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Introduction:
Teaching is certainly a unique profession. It has its own magnetic factors attracting future teachers
to choose it and teacher practitioners to remain in it. With the growing pressure of commercialism in all
fields of human endeavor, teaching profession has always been questioned as to its luring factors – those
aspects attracting one to become a teacher and remain in the teaching profession. Understanding the
teaching profession is better analyzed when compared with other professions. It is in looking into how
teaching profession fare with other professions that one sees the public’s view of its prestige, status as well
as the esteem of teachers pursuing it as a career. Let us find this out in this episode.
My Concrete Experience
1. What attracts me to take teaching as a career or profession?
2. Using the survey questionnaire below, determine whether your reasons for enrolling in the teacher
education are the same with your respondents.
My Observations
Tabulate the results in the matrix found below:
Procedure:
1. To get the average, add the rank of the ten (10) respondents and divide by 10.
2. Rank the average scores. The average score having the lowest number is rank 1 and the highest
average score is considered the last rank.
Questions:
1. How many of your respondents find the teaching profession to be very attractive profession; a rather
attractive profession; a rather not attractive profession and a non-attractive profession?
All of the respondents found teaching profession to be very attractive profession.
2. What are the top three (3) most attractive aspects of teaching?
Opportunity to educate, passion to work and high prestige were the top three most attractive
aspects of teaching.
3. Why do you think these were the top three (3) most attractive aspect of teaching?
These were the top three most attractive aspects of teaching because first of all, “you cannot
teach what you don’t know”, as the saying goes. Opportunity to educate and transmit knowledge is
the most important thing a teacher must have because without this aspect, the teacher might not be
given the chance to involve himself in the development and transmission of knowledge. Passion to
work, this aspect must be manifest by teachers in order for them to show their commitment to
educate and mold learners to become a effective and productive individual in the society. Lastly,
teachers get a high prestige in their profession because teaching is a very tough job where they must
take it as a responsibility, not only a work to have a salary. The public has a high respect in regards
to teaching as a profession, for they know that teachers act as a catalyst in changing the lives of their
children.
4. Are your reasons for taking teaching as a career the same with the reasons why your teacher
respondents have also chosen it? Why?
Yes, because these are the top reasons why we belong to those young people who are
dreaming and striving to become a future teacher someday.
5. What are the three (3) least attractive aspects of teaching?
The three least attractive aspects of teaching were having a relatively attractive salary, more
holidays and free time and easy employment.
6. Why do you think these were the top five (3) least attractive aspects of teaching?
The salary of teachers compared to other profession is lower. Although teachers also
experience almost 70-days’ vacation, some of them still involve their selves in some activities like
the brigada-eskwela, enrolling in graduate schools and attending trainings. Employment is not easy
because there is a great competition in the field of teaching. Aside from that, implemented protocol
must be followed in order to be employed.
7. What are the top five (5) most respected professionals?
Elementary and Secondary School Teachers, Instructor/Professor, Doctor, Nurse and
Lawyer were the top five most respected professionals.
8. Why do you think these were the top five (5) most respected professionals?
The foundation of knowledge starts from children’s early years and they’re guided with
elementary teachers along with secondary school teachers followed by instructors/professors of
different colleges and universities. Doctors and nurses are included because these professions
require a tolerance in stressful days and night and they must always ready in case of any incidents
and emergencies that might happen. Also, becoming lawyer is already intimidating because they
know more about laws than any other professions and upon seeing them, we can already distinguish
that they are knowledgeable and a fluent English speaker.
9. What is the rank of elementary school teacher, secondary school teacher and instruction/professors
in ranking? Why is this so?
Elementary school teacher was rank first and instructor or professor took the second place.
