Code of Ethics for Professional Teachers: Full Text, Activities, and Tests

The Code of Ethics for Professional Teachers is the set of ethical and moral principles, standards, and values that every licensed teacher in the Philippines is expected to observe. This page presents it as a short learning session for teachers, especially new teachers. It includes the learning outcomes, a pretest, a glossary, the full text of the Code, case-study activities, reflection situations, a pledge of commitment, and a post-test.

On this page 11 sections

Why the Code matters to teachers

Every day, teachers face choices about doing the right thing. When a professional decision has ethical implications, the provisions of the Code help you decide on the best action.

Teachers have great influence on their learners’ lives. They are expected to help learners reach their full potential and develop their personality. They are also expected to be competent in their work and to keep a good reputation in school and in the wider community.

In practice, the Code expects you to:

• Work well with parents and the community. Keep regular contact with parents, and keep it professional and free from arguments. Raise any issue with parents, community members, or stakeholders during meetings and conferences. Treat education as a public service, and keep the public informed of school programs, projects, and activities.
• Work with your school team. Work with school administrators, co-teachers, and other personnel to give learners a safe and friendly learning experience.
• Follow proper direction. As part of the DepEd organization, follow the directions and instructions of your school administrator and higher DepEd officials.
• Respect your colleagues. Treat co-teachers and other personnel with courtesy, consideration, and mutual respect. Submit office reports and other tasks on time so support staff can finish their work.

The rights and benefits of public school teachers are covered by a separate law, explained in our article on the Magna Carta for Public School Teachers.

Desired learning outcomes

The session is tied to these indicators for Beginning Teachers (BTI) and Proficient Teachers (PTI):

Domain and strand	Indicator	Expected behavior
Domain 6: Community Linkages and Professional Engagement. Strand: Professional Ethics	BTI 6.3.1	Be aware of existing laws and regulations that apply to the teaching profession, and be familiar with the responsibilities in the Code of Ethics for Professional Teachers.
Domain 6: Community Linkages and Professional Engagement. Strand: Professional Ethics	PTI 6.3.2	Regularly review personal teaching practices using existing laws and regulations that apply to the teaching profession and the responsibilities in the Code.
Domain 7: Personal Growth and Professional Development. Strand: Dignity of Teaching as a Profession	BTI 7.2.2	Demonstrate behaviors that uphold the dignity of teaching as a profession by showing a caring attitude, respect, and integrity.
Domain 7: Personal Growth and Professional Development. Strand: Dignity of Teaching as a Profession	PTI 7.2.2	Demonstrate behaviors that uphold the dignity of teaching as a profession by showing a caring attitude, respect, and integrity.

Objectives

After this session, you should be able to:

1. Show that you understand the key provisions of the Code of Ethics and the responsibilities of a professional teacher.
2. Describe how the Code can guide you in your day-to-day work as a teacher.
3. Describe the responsibilities set out in the Code of Ethics for Professional Teachers.
4. Show the professional behavior that the Code expects of teachers in the Philippines.

Pretest

Choose the letter of the best answer.

1. Toward the end of the school year, the mother of one of the candidates for honors visits you to ask about her child’s chances of graduating with honors. She brings you a basket of fruits in season. What should you do?
   • a. Reject the basket of fruits and tell her that you have enough at home.
   • b. Accept the fruits and assure the mother that her daughter will be an honor student.
   • c. Respectfully reject the offer and explain that you might be accused of bribery.
   • d. Explain the daughter’s chances objectively and graciously accept the offer.
2. Which of the following is NOT correct under the Code of Ethics regarding the teacher and business?
   • a. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnishes textbooks and other school commodities.
   • b. A teacher has no right to engage, directly or indirectly, in legitimate income generation.
   • c. A teacher shall maintain a good reputation in financial matters, such as settling debts and loans and arranging private financial affairs satisfactorily.
   • d. None of the above.
3. Every teacher shall participate in the ________ program of the PRC and shall pursue other studies that will improve his efficiency and prestige and strengthen his competence.
   • a. Professional Enhancement
   • b. Maximizing Learning Competence
   • c. Continuing Educational Enhancement
   • d. Continuing Professional Education
4. During the distribution of report cards, what must be the teacher’s foremost concern?
   • a. Discuss the projects of the school.
   • b. Discuss the progress as well as the deficiencies of the students.
   • c. Discuss the unsettled bills of the students.
   • d. Discuss the complaints of other teachers and classmates about the students.
5. Miss Reyes is a new teacher like you. During her first few weeks in school, she felt like quitting. At the end of each day she is totally burned out. If you were in her place, whom would you ask for help?
   • a. the principal
   • b. the parents
   • c. co-teachers
   • d. pupils

