LET Secondary The Teaching Profession and Social Dimensions of Education — The Code of Ethics for Professional TeachersStudy Notes

The Code of Ethics for Professional Teachers establishes the ethical framework and professional standards applicable to all licensed professional teachers in Philippine educational institutions. The scope of application is comprehensive and inclusive. It applies to all teachers at every level of basic education (kindergarten through Grade 12) and tertiary education (colleges and universities) in both public and private schools. The term 'teachers' encompasses not only classroom teachers but also those in specialized roles such as industrial arts and vocational education teachers, school administrators who perform supervisory or administrative functions, and any personnel directly engaged in the instructional or educational management process. By establishing this broad scope, the Code recognizes that professional ethics are not limited to the classroom but extend throughout the entire school system and professional life. The Code is binding on all holders of a valid Professional Teaching Certificate issued by the Professional Regulation Commission (PRC), meaning that violations of the Code can have serious consequences for a teacher's licensure and career. Importantly, the Code does not replace other laws, regulations, or policies; rather, it works in conjunction with existing legal frameworks such as the Constitution, the Education Act, RA 7610 (Special Protection of Children Against Child Abuse, Exploitation and Discrimination Act), the Labor Code, and DepEd policies and memoranda. Teachers remain subject to all applicable laws and regulations of the land.

Article II establishes the teacher's primary obligation to the State and the nation. The teacher is constitutionally and morally bound to be a trustee of the nation's cultural, historical, and educational heritage. This trusteeship is not passive; it requires active transmission of this heritage to the next generation and a commitment to elevating national morality through education. The teacher must uphold and help carry out the policies of the State as embodied in the Constitution and the laws of the Philippines. This includes loyalty to the democratic system of government and the constitutional framework, even as the teacher retains personal freedoms and rights as a citizen. The teacher shall demonstrate commitment to the State's declared educational policies, including the K to 12 Curriculum Framework, values education, mother tongue-based multilingual education (MTB-MLE), and inclusive education principles. However, the teacher's loyalty to the State must be balanced with a prohibition against partisan, political, and sectarian abuse of the teaching position. A teacher must not use the school premises, the authority of the teaching position, or personal influence to promote any political party, candidate, religious sect, or sectarian interest. This is a critical distinction: the teacher supports the State and Constitution, but must remain impartial in matters of partisan politics and religious persuasion. The teacher is also expected to fulfill the civic duty of voting and to exercise all duties of citizenship in accordance with law. In the Philippine context, this means supporting nation-building efforts, respecting the rule of law, and contributing to the development of a culture of good governance and integrity.

Article III recognizes that teachers are not isolated professionals but are members of and leaders within their communities. The teacher has a special responsibility to provide moral and civic leadership and to take initiative in community movements for betterment—moral, social, educational, economic, and civic. This places the teacher in the role of a community leader and social catalyst. To be effective in this role, the teacher must deeply understand the community's local customs, traditions, cultural mores, and folkways. This understanding is essential for earning respect and credibility and for ensuring that educational practices are culturally responsive and do not alienate learners from their heritage. The teacher must actively refrain from disparaging the community, its people, or its practices, even if the teacher personally disagrees with some local customs. At the same time, teachers have a responsibility to promote progressive values and positive change—a balance between respect for tradition and support for constructive social development. The teacher must maintain good moral character and a good reputation both within the school and in the broader community. This is grounded in the principle that the teacher is a model and moral exemplar. Specifically, the teacher must avoid gambling, smoking, drunkenness, and other excesses, and must avoid illicit relations (whether romantic relations outside marriage or other morally questionable conduct). This does not mean teachers must be perfect, but they are held to a higher standard of conduct in their public and private lives because of their role as educators and moral influences. The teacher should live in and for the community, demonstrating genuine investment in community welfare rather than viewing the teaching position as merely employment. Finally, the teacher must help the school keep the community informed about the school's work, accomplishments, and needs—fostering transparency and partnership—but must never exploit the position for personal financial or social gain.