This is possible because teachers play a
10. What are the three (3) least respected professionals?
11. Why do you think these were the three (3) least respected professionals?
My Reflections
Based on the results of your survey, complete the following statements:
1. As compared to other professions, I realized that teaching is
2. Now that I know the nature of teaching profession particularly in the Philippines, I am convinced
that I will stay in this career because
My Affirmed Concepts
On the basis of the lesson about “The Concept of Teaching as a Profession” and after reflecting on
this episode:
1. I affirm that teachers are attracted in teaching and they remain in their profession because
2. I affirm that the professional prestige, status, and esteem of teachers in my community is
My Future Application
As a future teacher, we will undertake the following measures in promoting teaching so as to attract
the best candidates to take the teaching profession:
Introduction:
There is no absolute correct stand and universally accepted way of deciding moral issues and this
holds true in teaching profession. Neither are there single right or wrong ways to handle ethical issues and
problems inside the classroom and in school. The moral convictions of people or their knowledge of what
is right and wrong may be considered conservative and liberal. Those who hold very strict morals tend to
be conservative while those who put flexibility in their moral convictions tend to be literal. This episode
will make travel into the different perspectives of people to various moral issues in school. Let us find this
out in this episode.
My Concrete Experience
1. What do I hold moral and ethical in teaching?
2. Answer the survey questionnaire below, determine whether what you think to be moral and ethical
in teaching are the same with your respondents.
My Observations
Tabulate the results in the matrix found below:
Resp
on SITUATIONS
dents
Ave./
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Mean
1 1 1 2 1 1 1 1 4 1 1 1 1 2 2 1 1 2 4 1 1 1.5
2 2 2 2 2 2 2 2 2 3 2 2 2 2 2 2 2 2 2 2 2 2.05
3 2 2 3 2 3 2 2 2 2 3 2 2 2 2 2 2 2 3 2 2 2.2
4 2 1 3 1 1 1 1 1 2 2 1 1 3 2 1 1 1 1 2 1 1.45
5 2 1 3 2 2 3 1 1 2 1 1 2 3 1 2 2 2 3 2 1 1.85
Teachers Average/mean Score 1.81
6 2 1 1 1 2 1 1 1 2 2 1 2 2 2 2 1 2 2 2 1 1.55
7 2 2 2 1 1 2 1 1 1 1 2 2 1 2 1 1 1 2 2 1 1.45
8 1 1 3 1 1 1 1 2 2 1 1 2 2 2 2 1 2 2 2 2 1.6
9 2 1 3 1 1 1 1 1 1 1 2 2 2 2 2 2 2 1 3 1 1.6
10 2 1 3 2 2 3 1 2 3 1 2 3 3 2 2 1 1 3 2 1 2
Students Average/mean Score 1.64
11 1 1 3 1 1 1 1 1 2 1 1 2 2 2 2 2 2 2 1 1 1.5
12 2 2 3 3 3 2 2 1 2 1 2 3 3 3 3 2 2 2 4 1 2.3
13 1 1 3 4 2 2 2 1 2 3 2 2 2 2 2 2 2 3 1 2 2.05
14 1 1 3 1 1 1 1 1 2 2 2 2 2 1 1 1 1 1 1 1 1.35
15 1 2 3 2 1 4 1 1 2 1 1 2 3 1 2 1 1 2 1 1 1.65
Parents Average/mean Score 1.77
Overall Weighted Mean (teacher average + parent average) 1.74
Procedure:
1. Encode the number encircled by each respondent in all the twenty items.
2. To get the average or mean score per respondent, add all the scores given by each of them in all
twenty items and divided by 20.
3. To get the overall weighted mean, add all the average or mean score of the 15 respondents and
divide by 15.
4. Analyze the result of the overall mean score using the 4 Point Likert Scale below
Numerical Value Descriptive Value
1.0 – 1.75 Very Immoral (Very conservative perspective)
1.76 – 2.50 Immoral (Conservative perspective)
2.51 – 3.25 Moral (Liberal perspective)
3.26 – 4.00 Very moral (Very liberal perspective)
Questions:
1. What is your total average score and your perspective to the different moral issues? Do you have
conservative or liberal moral perspective?
What is the total average score and moral perspective of all the respondents with regard to the different
moral situations?
