AND THE
PARENTS
A teacher shall:
• Maintain cordial relations with parents, and conduct himself to merit
their confidence and respect. (Sec. 1)
• Inform parents of the progress or deficiencies of learners under him
with utmost candor and tact (Sec. 2)
• Hear parents’ complaints with sympathy and understanding, and shall
discourage unfair criticism.
ART. X – THE TEACHER AND
BUSINESS
• A teacher has the right to engage, directly or indirectly, in legitimate
income generation, provided it does not adversely affect his work.
(Sec. 1)
• Maintain a good reputation with respect to financial matters such as
in the settlement of his just debts, loans and other financial affairs.
(Sec. 2)
• 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 (Sec. 3)
ART. XI – THE TEACHER AS A
PERSON
• A teacher shall live with dignity in all places at all times. (Sec. 1, 3)

• A teacher shall place premium upon self-respect and self-

discipline as the principles of personal behavior in all
relationships with others and in all situations. (Sec. 2)

• A teacher shall always recognize the Almighty God or Being as

guide of his own destiny and of the destinies of men and nations.
(Sec. 3)
ART. XII – DISCIPLINARY ACTION
• Any violation of any provisions of this Code shall be sufficient ground
for the imposition against the erring teacher of disciplinary action
consisting of revocation of his Certificate of Registration and License
as Professional Teacher, suspension from the practice of teaching
profession, reprimand or cancellation of his temporary/special permit
under causes specified in Sec. 23. Article III or R.A. No. 7836, and
under Rule 31, Article VIII, of the Rules and Regulations Implementing
R.A. 7836.
 THE PHILIPPINE
PROFESSIONAL STANDARDS
FOR TEACHERS
National Competency-Based Teacher Standards (NCBTS)
CHED Memorandum Order No. 52, s. 2007
DepED Order No. 32, s. 2009
What is PPST?
• The Philippine Professional Standards for Teachers, which is built on
NCBTS, complements the reform initiatives on teacher quality from
pre-service education to in-service training.
• It articulates what constitutes teacher quality in the K to 12 Reform
through well-defined domains, strands, and indicators that provide
measures of professional learning, competent practice, and effective
engagement.
• This set of standards makes explicit what teachers should know, be
able to do and value to achieve competence, improved student
learning outcomes, and eventually quality education.
Teacher quality in the Philippines
• The Philippine Professional Standards for Teachers defines
teacher quality in the Philippines. The standards describe the
expectations of teachers’ increasing levels of knowledge,
practice and professional engagement. At the same time, the
standards allow for teachers’ growing understanding, applied
with increasing sophistication across a broader and more
complex range of teaching/learning situations.
Quality teachers in the Philippines need to
possess the following characteristics:
• Recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with
a sound and critical understanding of the application of theories and
principles of teaching and learning.
• Provide learning environments that are safe, secure, fair and
supportive in order to promote learner responsibility and
achievement.
• Establish learning environments that are responsive to learner
diversity.
• Interact with the national and local curriculum requirements
Quality teachers in the Philippines need to
possess the following characteristics:
• Apply a variety of assessment tools and strategies in monitoring,
evaluating, documenting and reporting learners’ needs, progress and
achievement.
• Establish school-community partnerships aimed at enriching the
learning environment, as well as the community’s engagement in the
educative process.
• Value personal growth and professional development and exhibit high
personal regard for the profession by maintaining qualities that
uphold the dignity of teaching such as caring attitude, respect and
integrity.
Career Stages
Teacher professional development happens in a continuum from beginning
to exemplary practice. Anchored on the principle of lifelong learning, the
set of professional standards for teachers recognizes the significance of a
standards framework that articulates developmental progression as
teachers develop, refine their practice and respond to the complexities of
educational reforms.
• Career Stage 1 or Beginning Teachers have gained the qualifications
recognized for entry into the teaching profession.
- strong understanding of the subjects/areas in which they are trained
in terms of content knowledge and pedagogy.
- possess the requisite knowledge, skills and values that support the
teaching and learning process.
Career Stages
• Career Stage 2 or Proficient Teachers are professionally independent
in the application of skills vital to the teaching and learning process.
- provide focused teaching programs that meet curriculum and
assessment requirements.
- display skills in planning, implementing, and managing learning
programs.
- actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and
advancement.
- reflective practitioners who continually consolidate the knowledge,
skills and practices of Career Stage 1 teachers.
Career Stages
• Career Stage 3 or Highly Proficient Teachers consistently display a high
level of performance in their teaching practice.
- manifest an in-depth and sophisticated understanding of the teaching
and learning process.
- high education-focused situation cognition, are more adept in
problem solving and optimize opportunities gained from experience.
Career Stage 3 Teachers work collaboratively with colleagues and provide
them support and mentoring to enhance their learning and practice. They
continually seek to develop their professional knowledge and practice by
reflecting on their own needs, and those of their colleagues and students.
Career Stages
• Career Stage 4 or Distinguished Teachers embody the highest
standard for teaching grounded in global best practices.
- exhibit exceptional capacity to improve their own teaching practice
and that of others.
- recognized as leaders in education, contributors to the profession
and initiators of collaborations and partnerships.
