An Instructional Material utilized in professional Education Subject, The Teaching Profession. Prepared by; CHRISTOPHER H. PUNZALAN Bachelor of Technical Teacher Education Technological University of the Philippines- Cavite 2015

1. Chapter IV
The Professionalization of Teaching
Christopher H. Punzalan
2015
BTTE 4
The Teaching Profession

2. “The policy goals should be to ensure that all
children have access to skillful teachers to
make the teaching profession more attractive to
talented young adults, and to produce humane
and intellectually lively learning communities for
both students and teachers.”
Linda Darling - Hammond

3. OVERVIEW
January 1977, Presidential Decree No. 1006,
Providing for the Professionalization for Teachers,
Regulating Their Practice in the Philippines, Decree
Professionalizing Teaching;
• Teacher education be of the highest quality
• Strongly oriented to Philippine conditions
• And to the needs of and aspirations of the
Filipino People
CSC and DEC:
Professional Teacher Certificate

4. 1991, Congressional Commission to Review and Access
Philippine Education (EDCOM): “quality of Philippine
education is declining”, “teachers are at the heart of the
problem”
• Teachers are poorly trained
• There is a low quality of students enrolled in teacher
training
• Teaching is perceived as a poorly esteemed profession so it
does not attract the best as mandated in the Philippine
Constitution 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.” (Article XIV, Section 4)

5. 1994, Republic Act No. 7836, Philippine
Teachers Professionalization Act of 1994
Board for Professional Teachers
Professional Regulation Commission (PRC)

6. Inside this Chapter
Historical
Perspective
of
Philippine
Education
The 1987
Constitution
Basic Laws
on
Education
UN
Educational
Programs
Academic
Community
Rights and
Obligations
Governance
of the
Educational
System

7. Lesson 1
Historical Perspective of the
Philippine Educational
System

8. Pre-Spanish or Pre-Magellanic Times
• Education was informal, unstructured and
devoid of methods
• More vocational training and less in academics
(3Rs)
• Tribal tutors

9. Spanish Colonization
• Spanish missionaries
• Religion oriented, for elite
• Educational Decree of 1863, one primary
school for boys and girls under each municipal
governments
• Normal school for male teachers, Jesuits
• Primary instruction was free, teaching of
Spanish was compulsory
• Inadequate, suppressed and controlled
education

10. Revolutionary Government
• Under the Aguinaldo’s Republic
• Spanish schools were closed but were
reopened on August 29, 1898 by the
Secretary of Interior
• Burgos Institute in Malolos, Bulacan
• Military Academy of Malolos
• Literary University of the Philippines
• Free and compulsory primary education
by the Malolos Constitution

11. American Regime
• Free public school system by Schurman
Commission
• Free primary instruction by Taft
Commission under President McKinley
• Chaplains and non-commissioned officers
assigned to teach using English as the
medium of instruction
• Highly centralized public school system was
installed in 1901 by the Philippine
Commission

12. Philippine Commission by virtue
of Act No. 74
• 1901 - A highly centralized public school system
was installed.
• The implementation of this Act created a heavy
shortage of teachers so the Philippine
Commission authorized the Secretary of Public
Instruction to bring to the Philippines about 600
teachers from the U.S.A. They were the
Thomasites.
• Bureau of Public Instruction become Bureau of
Education under Act No. 477 which was passed
on November 1, 1902

13. Thomasites
• On August 21, 1901, five hundred forty American Teachers from all over
the US, with varying educational backgrounds, arrived in the Philippines
on board the US Army Transport Thomas, from which ship the teachers
derived their name Thomasites
• Another number of teachers had already arrived on the Sheridan and
other ships
• Sense of mission, sense of adventure, seek employment
• Changes in educational, social, religious and political systems and most
of all the American sense of humor
• Thomasites buried bodies are located in Manila North Cemetery
Reference: The Thomasites Remembered, www.philstar.com, 2001

14. • The high school system supported by provincial
governments, special educational institutions,
school of arts and trades, an agricultural school, and
commerce and marine institutes were established in
1902 by the Philippine Commission
• 1908, the Philippine Legislature approved Act No.
1870 which created the University of the Philippines
• The Reorganization Act of 1916, the Filipinization of
all department secretaries except the Secretary of
Public Instruction.
• Manila Trade School was established in 1901,
former identity of Technological University of the
Philippines