2. What is the average score and moral perspective of the teacher-respondents? Why do you think they
have this perspective?
3. What is the average score and moral perspective of the student-respondents? Why do you think they
have this perspective?
4. What is the average score and moral perspective of the parent-respondents? Why do you think they
have this perspective?
My Reflections
Based on the results of your survey, complete the following statements:
1. What group of your respondents do you share moral perspectives with? What group are you very
different in moral perspective? Why do you think so?
2. Considering that people have different moral perspectives and ethical issues in teaching, I am
convinced that is making moral and ethical decisions I have to
My Affirmed Concepts
On the basis of the lesson learned about “The Moral and Ethical Nature of Teaching Profession”
and after reflecting on this episode:
1. I affirm that the bases for teacher in making moral and ethical decisions in their profession are
grounded on
2. I affirm that it is difficult to make moral decisions in teaching because
My Future Application
As a future teacher, I can become moral and ethical by or through
FIELD STUDY
Episode 3 – Philosophical Orientations of Teachers in their Profession
Introduction
Teaching as a profession is grounded on some philosophical beliefs. This means that teachers are
not coming from a vacuum when they perform their teaching duties. They rather bring along with them a
set of beliefs that greatly influence, to a great extent, their knowledge, skills, attitude and general teaching
behavior inside the classroom. It is in knowing one’s philosophical orientation that teachers would answer
what schools are for what subject are important, how students should learn and what materials and methods
should be used. Significantly, philosophical orientation is the key to examine one’s educational goals and
reflect on one’s life experiences both personally and professionally. It is hoped that this episode will deepen
the students’ understanding of philosophical orientation with the end in view of constructing a teaching
philosophy that will make them become better and effective teachers in the future.
My Concrete Experience
1. What major philosophy and educational philosophy do I believe in?
2. Answer the survey questionnaire below, determine your own philosophical orientation and compare
it with your respondents.
Interpretation:
For major schools of philosophy, count how many of the items did you or your respondents have answered
with A, B, C, D. All A answers are reflective of idealism; B answers are realism; C answers are pragmatism
and D answers are existentialism.
For educational philosophy, count how many of the items did you or your respondents have answered with
E, F, G, H. All e answers are reflective of perennialism; F answers are essentialism; G answers are
progressivism and D answers are reconstructionism.
The highest score reflects your own or your respondents’ dominant schools of philosophy and educational
philosophy that you believe in.
Score of 81-100 = you or your respondents have very high tendency to believe in this philosophy
Score of 61-80 = you or your respondents have high tendency to believe in this philosophy
Score of 41-60 = you or your respondents have moderate tendency to believe in this philosophy
Score of 21-40 = you or your respondents have low tendency to believe in this philosophy
Score of 0-20 = you or your respondents have very low tendency to believe in this philosophy
My Observation
Tabulate the results in the matrix found below:
WHAT MAJOR SCHOOLS OF PHILOSOPHY AND EDUCATIONAL PHILOSPHY DO YOU
BELIEVE IN?
Procedure:
1. Encode the number encircled by each respondent in all the twenty (20) items.
2. Total how many items have been answered by each respondent with A, B, C, D and so on.
3. Make a frequency count of the dominant school of philosophy and educational philosophy of the
10 respondents and summarize it using the following table: (e.g. of the 10 respondents. How many
of them have philosophical orientation along idealism, realism, pragmatism, existentialism and so
on?)
Major School of
Frequency Count Tendency Level Rank
Philosophy
Idealism 4 Very Low Tendency 4
Realism 20 Very Low Tendency 3
Pragmatism 41 Moderate Tendency 1
Existentialism 35 Low Tendency 2
Educational
Philosophy
Perennialism 14 Very Low Tendency 4
Essentialism 15 Very Low Tendency 3
Progressivism 40 Moderate Tendency 1
Reconstructionism 31 Low Tendency 2
Legend:
81 – 100 = Very high tendency to believe in this philosophy
61 – 80 = High tendency to believe in this philosophy
41 – 60 = Moderate tendency to believe in this philosophy
21 – 40 = Low tendency to believe in this philosophy
0 – 20 = Very low tendency to believe in this philosophy
4. Indicate on the table the tendency level and rank each philosophical orientation and educational
philosophy.
