PROFESSIONAL EDUCATION
Teaching Profession
TEACHING PROFESSION
Teaching as a Profession
TEACHING – refers to the profession concerned primarily with classroom instruction at the elementary
and secondary levels in accordance with the curriculum prescribed by the Department of Education,
Culture and Sports, whether on part-time or full-time basis in the private or public schools (R.A. 7836, Sec.
4, Paragraph a.)
TEACHERS – refers to all persons engaged in teaching at the elementary and secondary levels, whether
on full-time or part-time basis, including industrial arts or vocational teachers and all other persons
performing supervisory and/or administrative functions in all schools in the aforesaid levels and qualified
to practice teaching under this Act (R.A. 7836, Sec. 4, Paragraph b.)
R.A. 7836 – otherwise known as Philippine Teachers Professionalization Act of 1994. This is an act to
strengthen the regulation and supervision of the practice of teaching in the Philippines and prescribing a
licensure examination for teachers and for other purposes.
• The State shall ensure and promote quality education by proper supervision.
• Regulation of the licensure examination.
1987 PHIL.CONSTITUTION.
- Section 17. The State shall give priority to education, science and technology, arts, culture, and sports
to foster patriotism and nationalism, accelerate social progress, and promote total human
liberation and development.
ARTICLE IV , Section 1. 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.
Section 2. The State shall: (1) Establish, maintain, and support a complete, adequate, and integrated
system of education relevant to the needs of the people and society;
Dimensions of the Teaching Profession
1. Knowledge Dimension
 an effective communicator of knowledge
 an efficient promoter and facilitator of knowledge
 A judge of students’ achievement
 One who gives advice
 A member of institution of learning
2. Social Dimension
 a mediator of culture
 a member of the middle class
 a person of culture
 a transmitter of culture
3. Ethical Dimension
 a molder of character
 a model of the youth
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PROFESSIONAL EDUCATION
Teaching Profession
 a true humanist
4. Professional Dimension
 a member of the profession
 one who acts within the bounds of the Code of Ethics and the canon of the teaching
profession
Elements Inherent in the Teaching Profession
1. Accountability
 Graduate of school/college/university recognized by the government and possesses the
minimum educational requirements
 Passed the Licensure Examination for Teachers and possesses Certificate of Registration
from PRC.
2. Authority
 Attractive/Referent–(emotional bank)When the teacher relies on personality,
relationship building, or the fact that they share common interests with students.
Attractive authority can be developed through: getting to know and emotionally
investing in students.
 Expert – (intellectual capital) When the teacher is perceived as being knowledgeable in
the subject, well prepared, or intelligent. It is driven by the students’ desire to know. Some
of this power comes from a natural human deference for those who are perceived as
wise.
 Reward– These include grades, recognition, prizes, praise, privileges and anything else
that students might desire, given to them (externally) by their teacher. The notion of
rewarding student behavior can be potentially effective, but effects differ vastly from
different kinds of rewards.
 Coercive – the right to use disincentives, to say “no”, withhold privileges, and give
consequences or punishments to students. It implies that if a line is crossed something
will happen that will be less than desirable for the student.
 Position/ Legitimate – there is no other person in the classroom who can fulfill the duties
of the teacher. We could use the term “in loco parentis” (in the role of parental authority)
to describe this type of power. The teacher is the sanctioned authority in the room as well
as the educator.
3. Ethics
 Subscription to the norms of the Professional teacher’s Code of Ethics.
 Cultivation of mutual respect and absolute tolerance among students.
 Serve for students not only as examples of high education but of decent behavior as well.
4. Loyalty
 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 colleagues. 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.
V of Code of Ethics)
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PROFESSIONAL EDUCATION
Teaching Profession
5. Learning
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Teachers are committed to students and their learning.
Teachers know the subjects they teach and how to teach those subjects to students.
Teachers are responsible for managing and monitoring student learning
Teachers think systematically about their practice and learn from their experience.
Teachers are members of learning community.
Professionalism
Keeps in mind the rules and regulations of the Code of Ethics and the institution he/she is
in to.
 Participates in the Continuing Education Program for teachers.
 Bounded by social contract in which the public gives the profession independence and
responsibility for the conduct of its affairs in return for the profession’s commitment.
Roles of Teachers
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5.
1. As a Director of Learning
 Plans and organizes learning activities
 Leads pupils/ students through the learning episodes  Controls the whole learning
situations
 Appraises the effectiveness of the learning situations
As an Information Processor
 Analyzes information and events
 Makes information and events
 Makes information readily learnable
 Facilitates the comprehension of information and events
 Interprets information to learners
 Communicates information in a manner that pupils/students comprehend
As a Knower
 Knows much about the general fields of knowledge
 Masters thoroughly the subject matter of his/her field of specialization
 Brings learners to the world of ideas
 Provides accurate information to students/pupils
 Answers readily pupils/ students’ questions
As a Pioneer in the World of Ideas
 Carries students to new insights and knowledge
 Leads children to wide ranging and unlimited inquiry
 Develops new ideas and practices to meet the needs and demands of the time
As a Decision-Maker
 Decides on what objectives should be established.
 Decides on the type of instructional program that could best achieve the objectives
 Decides on what body of information should be conveyed
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PROFESSIONAL EDUCATION
Teaching Profession
 Decides on the most effective methods, techniques, approaches and materials that will
facilitate the attainment of the objectives.
 Decides on the most appropriate grouping that would best benefit the learner
6. As a Judge of Achievement
 Defines what is worth achieving
 Defines ability level of pupils/students  Evaluates pupils/students’ level of achievement
 Determines who will be promoted or retained.
7. As a Counselor
 Establishes effective relationship with the individual pupil/ student
 Collects pertinent information about each pupil/student
 Receives confidences
 Guides pupil/student in understanding himself
 Gives advices
 Assists pupils/students to find solutions to his/her problems.
8. As a Moralist
 Develops a functional moral and ethical code
 Creates acceptable moral atmosphere
 Establishes norms for behavior within and outside the classroom
9. As a Model for the Youth
 Exemplifies the scholarship and ideals valued by society.