15. The TUP History
• MTS (1901-1910), The Technological University of the Philip
pines was first established as the Manila Trade School in 19
01 upon the enactment of Act No. 74 by the United States P
hilippine Commission for the instruction of the Filipinos on
useful trades. Originally housed near Ateneo de Manila in In
tramuros.
• PSAT (1910-1959), In 1910, the MTS was renamed as the Ph
ilippine School of Arts and Trades (PSAT). It started to offer i
ntermediate grade courses. With the growing student popul
ation at that time, PSAT relocated in 1916 to a 36,000 squar
e meter property as its new campus site under Lot 1 Block 1
485 Cad. 13, Manila Cadastre, located in Ermita, Manila bou
nded on northeast by Calle San Marcelino; on southeast by
Estero Balete; and on northwest by Ayala Boulevard. Since t
hen, this became the site of the TUP Main campus.

16. • In 1941, the school closed because of the Pacific War of World
War II. After the war in 1945, PSAT reopened and accommodated
(1949) Dr. Frederick Leasure, the first Fulbright exchange
professor and a professor of industrial education. In 1951, PSAT
was granted authority to offer a four-year degree leading to BS in
Industrial Education. This was a first among schools.
• PCAT (1959-1978), On June 17, 1959, PSAT was converted into th
e Philippine College of Arts and Trades (PCAT) pursuant to RA No.
2237 -- the PCAT Charter. Under the said Charter, PCAT was mand
ated to offer courses in arts, industrial education and technology l
eading to baccalaureate and graduate degrees. During this period
, the tatak "PCAT" became well known throughout the country du
e to the quality and excellent training and education.
• TUP (1978 TO PRESENT), After 19 years, PCAT was elevated and c
onverted into what is now known as the Technological University
of the Philippines (TUP) by virtue of President Decree No. 1518
on June 11, 1978.

17. • TUP EXPANSION INTO THE NATIONAL POLYTECHNIC SYSTEM, Wh
en the National Government established projects pursuant to Pre
sidential Decree No. 6-A, three (3) prototype technician institutes
in the Philippines were established funded under Credit Agreeme
nt 349 PH with the World Bank, namely: Manila Technician Institu
te (MTI) at Taguig, Metro Manila (1977); Visayan Technician Instit
ute (VTI) at Talisay, Negros Occidental (1977) and Iligan Institute o
f Technology (IIT) at Iligan City, and ten (10) Regional Manpower T
raining Centers of the National Manpower and Youth Council (NM
YC now TESDA) in various parts of the country. In 1985, the TUP B
oard of Regents officially renamed MTI and VTI as TUP Taguig and
TUP Visayas, respectively.
• In 1981, the University expanded further when the Board of Rege
nts established the TUP Cavite Campus in Barangay Salitran IV, Da
smarinas City, Cavite and operational since 1982 to present.
• Ronald P. Gleason was the first principal (1901-1904) of the trade
school; J.J. Eaton was the first superintendent (1905-1906); and G
regorio J. Sevilla was the first Filipino Superintendent (1936-1939)

19. Japanese Era
• Military Order No. 2 in 1942, Japanese
Educational Policies
• Phil. Executive Commission established the
Commission of Education, Health and Public
Welfare and schools were reopened in June
1942
• October 14, 1943, Japanese Sponsored Republic
created the Ministry of Education
• Teaching of Tagalog, Philippine History and
Character Education was reserved. Love for work
and dignity of labor was emphasized
• February 27, 1945, Department of Instruction
was made part of the Dept. of Public Instruction

20. Department of Education
• 1947, virtue of Executive Order No. 94, Dept. of
Instruction was changed to DepEd
• Bureau of Public and Private Schools regulated
and supervised the public and private schools
• 1972- Department of Education and Culture by
virtue of Proclamation 1081
• 1978- Ministry of Education and Culture in virtue
of P.D. No. 1397.
– 13 regional offices were created
– major organizational changes were implemented

21. • The Education Act of 1982 - Ministry of Education,
Culture and Sports
• 1987- Department of Education, Culture and Sports in
by virtue of Executive Order No. 117.
• EO No. 117 -The structure of DECS as embodied has
practically remained unchanged until 1994
• Commission on Higher Education (CHED), and
Technical Education and Skills Development Authority
(TESDA)
– supervise tertiary degree programs and non-degree
technical-vocational programs, respectively.
The Congressional Commission on Education
(EDCOM) report provided the impetus for Congress
to pass RA 7722 and RA 7796 in 1994 creating the
Commission on Higher Education (CHED) and the
Technical Education and Skills Development
Authority (TESDA), respectively.

