By ROGELIO B. GALAT JR, LPT, MBA Student
Abstract
The Philippine educational system, spearheaded by the Department of Education (DepEd), is founded on the noble mission of nurturing lifelong learners who are imbued with values and competencies to contribute to national development. However, the path to achieving this mission is fraught with complex ethical dilemmas that manifest daily within the school environment. This paper is written to critically examine these ethical challenges from the dual perspective of a practitioner on the ground—a Senior High School teacher—and a student of business administration. It seeks to move beyond anecdotal complaints and systematically analyse prevalent issues through the lens of governance, ethics, and social responsibility frameworks. By identifying and dissecting challenges such as resource mismanagement, interpersonal conduct, and pressures on academic integrity, this paper aims to foster a constructive dialogue among educators and administrators. The ultimate goal is to contribute to the development of more robust, transparent, and ethically grounded policies that strengthen the moral fabric of our public schools, ensuring they remain true sanctuaries of learning and integrity.
Keywords: Business Ethics, DepEd,
School Governance, Ethical Dilemmas, Public Education, Workplace Dignity,
Academic Integrity, Philippines
Introduction
The 1987 Philippine Constitution
unequivocally states that the State shall "protect and promote the right
of all citizens to quality education at all levels" and shall
"establish, maintain, and support a complete, adequate, and integrated system
of education relevant to the needs of the people and society" (Art. XIV,
Sec. 1 & 2). This constitutional mandate places a significant
responsibility on the Department of Education and its frontline personnel,
including teachers and school administrators. As the implementers of this
vision, we are not merely instructors of academic subjects; we are expected to
be exemplars of the DepEd's core values: Maka-Diyos, Maka-tao,
Makakalikasan, at Makabansa.
However, the reality within the institution is far
more complex than these ideals suggest. Public schools, particularly Senior
High Schools (SHS), are micro-organisations susceptible to the same ethical
pressures that affect other public and private entities. As a teacher in the
Accountancy, Business, and Management (ABM) strand, I teach students the
principles of good governance, transparency, and ethical business conduct.
However, I am acutely aware of the dissonance that can exist between the
curriculum we teach and the "unwritten curriculum" demonstrated in
the day-to-day operations of the school.
This reflection paper serves as an
analytical exploration of the significant ethical issues confronting a typical
Philippine public SHS. Drawing upon established ethical theories and relevant
government issuances, it will investigate three primary areas: (1) the
management of financial resources, (2) professional conduct and interpersonal
relationships, and (3) the preservation of academic integrity. This is not an
exercise in condemnation but an academic requirement to diagnose ailments in
the hope of finding sustainable remedies.
Keywords: Business Ethics, DepEd, School
Governance, Ethical Dilemmas, Public Education, Workplace Dignity, Academic
Integrity, Philippines
Resource management and financial
transparency
Good governance begins with the
stewardly management of resources. In the school setting, the most scrutinised
resource is the MOOE. While DepEd has implemented school-based management (SBM)
to empower principals, it has also opened avenues for potential ethical lapses.
Opacity in MOOE Liquidation and
Procurement
Republic Act No. 9184, also known as
the Government Procurement Reform Act, provides a clear framework for
transparency and accountability. However, its application at the school level
can be challenging. A common ethical issue arises from the procurement of
school supplies and services. There is often an unspoken pressure to patronise
specific suppliers who may or may not offer the best value for money. This can
be due to a principal's connection or a supplier's offer of a
"rebate" or "SOP" (a colloquial term for a kickback), which
may be unofficially used for other school needs not covered by the MOOE, but
which fundamentally violates the law and breeds a culture of corruption.
The liquidation of these funds presents another challenge. While transparency boards are mandated, the level of detail provided can be superficial. Teachers and other stakeholders often have limited real access to the specifics of expenditures, creating a climate of suspicion. From a deontological perspective, which emphasises duty and rules, the failure to adhere strictly to procurement and transparency laws is an ethical breach, regardless of the perceived "good" intention of redirecting funds (Biana, 2020).