 Demonstrates acceptable
10. As a Person of Culture
 Possesses a broad general cultural education
 Is well-informed of current developments in various fields of science
 Appreciates arts and literature
 Demonstrates adequate skills in the use of language
11. As a Community Link
 Participates actively in the life of the community
 Interprets the school program to the public
 Brings parents to participate in school activities
 Utilizes the resources of the community to develop significant application of subject
matter.
12. As a Mediator of Culture
 Articulates social, political and economic traditions
 Develops cultural values
 Transmits culture
 Enriches cultural growth of pupils/ students
Historical Perspective of Philippine Educational System
Pre-Spanish
 Education was informal, unstructured and devoid of methods.
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PROFESSIONAL EDUCATION
Teaching Profession
 Children were provided more vocational training and less in academics (3Rs) by their
parents and in the houses of tribal tutors.
Historical Perspective of Philippine Educational System
Spanish Education Decree of 1863
1. Provided for the establishment of at least 1 primary schools for boys and girls in each town
under the municipal government.
2. Primary instruction was free and teaching of Spanish was compulsory.
3. Education was inadequate, suppressed and controlled
Philippine Educational System During American Period 
1898- Americans occupied Manila
-Reopened schools where American soldiers were the first teachers.
 English- Medium of Instruction
 Education should be universal and free for all regardless of sex, age, gender, religion and
socioeconomic status of the individuals.
 Education was the means of giving people an orientation towards a democratic way of life.
 An adequate secularized and free public school system during the last decade of American rule
was established.
 Free primary instruction that trained the people for the duties of citizenship and avocation was
enforced by the Taft Commission.
 Chaplains and non-commissioned officers were assigned to teach using English as the medium of
instruction.
Act No. 74
 A highly centralized public school system was installed in 1901. The Philippine Commission
authorized the Secretary of Public Instruction to bring the Philippines 600 teachers from the USA
– the Thomasites
During Japanese Period
Military Order No. 2, 1942
 The Philippine Executive Commission established the Commission of Education, Health and
Public Welfare
 Schools were re-opened in June 1942
 The teaching of Tagalog, Philippine History and Character Education was reserved for
Filipinos.
 Love for work and dignity of labor was emphasized.
DURING THE THIRD REPUBLIC
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PROFESSIONAL EDUCATION
Teaching Profession
E.O. No. 94
 The Department of Instruction was changed to Department of Education.
 The regulation and supervision of public and private schools belonged to the Bureau of Public
and Private Schools.
FOURTH REPUBLIC
Proclamation 1081
 The Department of Education became the Department of Education and Culture.
P.D. No. 1397
 change of name to Ministry of Education and Culture where 13 regional offices were created
and major organizational changes were implemented in the educational system.
Education Act of 1982
 Created the Ministry of Education, Culture and Sports.
 An act that provides the establishment and maintenance of an integrated system of education
FIFTH REPUBLIC
E. O. No. 117
 Department of Education, Culture and Sports.
 The structure of DECS has practically remained unchanged until 1994 when CHED and TESDA
were established to supervise tertiary degree programs and non-degree technical-vocational
programs, respectively.
R. A. No. 7722
 Created the Commission on Higher Education (CHED)
R.A. No. 7796
 Created the Technical Educational and Skills Development Authority (TESDA)
R. A. No. 9155
 Government of Basic Education Act paving its way to change DECS into DepEd.
R.A. 7722
 The Commission on Higher Education (CHED) was established- May 18, 1994
LEGAL FOUNDATIONS
Art. XIV, 1987 Phil. Constitution
1. Protection and promotion of the State to the rights of all citizens to quality education at all levels
and make such education accessible to all.
2. Provision for complete, adequate and integrated system of education relevant to the needs of
the society.
3. System of free public education in the elementary (compulsory) and secondary levels.
4. System of scholarship grants, student loan programs, subsidies and other incentives which shall
be available to deserving students in both public and private schools especially to the
underprivileged.
5. Encourage non-formal, informal and indigenous learning systems, as well as self-learning,
independent and out-of-school youth with training in civics, vocational efficiency and other skills.
6. All educational institutions shall include the study of Constitution as part of the curricula.
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PROFESSIONAL EDUCATION
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Teaching Profession
Religion (optional) shall be allowed to be taught in public schools within the regular class hours
by instructors designed and approved by religious authorities without additional cost to the
government.
The State shall exercise reasonable supervision and regulation of all educational institutions.
Education to put emphasis on the inculcation of patriotism and nationalism as well as other values
deemed important in developing person and responsible citizen.
Sole ownership of educational institutions by at least 60% of the capital from Filipino citizen.
Tax exemptions for non-stock and non-profit educational institutions.
Enjoyment of academic freedom (teacher, students, institutions) in all institutions of higher
learning.
The State shall enhance the right of teachers to professional advancement. Non-teaching
academic and non-academic personnel shall enjoy the protection of State.
Highest budgetary priority to education and ensure that teaching will attract and retain its rightful
share of the best available talents through adequate remuneration and other means of job
satisfaction and fulfillment.
Filipino as the national language; Filipino and English as official languages for use in
communication and instruction
Creation of national language commission.
Promotion of science and technology.
Preservation and enrichment of Filipino culture.
Promotion of physical education and other related programs.
Education Act of 1982 (Batas Pambansa Blg. 232)
 An Act providing for the establishment and maintenance of an integrated system of education.
It defines among all other the following:
 Aims of Philippine Educational System
 Rights, Duties and Responsibilities of parents and students in school
 Rights of all school personnel
 Special rights and/or privileges of teaching or academic staff
 Special rights of school administration
 Rights of schools
 Obligations of teachers, school administrators and academic non-teaching personnel. 
Educational systems
Aims of Philippine Educational System:
1. Provide for broad general education that will assist each individual in the peculiar ecology of his
own society: a) to attain his potentials as a human being; b) enhance the range and quality of
individual and group participation in the basic functions of society; and c) acquire the essential
educational foundation of his development into a productive and versatile citizen.
2. Train the nation’s manpower in the middle-level skills for national development;
3. Develop the profession that will provide leadership for the nation in the advancement of
knowledge for improving the quality of human life; and
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PROFESSIONAL EDUCATION
Teaching Profession
4. Respond effectively to changing needs and conditions of the nation through a system of
educational planning and evaluation.
