CHAPTER 4: The Rights and Privileges of Teachers in the Philippines – Micah N.

Sabado
Chapter 4 is all about the Rights and Privileges of Teachers in the Philippines. The rights
and privileges are can be found at the various laws and Constitutional provisions and they are the
1987 Philippine Constitution, Commonwealth Act No. 578 and the Republic Act No. 4670 on the
Magna Carta for Public School teachers. These three are the legal bases of the rights and
privileges of Filipino teachers in the Philippines.
1987 Philippine Constitution mandates the government to provide the educational
resources and it states the rights of teachers. The Philippine Constitution guarantees that states
shall enhance the rights of teacher to professional advancement, assign the highest budgetary
priority to education, and ensure that teaching attract and retain its rightful share their talents and
through renumeration and other means of job satisfaction and fulfillment.
The Commonwealth Act No. 578 was a law that was been enacted in 1940 and it provides
protection and privileges for every educator. It states that the teachers, professors and the people
who supervised public and private school, colleges and universities are included in the term
‘Person in Authority’. Person in Authority means under the law of Commonwealth act N0. 578
teaching personnel have legal protection in any offense against them.
The Republic Act No. 4670 known as the Magna Carta for Public School Teachers was
approved on June 18, 1966. This law provides the professional rights, privileges, and benefits of
public school teachers. This law acknowledges the importance of educators as they are the
nation-builders. It guarantees benefits like professional development, job security, fair
compensation, academic freedom, consent for transfer, cost of living allowance, special hardship
allowance, salary increase upon retirement, not more than 6 hours of actual classroom teaching
and etc.
Those laws and legal provisions ensures that educator or teacher in the Philippines are
given appropriate support, respect and protection.

CHAPTER 5: On Becoming a Glocal teacher

Lesson 1. The Global and Glocal teacher Professional: Is there a Difference?
Our world has been called “Global Village” The observation implies that digital technology in
the domain of communication and media principally, have made global interaction easier and
people closer. Universal connectivity is, for sure, the reason why people experience closeness
just as if they lived in the same village. It is a reality because individuals can experience new
things, and learn about new cultures through the internet.
The concepts of global and glocal teaching by Purita Bilbao open up a venue for the evolving
role of the teachers in the 21st century, with globalization defining education and challenging
teachers to take on responsibility beyond their local environments, having knowledge of global
trends and issues. Once more, the coming into being of the term “glocal” brings forth, into the
public attention, the need to balance it against the global in the context of locality.

Global Teacher Education:

This particular approach is the one where teachers are being trained to tackle problems that go
beyond the boundaries of the national. The teachers are responsible for shaping learners who are
critical beings in the world and are aware of their roles as global citizens. This practice means
that teachers teach their students the need for and adherence to moral and ethical values like
respect for diversity, human rights, and environmental sustainability.
Glocal Teacher Education:
The concept of glocalization, which involves thinking globally and acting locally, is the key idea
that stresses the need for harmonizes global knowledge with the local context. In teacher
education, the latter approach provides educators with a chance not only to deal with
international issues but also to adjust their teaching methods to the different needs and cultures of
their local communities.
One of the most important themes drawn from this reading is that preparation of teachers has
changed. Teachers today need to be globally competent; they should be knowledgeable about the
broader world and be able to provide inputs on many perspectives. They need to apply their
global vision in ways that are ‘ethnically sensitive’ to the local culture, values, and educational
needs.
Hence, a “glocal” teacher modifies global best practices in response to the unique cultural,
social, and historical outlay of their students. For the Philippines, this pertains especially
considering how education is highly immersed in culture and history. Teaching, as a very
complex profession, is no longer a question of becoming expert Masters of academic subjects
only but includes critical thinking, intercultural sensitivity, and actions responsibly in students.
Reflecting on this, I realize that for one to become a very effective teacher of a globalized world,
one needs to have a wide breadth of knowledge that should not separate him from the roots in the
local reality of the learners. The saying goes “Think globally, act locally.” This implies that, as
educators, we need to acquire skills and knowledge about problems that have a global appeal in
solving issues, yet our practice and substance need to be relevant and applicable to the local
settings of the students.
Ideally, the modern educator is supposed to bridge between world influences and indigenous
needs and prepare students for success not only in their immediate environment but also for
participation in the global community.
CHAPTER 5 LESSON 2: A closer look at the Teacher and teaching Profession in the
ASEAN and Beyond - Jaslyn Dela Cruz
There are 3 levels of schooling: primary level, secondary level, and tertiary level.
ASEAN countries have 12 years of schooling in basic education. There are 4 important
components of teacher preparation. It helps to be prepared and ready in the teaching profession.
A professional teacher should spend time fulfilling their responsibilities. A teacher's salary is
based on qualifications, teaching experience, and the level or grade assigned. According to the
global teacher index, China is ranked 1 with a 100 rating index, followed by Greece, Turkey, and
South Korea; while Israel is at a lower ranking. 50% of parents in China provide positive
encouragement to become a teacher, and also 75% of respondents in China believe that students
respect their teacher. Moreover, the salary of teachers in Singapore, the U.S.A., South Korea,
Japan, and Greece is higher compared to other countries. In conclusion, teachers in every country
have differences in terms of how they work and how they are respected.

