mgmt expectations
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1.     The Teacher as a PERSON


The ESS Faculty should:

a.     strive to keep himself spiritually, mentally and physically fit


b.     avoid undesirable habits and mannerisms, offensive language, immoral and questionable entanglements unbecoming of a member of the teaching profession


c.     be emotionally sound, stable and mature


d.     be a cooperative follower as well as a good leader


e.     possess a sense of humor and a spirit of goodwill necessary for effective teaching and professional relations


As a whole the general conduct of a teacher should be in accordance with Christian morality and the ethics of profession and society.


2.     The Teacher as a PROFESSIONAL


The faculty should understand and believe in the mission statement and objectives of the school, which must be in consonance with the educational objectives of the Catholic Church, the Philippine Constitution and the Department of Education, Culture and Sports.  In their formulation and implementation, the faculty is duty bound to cooperate with management.  In this connection, the faculty will appreciate being consulted by the school administration before the final and abrupt adoption and promulgation of policies, which will affect the faculty.


In this regard, the faculty member should:


a.     continuously strive to master his subjects and possess a working knowledge in all related fields


b.     constantly study in order to keep up with latest developments in his chosen field


c.     act as a parent and guide to his students


d.     be fair and impartial in his dealings with everyone particularly with his students whose work he has to evaluate


e.     understand the nature and needs of the learner, the school, and the community


f.      remain true to the ideals of the profession and strive to grow continuously in the service professionally, culturally, and socially


g.     react positively to suggestions and constructive criticisms of the management, fellow teachers, students and parents


h.     maintain sound professional and public relations in and out of the school and shall observe proper etiquette and protocol


i.      be conscientious and systematic in his work


j.      cooperate and participate in co-curricular activities


k.     cooperate with the school administration in effecting economy through the proper use of facilities, equipment and supplies in order that savings may be realized for the improvement of the institution and for the faculty benefits


l.      refrain from organizing and / or joining “cliques” for selfish destructive ends


m.    be loyal to the educational ideas for which Elizabeth Seton stands for


3.     Professional RELATIONS with Others on the Job


The faculty will have many contacts with students, school personnel and the public in performing the tasks of a teacher.  This requires skills in human relationship in order to insure maximum effectiveness in developing and maintaining good human relations, which is just essential to the teacher as good technique.


                Faculty and Students Relationship


                                The teacher’s relationship with students is the most vital human relations because this determines teaching success or failure in large measures.  The teacher must therefore establish rapport with students early in the school year in order to succeed.


                                Burr, Harding and Jacobs (1978) suggested some methods whereby good human or interpersonal relations can be established between the teacher and students:


a.     Be friendly but not familiar.  Your child-like behavior should be outgrown.  Students prefer one who can EMPATHIZE, is SYMPATHETIC, and KIND


b.     Know not only the student’s names but also much about their personal background which affects their relationships in the classroom


c.     Recognize sensitively student’s individual differences.  Build constructively upon these differences rather than expect every student to fit into an identical pattern


d.     Take into account the maturation levels of the group and proceed to get better acquainted and establish rapport in the light of these observable growths


e.     Be consistent in dealing with students.  Do not be too strict one day and too lax the next day


f.      Face each day’s work realistically and cheerfully with the students.  Even when you do not feel cheerful, you must remember the negative effect upon students if you reflect your problems and anxieties


g.     Create an atmosphere in which every student is first of all, free to be himself and free to let you see him be himself


h.     Plan with and in consideration for students in such democratic ways that the other members of the group prize your guidance


i.      Participate actively and naturally with students in what they enjoy doing in their work and their day


j.      Take time to listen to the student’s questions, problems, joys, and dilemmas, and treat their confidence clinically and confidentially


k.     Demonstrate to the children that you believe in them and their potentialities


j.      Encourage in every child the cultivation of self-confidence, self-expression, independence, and social effectiveness


The teacher should deal with every student JUSTLY and IMPARTIALLY.  Exhibition of prejudice or discriminations because of the students’ intellectual ability and/or social and financial standing should have no place in the relationship between the teacher and his students.  The teacher should not be influenced by any consideration other than merit in the evaluation of student’s work.  It is improper to ask or accept directly or indirectly personal services, gifts or other forms of favor from any students or parents that would tend to influence professional relations with them.  Inflicting any cruel corporal punishment or offending students violate modern principles of teaching and therefore not allowed.  Deductions in the scholastic ratings for acts that are clearly not manifestations of poor scholarships are not allowed.  Ridicule or “name calling” sarcasm, and the use of derogatory remarks are out of place and should not be used as disciplinary measures.


Teacher – Teacher relationships


                  Good relationship with fellow teachers contributes greatly toward teaching success.  Through sharing of ideas, aspirations, moods and values, a teacher contributes to one another’s professional growth and teaching effectiveness.  Professional stimulation among teachers via free sharing is desirable.  This is recommended to all teachers whether new or experienced.  Every teacher is expected to treat a co-teacher as a PERSON, as a PROFESSIONAL and as a COLLEAGUE.



Faculty and Administrator / Supervisor Relationship


                  Since teaching is a cooperative team effort between the individual teacher, the administrators and supervisors, the teacher should recognize the advantages of creating good relationships with them.


                  The teacher should seek the professional assistance of superiors to enrich learning experiences.  The teacher can obtain a wealth of ideas, materials and guidance from administrators and supervisors on how to accomplish the educational objectives of the school.



Faculty and Other School Personnel Relationship

 The work of the office staff and the maintenance staff is essential to the successful operation of the school.  Every faculty members is expected to deal with the school staff in a business-like manner.  Teachers should accept them as COLLEAGUES in mutual cooperative efforts to provide the best learning situations possible for the students.  The maintenance personnel who clean the rooms should not be treated as houseboys.  However, they may be called in a friendly manner at any moment to do some cleaning.  If there is good rapport existing between the teachers and other school personnel, the program of instruction can move with the greatest dispatch and efficiency.

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