R. A. 4670- Magna Carta for Public School Teachers
 This Act was approved on June 18, 1966 to promote and improve the social and economic status
of public school teachers, their living and working conditions, their employment and career
prospects.
Recruitment and Qualifications of Teachers
DepEd to define clearly the recruitment policy with respect to selection and appointment of
teachers.
Minimum educational qualifications:
 Bachelor’s Degree in Elem Ed for teachers in the kindergarten and elementary grades;
 Bachelor’s Degree in Education or its equivalent with a major or minor of Bachelor’s Degree in
Arts & Science with at least 18 units of Prof Ed for teachers of the secondary schools;
 Bachelor’s Degree in the field of specialization at least 18 professional units in Education for
teachers of secondary vocational and two years technical courses;
 Master’s Degree with a specific area of specialization for teachers of courses on the collegiate
level.
 The School Superintendent may appoint under temporary status, applicants who don’t meet
the minimum qualifications.
Code of Professional Conduct for Teachers
Teaching Hours – Any teacher engaged in actual classroom instruction shall not be required to render
more than 6 hours of actual classroom teaching a day, preparation and correction of exercises and other
work incidentals to his normal teaching duties. Due to exigencies of service, teachers may be required
more than 6 hours but not exceeding 8 hours upon payment of additional compensation at the same rate
as his regular remuneration plus at least 25% of his basic pay.
Additional Compensation – at least 25% of the teacher’s regular remuneration must be paid to
teachers who render co-curricular and out of school activities outside of the teacher’s six hours of actual
classroom teaching.
Cost of Living Allowance – given to teachers to keep pace with the rise in the cost of living.
Special hardships Allowances– at least 25% of teacher’s monthly salary shall be given to teachers
assigned in areas where teachers are exposed to hardships.
Compulsory medical examination – shall be provided free of charge for all teachers.
Study Leave – Teachers are entitled to a study leave not exceeding one year after seven years of
service (Sabbatical Leave). Teachers granted on study leave shall be entitled to at least 60% of their
monthly salary. No teachers shall be allowed to accumulate more than 1 year of study leave, unless he
needs an additional semester to finish his thesis without compensation.
R. A. 7836 – An Act to Strengthen the Regulation and Supervision of the Practice of Teaching in the
Philippines and Prescribing LET and for other Purposes
 Known as the Philippine Teachers Professionalization Act of 1994.
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PROFESSIONAL EDUCATION
Teaching Profession
The objectives of this Act are the following:
a. Promotion, development and professionalization of the practice of the teaching
profession.
b. The supervision and regulation of the licensure examination.
R. A. 9293 – An Act Amending Certain Sections of RA 7836 otherwise known as the “Philippine
Professionalization Act of 1994”
Qualifications and Requirements
No applicant shall be admitted to take the examination unless, on the date of filing of the
application, he shall have complied with the following requirements:
a. Preschool – BECED
b. Elementary – BEED
c. Secondary – BSE with at least 18 units of professional education
d. Vocational and 2-Year Technical Courses – Bachelor’s Degree in the field of Specialization
with at least 18 units professional education
Registration and Exception
a. No person shall engage in teaching and/or act as a professional teacher unless the person
is a duly registered professional teacher, and a holder of certificate of registration and a
valid professional license or a holder of a valid special/ temporary permit.
b. Professional teachers who have not practiced their profession for the past 5 years shall
take at least 12 units of education courses, 6 pedagogy and 6 content as provided by the
Board and the DepEd
c. Those who have failed LET, with a rating of not lower than 5 percentage points from the
passing general average rating, shall be eligible as para-teachers upon issuance by the
Board of a two-year special permit, renewable for a non-extensible period of 2 years. They
will be assigned to areas where there is a shortage or absence of a professional teacher.
R. A. 9155 – Government of Basic Education Act of 2001
Declaration of Policy
a. The State shall protect and promote the right of all citizens to quality basic education and
to make such education accessible to all by providing a free and compulsory education in
elementary level and free education in the high school level.
b. Such education shall include alternative learning systems for basic education to provide
them with the skills, knowledge and values they need to become caring, self-reliant,
productive and patriotic citizens.
c. The school shall be the heart of formal education system.
d. Governance of basic education shall begin at the national level. It is at the regions,
divisions, schools and learning centers herein referred to as the field offices – where the
policy and principle for the governance of basic education shall be translated into
programs, projects and services developed, adapted and offered to fit local needs.
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PROFESSIONAL EDUCATION
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e. Basic education includes the following:
1. Early Childhood Education
2. Elementary Education
1. Secondary Education
2. Alternative Learning System
3. Special Education
Governance
a. DECS became DepEd
b. The Komisyong Wikang Filipino, National Historical Institute, Records, Management and
Archives Office and National Library shall now be administratively attached to the NCCA
and no longer with DepEd. The program for school arts and culture shall remain part of
the school curriculum.
c. All functions, programs and activities related to sports competition shall be transferred to
PSC.
Code of Ethics for Professional Teachers
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.
It shall include industrial arts or vocational teachers and all other persons performing supervisory, and/or
administrative functions in all school at aforesaid level, whether in full-time or parttime basis.
Scope and Limitations:
 Shall apply to all teachers in schools in the Philippines.
 It covers all public and private school teachers in all educational institutions at the
preschool, primary, elementary, secondary levels whether academic, vocational, special,
technical or non-formal.
Teacher and THE STATE:
 Transmit to learners the cultural and educational heritage and must exert the best effort
possible to promote obedience to the laws of the state.
 Help carryout the declared policies of the state.
 Shall be physically, mentally and morally fit.
 Actualize a full commitment and devotion to duty.
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PROFESSIONAL EDUCATION
Teaching Profession
 Refrain from engaging in the promotion of any political, religious or other partisan
interest.
 Exercise his right to suffrage band all other constitutional rights.
 Refrain from using his position or official authority to influence or coerce the political
actions or behaviors of other persons.
 Enjoy academic freedom and be responsible in taking the privilege of expounding the
product of his researches in the interest of the nation.
Teacher and THE COMMUNITY:
 Render the best service by providing an environment conducive to the development of
the youth.
 Provide leadership and initiative to actively participate in community movements for
moral, social, educational, economic and civic betterment.