Glossary of terms

Term	Definition
Code of Ethics	A guide of principles designed to help professionals act with honesty and integrity; a written set of rules to help them conduct their actions in line with their primary values and standards (Oxford English Dictionary).
Teacher	A person who helps learners gain knowledge, skills, and values that enhance development; a person who has the knowledge, skills, attitude, and special training in teaching, explaining, and educating (R.A. 9155).
Professional	A person who meets the technical or ethical standards of a profession, and who shows courtesy, conscientiousness, and acceptable manners that help improve the organization he belongs to.
Behavior	The way one acts or conducts oneself, especially toward others and toward the organization one serves.
School	An educational institution, private or public, serving a specific age group of pupils or students pursuing defined studies at a defined level, receiving instruction from teachers, usually located in a building or group of buildings on a particular site (R.A. 9155).
Learner	Any individual seeking basic literacy skills and functional life skills or support services to improve the quality of his or her life (R.A. 9155).

Full text of the Code of Ethics for Professional Teachers

Pursuant to the provisions of paragraph (e), Article II, of R.A. No. 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994, and paragraph (a), Section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopts the Code of Ethics for Professional Teachers.

Preamble

Teachers are duly licensed professionals who possess dignity and reputation with high moral values as well as technical and professional competence. In the practice of their noble profession, they strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and values.

Article I: Scope and Limitations

Section 1. The Philippine Constitution provides that all educational institutions shall offer quality education for all, with competent teachers committed to its full realization. The provisions of this Code shall therefore apply to all teachers in schools in the Philippines.

Section 2. 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. The term “teacher” includes industrial arts or vocational teachers and all other persons performing supervisory and/or administrative functions in all schools at these levels, whether full-time or part-time.

Article II: The Teacher and the State

Section 1. 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 obliged to transmit this heritage to learners, as well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the Constitution and to all duly constituted authorities, and promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect.

Section 3. 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.

Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.

Section 5. 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, service, or other valuable material from any person or entity for such purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibilities.

Section 7. A teacher shall not use his position or official authority or influence to coerce any other person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have the 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 III: The Teacher and the Community

Section 1. 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.

Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social, educational, economic, and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition, for which purpose he shall behave with honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations.

Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local customs and traditions in order to have a sympathetic attitude, and refrain from disparaging the community.

Section 5. 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.

Section 6. Every teacher is an intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counseling services as appropriate, and to be actively involved in matters affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively.

Section 8. A teacher possesses freedom to attend church and worship as appropriate, but shall not use his position and influence to proselytize others.

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively ensure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times in the practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations through personal advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it a dignified means of earning a decent living.

Article V: The Teachers and the Profession

Section 1. 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.

Section 2. A teacher is not entitled to claim credit for work not his own, and shall give due credit for the work of others which he may use.

Section 3. Before leaving his position, a teacher shall organize, for whoever assumes the position, such records and other data as are necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which have not been officially released, or remove records from the files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be unprofessional and unethical conduct of any associate. However, this may be done only if there is incontrovertible evidence of such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without violating the right of the individual concerned.

Section 7. 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, and provided further that all qualified candidates are given the opportunity to be considered.

Article VI: The Teacher and Higher Authorities in the Profession

Section 1. Every teacher shall make it his duty to make an honest effort 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.

Section 2. A teacher shall not make any false accusations or charges against superiors, especially under anonymity. However, if there are valid charges, he should present them under oath to a competent authority.