5. Analyze the data on the table. Please take note that it is possible to have two or three major school
of philosophy and educational philosophies to obtain the same frequency counts. This convey that
you or your respondents are not inclined to believe in a single philosophy but a mixture of two or
more philosophies. Such orientation or approach is called eclecticism.
Questions:
1. What major school of philosophy and educational philosophy do the respondents believe in?
- The respondents believed in Pragmatism as their major school of philosophy and
Progressivism as their educational philosophy.
2. What does it mean if the respondents believe in this major school of philosophy?
- The respondents believed in Pragmatism s their major school of philosophy, this means that
they believe in actions and ideas must go hand-in-hand. Ideas have to produce actions to create
change in the society and in each life. Learning of the students should be catered from the experience
of the students by considering their interests and needs.
3. What does it mean if the respondents believe in this educational philosophy?
- Progressivist teaches human beings to know how to manage change. The students learn best
if the topics are considered essential to their lives. The purpose of education under progressivism is
to teach the learners according to their practical needs and to live meaningfully in the world.
4. What is the major school of philosophy and educational philosophy that they least believe in?
- The survey showed that the respondents least believed in Idealism and Perennialism.
5. Did the major school of philosophy and educational philosophy which you believe in the same with
your respondents? Why? What causes individuals to have differing philosophies to believe in?
- We also believed in Pragmatism and Progressivism because they are useful and applicable
to solve problems in real life situations and we also believed that, “experience is the best teacher”.
Humans have different philosophies to believe in because of their personal choices, traditions,
identity, culture and religion.
My Reflections
Based on the results of your survey and the discussion in the text, complete the following statements:
1. The major school of philosophy that I believe in is
2. The educational philosophy that I believe in is
3. I am convinced that these philosophies can help me in my teaching because
My Affirmed Concepts
On the basis of the lesson learned about “Philosophical Orientation in Teaching” and after reflecting
on this episode:
1. Believing in as a major school of philosophy will help teachers in
2. Believing in as an educational philosophy will allow teachers to
My Future Application
As a future teacher, I can apply my major school of philosophy and educational philosophy by or
through
FIELD STUDY
Episode 4 – Competencies and Attributes of 21st Century Filipino Teachers
Introduction
The National Competency-Based Teacher Standards (NCBTS) is one of the key elements in
ensuring quality education in the country. Through this standard, teachers and other stakeholders are able
to identify the set of knowledge, skills, and attitudes that are imperative for professional teachers to carry
out their duties and responsibilities. One of the most important uses of the NCBTS Teacher Strengths and
Needs Assessment (TSNA) is to determine the gap between the set of standards embodied in the seven (7)
domains and the current competencies of teachers as perceive by themselves. The result of this tool will be
a valuable input for them to determine their yearly professional development goals by coming up with an
Individual Plan for Professional Development (IPPD). These professional development goals are cascaded
in a larger scale because this shall be used in conceptualizing programs and activities for teachers at the
school, district, division, and regional levels. Cognizant of the value of NCBTS-TSNA, this episode allows
the students to determine their own professional strengths and weaknesses using the same tool used by
teacher practitioners in the Department of Education. Having a foretaste of the TSNA instrument will help
them craft their own professional development goals which provide a good roadmap of their future career.
My Concrete Experience
1. What competencies am I strong? What competencies am I weak?
2. Answer the NCBTS Teacher Strengths and Needs Assessment (TSNA) and compare it with your
respondents.
Obtain one (1) accomplishment Teacher Strengths and Needs Assessment (TSNA) from any public
elementary or secondary teacher.
My Observations
Procedure:
1. Obtain a copy of the individuals Teacher Strengths and Needs Assessment (TSNA) from any
elementary or secondary public-school teacher.