Article IV focuses on the teacher's obligation to protect, dignify, and enhance the teaching profession as a whole. The foundation of this article is the conviction that teaching is the noblest profession—a profession dedicated to human development and nation-building. Every teacher, simply by being a professional educator, bears responsibility for ensuring that teaching is regarded with the respect it deserves. This means that every teacher, individually and collectively, must uphold the highest standards of professional conduct, intellectual rigor, and moral integrity. To do otherwise is to lower the profession's standing. The teacher must pursue continuous professional growth and development throughout their career. This is not a one-time requirement at initial teacher education but an ongoing commitment. Professional growth is achieved through formal study (pursuit of advanced degrees), research and scholarly inquiry, participation in seminars and conferences, reading of professional literature, and engagement with professional development programs offered by DepEd or accredited organizations. In the Philippine context, this includes participation in the Learning Action Cell (LAC) program, attendance at regional in-service training (INSET), and engagement with teacher learning communities. The teacher must actively work toward securing adequate physical, social, and economic conditions for the profession and individual teachers. This may involve supporting efforts for better teacher salaries, improved school facilities, and safe working conditions. Part of this commitment is membership in and active support of the accredited professional organization of teachers—in the Philippines, this is typically the Philippine National Teachers Association (PNTA) or other recognized teacher organizations. Such membership provides collective voice and advocacy for teacher welfare. Finally, the teacher must not engage in any activity that lowers the dignity of the profession. This is a broad principle that encompasses everything from maintaining professional standards in appearance and conduct to avoiding actions that bring disrepute to teaching. Teachers who commit crimes, engage in unethical conduct, or abuse their position undermine the entire profession's credibility and public trust.

Article V governs the relationships among teachers themselves—the teaching community. These relationships are foundational to a healthy, collaborative, and productive school environment. Teachers must treat one another with mutual confidence, faith, and trust, recognizing that teaching is collaborative work that benefits from professional collegiality. Teachers must be fair and just in their dealings with one another, avoiding favoritism, nepotism, and discrimination based on gender, religion, ethnicity, or any other basis. A fundamental obligation is that a teacher shall not sabotage, discredit, or unfairly criticize a fellow teacher. This prohibition encompasses spreading rumors about a colleague, publicly humiliating a colleague, undermining a colleague's authority with students or parents, or engaging in gossip that damages a colleague's reputation. Such behavior is particularly corrosive in the school environment and undermines the unity needed for effective educational leadership. Teachers must maintain professional courtesy toward one another at all times, regardless of personal differences or disagreements about professional matters. Importantly, a teacher who has a legitimate complaint or concern about a colleague's conduct or performance must address it through proper channels (typically first directly with the colleague or through the school administration), not through public statements, gossip, or anonymous accusations. Conversely, a teacher who receives a complaint from a colleague should hear it with openness and professionalism, not defensiveness. The article also addresses the misuse of confidential information: a teacher must not reveal confidential information about a colleague (such as personal health information, family matters, or details about a colleague's private life) without authorization. Additionally, a teacher must not exploit or take advantage of a colleague—for example, by pressuring a colleague to do personal favors, borrowing money with no intention of repayment, or coercing a colleague into doing another teacher's work. These prohibitions create a culture of mutual respect and professional integrity within the teaching community.

Article VI addresses the teacher's relationship to superiors and the chain of command within the school and educational system. The teacher must make important decisions and transact official business through proper channels. This means that when a teacher has a concern, complaint, suggestion, or decision that needs authorization, the appropriate process is to follow the established chain of command: the teacher typically approaches their immediate supervisor (usually the principal or department head), who may escalate the matter if necessary to the division or regional office. By-passing the chain of command, going directly to a higher authority without first addressing the matter through proper channels, or attempting to circumvent administrative procedures undermines the order and coordination necessary for school operations. The teacher must support the legitimate policies of the school and the education authorities. Legitimate policies are those that are lawful, that serve the educational mission, and that are issued through proper authority. A teacher who supports these policies, even if they personally might have preferred a different approach, demonstrates professionalism and institutional loyalty. However, the Code also recognizes that teachers have a right to dissent. If a teacher has a legitimate grievance or justifiable criticism of a superior or a policy, the teacher should present it through proper channels and in a proper manner—calmly, respectfully, with documentation and evidence if possible, and without making false or exaggerated claims. The teacher may seek redress against perceived injustice through the appropriate remedies, which may include formal grievance procedures, appeal to higher authorities, or filing a complaint with the Civil Service Commission (CSC) if applicable. What the teacher must NOT do is make false accusations or charges against superiors, especially anonymous accusations. Anonymous accusations lack accountability and often reflect cowardice rather than genuine concern. They also prevent the superior from confronting their accuser and presenting their side of the story. False accusations are a serious violation that can constitute defamation or libel. A teacher who has a justified criticism should be willing to stand behind it openly and follow proper procedures.