The Ethics of "Voluntary"
Contributions
DepEd Order No. 41, s. 2012 strictly prohibits the collection of fees or contributions from students during enrollment and throughout the school year. While labelled "voluntary," collections for classroom projects (e.g., new curtains, electric fans) or school events place students and parents in a coercive position. A student who cannot contribute may feel ostracised, and a parent may feel obligated to give to ensure their child is not treated differently. This practice contravenes the principle of utilitarianism, which seeks the greatest good for the greatest number. While a new electric fan may benefit the class (albeit slightly), the anxiety and financial strain placed upon poorer families, as well as the erosion of trust in the public school system, create a much larger harm. It also undermines the State's responsibility to fund basic education fully.
Professional conduct and
interpersonal relationships
The school is a community where
relationships are paramount. The ethical conduct of teachers towards students
and colleagues sets the moral tone for the entire institution.
The Palakasan System in
Opportunities and Assignments
The Code of Conduct and Ethical
Standards for Public Officials and Employees (R.A. 6713) mandates that all
public servants perform their duties with the "highest degree of
excellence, professionalism, intelligence, and skill." This implies a system
based on meritocracy. However, the palakasan system remains a pervasive
issue. It can manifest in the assignment of teaching loads, where senior or
well-connected teachers may be given fewer preparations or more desirable
subjects. It is also evident in nominations for training, awards, and
promotions. When opportunities are distributed based on proximity to power
rather than competence, it violates principles of fairness and justice. This
demoralizes hardworking teachers, stifles professional growth, and ultimately
harms the students who are deprived of being taught by the most qualified and
motivated educators for a particular role.
Upholding Workplace Dignity Against
Malicious Gossip (Tsismis)
The faculty room should be a
sanctuary of collegiality and professional growth. However, it can often become
a breeding ground for tsismis (gossip), an ethical issue that corrodes
the very fabric of professional relationships. This is not harmless chatter; it
is often weaponised to tarnish reputations, question colleagues' competence, or
speculate on their personal lives. This behaviour directly contravenes Article
V, Section 1 of the Code of Ethics for Professional Teachers, which mandates
that a teacher "shall, at all times, be imbued with the spirit of
professional loyalty, confidence, and faith in one another."
From a governance perspective, a
culture of rampant gossip is a sign of a toxic workplace. It constitutes a form
of psychological violence that leads to stress, anxiety, and demoralisation
among staff. When teachers prioritise office politics over collaboration, the
primary mission of education suffers. Teamwork on curriculum development,
intervention programs, and school-wide events is hampered by distrust.
Furthermore, it sets a terrible example for the students we are mandated to
mould into ethical citizens. Students are observant; a faculty that does not
model respect and dignity for one another cannot effectively teach these
values. School leadership has a deontological duty to foster an environment of
psychological safety and professionalism actively, establishing clear
expectations and mechanisms to address grievances constructively, rather than
allowing them to fester in the form of destructive gossip.
A challenge for upholding academic
integrity
The core mission of any school is
education, and the currency of education is knowledge and truth. Any compromise
on academic integrity strikes at the very heart of the institution's purpose.
Grade Inflation and the Pressure for
"Social Promotion"
One of the most insidious ethical issues is the pressure on teachers to pass students who have not demonstrated mastery of the required competencies. This pressure comes from multiple directions: from school administrators who are evaluated based on promotion rates and dropout rates; from parents who may be confrontational; and from a systemic, albeit compassionate, desire not to "leave any child behind."