Section 3. A teacher shall transact all official business through channels, except when special conditions warrant a different procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which case the teacher shall appeal directly to the appropriate higher authority.

Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the administration and, as far as possible, shall raise grievances within acceptable democratic processes. In doing so, they shall avoid jeopardizing the interest and welfare of learners, whose right to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfers of teachers are made only on the basis of merit and need in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel

Section 1. All school officials shall at all times show professional courtesy, helpfulness, and sympathy towards teachers and other personnel, such practices being standards of effective school supervision, dignified administration, responsible leadership, and enlightened direction.

Section 2. School officials, teachers, and other school personnel shall consider it their cooperative responsibility to formulate policies or introduce important changes in the system at all levels.

Section 3. 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.

Section 4. No school official shall dismiss or recommend for dismissal a teacher or other subordinate except for cause.

Section 5. School authorities concerned shall ensure that public school teachers are employed in accordance with pertinent civil service rules, and that private school teachers are issued contracts specifying the terms and conditions of their work, provided that they are given, if qualified, subsequent permanent tenure in accordance with existing laws.

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the promotion of learners in the subjects or grades he handles. Such determination shall follow generally accepted procedures of evaluation and measurement. In case of any complaint, the teachers concerned shall immediately take appropriate action, observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are his first and foremost concern, and shall deal justly and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents, or others on their behalf in exchange for requested concessions, especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other than what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only on merit and the quality of academic performance.

Section 7. 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.

Section 8. A teacher shall not inflict corporal punishment on offending learners, nor make deductions from their scholastic ratings as punishment for acts which are clearly not manifestations of poor scholarship.

Section 9. A teacher shall ensure that conditions contributing to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learners’ problems and difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself so as to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learners under him, exercising utmost candor and tact in pointing out learners’ deficiencies and in seeking parents’ cooperation for the proper guidance and improvement of the learners.

Section 3. A teacher shall hear parents’ complaints with sympathy and understanding, and shall discourage unfair criticism.

Article X: The Teacher and Business

Section 1. 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.

Section 2. A teacher shall maintain a good reputation with respect to financial matters, such as the settlement of his debts and loans and the satisfactory arrangement of his private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnishes 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 this is in accordance with existing regulations, and provided further that members of duly recognized teachers’ cooperatives may participate in the distribution and sale of such commodities.

Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life, for which it is the highest obligation to live with dignity at all times, whether in school, in the home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behavior in all relationships with others and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners, peers, and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations.

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this Code shall be sufficient ground for imposing on the erring teacher disciplinary action consisting of revocation of his Certificate of Registration and License as a Professional Teacher, suspension from the practice of the teaching profession, reprimand, or cancellation of his temporary/special permit, under causes specified in Sec. 23, Article III of R.A. No. 7836, and under Rule 31, Article VIII of the Rules and Regulations Implementing R.A. 7836.

Article XIII: Effectivity

Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after sixty (60) days following its publication in the Official Gazette or any newspaper of general circulation, whichever is earlier.

Activities

Activity 1: Self-reflection

After reading the key concepts, complete the statement “I realized that…” for each of these areas:

• Teacher as role model
• Teacher’s personality
• Teacher’s social adjustment
• Teacher’s professional growth and development
• Teacher’s accountability

Activity 2: Case analysis

Study the following cases. Using your understanding of the Code, identify the article and provision that can guide the teacher to the best action. For each case, write:

• the article in the Code of Ethics,
• the provision statement, and
• whether the teacher is right, explained using the provision.

Case 1. Mr. Antonio B. Baguio received a complaint from the guardian of one of his students about her daughter’s grade in English. Mr. Baguio listened to the complaint with sympathy and referred it to the teacher concerned for clarification.

Case 2. During the barangay fiesta, Mr. Ben Y. Maya, a public school teacher, was designated as fiesta directorate chairman. Because of his talent, he accepted the task willingly even without any honorarium. He facilitated culture-based activities that made the barrio fiesta a very organized celebration. Is it alright for Mr. Maya not to receive payment for his services?