Article VII is a reciprocal article that establishes ethical standards for school officials (principals, assistant principals, supervisors, coordinators) in their dealings with teachers and other school personnel. While much of the Code addresses teachers' obligations, this article acknowledges that school leaders also have professional and ethical responsibilities. School officials are enjoined to be just, fair, and considerate in all dealings with teachers and personnel. Justice means that decisions about assignments, evaluations, discipline, and recognition are based on merit and established criteria, not on favoritism, personal relationships, or discrimination. Fairness requires that all teachers be treated equally under the same policies and procedures. Consideration means that school officials recognize the dignity and rights of teachers as professionals and human beings. All school officials must show professional courtesy toward teachers and personnel—the same courtesy that Article V requires teachers to show one another. This includes using respectful language, acknowledging the expertise and contributions of teachers, and treating teachers with the respect due to professional colleagues. School officials must treat teachers without favoritism, meaning that no teacher should receive special advantages, lighter workloads, or preferential treatment based on personal relationships, family connections, or factors unrelated to merit and job requirements. Conversely, officials must not discriminate against teachers based on gender, religion, ethnicity, political affiliation (outside official duties), or personal differences. Critically, school officials shall not dismiss or recommend for dismissal of a teacher or other personnel except for cause and after providing due process. This protects teachers from arbitrary removal and requires that dismissal be based on documented performance issues, misconduct, or other legitimate grounds, and that the teacher be given opportunity to respond, present evidence, and be heard before a final decision is made. Superiors must not use their position for personal ends—they cannot demand personal favors from teachers, use their authority to extract money or gifts, pressure teachers into social or romantic relationships, or direct school resources toward personal projects. Finally, superiors must actively promote harmony and cooperation among all personnel, fostering a collegial and supportive school culture rather than one marked by conflict, cliques, or divisions. A principal or supervisor who creates an environment of fear, favoritism, or hostility violates Article VII.

Article VIII is the most heavily tested article on the LET because it directly addresses the core mission of teaching: the welfare and development of learners. The foundational principle of this article is explicit: the interest and welfare of learners is the teacher's first and foremost concern. This principle supersedes all other considerations—the teacher's convenience, personal preferences, administrative ease, or any other factor. The teacher must deal justly and impartially with every learner, meaning that all students receive fair treatment, equal opportunity to learn, and equal respect regardless of ability, socioeconomic background, gender, ethnicity, religion, or any other characteristic. This is the bedrock of Article VIII and connects directly to inclusive education principles and DepEd's equity mandate. A critical obligation is that the teacher must determine academic marks and recommend promotion or retention strictly on the basis of merit and academic performance. Grades must reflect what a student has actually learned, measured against learning competencies and standards. Grades must NEVER be used as a tool of punishment for misbehavior. This is a crucial distinction: discipline for misbehavior is handled separately through corrective measures, parent conferences, detention, loss of privileges, or other discipline, but not by lowering grades. A student who misbehaves but demonstrates mastery of content must receive a high grade; a student who behaves well but has not learned the content must receive a lower grade based on achievement. Using grades punitively is both educationally unsound (it confuses the message about what grades mean) and ethically wrong (it punishes the student academically for a behavioral issue). The teacher must not accept favors or gifts from learners, their parents, or others in exchange for grades or in exchange for any requested concessions (such as extensions, make-up work, or reduced homework). Even if the gift is small or well-intentioned, accepting it creates a perception of bias and compromises the teacher's objectivity. In some cases, accepting significant gifts may constitute bribery. The teacher must not inflict corporal punishment on learners—this is aligned with RA 7610, which protects children from physical punishment, and with DepEd policy that prohibits corporal punishment. Corporal punishment is both illegal and ineffective as a behavior management strategy. The teacher must also not make deductions from academic scores or grades as a punishment. This reinforces the principle that grades assess learning, not behavior. The teacher must not take advantage of the learner's confidence and trust. Learners, especially young children, are trusting and vulnerable. They may confide personal information, seek emotional support, and rely on the teacher as a role model and mentor. The teacher must never exploit this trust for personal gain, never use confidential information against a student, and never form inappropriate relationships with students. This connects to child protection under RA 7610. Finally, the teacher must base evaluation on merit and guide and understand the learner. Assessment should be comprehensive, fair, and based on multiple measures of student learning. The teacher should provide guidance and support to help learners improve, not merely measure and record deficiencies without offering help.