 Merit reasonable social recognition and behave with honor and dignity at all times.
 Live for and with the community to have sympathetic attitude.
 Help the school keep the people in the community informed of the activities, as well as its
problems and needs.
 Welcome the opportunity to provide leadership in the community.
 Maintain harmonious and pleasant personal and official relations with other persons in
the community.
 Attend freely one’s church and worships as appropriate without using his position to
influence others.
Teacher and THE PROFESSION:
 Insure that teaching is the noblest profession.
 Uphold the highest possible standards of quality education.
 Participate in the Continuing Professional Education program of the PRC.
 Avoid making improper misrepresentations in the process of seeking support for the
school.
 Use the teaching profession in a manner that it dignified means for earning a decent living.
Teacher and THE TEACHING COMMUNITY
 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 colleagues.
 Sincerely acknowledge/ recognize assistance received from colleagues.
 Organize and turn over records needed to his successor.
 Maintain confidentiality of information until after it has been formally released.
 Seek correctives for what he may appear to be an unprofessional and unethical conduct
of any associates.
 Submit to the proper authorities any justifiable criticism against an associate, preferably
in writing, without violating the right of the individual concerned.
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PROFESSIONAL EDUCATION
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 Apply for a vacant position for which he is qualified; provided he respects the system of
selection on the basis of merit & competence.
Teacher and THE HIGHER AUTHORITIES IN THE PROFESSION
 Make an honest effort to understand and support the legitimate policies of the school and
the administration.
 Shall not make any false accusations or charges against superiors, especially under
anonymity.
 Transact all official business through channels except when special conditions warrant a
different procedure.
Teacher and THE SCHOOL OFFICIALS, TEACHERS AND OTHER PERSONNEL
 Show professional courtesy, helpfulness and sympathy towards teachers and other
personnel.
 Consider policy formulation and change innovations as cooperative responsibility.
 Attend to the professional growth of teachers.
 Never dismiss or recommend for dismissal a teacher or other subordinates except for a
just cause.
 Ensure that public school teachers are employed in accordance with pertinent civil service
rules and private school teachers, in accordance with the contracts.
Teacher and THE LEARNERS
 Determine the academic marks and promotion of learners in accordance with generally
accepted procedures of measurement and evaluation.
 Recognize that the interest and welfare of learners are of first and foremost concerns.
 Make no prejudice or discrimination against any learner.
 Avoid accepting gifts from learners or parents in exchange of requested concessions.
 Refrain from accepting any remuneration from tutorials rendered to their students.
 Evaluate learner’s work only in merit and quality of academic performance.
 Exercise utmost professional discretion to avoid scandal, gossip and preferential
treatment of the learner.
 Desist from inflicting any form of corporal punishment on offending pupils/students.
 Extend needed assistance to ensure maximum development of learners and prevent or
solve learner’s problems and difficulties.
Teacher and THE PARENTS
 Establish and maintain cordial relations with parents.
 Inform parents of the progress and all sorts of deficiencies of their children.
 Be tactful in dealing with parents regarding their parent’s deficiencies.
 Seek parent cooperation for the proper guidance and improvement of the learners.
 Discourage the parents from making ill remarks and unfounded criticisms about the
school.
 Hear parents’ complaints with sympathy and understanding.
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Teacher and BUSINESS
 Engage in legitimate income generating activities.
 Maintain a good reputation with respect to financial matters.
 Settle promptly all debts and/or make satisfactory arrangement on his private financial
affairs.
 Avoid acting as agent of any business venture engaged in furnishing textbooks and other
school commodities, of which, he can possibly exercise influence in their purchase or
distribution.
SELECTED DEPED PROGRAMS AND PROJECTS
UNESCO – Education for All
 Universal basic education is the central goal of the Philippine EFA strategy. Major
interventions for UNSECO’s Framework for Action to meet basic learning needs:
 Institutionalize early childhood care and development
 Provide universal quality primary education
 Eradicate illiteracy
 Launch continuing education programs for adults and out-of-school youth
Child-Friendly School System (CFSS)
The characteristics are:
 Gender sensitive and non-discriminating.
 Child-centered
 Promotes good health practices and behaviors and guarantees that school premises are
safe and clean
 Has the best interest of children in mind and seeks to provide a safe, secure and a home
away from home environment.
 Engages support and interaction of community institutions and other individuals.
Multilingual and Mother-Tongue Based Learning
 It refers to learning which begins in the first language/ mother tongue and transitions to
additional languages. It views Filipino as a language which is more culturally relevant and
practical and has the value of foster national unity. The child is most comfortable learning
in one’s 1st language and begins to conceptualize rather than merely memorize formulae
and codes as one does when the language is not familiar.
DepEd Order No. 60, s. 2008
The use of mother tongue as the language of instruction beginning grade 1 is now recognized as the most
effective way to improve student learning and shall also serve as a strong bridge language to learn a
second language better and faster.
DepEd Order No. 74, s. 2009
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Mother Tongue – Based Multilingual Education, herein referred to as MLE, is the effective use of more
than two languages for literacy and instruction.
Every Child A Reader Program (ECARP)
Launched to develop pupils’ reading and communication skills by Grade 3. It is designed to improve the
delivery of instruction of reading teachers in Grades I to III. An eight-week curriculum provides Grade I
pupils adequate home-to-school transition and readiness experiences.
Brigada Eskwela
The National Schools Maintenance Week and is observed every May of each year since 2003. Capitalizing
on the spirit of bayanihan among Filipinos. It encourages parents, barangay residents, local businessman,
youth and the community to volunteer resources (financial, material, labor) and work collectively for the
maintenance and minor repair of schools during the month of May to prepare the schools for the opening
of classes in June.
BrigadaEskwela PLUS
This shall be implemented in three phases that will focus on contributing to the:
a. Increase in participation rate;
b. Decrease in dropout rate; and
c. Improvement of academic performance of public school children.
Adopt-A-School Program
Formalized by R. A. 8525, this program is DepEd’s vehicle to mobilize support from the private and nongovernment sectors. Based on a menu of assistance packages developed by DepEd, interested companies
can sponsor certain school programs/projects. Donor assistance came in the form of classroom
construction, teaching skills development, provision of computer and science laboratory equipment/
apparatuses; and school programs for the children.
