Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City
EIGHTEENTH CONGRESS
First Regular Session

5709

House Bill No.

INTRODUCED BY HONORABLE LIANDA B. BOLILIA

EXPLANATORY NOTE

A strong science and math education facilitates students’ curiosity,
inventiveness, critical thinking, creativity, objectivity, and open-mindedness.
Students who are scientifically literate have the potential to overcome
subconscious biases and make better-informed decisions. Science and math
eliminate the noise emanating from emotions and gut feel.

Unfortunately, our society has a weak scientific orientation. The 1925
Monroe Survey (a survey of the educational system of the Philippine Islands),
which was authorized by the Philippine Legislature at that time, found that
Filipino students had no aptitude for science at all and that they had a good
arithmetic, but not analytical skills.1 Since then, we have been rated poorly in terms
of quality of science and math education based on global competitiveness indices.
Science and math have never been the strong suit in the basic education curriculum
of the country.

Research and data show that the engine of economic growth stems from
new ideas, inventions, and innovations - or the technological frontier. This has
happened to Singapore, South Korea, and Taiwan. Their graduates were math and
science-savvy rather than service oriented or English language-conscious.

Sadly, the lackluster science and math education is exacerbated by the brain
drain phenomenon among qualified science and math teachers, Since 1990, more
than 12,000 science and mathematics teachers left the Philippines to seek better
opportunities in the United States, Canada, and other countries. The lack of
qualified science and math teachers leads to the practice of assigning non-science

Alba, Michael. “Why has the Philippines Remained a Poor Country?”
https://www.econstor.eu/obitstream/10419/46668/1/538098074.pdf

2Cortes, Tan, and Sevillano (2005). Teacher leavers: Brain drain or technology transfer? DOST-SEl. Taguig, Metro
Manila


teachers to teach these subjects. The inadequate preparation of teachers handling
science and math subjects makes learning less meaningful for young learners.

In this regard, this bill’ seeks to provide a one-time three (3) salary step
increment for teachers with specialization in science and/or mathematics with the
thrust of giving focus to teaching these subjects as early as in basic education.
Harnessing the skills of our teachers will help advance science, math, and
technology for poverty reduction and unprecedented progress.

In view of the foregoing, the immediate enactment hoa of this bill
is earnestly sought.

LIANDA B. BOLILIA

Representativ
4% District, Batangas

3A similar bill was also filed in the 17" Congress by the author.


Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City
EIGHTEENTH CONGRESS

First Regular Sessjqn

House Bill No.

INTRODUCED BY HONORABLE LIANDA B. BOLILIA

AN ACT
INSTITUTIONALIZING THE SALARY STEP INCREMENT FOR TEACHERS
WITH SPECIALIZATION IN SCIENCE AND/OR MATHEMATICS

Be it enacted by the Senate and the House of Representatives of the Philippines in
Congress Assembled:

SECTION 1. Declaration of Policy. - The State shall give priority to education to
foster patriotism and nationalism, accelerate social progress and promote total
human liberation and development. In line with this, it is hereby declared the
policy of the State to enhance the right of teachers to professional development and
ensure that teaching will attract and retain its rightful share of the best available
talents through adequate remuneration and other means of job satisfaction and
fulfillment.

SECTION 2. Coverage. This Act shall cover incumbents of Teacher I, Teacher II,
and Teacher II positions in public elementary and secondary schools who
specialize in teaching Science and/or Mathematics.

SECTION 3. One-time salary step increment. - The grant of three (3) salary steps
increment for this purpose is effected only once. The Schools Division HRMO/ AO
shall maintain a Registry of Science and Mathematics Teachers already granted the
salary steps increment in this regard.

SECTION 4. Qualifications. - One-time three (3) salary increments shall be
granted to a Teacher who meets all of the following criteria for qualification:

A. Elementary Level
1, Teacher I (SG-11), Teacher II (SG-12), Teacher III (SG-13)
a. Education. -
i At least 27 units of Master of Arts in Education, major in
Science or Mathematics Education; or


ii, Bachelor of Elementary Education with at least 120 hours

Special Training in Science/ Mathematics at the international,

national, and/or division level in Teacher training institutions

duly recognized by DepEd, including DOST and UP-

NISMED; or

Bachelor's degree with 18 units in Professional Education

with at least 120 hours Special Training in Science/

Mathematics at the international, national, and/or division

level in Teacher training institutions duly recognized by

DepEd, including DOST and UP-NISMED.

b. Teaching Load. - At least three (3) teaching loads per day, all in
Science or all in Mathematics or a combination thereof.

c. Performance Rating. - Average rating of Very Satisfactory for the last
three (3) school years.

d. Teaching Experience. - Atleast three (3) years experience in teaching
Science and/or Mathematics as of the end of the last school year.

e. Related Training. - Continuing professional education - minimum
of 20 hours training per year related to Science and/or Mathematics,
not previously used as basis for promotion through the Equivalents
Record Form.

B. Secondary Level
1. Teacher I (SG-11), Teacher II (SG-12), Teacher III (SG-13)

a. Education. -

i At least 27 units of Master of Arts in education, major in
Science or Mathematics Education; or
ii, Bachelor of Secondary Education, major in Science or

Mathematics; or

Bachelor's degree with 18 units in Professional Education,

plus Certificate Program for High School Non-Specialist

Teachers in Science/Mathematics with minimum rating of

75% or its equivalent.

b. Teaching Load. - At least four (4) teaching loads per day, all in
Science or all in Mathematics or a combination thereof.

c. Performance Rating. - Average rating of Very Satisfactory for the last
three (3) school years.

d. Teaching Experience. - At least three (3) years experience in teaching
Science and/or Mathematics as of the end of the last school year.

e. Related Training. - Continuing professional education - minimum
of 40 hours training per year related to Science and/or Mathematics,
not previously used as basis for promotion through the Equivalents
Record Form.

SECTION 5. Rules and Regulations. - The Department of Education and the
Department of Budget and Management shall promulgate the necessary rules and
regulations to implement the provisions of this Act.


SECTION 6. Repealing Clause. - All laws, decrees, executive orders, rules and
regulations, or parts thereof which are inconsistent with this Act are hereby
repealed, amended or modified accordingly.

SECTION 6. Effectivity. - This Act shall take effect fifteen (15) days after its

publication in the Official Gazette or in at least two (2) newspapers of general
circulation.

Approved,