Rights and Responsibilities of Teachers

Standard

Rights of Teachers

  • The participation of teachers in social and public life should be encouraged in the interests of the teacher’s personal development, of the education service and of society as a whole.
  • Teachers should be free to exercise all civic rights generally enjoyed by citizens and should be eligible for public office.
  • Where the requirements of public office are such that the teacher has to relinquish his teaching duties, he should be retained in the profession for seniority and pension purposes and should be able to return to his previous post or to an equivalent post after his term of public office has expired.
  • Both salaries and working conditions for teachers should be determined through the process of negotiation between teachers’ organizations and the employers of teachers.
  • Statutory or voluntary machinery should be established whereby the right of teachers to negotiate through their organizations with their employers, either public or private, is assured.
  • Appropriate joint machinery should be set up to deal with the settlement of disputes between the teachers and their employers arising out of terms and conditions of employment. If the means and procedures established for these purposes should be exhausted or if there should be a breakdown in negotiations between the parties, teachers’ organizations should have the right to take such other steps as are normally open to other organizations in the defense of their legitimate interests.

Responsibilities of Teachers

  • Recognizing that the status of their profession depends to a considerable extent upon teachers themselves, all teachers should seek to achieve the highest possible standards in all their professional work.
  • Professional standards relating to teacher performance should be defined and maintained with the participation of the teachers’ organizations.
  • Teachers and teachers’ organizations should seek to co-operate fully with authorities in the interests of the pupils, of the education service and of society generally.
  • Codes of ethics or of conduct should be established by the teachers’ organizations, since such codes greatly contribute to ensuring the prestige of the profession and the exercise of professional duties in accordance with agreed principles.
  • Teachers should be prepared to take their part in extra-curricular activities for the benefit of pupils and adults.

Source: Records of the General Conference, UNESCO, 14th Session, 1966, Paris, France

Rights of teachers

  • The participation of teachers in social and public life should be encouraged in the interests of the teacher’s personal development, of the education service and of society as a whole.
  • Teachers should be free to exercise all civic rights generally enjoyed by citizens and should be eligible for public office.
  • Where the requirements of public office are such that the teacher has to relinquish his teaching duties, he should be retained in the profession for seniority and pension purposes and should be able to return to his previous post or to an equivalent post after his term of public office has expired.
  • Both salaries and working conditions for teachers should be determined through the process of negotiation between teachers’ organizations and the employers of teachers.
  • Statutory or voluntary machinery should be established whereby the right of teachers to negotiate through their organizations with their employers, either public or private, is assured.
  • Appropriate joint machinery should be set up to deal with the settlement of disputes between the teachers and their employers arising out of terms and conditions of employment. If the means and procedures established for these purposes should be exhausted or if there should be a breakdown in negotiations between the parties, teachers’ organizations should have the right to take such other steps as are normally open to other organizations in the defense of their legitimate interests.

Responsibilities of teachers

  • Recognizing that the status of their profession depends to a considerable extent upon teachers themselves, all teachers should seek to achieve the highest possible standards in all their professional work.
  • Professional standards relating to teacher performance should be defined and maintained with the participation of the teachers’ organizations.
  • Teachers and teachers’ organizations should seek to co-operate fully with authorities in the interests of the pupils, of the education service and of society generally.
  • Codes of ethics or of conduct should be established by the teachers’ organizations, since such codes greatly contribute to ensuring the prestige of the profession and the exercise of professional duties in accordance with agreed principles.
  • Teachers should be prepared to take their part in extra-curricular activities for the benefit of pupils and adults.
  • Relations between teachers and the education service as a whole
  • In order that teachers may discharge their responsibilities, authorities should establish and regularly use recognized means of consultation with teachers’ organizations on such matters as educational policy, school organization, and new developments in the education service.
  • Authorities and teachers should recognize the importance of the participation of teachers, through their organizations and in other ways, in steps designed to improve the quality of the education service, in educational research, and in the development and dissemination of new improved methods.
  • Authorities should facilitate the establishment and the work of panels designed, within a school or within a broader framework, to promote the co-operation of teachers of the same subject and should take due account of the opinions and suggestions of such panels.
  • Administrative and other staffs who are responsible for aspects of the education service should seek to establish good relations with teachers and this approach should be equally reciprocated.

Source: UNESCO 1997 version

The UNESCO-ILO Recommendation concerning the Status of Teachers adopted in 1966 has essentially served as a charter of rights for teachers worldwide. It is so significant that the 5th October, the anniversary of its signing, became the date chosen for World Teachers’ Day. Similarly, the Recommendation on the Status of Higher Education Teaching Personnel adopted in 1997 made further commitments regarding college and university faculty.