Schools First Initiative
The 5 Core Principles are:
1. Schools are community for learning.
2. Schools deliver education whose quality is objectively describable, observable and
measurable even to those from outside the school.
3. Schools’ education quality is observed/ monitored be improved continuously from
whatever level it begins and regardless of prevailing conditions.
4. Schools’ education quality outcomes must benefit all students.
5. Schools’ education quality and benefits they provide to everyone are the center of
DepEd’s concerns, efforts and accountability.
School-Based Management
It is defined as “decentralization of decision-making authority from central, regional and division levels to
individual schools, uniting school heads, teachers, students as well as parents, the local government units
and the community in promoting effective schools.
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The main goal of SBM is to improve school performance and student achievement. Its objectives are: 
Empower the school head to provide leadership; and
 Mobilize the community as well as the local government units to invest time,
money and effort in making the school a better place to learn in.
PHILOSOPHIES
Naturalism
Naturalism is the philosophical view that all objects and events are capable of being accounted for by
scientific explanations, usually allied with the ontological claim that there is no non-natural objects,
processes and causes. Naturalism is considered the oldest philosophy in the western world. Some of the
ancient naturalists are Thales, Democritus, Epicurus and Lucritus.
Other Naturalists: Thomas Hobbes, Jean Jacques Rousseau, Herbert Spencer
Thomas Hobbes
-The native condition of man is a “war of everyone against everyone”. Individual man is continually in
competition with others, grasping for honor and dignity. His chief joy is in comparing himself with other
men; and therefore, Hobbes relishes ”nothing but what is eminent,” Hobbes believes it is best for man to
be kept busy or in an inferior position from which he will struggle for something better, because he is
most troublesome when he is not at ease. His hunger for power is such a restless unquenchable desire
that it only ceases at death.
Jean Jacques Rousseau
-He views that everything is good as it comes from the hands of nature; but everything degenerates in
the hands of man. Nature is good, dependable; it offers freedom and necessity; it has smooth-flowing
rhythms which choose their time.
-Rousseau established three great principles of teaching which formed the basis of the reforms of
Pestalozzi, Herbart and Froebel: (1.) The Principle of Growth. That the order of nature is need, activity,
experience and knowledge; the process of education should be the same order. The work of the teacher
is not to impel learning but merely to guide it in such a way that it follows the natural order. (2.) The
principle of Student Activity. Nothing must be done for the student that he can do for himself. (3.) The
Principle of Individualization. The needs and interest of individual must be placed above those society.
The student is not to be adjusted to his education but his education is to be adjusted to his needs.
Herbert Spencer
-Herbert Spencer believed that there is some kind of an Absolute Being, the foundation of all phenomena
we observe; but he held that the human mind cannot have a concept of this Absolute Being. It is
conceivable and unknowable.
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Naturalism maintains that nature is the only idea worthy of the serious consideration of man, and
that man himself is the apex of this reality. Naturalism believes that reality and nature are identical ant
that, beyond nature, there is no reality. Naturalism denies reason as a source of knowledge and claims
that the only valid source of knowledge is what is derived from experience.
Realism
Realism is a philosophical doctrine that universals have a real objective existence; that the objects of
sense perception have an existence independent of the act of perception. Realism is based on what is real
as they are; something that exists independently of all other things and from which all other things are
derived. This something can be ascertained through man’s intellect and sense perception.
Plato
-Plato defined reality as the pure ideas of the mind. He believed that ideas and concepts are innate or
inherited in a form. Aristotle, Plato’s pupil, defined reality as the relationship found in nature and the
physical environment. The source of knowledge is the physical environment; and learning occurs through
contact with the environment
John Amos Comenius
-The mind of man is like a spherical mirror suspended in a room which reflects images of all things that
are around it. The room is the external world while the mirror is the mind of man. Everything is that world
reflects its image upon man’s mind. Mind here is conceived as passive since it is the world which projects
its image upon man’s mind. The mind does not reach out and embrace the world, nor does it giving
meaning to the world.
Rene Descartes
-Descartes believed that the physical world is real and his senses are not deceived. He believed in God as
Perfect Being, and hence, perfectly good. God would not stoop to deception.
John Locke
-John Locke believed that there are no innate ideas in the mind. At birth, the mind is just like a blank sheet
of paper upon which the world writes its impressions. Experience is the source of all knowledge.
Immanuel Kant
-Immanuel Kant asserts that our sensory experience and perceptives are representations of the external
world and not direct representations of it. Our experience of the world is private. It is different from the
world out there. Our minds do not affect the objects we experience; neither do those objects depend
upon us for existence.
Idealism
Idealism is a philosophical theory that maintains that the real is of the nature of thought or that the object
of external perceptions consists of ideas. Idealism asserts that reality is composed of thought related to
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mind and idea, and that matter is a mere by-product of its workings. For the idealist, mind is real and
matter is just an appearance. The universe can be understood by examining the laws of the thought and
consciousness.
George Berkeley
-Idealism holds that the fundamental element of the world is not matter but spirit or mind. He asserts
that what really appears to be a physical or material world is, in reality, merely collection of ideas. For
Berkeley, the mind is active and is an agent of ideas which are passive effects of mental activity.
Pragmatism
Pragmatism is a philosophical movement or system having various forms; but generally, stressing
practical consequences as constituting the essential criterion in determining meaning, truth or values.
Some of the pragmatists include:
1. Charles Sanders Peirce- American philosopher and mathematician, and considered the father of
pragmatism.
2. John Dewey
3. Francis Bacon (English philosopher)
4. William James (Professor of Philosophy in Harvard University)
According to James, the test of a theory, belief or doctrine must be its result. Truth
must be in agreement of an idea with concrete reality and is perceptible to the human
senses and that idea must have practical and satisfactory results. Ideas that abstract and
do not bring beneficial results are useless for they neither true nor significant. The only
true is that which works.
Existentialism
It is a doctrine that individual existence determines essence, that man has absolute freedom of choice
but there are no rational criteria serving as a basis for choice, and the general claim is that the universe is
absurd, with an emphasis on the phenomena of anxiety alienation. Its sole unifying principle is: “existence
precedes essence”
Existentialism assumes that the individual is responsible for his own knowledge.