Article IX addresses the teacher's professional relationship with parents and guardians. The teacher must establish and maintain cordial relations with parents, recognizing that parents are the primary educators of their children and that school-home partnership is essential for student success. Cordial relations are built on mutual respect, open communication, and shared concern for the child's development. The teacher must hear parents' complaints with sympathy and understanding, not defensiveness or dismissal. When a parent comes to the teacher with a concern—whether about their child's academic progress, behavior, social interactions, or any other matter—the teacher should listen actively, try to understand the parent's perspective and concerns, and work collaboratively toward solutions. This requires emotional intelligence and the ability to see situations from the parent's point of view while also maintaining professional boundaries. The teacher must inform parents honestly and accurately about the learner's progress and deficiencies. Parents have a right to know how their child is doing academically and behaviorally. This information should be shared regularly, not only at report card time. Teachers may use progress reports, emails, phone calls, parent-teacher conferences, or other methods to keep parents informed. However, the information must be honest—not sugar-coated to avoid difficult conversations, but also not harsh or judgmental. When there are deficiencies or concerns, the teacher should discuss not only what the problem is but also what steps are being taken to address it. The teacher shall seek parents' cooperation for the proper guidance and improvement of the learner. Parents are partners in education. If a child is struggling academically or behaviorally, the teacher should collaborate with the parent to develop strategies, homework support, behavior plans, or other interventions. This requires respectful communication and recognition that parents know their children well and have valuable insights. The teacher must not divulge confidential information about a learner to unauthorized persons. Just as teachers keep professional confidentiality with colleagues and with principals, they maintain confidentiality about student information, academic records, and family circumstances. Information about a student's grades, family situation, behavior, or medical/psychological status should not be shared with other teachers (except those who need the information for educational purposes), with community members, on social media, or in any unauthorized way. The teacher must also not make derogatory remarks about parents to their children. If the teacher has concerns about a parent's behavior or character, the teacher should address these through appropriate channels, but must never badmouth the parent to the student. Doing so creates confusion and conflict for the child and undermines family relationships.

Article X governs the teacher's financial dealings and business activities, both within the school and in private life. The teacher must render honest, mature judgment in all financial and business matters. This means that when handling school funds (such as PTA money, activity funds, or classroom supplies), the teacher must keep accurate records, use the funds only for the intended purposes, account for every peso, and maintain transparency. A teacher who misappropriates school funds or property entrusted to their care—whether by taking money directly, using school equipment for personal use without authorization, or allowing funds to disappear without accountability—violates Article X and may be subject to criminal prosecution for theft or embezzlement in addition to professional sanctions. The teacher must be free of unwarranted business or financial interest that creates a conflict with the duties of the teaching position. For example, a teacher must not act as an agent of textbook companies or supply firms—that is, must not sell textbooks or supplies to students or parents and receive a commission, and must not pressure students to buy certain books or materials in which the teacher has a financial interest. To do so would be to use the authority and trust of the teaching position for personal financial gain and potentially to force students to purchase materials that are not truly in their educational interest. The restriction extends to business partnerships: a teacher must not enter into a business arrangement where the teacher's official duties would be compromised. For example, a teacher must not be on the payroll of an enrichment center or tutoring company that students attend, because this creates an incentive to recommend the tuition to parents or to not fully teach material in class to direct students to outside tutoring. A teacher engaged in legitimate private tutoring or other business must keep it completely free of conflict with the interests of learners and the school. Private tutoring of a student currently in one's class is ethically questionable because it creates a conflict of interest (the teacher may be incentivized to teach less clearly in class to drive students to private tutoring). If a teacher engages in private tutoring, it should be either: (a) tutoring of students who are not in the teacher's current class, or (b) if tutoring current students, it must be done with transparent communication to parents, no additional charge beyond standard rates, and no conflict with school duties. Business activities must not interfere with the teacher's primary duty to teach and to students. A teacher who spends school hours conducting private business, or who misses classes to attend to business, is neglecting students and violating this article. The teacher's focus during school time must be on students and instruction.