CHAPTER 5 LESSON 3: The Changing Global Londscape for the 21st Century Teachers –
Raymund Fariñas

The Changing Global Landscape and the 21st Century Skills for Teachers
As the future teacher of 21st Century, I recognize the importance of continuously adapting and
preparing for the rapid changes in the global learning. To stay ahead, l will engage in lifelong
learning and professional development, actively seeking out new knowledge and skill relevant to
the evolving educational landscape. I will stay updated on the latest advancement in technology,
pedagogy, and curriculum design, attending conference, workshop, and online courses.
UNESCO's Four Pillars of Learning
The importance of UNESCO's Four Pillars of Learning help us to gain knowledge, to apply it,
understand oneself, and live harmoniously with others. This helps teachers to prepare students
for the future and creates more inclusive and supportive classrooms.

CHAPTER 6: Ensuring Teacher Quality through Competency Framework and Standards

Are qualified teachers really quality teachers? - Jonathan Cosilet
In my view, not all qualified teachers are necessarily quality teachers. Having the right
certifications, such as passing the LET, doesn’t always translate to being effective at teaching or
inspiring learners. There are teachers who, despite having all the necessary credentials, struggle
to connect with their students on a meaningful level. As a future educator, I believe it’s important
not to focus solely on one aspect of teaching. True quality in teaching comes from a balance of
both knowledge and practical skills in the classroom. Our goal should be to help them succeed
academically, emotionally, and socially.
Quality Teacher and Teacher Quality defined
Quality teachers are those who bring passion, skill, and dedication to their teaching. Their
personal attributes, like empathy, communication, and the ability to inspire, make a difference in
students’ lives, meaning quality teachers don’t just focus on the book or academically but more
on developing learner’s character. On the other hand, teacher quality is measured by meeting the
professional standards and guidelines of the field, which are often reflected in student
performance. This is also related to outcome-based education. Both are important, but a balance
of strong personal qualities and professional standards is what truly impacts student success.
Competency Framework for Teachers in Southeast Asia
Become better every day: Of course, before we present ourselves to the learners we
should master the subject first and always be prepared as a future teachers should constantly
improve their understanding of what they teach and stay updated on education trends and
policies.
Know and understand what I teach: We should also understand our students: Teachers must know
their students well and use effective strategies to help them learn, we can evaluate them to know
them more and based from their outcome we should adjust our strategies for them.
Help my students learn: Teachers should strive to become better every day, practicing kindness
and reflecting on their work and relationships.
Engage the community: Teachers should engage with parents by the means of keeping the
parents aware of their child’s performance so that they could also help them and also the
community to support students’ learning and encourage respect and diversity. All of this comes
together to create joyful learners, which is the ultimate goal of teaching.
The Philippine Qualifications Framework (PQF)
Ensures that graduates, including future teachers, are well-equipped with the necessary
knowledge, skills, and values to succeed in their profession. It sets clear expectations for the
application of these skills in teaching and lifelong learning, emphasizing both independence and
teamwork.
Philippine Professional Standards for Teachers (PPST) outlines a lifelong journey for
teachers, from initial training to professional growth throughout their career. It emphasizes the
need for continuous improvement, adapting to educational changes, and maintaining high
standards in teaching.
Both frameworks aim to produce competent, reflective, and independent educators who are
prepared to meet the challenges of modern teaching while contributing positively to the learning
community.

The PPST defines four career stages for teachers:

1. Beginning Teacher: New to the job and still learning the basics of teaching with guidance.
2. Proficient Teacher: Can teach independently, manage a classroom well, and help students
learn effectively.
3. Highly Proficient Teacher: Experienced teachers who mentor others and lead
improvements in teaching practices.
4. Distinguished Teacher: Leaders in education who guide other teachers and help shape
school programs and policies.
These stages show how teachers grow in their careers, from starting out to becoming leaders in
their field.

The Philippine Professional Standards for Teachers (PPST) outlines seven domains that
represent the essential competencies:
1. Content Knowledge and Pedagogy: Understanding the subjects taught and using effective
teaching strategies.
2. Learning Environment: Creating a supportive and inclusive classroom atmosphere that
fosters student learning.
3. Diversity of Learners: Recognizing and responding to the diverse backgrounds, needs,
and abilities of students.
4. Curriculum and Planning: Designing and implementing a curriculum that meets
educational standards and student needs.
5. Assessment and Reporting: Using various assessment methods to evaluate student
learning and provide feedback.
6. Community Linkages and Professional Engagement: Building connections with the
community and engaging in professional development to enhance teaching practice.
7. Personal Growth and Professional Development: Continuously improving as a teacher
through self-reflection and learning opportunities.

Members:
Micah Neri Sabado.
Jaslyn Dela Cruz.
Jonathan Cosilet.
Raymund Fariñas.
John Carl C. Pascua.