Advocates of Existentialism: Soren Kierkegaard (Danish religious thinker); Friedrich Nietzshe (German
philosopher); Jean Paul Sarte; Karl Jaspers; Gabriel Marcel; Martin Heideggar
For Kierkegard, man is a subjective thinker and comprehends himself as an abstraction but as an ethically
engaged existing subject. Existence is in character, and since man himself alone can comprehend the
meaning of existence, this in effect, brings to the fore man’s mode of becoming which is choice.
Friedrich Nietzshe sees in man the nature of his character which seems vulnerable to deficiencies which
have to be corrected to produce a superior race. He claimed that nature is beyond good and evil, all men
are unequal; that morality is an invention of the weak to limit and deter the strong; that power is the
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supreme virtue, and the supreme desire of man; and that of all forms of government, the wisest and most
natural is aristocracy.
For Jean Paul Sarte, man becomes aware of his freedom, knows himself and is responsible for his own
actions and commitment. Man is encompassed by his existence. He cannot escape his fate because his
fate is his own making. He believes that man determines his essence. Man first, then he defines himself.
For Karl Jaspers, existence is always in a situation. It is man’s reactions to inescapable situations (death.
Suffering, struggles and guilt) that our potential existence becomes actual.
For Martin Heidegger, man is a being-in-a-world by participation and involvement; the world becomes
constitutive of man’s being. Man’s world is a world which he shares with others. Human existence itself
is essentially togetherness.
Hedonism
Hedonism is a philosophy which holds that the supreme end of man consists in the acquisition of pleasure,
and that actions are good or bad according to whether they give or do not give worldly pleasure.
Utilitarianism
Utilitarianism is a theory very much akin to hedonism. It makes utility the norm of morality. The goodness
or badness of actions depends on the effects or consequences of the action- an act is good if and if it gives
good results, if it works, if it makes you successful, if it makes you attain your purpose; bad if it does not.
Two Types of Utilitarianism:
1. Individual or egoistic (or simply egoism)- the norm of morality resides in the usefulness of an action
for the production of the happiness of the individual.
2. Social or altruistic utilitarianism (or simply altruism)- it holds that an act is good when it is conducive
to the social good or well-being.
Moral Evolutionism
It holds that morality is never fixed or absolute, but is continually changing and evolving gradually into a
perfect morality.it is the application of biological evolution to morals.
Moral Positivism
This holds that the basis or source of all moral laws is the laws of the State. The greatest exponent of
this theory is Hobbes, an English philosopher.
EDUCATIONAL PHILOSOPHIES OF THE WORLD’S PROMINENT PHILOSOPHERS
1. Plato
a.) Every individual should devote his life to what is best fitted for him to do.
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b.) The important function of education is to determine what every individual is by nature capable
and fitted of doing things.
c.) Poor leadership will lead to wrong decision.
d.) Social justice is giving of what is due to whom it is due.
e.) The physical objects are not permanent representations of unchanging ideas, and that the ideas
alone give true knowledge as they are known by the mind.
f.) An individual who should lead society should be endowed with superior intelligence and
possessed impeccable integrity.
2. Aristotle
a.) The end of education is not knowledge alone. It is the union of the innate intellect of the individual
and his will. It is knowledge expressed in action.
b.) Virtue which is moral excellence goodness and righteousness is not possession of knowledge. It is
the state of the will.
c.) The process of correct thinking can be reduced to rules like physics and geometry, and taught to
any normal mind.
d.) Advocates the practice of moderation.
e.) Vices are irrational habits or practices because they often stem from passion which often goes
beyond reason.
f.) Advocates scientific approaches to education.
3. Socrates
a.) Knowledge is wisdom which, in effect, means virtue.
b.) The problem of evil is the result of ignorance.
c.) Knowledge is virtue and ignorance is vice.
d.) Knowledge is the basis of all right actions including the art of living.
4. Confucius
a.) Development of moral and ethical principle to promote peace and order and to preserve human
dignity.
b.) The family should serve as model for correct relations among them.
c.) Postulated the golden rule for all men to follow: “treat others as you wish them to treat you.”
d.) Reason and natural law constantly enjoin man to live righteously to offend no one and to give one
his due.
e.) Order and harmony should begin in the inner nature of man.
f.) Man can enjoy inner peace and harmony and happiness by observing God’s law which enshrined
in every individual conscience.
g.) Emphasized the importance of self-control. “He who conquers others are strong; he who conquers
himself is the greatest victor”.
h.) Reason is supposed to rule and regulate the lower craving of man such as appetite and passions.
i.) Justice and love always go together.
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j.) The coming into being of the perfect man is a perfect social order. It is simply the full development
of the human personality through the realization of man’s powers and natural endowments- his
physical, intellectual, emotional, political and economic aspirations.
5. Lao-Tze
a.) He emphasized the virtue of passivity, humility and frugality.
b.) To achieve happiness, men should bring themselves into harmony with the TAO which he was not
a god but the supreme and governing principle of the universe.
c.) To achieve happiness is: “be yourself, be natural; live in accordance with your true, good and best
nature.
6. John Amos Comenius
a.) Development of the whole man before he becomes professional.
b.) Effective learning is done through the vernacular.
c.) Follow the order of the natural law.
d.) Train for character development.
e.) Both boys and girls should be included in education regardless of their socio-economic status.
f.) Advocated the use of visual aids in classroom teaching.
7. John Locke
a.) Tabula rasa theory- a child is born with a blank mind.
b.) Education can help shape the pupil according to the predisposition of the teacher.
c.) Emphasized formal discipline of moral and physical education.
d.) Methods of instruction should consider habit formation through drill and exercises, memorization
and reasoning.
8. Jean Jacques Rousseau
a.) Man is by nature good and virtuous
b.) The child is the most important component of the school system
c.) Use of instinctive tendencies as the starting point of any educational pursuit.
d.) Everything is good as it comes from the hands of nature.
9. Pestalozzi
a.) Education is a social process of organized growth and development.
b.) Lessons were to be learned thru direct experiences with the objects and places through
observation, inquiry and reasoning.
c.) Knowing consists of sensation and abstraction.
d.) Values are absolute and eternal based on nature’s law.
e.) Subject matter curriculum should be humanistic.