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16 thoughts on “Rights and Responsibilities of Teachers

  1. our principal has talked to me once about the grade that i’m going to handle next year. I’m effective and efficient in teaching grade 3 pupils but she wants me to teach intermediate pupils instead. I said that i already prepared all the materials and was able to photocopied the lesson plans and books (grade 3) and so the other references that I need in teaching. She said that I don’t own the grade i’m handling. Is it proper for a principal to force me to move to another higher grade when in fact i’m already used into teaching of grade three pupils?
    thank you for reading this
    p. s. i’ve been asking myself a lot of questions about this. thank you

    • Anonymous

      Why? Aren’t you challenged with the fact she’s promoting you to greater responsibility because she’s trusting your potential? Most of the time in our lives, forcing is not a negative reinforcement, as it always summons us to greater heights. So try it out. Then after a year, you can decide if it helps you

      • hmmm….. i have been experiencing it right now! at first i said it the same way what you said to your principal, but today i have change my mind. i accept that she put me in grade 6. to teach mathematics…..i think my decision now is right! because even though i have prepared all the materials that is needed….we as teacher must not be stuck up… but we must be flexible and efficient one….we cannot obtain it … unless we bravely face the challenges and changes that comes in our ways…. hope you like my comment…and enlighten you….and just do your best…. at least you try your best….

  2. 1. One of my graduating students has 2 back subjects. Unfortunately, he did not take summer classes . But under the pressure of the superior, our teacher in charge allowed him to have special classes- scheduled every lunch break- starting March. The student despite the missed attendance-only 5 lunch break present-was able to graduate last March. Do you think its fair to all concerns? As the adviser and a subject teacher of one of the 2 back subjects,what is/are my rights? Can I say no to the decision of our superior? What should teachers do to avoid this disgusting practice of the public school?
    2. Our TIC is fond of uttering bad words to her teachers-what public office should we go to complain on her attitude? She won’t entertain any complain from us!
    3. What are our rights?
    Thank you for answering all of these.
    God bless!

  3. I am a journalism teacher in our school for 6 years,I am also a GSP Field Adviser for 5 years. I am also handling the school band for 4 years.I have gone to different seminars and training already for the job given to me. With these loads I am at the same time a classroom teacher. But I was able to manage my time for all these loads. I come to school even Saturdays and Sundays as I love my job very much. Yet, here comes my co teachers, telling the Principal to pull me out from the extra curricular activities and they will be the one to take over of my place because of the certifications for promotion purposes.

    This school opening is quite unfavorable for me as I dont want to quit from the tasks given as I know I am still capable of doing this job.Why dont they try to make their own initiative to do something so they cam make it for their promotions?

    What certain laws would protect me from this?I think it would be a harassment and a big insult on my part if the Principal will give the task to other teachers where in fact I was the one sent to trainings and seminars for 7 years.

    Will I gave up journalism and GSP? This is where I found the value of teaching.

    • manuela solis

      you already have lots of certificates gained .give chance to others.have a copy of guidelines for promotion for any position you are qualified for.

  4. Anonymous

    am also a teacher ,congrats for being a versatile teacher but why not give others a chance to be promoted? anyway you’ve done the best,share this time if its not worth for them it will be yours again

  5. am also an elem. school teacher and rose to become a school principal. Barely months ago, I was assigned in a school district away from home officially designated to take charge of that school district, was authorized to perform the functions due the Office of the District Supervisor and named Principal In-Charge of the District (PICD). But just recently, the newly assigned Schools Superintendent unofficially advised me that my designation as PICD is declared ineffective and the School Principal where the Office of the District Supervisor sets, shall take over the functions of the District Office to be named “Coordinating Principal”. Worst is that I was not returned to the school where I came from. I am tasked to cluster schools without School Heads, as said, “to justify my being a Principal.” I felt harassed, embarassed, displaced, and do not know what to do.

  6. airabelle punzalan

    i’m working in montessori,,all the teachers there are complaining about the time we spent in school,,,,from 7am until 9pm pnaka early n yun, but most of the time until 12am andun p kmi..pero nka log out kmi ng 415pm dhil yun ang sbi ng may ari…we don’t have a copy of our contract, no payslip,lunch break is 30mins, sbrang hirap……its cruelty d b?

    • finding nemo

      if you’re afraid ma’am of asking questions about irregularities with your superior, better to ask help from DOLE (527-8000) http://www.dole.gov.ph. They are the one who can protect you or better yet, ask your inquiries to http://www.deped.gov.ph/contactus/default.asp. You should be paid for over time. Since you don’t have payslips, you may not know if you have sss or philhealth contributions. if you can’t stay there for good, don’t get another contract with them.

  7. Anonymous

    our principal just called us one day and informed us that we will be transfered to another grade level because our NAT result is very low and he finds it as the very solutions to address the problem .is he right? do we have the right to refused?

  8. Jean

    I want your opinions here…..
    one of my co-teacher has a problem with one student of my advisory. Yesterday, 2nd subject of my pupils, the teacher suddenly “natapik” the broken arm of Pedro(not really his name),Pedro was bully, pasaway,always distracting the class, and that time he did it again(as always). Then the father came to the room of Ms. Jenny(not really the name of teacher), Pablo(Pedro’s father) saw his son crying, then Ms Jenny called the attention of the father, Saying”Come here i want you to see your son’s performance”,,,then the father got angry and suddenly he hit Pedro and inuntog sa board.. Ms Jenny was shocked, after a couple of seconds Pablo went back and said “Eh mam pinalo mo pala e””Tarantado ka mam, gago ka anak ko yan eh” . He said that at Ms. Jenny’s door…
    After that, the father went to the police station to Blatter the teacher. And Ms Jenny went also to the station to blatter Pablo… no next step yet..
    What can you say about this..

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