When a teacher inflates a grade, they
are committing an act of dishonesty. This practice has severe long-term
consequences. From a utilitarian perspective, while it provides a short-term
benefit (the student passes, the teacher avoids conflict, the school's stats
look good), it ultimately harms society. It sends unprepared students into the
next grade level, higher education, or the workforce, devaluing the meaning of
a diploma. As posited by educational ethicists, it violates the teacher's
fundamental duty to be an honest evaluator of student learning (Strike &
Soltis, 2009). For me, as an ABM teacher, it is the educational equivalent of
fraudulent financial reporting—presenting a picture that is rosier than
reality, with inevitable negative consequences down the line.
The Teacher's Role in Addressing
Student Dishonesty
The school's response to cheating is
a powerful indicator of its ethical climate. Inconsistent or lax enforcement of
rules against cheating sends the message that integrity is not a priority. When
a teacher ignores cheating because dealing with it is too time-consuming or
because "everyone does it," they become complicit in the moral decay.
This inaction teaches students a more potent lesson than any lecture on ethics:
that one can get ahead through dishonest means. The challenge is to create a
system that is both firm and educational, where students are held accountable
for their actions but are also taught why integrity matters, not just
for their grades, but for their character and future professional lives.
Conclusion
The ethical landscape of a Philippine
public Senior High School is a complex terrain of grey areas, where noble
intentions often clash with systemic pressures and ingrained cultural
practices. The issues of financial mismanagement, professional misconduct, and
compromised academic integrity are not merely the isolated failings of
individuals but are symptomatic of deeper institutional challenges. Low
salaries, lack of resources, weak enforcement mechanisms, and a culture that
sometimes prioritises personal relationships over professional merit all
contribute to an environment where making the ethical choice is not always the
easy choice.
As a future MBA graduate and a current DepEd teacher, I believe the solution is not to impose more rules, but to build a stronger ethical infrastructure. This begins with leadership. School principals and administrators must be unwavering models of integrity, championing transparency in the utilization of MOOE and fairness in personnel management. It requires robust professional development that moves beyond compliance and equips teachers with ethical decision-making frameworks to navigate complex situations. It also necessitates fostering a culture of courage and open dialogue, where teachers and stakeholders can raise concerns without fear of reprisal.
Ultimately, the goal is to align our daily practices with the lofty ideals enshrined in our Constitution and the Department of Education's (DepEd) core values. The students in my ABM class are the future accountants, managers, and entrepreneurs of our nation. The most important lesson we can ever teach them is one that is not found in a textbook, but one that is demonstrated in the integrity of the institution they belong to. By confronting these ethical issues head-on, we can work towards making our schools not just centres of learning, but true crucibles of character.
References
Biana, H. G. (2020). Deontological and utilitarian inclinations of educators: A case for Philippine state universities and colleges. Recuperación y Mejora en la Educación, 9(3), 594-610.
Commission on Professional Regulation. (1997). Resolution No. 435, s. 1997: Code of Ethics for Professional Teachers. Professional Regulation Commission. https://www.prc.gov.ph/sites/default/files/professsional-teachers-board-of-resolution-no.435-s.1997.pdf
Congress of the Philippines. (1989). Republic Act No. 6713: An Act Establishing a Code of Conduct and Ethical Standards for Public Officials and Employees, to Uphold the Time-Honoured Principle of Public Office being a Public Trust, Granting Incentives and Rewards for Exemplary Service, Enumerating Prohibited Acts and Transactions and Providing Penalties for Violations thereof and for Other Purposes. Official Gazette. https://www.officialgazette.gov.ph/1989/02/20/republic-act-no-6713/
Congress of the Philippines. (2003). Republic Act No. 9184: An Act Providing for the Modernization, Standardization, and Regulation of the Procurement Activities of the Government and other Purposes. Official Gazette. https://www.officialgazette.gov.ph/2003/01/10/republic-act-no-9184/
Department of Education. (2012). DepEd Order No. 41, s. 2012: Revised Guidelines on the Opening of Classes. https://www.deped.gov.ph/2012/05/29/do-41-s-2012-revised-guidelines-on-the-opening-of-classes/
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Strike, K. A., & Soltis, J. F. (2009). The
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