Article XI recognizes that teachers are human beings with private lives, but acknowledges that the role of a teacher carries special responsibility in terms of personal conduct and moral character. The foundational principle is that the teacher must live with dignity at all times—whether in school, at home, or elsewhere. Dignity is a consistent standard, not something that is performed for school and set aside in private life. The teacher's moral character and reputation in the community reflect on the profession and on the learners and families the teacher serves. The teacher must place premium on self-respect and self-discipline. Self-respect means holding oneself to high standards, believing in one's own worth and capability, and not engaging in conduct that demeans oneself. Self-discipline is the ability to manage impulses, resist temptations, and direct one's behavior according to principles and values rather than momentary desires. A teacher who is self-respecting and self-disciplined models these qualities for students and serves as a positive influence. The teacher must behave with honor and dignity in all circumstances. Honor means conducting oneself in a way that is worthy of respect; maintaining integrity and keeping promises; and accepting responsibility for one's actions rather than blaming others. Dignity means maintaining a dignified demeanor, speaking respectfully about others, and not engaging in behavior that is undignified or degrading to others or oneself. This includes avoiding excessive alcohol use, substance abuse, gambling, sexual misconduct, financial irresponsibility, and other behaviors that undermine personal dignity. The teacher must maintain a dignified personality in all circumstances—public and private, professional and personal. A teacher who is dignified commands respect from students, parents, and community members; a teacher who engages in undignified conduct forfeits credibility and moral authority. The teacher shall recognize the Almighty God or Being as the guide of one's own destiny and of the destinies of others. This language accommodates teachers of all faiths and non-religious teachers: it means that the teacher should have a spiritual or philosophical anchor that grounds ethical values and the belief that there is something larger than oneself. It also means respect for the spiritual or religious beliefs of others. Finally, the teacher must be a good example worthy of imitation. This is perhaps the most challenging and demanding aspect of Article XI: the teacher must recognize that students, especially young children, observe the teacher closely and internalize the teacher's values, attitudes, and behaviors. A teacher who is selfish, dishonest, disrespectful, or otherwise unethical teaches these lessons more effectively than any moral lesson taught in words. A teacher who is kind, fair, hardworking, honest, and humble teaches these virtues through example. This does not mean the teacher must be perfect—teachers are fallible humans—but the teacher must strive to be worthy of imitation and must acknowledge mistakes and learn from them.

Article XII addresses the consequences for violations of the Code of Ethics for Professional Teachers. Any violation of the Code may constitute grounds for the revocation or suspension of the professional teaching certificate (license) issued by the Professional Regulation Commission (PRC). Revocation is the permanent cancellation of the license, effectively ending the person's career as a licensed professional teacher. Suspension is a temporary prohibition on teaching, typically for a specified period (e.g., 6 months, one year), after which the teacher may reapply for reinstatement. The determination of whether to revoke or suspend, and for how long, depends on factors such as the severity of the violation, whether it caused harm to learners or the profession, whether it was a first offense or repeated offense, and whether the teacher showed remorse and commitment to reform. Importantly, the Code operates within a framework of due process. A teacher cannot be suspended or have their license revoked without the opportunity to be heard, to present evidence, and to respond to accusations. Due process protections include: (1) notice of the specific charges against the teacher, (2) adequate time to prepare a defense, (3) opportunity to present evidence and witnesses, (4) opportunity to cross-examine witnesses, (5) a fair hearing before an impartial body, and (6) written decision with explanation of the grounds. Violations of the Code may also result in other legal consequences. For example, a teacher who misappropriates school funds may be criminally prosecuted for theft or embezzlement. A teacher who abuses a child violates RA 7610 and may face criminal charges. A teacher who defames another person may be sued for libel or slander. The Code is not the only source of consequences; it works in conjunction with criminal law, civil law, and labor law. Teachers should understand that violation of the Code is serious and can have profound effects on their career and livelihood. This underscores the importance of understanding the Code thoroughly and maintaining high ethical standards throughout one's career.

Article XIII simply establishes when the Code of Ethics for Professional Teachers takes effect. The Code, as promulgated in Board Resolution No. 435, series of 1997, became effective after due publication in the Official Gazette and other official publications. From that date forward, it has been binding on all licensed professional teachers in the Philippines. The Code has been in effect for more than two decades and is a well-established standard in the Philippine teaching profession. For purposes of the Licensure Examination for Teachers, the Code in its current form is the standard that applies. Teachers preparing for the LET should be thoroughly familiar with the Code and should be prepared to apply it to scenario questions that are common on the exam.