10. Froebel
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PROFESSIONAL EDUCATION
a.)
b.)
c.)
d.)
e.)
f.)
Teaching Profession
Father of kindergarten
Creative expression should be encouraged.
Education should be accompanied with spirit of informality and joy.
Self-activity as a means of development.
Individual differences should be respected.
A subject matter curriculum emphasizing the great and enduring ideas of culture.
11. Herbart
a.) Learning should lead to character formation.
b.) The aim of education should be ethical and moral.
c.) The learner gets meaning from previous experiences to which it is related.
d.) The curriculum should include a wide range of subjects.
12. Spencer
a.) Emphasized physical activity.
b.) Science oriented curriculum.
c.) Societies are bound to change.
d.) He opposed to free public education; those who really want education should work hard to
acquire the means to attain it.
13. John Dewey
a.) Learning by doing.
b.) Education is life, not a preparation for life.
c.) Education is a social process.
d.) Education is a growth and a continuous reconstruction of experience.
e.) The center of education is the child’s own social institution.
f.) The school is primarily a social institution.
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PROFESSIONAL EDUCATION
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Philosophies of Education
Philosophy
Metaphysics
Epistemology
Idealism
Reality
is
spiritual
or
mental and
unchanging
Knowing is the Values are
thinking of
absolute and
latent ideas
eternal
A
subject Berkeley;
matter
Froebel;
curriculum
Plato
emphasizing
the great and
enduring ideas
of culture
Realism
Reality
is
objective and is
composed of
matter
and
form; it is fixed,
based on
natural law
Knowing
consists of
sensation and
abstraction
Values are
absolute and
eternal,
based
on
nature’s law
A
subject Aquinas; Aristotle;
Broudy; Martin;
matter
Pestalozzi
curriculum
stressing
humanistic and
scientific
disciplines
Pragmatism
Reality is the
interaction of
an individual
with
environment or
experience: It is
always
changing
Knowing results Values
are
from
situational or
experiencing
relative
use
of
scientific
method
Instruction
Childs; John Dewey;
organized
James; Peirce
around
problem solving
according to
the scientific
method
Existentialism
Reality
is Knowing
subjective, with
to
existence
make personal
preceding
choices
essence
Philosophical Analysis Reality
verifiable
is Knowing
involves
empirical
verification or
logical analysis
of language
Axiology
Educational
Implications
Values
Classroom
should
be dialogues
to
freely chosen designed
stimulate an
awareness that
each person
creates a
selfconcept
through
significant
choices
Values are
regarded as
emotional
preferences
Proponents
Butler;
Hegel;
Sarte;
Marcel;
Morris; Soderquist
Instruction
Soltis; Russell;
that
uses Moore
language
analysis to
clarify
information
and
to
establish
meaning
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PROFESSIONAL EDUCATION
Philosophie
s
Idealism
Aims
of Development
Education
of mind and
body
Teaching Profession
Realism
Humanism
Pragmatism
Reconstructio
nism
Existential
ism
Democrac
y
Development
of mind and
body through
the sense and
Cultivate
balance physical
and
mental growth
Individual
growth
through
processes,
Social
awareness
reforms and
construct of
Philosophi
cal analysis
of human
Welfare
of
experience and
problemsolving
reason
Nature
o
Subjectmatter Subject-matter
centered
centered
new society
experienc e,
life, love and
death
t
he
individual
and
society
Individual and Child
and
societycentered processcentered
Child,
Child and
Child and
subject and subject
societycentered
human
mattercentered
reaction
centered
f
Curriculum
Role/chara Dispenser of
cter
of knowledge/ac
Teacher
tive;
imposing;
serious; strict
Initiator and
facilitator/prac
tical,
organizer,
authoritarian
Dispenser
of
knowledge,
facilitator/tradi
tional
when
emphasizing
values
Facilitator/dyn
amic
good
classroom
manager,
result
and
processoriented
Aware
of Facilitator,
dominant
moderator
social
,
values,
consultant
issues
, adviser
an
d
problems,
goal
and
future
oriented
Role/chara Receives
cter
of knowledge,
passive,
learners
dependent
Discoverer
of
knowledge
thru
sensations and
abstraction,
good
at
classifying and
sorting objects
based on their
characteristics
Discoverer of
knowledge
thru the arts
and
literature
Problemsolvers,
observe the
scientific
method,
curious, critical
result
and
processoriented
Organizers,
leads,
fu
ture
and
goaloriented,
socially
aware and
responsible
Curious,
assertive,
inquisitive
,
expressive
,
articulate,
personalit
y
and
socially aware
Freeseekers of
knowledg
e,
inquisitive
,
adventuro
us, indecent
Method of
Teaching
Grouping
classifying
objects
or Traditional,
lecture
method,
appreciation of
the arts
Scientific
methods and/or
thru
experiment
Group
activities
and
dynamics
Group
dynamics
Group
dynamics
Lecture,
deductive
Facilitator ,
liber
al,
openminded,
provides for
individual
difference
s
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PROFESSIONAL EDUCATION
Teaching Profession
Traditional,
o rigid,
f Classroom inflexible
Traditional but
with
little
flexibility in
the
arrangement
of seats
Artistic
plenty of
reading
materials
Source
Books
Objects,
nature
Works of arts
and theology
Plato,
Froebel,
Herbart,
Hegel,
Berkeley
Aquinas,
Aristotle,
Broudy,
Martin,
Pestalozzi
Nature
o
f Knowing
Proponents
Influences Values; GMRC; Use of realia
on
the Edukasyon sa
Pagpapakatao
Educationa
l System
with Flexible, rich in
opportunities
for students to
experience
what they are
learning
Modern
needsbased
Democrat
ic, liberal
Challenging
experience
Social
issues and
problems,
current
issues
Books,
experienc e,
society,
environme
nt
John Dewey;
James; Peirce
Bremeld;
James;
Peirce
Sarte;
Marcel;
Mowes;
Soderquist
Humanities as a Learning
by
course; arts;
experience/do
architecture;
ing
paintings
Politics
The use of
an group
d social
dynamics
works
Books,
environm ent,
experienc e,
society, current
issues
Social sciences
Philosophy
Why teach?