2. Read any attached Teacher Strengths and Needs Assessment (TSNA) and fill up the attached
Answer Sheet to determine your own professional strengths and weaknesses; and
3. Make summary table your domain and the domain of your teacher respondent. Supply the
Percentage score, Mean score and Competency level. A sample Individual Teacher NCBTS-
TSNA Result Survey Template is provided as your reference.
Questions:
1. What is your general level of competency in all the domain? Which domain are you strong
(experienced and/or expert)? Which domain are you weak (developing and/or beginning level)?
2. What is your teacher respondent’s general level of competency in all the domain? Which domain
is he/she strong (experienced and/or expert)? Which domain is he/she weak (experienced and/or
expert)?
3. What does it mean if you are weak (developing and/or beginning level) and strong (experienced
and/or expert) in these domains?
4. What does it mean if your teacher respondent is weak and strong in these domains?
My Reflections
Based on the result of your survey and the discussion in the text, complete the following
statement:
1. I am already at the “expert” or “experienced” level in domain because
2. I am still at the “developing” or “beginning” level in domain because
3. I am convinced that having a “beginning” level of domain/s can be addressed through or by
My Affirmed Concepts
On the basis of the lesson learned about “Competencies and Attributes of 21st Century Filipino
Teacher” and after reflecting on this episode:
1. As a future teacher, I can enhance my professional competencies through
2. The learners’ performance that can be improved through the professional competencies that I am
going to enhance would be
My Future Application
As a future teacher, my future professional development goal will be
FIELD STUDY
Episode 5 – Teachers’ Rights, Privileges, Obligations and Accountabilities
Introduction
Inherent in all professions are the enjoyment of rights and privileges and the acceptance of the
corresponding obligations and accountabilities. Teaching as a profession is not an exemption. Like all
professionals, teachers enjoy some rights privileges but they are also obliged and accountable for the quality
of the service they deliver to the students, state, society, parents, community members, and to their
colleagues in the profession. These rights and accountabilities are usually performed on a day to day basis
making the life of the teachers complex and ethically grounded. For future teachers to know what they are
to do in the future, they ought to have a close scrutiny of their tendencies to violate the Code of Ethics for
Professional Teachers. This also includes teacher practitioners who have the tendency to break their ethical
commitment in their profession. This episode will survey actual and possible violations of teacher
practitioners and would-be teachers, respectively of their Code of Ethics as Professional Teachers.
My Concrete Experience
1. What is your perception of yourself complying and living by the Code of Ethics of your profession
in the future?
2. Honestly answer the survey questionnaire below, determine your tendency to perform the following
unethical actions.
My Observations
Tabulate the result in the matrix found below
Resp
on S I T U A T I O N S
dents
Ave/
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Mean
1
2
3
4
5
6
7
8
9
10
Teachers Average/mean Score
11
12
13
14
15
16
17
18
19
20
Students’ Average/mean Score
Total Average =(teacher average + student average)/ 2
Procedure:
1. Encode the number encircled by each respondent in all the twenty-five (25) items.
2. To get the average or mean score of respondent, add all the scores given by each of them in all 25
items and divide by 20.
3. To get the overall average or overall mean score, add the average or mean score of the groups of
respondents and divide it by 2.
4. Analyze the result of the overall mean score using 5 Point Linkert Scale below.
Numerical value Descriptive Value for Teachers& Students Descriptive Value for Yourself
1.0 – 1.79 Never (To a Very Little Extent) Very Low tendency
1.8 – 2.59 Rarely (To a Little Extent) Low tendency
2.6 – 3.39 Sometimes (To Some Extent) Moderate tendency
3.4 – 4.19 Often (To a Great Extent) High tendency
4.2 – 5.0 Always (To a Very Great Extent) Very high tendency
Questions:
1. What is your total average score and your propensity to commit the unethical behavior? Do you
have high or low tendency?