The Licensure Examination for Teachers frequently presents scenario questions that require you to identify which article of the Code is violated, or to select the ethical action to take. Here are representative scenarios and the ethical analysis required to answer them. Understanding these patterns will help you succeed on exam day. SCENARIO 1: A student receives a low grade on a unit test. The student's mother comes to the teacher upset and gives the teacher an expensive gift (a branded bag), asking if there is any way the grade could be reconsidered or improved. What should the teacher do? ANALYSIS: This scenario tests Article VIII (The Teacher and Learners). The teacher must: (1) not accept the gift, because accepting gifts in exchange for grade concessions violates Article VIII; (2) explain to the mother that grades are based strictly on merit and academic performance; (3) discuss with the mother the student's strengths and areas for improvement; and (4) offer support to help the student improve, such as tutorial sessions, extra practice, or feedback on specific errors. The teacher should politely decline the gift and assure the mother that the student will be treated fairly based on performance. SCENARIO 2: A teacher is frustrated with a student who frequently talks out of turn and does not complete homework. The teacher decides to lower the student's quarterly grade by 5 points as punishment for this behavior. Is this ethical? ANALYSIS: This violates Article VIII because grades must be determined strictly on merit and academic performance, never as punishment. Misbehavior and lack of homework completion should be handled through discipline (parent conference, behavior contract, loss of recess), but not through grade reduction. The teacher's reasoning might be: 'If I lower the grade, maybe the student will behave better next quarter.' But this conflates discipline with assessment and sends a confused message about what grades mean. The student's grade should reflect what the student has actually learned, regardless of behavior. SCENARIO 3: A teacher overhears two students gossiping about a colleague, saying the colleague is 'lazy' and 'doesn't prepare lessons.' What should the teacher do? ANALYSIS: This tests Article V (The Teachers and the Teaching Community) and the teacher's responsibility to protect colleagues' dignity. The teacher should: (1) not participate in or encourage the gossip; (2) if appropriate and comfortable, gently correct the students and tell them that making negative comments about teachers is disrespectful; and (3) if the teacher believes there is a genuine concern about the colleague's performance, the teacher should address it through proper channels (speaking with the colleague directly or reporting to the principal), not encourage student gossip about the colleague. SCENARIO 4: A teacher discovers that a parent has not paid tuition fees and the student is now behind on tuition. The teacher becomes angry and begins lowering the student's grades as pressure on the parent to pay. What violations does this involve? ANALYSIS: This violates multiple articles: (1) Article VIII because grades are used as punishment and based on factors other than merit; (2) Article VIII because the teacher is taking advantage of the student and the teacher-student relationship for financial pressure on the parent; and (3) possibly Article X if the teacher is using the position to enforce financial obligations. The correct approach is to refer the matter to the school principal or business office, which handles financial matters, not to punish the student academically. SCENARIO 5: A teacher disagrees with a principal's decision to eliminate the music program. The teacher believes this is educationally wrong and wants to advocate for keeping music in the curriculum. How should the teacher proceed ethically? ANALYSIS: This tests Articles VI (The Teacher and Higher Authorities in the Profession). The teacher should: (1) arrange a meeting with the principal and respectfully present the case for music education, with research and evidence supporting the value of music; (2) if the principal is not persuaded, the teacher may file a formal appeal or request a meeting with the division superintendent through proper channels; (3) the teacher must not bypass the principal and go directly to the division office; (4) the teacher must not publicly criticize the principal's decision or make it a source of conflict among staff; and (5) once a final decision is made, the teacher must support that decision professionally, even while continuing to advocate for change through appropriate channels. SCENARIO 6: A teacher requires all parents to purchase a specific brand of expensive school uniforms from a supplier. Unknown to the parents, the teacher's spouse owns the supplier and the teacher receives a percentage of each sale. What violations does this involve? ANALYSIS: This violates Article X (The Teacher and Business) because: (1) the teacher has a financial interest in the textbooks/materials students must purchase; (2) the teacher uses the position to direct money toward a business in which the teacher is financially interested; and (3) the teacher fails to disclose the conflict of interest. The teacher must not use authority to require purchase of products in which the teacher has financial interest. The school should establish a transparent process for selecting vendors and uniforms based on educational and practical merit, not on teacher profit. SCENARIO 7: A teacher notices a student seems sad and withdrawn. During a private conversation, the student reveals that the parents are divorcing and there is conflict at home. The student asks the teacher not to tell anyone. Later, the teacher runs into the student's father at the store and mentions, 'I know things are tough at home right now.' The father becomes upset. What violation has occurred? ANALYSIS: This violates Article IX (The Teacher and Parents) because the teacher has divulged confidential information about the student to an unauthorized person (the father). Even though the teacher thought they were sympathizing, the teacher shared information the student disclosed in confidence and that the student asked be kept private. The student may lose trust in the teacher, and the father may feel his privacy was invaded. The correct action is: (1) respect confidentiality of what the student shares; (2) if the teacher has concerns about abuse or neglect, report through proper channels to the principal and counselor, not to parents directly; and (3) provide support to the student without disclosing the details of their conversation to others.