22. The trifocal education system
• DECS’ - elementary, secondary and non formal
education, including culture and sports.
• TESDA- post-secondary, middle-level manpower
training and development
• CHED is responsible for higher education
• August 2001, Republic Act 9155, (Governance of
Basic Education Act)
– (DECS) to (DepEd)
– redefining the role of field offices (regional offices,
division offices, district offices and schools).

23. RA 9155
• provides the overall framework for
– (i) school head empowerment by strengthening
their leadership roles
– (ii) school-based management within the context
of transparency and local accountability.
• goal of basic education: provide the school age
population and young adults with skills,
knowledge, and values to become caring, self-
reliant, productive and patriotic citizens.

24. Summary of the Historical Perspective of the Philippine
Educational System

25. Timeline of the Development of the Philippine Educational
System from Pre-Spanish Era to the Japanese Era
Pre-Spanish Era Spanish Era Revolutionary
Government
American
Regime
Japanese Era
• Informal,
unstructured
• Focused on
vocational
training
• Parents and
tribal tutors
served as
teachers
• Spanish
missionaries
served as
teachers
• Religion
oriented
• Inadequate,
suppressed
and
controlled
• Free and
compulsory
elementary
education
• Three century
old schools
maintained by
Spain were
closed
• Adequate
secularized
and free
public
school
system
• Using of
English as
the
medium of
instruction
• Teaching of
Tagalog,
Philippine
History and
Character
Education
• Love for work
and dignity of
labor was
emphasized

26. Lesson 2
The 1987 Constitution
The Constitution of the Philippines
Saligang Batas ng Pilipinas
Constitucion de Filipinas
The Constitution or the Supreme Law of the Republic
of the Philippines

27. Article XIV
Education, Science and Technology, Arts,
Culture and Sports
Education
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;
(2) Establish and maintain a system of free public education in
the elementary and high school levels. Without limiting the
natural right of parents to rear their children, elementary
education is compulsory for all children of school age;

28. Section 2. The State shall:
(3) Establish and maintain a 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;
(4) Encourage non-formal, informal, and indigenous
learning systems, as well as self-learning, independent,
and out-of-school study programs particularly those
that respond to community needs; and
(5) Provide adult citizens, the disabled, and out-of-
school youth with training in civics , vocational
efficiency, and other skills.

29. Section 3.
(1) All educational institutions shall include the study of the
Constitution as part of the curricula.
(2) They shall inculcate patriotism and nationalism, foster love of
humanity, respect for human rights, appreciation of the role of
national heroes in the historical development of the country,
teach the rights and duties of citizenship, strengthen ethical and
spiritual values, develop moral character and personal discipline,
encourage critical and creative thinking, broaden scientific and
technological knowledge, and promote vocational efficiency.
(3) At the option expressed in writing by the parents or
guardians, religion shall be allowed to be taught to their children
or wards in public elementary and high schools within the regular
class hours by instructors designated or approved by the religious
authorities of the religion to which the children or wards belong,
without additional cost to the Government.

30. Section 4.(1) The State recognizes the
complementary roles of public and private
institutions in the educational system and shall
exercise reasonable supervision and regulation of
all educational institutions.
(2) Educational institutions, other than those
established by religious groups and mission boards,
shall be owned solely by citizens of the Philippines
or corporations or associations at least sixty per
centum of the capital of which is owned by such
citizens. The Congress may, however, require
increased Filipino equity participation in all
educational institutions.

31. Section 4.
The control and administration of educational
institutions shall be vested in citizens of the
Philippines.
No educational institution shall be established
exclusively for aliens and no group of aliens shall
comprise more than one-third of the enrollment in
any school. The provisions of this subsection shall
not apply to schools established for foreign
diplomatic personnel and their dependents and,
unless otherwise provided by law, for other foreign
temporary residents.

32. Section 4.
(3) All revenues and assets of non-stock, non-profit educational
institutions used actually, directly, and exclusively for educational
purposes shall be exempt from taxes and duties. Upon the
dissolution or cessation of the corporate existence of such
institutions, their assets shall be disposed of in the manner
provided by law.
Proprietary educational institutions, including those
cooperatively owned, may likewise be entitled to such
exemptions, subject to the limitations provided by law, including
restrictions on dividends and provisions for reinvestment.
(4) Subject to conditions prescribed by law, all grants,
endowments, donations, or contributions used actually, directly,
and exclusively for educational purposes shall be exempt from
tax.

