Abstract
The overarching arguments and disciplines towards the normativity and ethicality of teacher identity transcend its value as a mere profession into the kind of life teachers have. There is this famous axiom pertaining to the prominence of the teaching profession — that teaching is a noble profession. One might ask for the reason behind the nobility of the teaching profession. In the Philippines, such nobility lies in the Republic Act 7836 or the Philippine Teachers Professionalization Act of 1994, which contains the blueprint on the vital role of teachers concerning nation-building through the education of the young. This study speaks of Catholic school teachers’ identity as educators in its ethical and normative sense as explicated in the Confucian doctrine of rectification of names and the Pauline notion of Christological conformity. In simpler sense, it aims to address the teacher’s identities in Catholic Schools. More so, the foundation of the arguments present in this paper was drawn for existing related knowledge from published materials and sources that were thoroughly collected and synthesized. The whole analysis revealed that a Catholic school teacher was inclined in attaining normative values in manifesting their teacher identity, which speaks of the ethics and norms of being in a Catholic school. Being a Catholic school teacher is to be both a professional and Christological in the way one understands and approach one’s own identity both as a person and as an educator.
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Canete, J.J.O. The Normativity and Ethicality of Identity of Catholic School Teachers Based on the Confucian and Christological Dualism: a Literary Elucidation. Hu Arenas (2022). https://doi.org/10.1007/s42087-022-00315-5
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DOI: https://doi.org/10.1007/s42087-022-00315-5