2. What is total average score and extent to which teachers of your FS identified school assignment
or your own college or university commit the different unethical behaviors?
3. What is the average score and extent to which the teacher respondents perceive their colleagues
commit the different unethical behaviors?
4. What is the average score and extent to which the student respondents perceive their teachers
commit the different unethical behaviors?
5. In your own opinion, why do you think teachers of this school commit or do not commit these
unethical behaviors?
My Reflections
Based on the result of your survey, complete the following statements:
1. What accountabilities of teachers are always forgotten?
2. I am convinced that complying with the Code of Ethics for Professional Teacher is essential in my
personal and professional growth because
My Affirmed Concepts
On the basis of the lesson learned about “Teachers’ Rights, Privileges, Obligations, and
Accountabilities” and after reflecting on this episode:
1. I affirm that teachers are able to commit unethical behavior when
2. I affirm that compliance to the Code of Ethics for Professionals Teachers will make me
My Future Application
As a future teacher, I pledge to live by the Code of Ethics for Professional Teachers by
FIELD STUDY
Episode 6 – Legal Bases of Philippine Education and the Professionalization of Teaching
Introduction
Teachers were numerous hats in the discharge of their duties and responsibilities. One of the hats
they wear is that the lawyer. They wear this hat when they make major decisions concerning their
relationship and obligations with the students, colleagues, school heads, parents and other stakeholders of
the school. In this case, it is imperative that educators become knowledgeable and comfortable of the laws,
policies and reforms in Philippine education. When teachers are cognizant of these laws and policies, they
are able to respond positively and effectively to the demands of their profession. Moreover, they are able
to uphold the law and find themselves in the right side of justice when they discipline students and relate
with colleagues, parents and higher authorities. This episode seeks to determine the extent to which teachers
know the basic laws in education. It is hoped that this episode will make you understand your level of
awareness of the educational laws including that of the practicing teachers.
My Concrete Experience
1. What is your level of awareness of the different provisions of educational laws?
2. Honestly answer the questionnaire below, determine your level of awareness of the different laws.
My Observations
Tabulate the results in the matrix found below
Resp
on SITUATIONS
dents
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Ave/
Mean
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Overall Weighted Mean for Teachers
Procedure:
1. Encode the number encircled by each respondent in all the twenty (20) items.
2. To get the average or mean score per respondent, add all the scores given in all twenty items and
divide by 20.
3. To get the overall weighted mean, add all the average or mean scores of all the respondents and
divided by 20.
4. Analyze the result of the overall weighted mean using the 4 Point Likert Scale below.
Numerical Value Descriptive Value
1.0 – 1.75 Very Much Unaware
1.76 – 2.50 Unaware
2.51 – 3.25 Aware
3.26 – 4.00 Very Much Aware
Questions:
1. What is your level of awareness of the educational laws? Are you aware or unaware?
2. What is the average score and extent of awareness of your teacher respondents?
3. How do you compare your level of awareness of the educational laws with that of your teacher
respondents?
4. In your own opinion, why are the teachers not knowledgeable of the educational provisions and are
not updated of the recent educational policies?
My Reflections
Based on the results of your survey, complete the following statements:
1. Becoming aware and committing myself to the legal provisions of Philippine education is important
because
2. I am convinced that educational laws are essential in my personal and professional growth because
My Affirmed Concepts
On the basis of the lesson learned about “Legal Bases of Philippine Education and the
Professionalization of Teaching” and after reflecting on this episode:
1. As a future teacher, I affirm that upholding the educational laws will make me
2. I affirm that I have the obligation to comply with the educational laws of the country because
My Future Application
As a future teacher, I become aware of the educational laws by
As a future teacher, I pledge to uphold the educational laws of the country and my profession by
FIELD STUDY
Episode 7 – The Philippine Educational System and Its Educational Reforms
Introduction
Inherent in all professions is the enjoyment of rights, privileges and the assumption of obligations
and accountability. Teaching as a profession is not an exemption. Like all professionals, teachers enjoy
some rights and privileges but they are also obliged and accountable for the quality of the services they
deliver to the students, state, society, parents, community members and to their colleagues in profession.