- create lifelong impact in the lives of colleagues, students and
others.
- consistently seek professional advancement and relevance in
pursuit of teaching quality and excellence.
Domains/ Strands/ Indicators for Different
Career Stages
• Domain 1. Content Knowledge and Pedagogy
Domain 1 recognizes the importance of teachers’ mastery of content
knowledge and its interconnectedness within and across curriculum
areas, coupled with a sound and critical understanding of the application
of theories and principles of teaching and learning. This Domain
encompasses teachers’ ability to apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and current
research. It takes into account teachers’ proficiency in Mother Tongue,
Filipino and English in the teaching and learning process, as well as
needed skills in the use of communication strategies, teaching strategies,
and technologies to promote high-quality learning outcomes.
Domain 1. Content Knowledge and Pedagogy
Domain 1. Content Knowledge and Pedagogy
Domain 1. Content Knowledge and Pedagogy
Domain 1. Content Knowledge and Pedagogy
Domain 1. Content Knowledge and Pedagogy
Domain 1. Content Knowledge and Pedagogy
Domain 1. Content Knowledge and Pedagogy
Domain 2: Learning Environment
• Domain 2 highlights the role of teachers to provide learning
environments that are safe, secure, fair and supportive in order to
promote learner responsibility and achievement. This Domain centers
on creating an environment that is learning-focused and in which
teachers efficiently manage learner behavior in a physical and virtual
space. It highlights the need for teachers to utilize a range of
resources and provide intellectually challenging and stimulating
activities to encourage constructive classroom interactions geared
towards the attainment of high standards of learning.
Domain 2: Learning Environment
Domain 2: Learning Environment
Domain 2: Learning Environment
Domain 2: Learning Environment
Domain 2: Learning Environment
Domain 2: Learning Environment
Domain 3. Diversity of Learners
• Domain 3 emphasizes the central role of teachers in establishing
learning environments that are responsive to learner diversity. This
Domain underscores the importance of teachers’ knowledge and
understanding of, as well as respect for, learners’ diverse
characteristics and experiences as inputs to the planning and design
of learning opportunities. It encourages the celebration of diversity in
the classrooms and the need for teaching practices that are
differentiated to encourage all learners to be successful citizens in a
changing local and global environment.
Domain 3. Diversity of Learners
Domain 3. Diversity of Learners
Domain 3. Diversity of Learners
Domain 3. Diversity of Learners
Domain 3. Diversity of Learners
Domain 4. Curriculum and Planning
• Domain 4 addresses teachers’ knowledge of and interaction with the
national and local curriculum requirements. This Domain encompasses
their ability to translate curriculum content into learning activities that
are relevant to learners and based on the principles of effective teaching
and learning. It expects teachers to apply their professional knowledge to
plan and design, individually or in collaboration with colleagues, well-
structured and sequenced lessons. These lesson sequences and
associated learning programs should be contextually relevant, responsive
to learners’ needs and incorporate a range of teaching and learning
resources. The Domain expects teachers to communicate learning goals
to support learner participation, understanding and achievement.
Domain 4. Curriculum and Planning
Domain 4. Curriculum and Planning
Domain 4. Curriculum and Planning
Domain 4. Curriculum and Planning
Domain 5. Assessment and Reporting
• Domain 5 relates to processes associated with a variety of assessment
tools and strategies used by teachers in monitoring, evaluating,
documenting and reporting learners’ needs, progress and
achievement. This Domain concerns the use of assessment data in a
variety of ways to inform and enhance the teaching and learning
process and programs. It concerns teachers providing learners with
the necessary feedback about learning outcomes. This feedback
informs the reporting cycle and enables teachers to select, organize
and use sound assessment processes.
Domain 5. Assessment and Reporting
Domain 5. Assessment and Reporting
Domain 5. Assessment and Reporting
Domain 5. Assessment and Reporting
Domain 5. Assessment and Reporting
Domain 6. Community Linkages and
Professional Engagement
• Domain 6 affirms the role of teachers in establishing school-
community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the
educative process. This Domain expects teachers to identify and
respond to opportunities that link teaching and learning in the
classroom to the experiences, interests and aspirations of the wider
school community and other key stakeholders. It concerns the
importance of teachers’ understanding and fulfilling their obligations
in upholding professional ethics, accountability and transparency to
promote professional and harmonious relationships with learners,
parents, schools and the wider community.
Domain 6. Community Linkages and
Professional Engagement
Domain 6. Community Linkages and
Professional Engagement
Domain 6. Community Linkages and
Professional Engagement
Domain 6. Community Linkages and
Professional Engagement
Domain 6. Community Linkages and
Professional Engagement
Domain 7. Personal Growth and Professional
Development
• Domain 7 focuses on teachers’ personal growth and professional
development. It accentuates teachers’ proper and high personal
regard for the profession by maintaining qualities that uphold the
dignity of teaching such as caring attitude, respect and integrity. This
Domain values personal and professional reflection and learning to
improve practice. It recognizes the importance of teachers’ assuming
responsibility for personal growth and professional development for
lifelong learning.
Domain 7. Personal Growth and Professional
Development
Domain 7. Personal Growth and Professional
Development
Domain 7. Personal Growth and Professional
Development
Domain 7. Personal Growth and Professional
Development
Domain 7. Personal Growth and Professional
Development