33. Section 5. (1) The State shall take into account regional
and sectoral needs and conditions and shall encourage
local planning in the development of educational
policies and programs.
(2) Academic freedom shall be enjoyed in all
institutions of higher learning.
(3) Every citizen has a right to select a profession or
course of study, subject to fair, reasonable, and
equitable admission and academic requirements.

34. Section 5.
(4) The State shall enhance the right of
teachers to professional advancement. Non-
teaching academic and non-academic
personnel shall enjoy the protection of the
State.
(5) The State shall assign the 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.

35. LANGUAGE
• Section 6. The national language of the
Philippines is Filipino. As it evolves, it shall be
further developed and enriched on the basis of
existing Philippine and other languages. Subject
to provisions of law and as the Congress may
deem appropriate, the Government shall take
steps to initiate and sustain the use of Filipino as
a medium of official communication and as
language of instruction in the educational
system.

36. • Section 7. For purposes of
communication and instruction, the
official languages of the Philippines are
Filipino and, until otherwise provided by
law, English. The regional languages are
the auxiliary official languages in the
regions and shall serve as auxiliary
media of instruction therein. Spanish
and Arabic shall be promoted on a
voluntary and optional basis.

37. • Section 8. This Constitution shall be
promulgated in Filipino and English and
shall be translated into major regional
languages, Arabic, and Spanish.
• Section 9. The Congress shall establish a
national language commission composed of
representatives of various regions and
disciplines which shall undertake,
coordinate, and promote researches for the
development, propagation, and
preservation of Filipino and other
languages.

38. SCIENCE AND TECHNOLOGY
• Section 10. Science and technology are
essential for national development and
progress. The State shall give priority to
research and development, invention,
innovation, and their utilization; and to
science and technology education,
training, and services. It shall support
indigenous, appropriate, and self-reliant
scientific and technological capabilities,
and their application to the country’s
productive systems and national life.

39. • Section 11. The Congress may provide
for incentives, including tax deductions,
to encourage private participation in
programs of basic and applied scientific
research. Scholarships, grants-in-aid, or
other forms of incentives shall be
provided to deserving science students,
researchers, scientists, inventors,
technologists, and specially gifted
citizens.

40. • Section 12. The State shall
regulate the transfer and promote
the adaptation of technology from
all sources for the national
benefit. It shall encourage the
widest participation of private
groups, local governments, and
community-based organizations in
the generation and utilization of
science and technology.

41. Section 13. The State shall protect and secure
the exclusive rights of scientists, inventors,
artists, and other gifted citizens to their
intellectual property and creations, particularly
when beneficial to the people, for such period
as may be provided by law.

42. ARTS AND CULTURE
• Section 14. The State shall foster the preservation,
enrichment, and dynamic evolution of a Filipino national
culture based on the principle of unity in diversity in a climate
of free artistic and intellectual expression.
• Section 15. Arts and letters shall enjoy the patronage of the
State. The State shall conserve, promote, and popularize the
nation’s historical and cultural heritage and resources, as well
as artistic creations.

43. • Section 16. All the country’s artistic and historic
wealth constitutes the cultural treasure of the
nation and shall be under the protection of the
State which may regulate its disposition.
• Section 17. The State shall recognize, respect,
and protect the rights of indigenous cultural
communities to preserve and develop their
cultures, traditions, and institutions. It shall
consider these rights in the formulation of
national plans and policies.

44. • Section 18. (1) The State shall ensure equal access to
cultural opportunities through the educational system,
public or private cultural entities, scholarships, grants
and other incentives, and community cultural centers,
and other public venues.
(2) The State shall encourage and support researches and
studies on the arts and culture.

45. SPORTS
• Section 19.
(1) The State shall promote physical
education and encourage sports
programs, league competitions, and
amateur sports, including training
for international competitions, to
foster self-discipline, teamwork, and
excellence for the development of a
healthy and alert citizenry.
(2) All educational institutions shall
undertake regular sports activities
throughout the country in cooperation
with athletic clubs and other sectors.

46. Thank you!
PUNZALAN
2015