These rights and accountabilities are usually done on a day to day basis and they are also complex in nature.
For future teachers to know what they are to do and why they shall do the things they do, they have to have
close scrutiny of the entire educational program and understand who have the stake in school. This episode
will make you travel into the different perspectives of people to various moral issues in school. Let us find
this out in this episode.
The professional and ethical conducts of faculty are of special concern to the public for a number of reasons. First,
faculty can strongly influence the overall ethical climate of the university environment (Schulte et.al., 1991).
Second, the conduct of faculty affects the moral development of students (McNeel 1994a; Lisman, 1996). Third,
teaching is commonly viewed as a noble profession with special privileges and responsibilities (Goodland, 1990).
Fourth, as faculty produce the nation’s future leaders, it shoulders the responsibility to ensure quality and high
ethical standards of graduates.
My Concrete Experience
1. What is your perception of yourself becoming ethical in your profession in the future?
2. Honestly answer the survey questionnaire below, determine whether you have the propensity or
tendency to perform the following unethical actions.
Reflect on the management of your principal. Is he/she exercising the authority, accountability and
responsibility to develop the School Improvement Plan (SIP).
Have you seen such a Plan?
If you haven’t, get a copy of the SIP. Does it contain the following?
o School Vision-Mission
o Profile of the School and the Community
o Problems and needs assessment
o Objectives and Targets
o Implementation Plan
o Monitoring and Evaluation Plan
o Communication and Advocacy Plan
o Documentation and Reporting to Stakeholders
Don’t worry if you are not familiar with some parts of the Plan. You will know them as you gain experience
in the school. What is important is that your school has a SIP and that you can locate yourself and determine
your contribution in the implementation of the Plan.
My Observations
Tabulate the results in the matrix found below
Resp SITUATIONS
on
dents
Ave/
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Mean
1
2
3
4
5
Teachers Average/Mean Score
6
7
8
9
10
Students Average/Mean Score
11
12
13
14
15
Parents Average/Mean Score
Total Average (teacher average + student average + parent average)
Procedure:
1. Encode the number encircled by each respondent in all the twenty-five (25) items.
2. To get the average or mean score per respondent, add all the scores given by each of them an all the
twenty items and divided by 25.
3. To get the overall average or mean score, add all the average score of the 15 respondents and divided
by 15.
4. Analyze the result of the overall mean score using the 5 Point Likert Scale below
Numerical Value Descriptive Value
1.0 – 1.79 Never (Very low propensity)
1.8 – 2.59 Rarely (Low propensity)
2.6 – 3.39 Sometimes (Moderate propensity)
3.4 – 4.19 Often (High propensity)
4.2 – 5.00 Always (Very high propensity)
Questions:
1. What is your total average score and your perspective to the different moral issues? Do you have
conservative or liberal moral perspective?
2. What is the total average score and moral perspective of all the respondents with regard to the
different moral situations?
3. What is the average score and moral perspective of the teacher-respondents? Why do you think they
have this perspective?
4. What is the average score and moral perspective of the student-respondents? Why do you think they
have this perspective?
5. What is the average score and moral perspective of the parent-respondents? Why do you think they
have this perspective?
My Reflections
Based on the results of your survey, complete the following statements:
1. What group of your respondents do you share moral perspectives with? What group are you very
different in moral perspective? Why do you think so?
2. Considering that people have different moral perspectives and ethical issues in teaching, I am
convinced that in making moral and ethical decisions I have to
My Affirmed Concepts
On the basis of the lesson learned about “The Moral and Ethical Nature of Teaching Profession”
and after reflecting on this episode:
1. I affirm that bases for teachers in making moral and ethical decisions in their profession are
grounded on
2. I affirm that it is difficult to make moral decisions in teaching because
My Future Application
As a future teacher, I can become moral and ethical by or through