BIBLIOGRAPHY
SOLIBA, PATRICK A. May 2010. Internalization of the Honor Code and Honor
System at the Philippine National Police Cordillera Administrative Region Training
School. Benguet State University, Open University, La Trinidad, Benguet, Philippines.
Adviser: Janet A. Lee, MHRD
ABSTRACT
The study intended to determine whether the policies imposed by the Honor Code
and Honor System to Police trainees are realistic or reasonable, to describe how the
Honor Code and Honor System is being internalized in the Philippine National Police
(PNP) Regional Training Schools, and to determine the level of effectiveness of the
Honor Code and Honor System to trainees in terms of their self-development and social
development.
The study was conducted at the Cordillera Administrative Region Training School
(CARTS) at Teachers Camp, Baguio City with the consent and support of the Training
Staff. Sixty (60) Police Non-Commissioned Officers (PNCO) served as respondents to a
prepared questionnaire checklist. Interviews with selected trainees were also conducted
and related studies were culled to support the result of the study. The study found that
police trainees (respondents) depicted honest dealings and strictly observed the conduct
of responsibility, accountability and police professionalism. Their minds were set to be
idealistic and to be fearful of corresponding sanctions to their actions. This mindset made

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them perceive the Honor Code and Honor System as relatively more Realistic than
Reasonable.
The internalization of the Honor Code and Honor System at the CARTS was done
primarily through verbal methods. Orientations before the start of the training/course
ranked first with 4.7 as weighted mean and with descriptive equivalent of “Always”;
reminders in any training activity ranked second with weighted mean of 4.48; and
announcements during meetings or gatherings ranked third with weighted mean of 4.42
and with descriptive equivalent of “Often”.
The indoctrination of the Honor Code and Honor System was Highly Effective in
both self and social development of police trainees at the CARTS particularly in the
development of police professionalism and enhancement of their camaraderie or
“pakikisama”.
The Researcher recommends the continued implementation and internalization of
the Honor Code and Honor System in the PNP training schools but with more emphasis
on enhancing their communication and problem-solving skills through casework and
simulations. It is also recommended that the PNP Honor Code and Honor System be
continuously internalized in the workplace of police officers. The conduct of seminars on
values, and work ethics is likewise recommended to complement the Honor Code and
Honor System.
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TABLE OF CONTENTS
Page
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iii
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Background and Importance of the Study . . . . . . . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
REVIEW OF LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
The Honor Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
Honor Code in the United States
of America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
Honor Code in the Philippines . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Philippine National Police Ethical Doctrine . . . . . . . . . . . . . . . . . 17
Implementation of the Honor Code and Honor System . . . . . . . . 21
Effectiveness of the Honor Code and Honor System . . . . . . . . .
23
Moral Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
Self-Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26
Social-Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
31
Locale and Time of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
31
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Data Collection Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
Data Collection Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Treatment of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
35
RESULTS AND DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
Understanding of the Honor Code
and Honor System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
Formation Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
Academics Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
38
“All Right” Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
41
Internalization of the Honor Code and Honor System . . . . . . . . . 46
Level of Effectiveness of the Honor Code and Honor
System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
49
Self-Development of Trainees . . . . . . . . . . . . . . . . . . . . . . . .
49
Social Development of Trainees . . . . . . . . . . . . . . . . . . . . .
52
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . . . . . 57
Summary and Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
57
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
61
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
64
A. Request Letter to Conduct Study . . . . . . . . . . . . . . . . . . . . . .
64
B. Survey Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
65
C. Philippine Public Safety College Training Courses . . . . . . . . . 72
D. The Honor Code and Honor System . . . . . . . . . . . . . . . . . . .
74
BIOGRAPHICAL SKETCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
83
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INTRODUCTION

Background and Importance of the Study


Leaders are in charge of the ethical development of their people.
Ethics is their foundation; the responsibilities of which they cannot
delegate. As in charge, they give importance to their people’s character
development, which includes the development of their skill on moral
reasoning; hence primarily, they are responsible for the ethical climate
they set in their units (Taylor, 1983).
The basic roles of an organization leader are to encourage, and to
set the conditions for eventualities in life. Hence, leaders have the
individual responsibility to develop his/her own character in a positive way
throughout his/her service in order to be effective.