Case 3. Mrs. Jenny San Jose is a new teacher at Malaban National High School. The school will hold its Reading Camp on a Saturday, and the principal, Mrs. Josie Rivera, advised the faculty to attend and help the organizers. Mrs. San Jose, who is enrolled in a master’s degree program, told the principal she could not come because she has a Saturday class. Is it correct not to render service on a Saturday because of her studies?

Case 4. Mrs. Anna Lee A. Amores does not want her student Joel to be the highest honor awardee; she prefers another student, Leonard. To make sure Leonard gets the award, she gave Joel low grades in recitation and performance tasks. Is it right to give Joel low grades just to make Leonard the awardee?

Case 5. Mr. Mario B. Reyes has been teaching for 15 years. Every time his principal asks him to attend a training, he declines and asks another teacher to go instead. Is this proper?

Activity 3: Sharing insights

Now that you have read and analyzed the articles of the Code, share your insights by answering:

• What are my significant learnings?
• How will these learnings help me as a teacher?
• What other information about the Code of Ethics do I want to know?

My pledge of commitment

I, ________, teacher ________ of ________, commit myself to adhere to the Code of Ethics, which will serve as my guide in everything I do in the service of my profession.

It is my goal to establish maximum services to my clientele, being a public servant.

I vow to utilize government resources effectively and efficiently for the betterment of everyone.

Name and Signature of Teacher

Reflection: situations to analyze

Study each situation, choose the best option, and explain your answer.

1. Mr. Elbert R. Tolentino, known for his integrity and credibility, has served on the Board of Election Canvassers for 10 years. In the coming elections, his mother is running for barangay captain, and he is asked to campaign for her. Is it alright for him to campaign for his mother?
2. Mr. Mario Ocampo, who has taught for 25 years, refused to attend an important conference in Mindanao. Whenever the principal asks him to attend such activities, he asks a new teacher to go instead. As a professional teacher, is it right to refuse to attend conferences?
3. Ms. Rose Q. Reyes posted a photo of herself in a two-piece swimsuit on her Facebook page. She received negative comments from the community and stakeholders. She said she has the right to post anything on her personal account. Is she right?
4. During the barangay fiesta, Mr. Ben Y. Maya served as fiesta directorate chairman without any honorarium and facilitated culture-based activities that made the fiesta significant. Is it alright for him not to receive any compensation, since this may set a precedent for the next activity coordinator?
5. Mrs. Dae P. Habalo of Sibulan National High School refused to admit a student who does not live in the barangay where the school is located. Is she right?
6. Schools traditionally join a civic parade on Independence Day, and all teachers and students are required to attend. Mrs. Katherine Y. Sedillo’s students were excited to join, but she did not go for personal reasons and only asked the class president to check attendance. Is Mrs. Sedillo not answerable for any untoward incident that may happen to her students?
7. Madam Estelita Ramos, a Teacher III at Malunta Elementary School, has a take-home pay of P7,500.00 a month. She borrowed from Provincial Savings Bank with a monthly deduction of P3,500.00, and in the same month borrowed from First Diamond Lending Company with another monthly deduction of P3,500.00. Deductions start only in the third month. Is it alright for her to borrow these amounts when she will not have enough take-home pay once the deductions start?
8. Mr. Ricky dela Cruz is one of the youngest teachers at Silab Community High School. After school, he is often seen with friends playing Dota in an internet cafe, in gambling dens, and in beerhouses, and in discos on weekends. Is he a good role model for his students?

Post-test

The post-test uses the same five items as the pretest above. Answer them again after studying the Code, and compare your two scores to see what you learned.

How to use this session

• New teachers: Take the pretest first, read the glossary and the full Code, then work through Activities 1 to 3, the situations, and the post-test. Sign the pledge when you are done.
• School heads and mentors: The cases and situations work well for group discussion during induction or learning action cell (LAC) sessions. Ask teachers to cite the exact article and section that supports each answer.

Read next: 8-Week Early Childhood Experiences (ECE) for Grade One

Frequently asked questions