What to teach?
How to teach?
Perennialism
We are all rational beings.
School should, therefore,
develop he student’s rational
and moral powers. According
to Aristotle, if we neglect the
student’s reasoning skills, we
deprive him of the ability to
use his higher faculties to
control his passions and
appetites
The perennialist curriculum is
a universal one on the view
that all human beings possess
the same essential nature. It
is heavy on the humanities,
on general education. It is not
a specialist curriculum, but a
general one. The teachings of
perennialists are lifted from
the Great Books.
The perennialist classrooms are
“centered around the teachers”. The
teachers do not allow the students’
interests or experiences to substantially
dictate what they teach.
They
apply
whatever
creative
techniques and other tried and true
methods. Which are believed to be
most conducive to disciplining the
students’ minds..
Existentialism
The main concern of the
existentialists is “to help
students understand and
appreciate themselves as
unique individuals who accept
complete responsibility for
their thoughts, feelings and
actions”. The teacher’s role is
to help students define their
own essence by exposing them
to various paths they take in
life and by creating an
environment in which they
freely choose their own
pathways.
In
an
existentialist
curriculum, students are
given a wide variety of
options from which to
choose.
Students are
afforded great latitude in
their choice of subject
matter.
Existentialist methods focus on
individual. Learning is self-paced,
selfdirected. It includes a great deal of
individual contact with the teacher,
who relates to each student openly and
honestly. To help students know
themselves and their place in society,
teachers employ values clarification
strategy.
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PROFESSIONAL EDUCATION
Teaching Profession
Behaviorism
Behaviorist
schools
are
concerned
with
the
modification and shaping of
students’
behavior
by
providing for a favorable
environment,
since
they
believe that they are product
of their environment. They are
after students who exhibit
desirable behavior in society.
Behaviorist teachers teach
students to respond favorably
to various stimuli in the
environment
Behaviorist teachers ought to arrange
environmental conditions so that
students can make the responses to
stimuli. Physical variable like light,
temperature, arrangement of furniture,
size and quantity of visual aids have to
be controlled to get the desired
responses from the learners. Teachers
ought to make the stimuli clear and
interesting to capture and hold the
learners’ attention.
Linguistic
Philosophy
To
develop
the
communication skills of the
learner because the ability to
articulate, voice out the
meaning and values of things
that one obtains from his/her
experience of life and the
world is the very essence of
man. Teachers teach to
develop in the learner the skill
to send message clearly and
receive messages correctly.
Learners should be taught to
communicate clearly- how to
send clear, concise messages
and how to receive and
correctly
understand
messages sent.
The most effective way to teach
language and communication is the
experiential
way.
Make
them
experience sending and receiving
messages through verbal, non-verbal
and para-verbal manner. Teachers
should make the classroom a place for
interplay of minds and hearts. The
teachers facilitate dialogue among
learners and between him/her and
his/her students because in the
exchange of words there is also an
exchange of ideas.
constructivism
To
develop
intrinsically
motivated and independent
learners adequately equipped
with learning skills for them to
be
able
to
construct
knowledge and make meaning
for them
The learners are taught how
to learn. They are taught
learning process and skills
such as searching, critiquing
and evaluating information,
reflecting on the same,
making meaning out of them
In the constructivist classroom, the
teacher provides students with data or
experiences that allow them to
hypothesize,
predict,
manipulate
objects, pose questions, research,
investigate, imagine, and invent. The
constructivist classroom is interactive.
, drawing insights, posing
questions, researching and
constructing new knowledge
out of these bits of
information.
It promotes dialogical exchange of ideas
among learners and between teachers
and learners.
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PROFESSIONAL EDUCATION
Teaching Profession
ESSENTIALISM
This philosophy contends that
teachers teach for learners to
acquire basic knowledge, skills
and values. Teachers teach not
to radically reshape society but
rather to transmit the
traditional moral values and
intellectual knowledge that
students need to become
model citizens.
Essentialist programs are
academically rigorous. The
emphasis is on academic
content for students to learn
the basic skills or the
fundamental r’s- reading,
‘riting,
‘rithmetic,
right
conduct- as these are
essential to the acquisition of
higher or more complex skills
needed in preparation for
adult life. The essentialist
curriculum
includes the
traditional disciplines such as
math,
natural
sciences,
history, foreign language,
and literature. The teachers
and administrators decide
what is most important for
the students to learn and
place little emphasis on
students
interests,
particularly when they divert
time and attention from
academic curriculum.
Essentialist
teachers
emphasize
mastery of subject matter. They are
expected to be intellectual and moral
models of their students. They are seen
as “fountain” of information and as
“paragon of virtue”. If ever there is such
a person. To gain mastery of basic skills,
teachers have to observe “core
requirements, longer school day, a
longer academic year”. With mastery of
academic content as primary focus,
teachers rely heavily on the use of
prescribed textbooks, the drill method
and other methods that will enable
them to cover as much academic
content as possible like the lecture
method. There is a heavy stress on
memorization and discipline.
PROGRESSIVISM
Progressivist teachers teach to
develop
learners
into
becoming enlightened and
intelligent citizens of a
democratic society. This group
of teachers teaches learners so
they may live life fully NOW
not to prepare them for adult
life.
The
progressivists
are
identified with need0-based
and relevant curriculum. This
is a curriculum that
“responds to students’ needs
and that relates to students’
personal
lives
and
experiences”. Progressivists
accept the impermanence of
life and the inevitability of
change.
Progressivist
teachers are more concerned
with teaching the learners the
skills to cope with change.
Students are taught how to
evaluate information and
solve problems. Natural and
social sciences are given
emphasis. Teachers expose
students to many new
scientific, technological, and
social
developments,
reflecting the progressivist
notion that progress and
change are fundamental.
Progressivist
teachers
employ
experiential methods. They believe that
one learns by doing. For John Dewey
(most popular advocate of learning by
doing or progressivism), book learning
is no substitute for actual experiences.
One experiential teaching method that
progressivist teachers heavily rely on is
the problem-solving method. This
problem-solving method makes use of
scientific method. Other methodology
used by progressivist teachers includes
field trips during which students
interact with nature and society.
Teachers also stimulate students
through thought-provoking games and
puzzles.
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