Taylor (1983) further states that the focus on character gives us a
key advantage when considering ethical development. Character, or
disposition, governs action. A person with good character normally will act
in accordance with his character. For example, an honest person is one
who has the quality of honesty as part of his character. An honest person
will, more likely than a dishonest person, be honest in an ambiguous
situation or when no one is watching. Learning the skill of moral reasoning
will be much easier for those who already have good character. When

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discussing the Laws of Ethical Doctrines, for example, the individual who
already has a basic respect for persons will much more readily understand
its principles.

All organizations have their own values to guide the actions of its
members such that the envisioned organizational character is projected.
Control must be exercised through extensive procedures and bureaucracy
to align organizational values ensuring a strong organizational culture
(Schein, 1985). The bureaucracy of the Philippines is governed by
Section 1, Article XI of the Philippine Constitution, which states that
“Public Office is a public trust. Public officers and employees must at all
time be accountable to the people, serve them with utmost responsibility,
integrity, loyalty and efficiency, act with patriotism.”

While governed by the above-stated provision of the constitution,
offices, including the academe, have their own localized value statements.
Every academe is imbued with ideals on character development that are
imparted to students; these ideals are the symbol of the academe’s being
when the students achieve their individual endeavors.


Specifically for the police regional training schools in the country
under the Philippine Public Safety College (PPSC), the institution of
character development is spelled in the Honor Code. The Honor Code
exemplifies a leader/person of character. It connotes that, “A

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person/student does not Lie, Cheat, Steal, nor Tolerate those who do.” It
is a part of an ethical doctrine that when students are inside the training
institution they will adhere to the tenets of the Honor Code and violation
thereof will be dealt with accordingly. It is an ethical doctrine that will lead
them to a perpetual road to live honorable lives even beyond the limits of
the training center and through out their lives.

The term “Honor Code” refers to the rules which aim to inculcate a
high sense of honor and strength of character in every trainee or student
by requiring him to be truthful and honest in his day to day actions. From
each student/trainee, the Honor Code demands integrity in words, in
deeds and in thoughts. The code allows no deviation from the high and
rigid standards.

The Honor Code is introduced to the police officers upon
recruitment and every time they attend professional trainings at the
training centers. The duration of police trainings varies on different
aspects as determined by the PPSC. The training courses are divided into
three parts (3): career officer courses, career non-officer courses and
specialized/technical courses offered (Appendix C).

Considering that the Honor Code is always included in the rigorous
trainings that police officers undergo, it is expected that the values
imposed upon them inside the training school will be applied along with

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the subject knowledge learned in the performance of their functions. With
the application of the values, the police officers shall serve as instruments
in refurbishing the image of the Philippine National Police (PNP). From the
higher echelon of the PNP organization, the aim is the reformation of
values among the personnel of the PNP. Continuous effort is being
initiated to regain the trust and confidence of the Filipino people, whom
they have sworn to serve and protect.

Consequently, in order to keep the momentum of the Police
Institution to act as an agent of better change and as an epitome of
dependable, approachable, presentable, humane and God-fearing cop,
the Ethical Doctrine, where the Honor Code was embodied, is being
implemented in all PNP training schools.
The implementation of the Ethical Doctrine in all PNP training
schools signifies the seriousness of the PNP to have in its ranks officers
who personify the above-stated characteristics, apart from the
characteristics of “not lying, not cheating, not cheating, and not tolerating
those who do” as dictated by the Honor Code.
However, while the Honor Code is implemented in all training
schools of the PNP, the effectiveness of its indoctrination or system of
internalization and its effect on the trainees with regard to self and social
development have not been determined. It is within this context that the

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study was conducted. It aimed to determine the internalization of the
Honor Code and Honor System as implemented at the PNP Cordillera
Administrative Region Training School (CARTS). The study is also an
attempt to respond to the call of Police Chief Superintendent Crisogomo
R. Francisco, Director of the Directorate for Human Resource and
Doctrine Development (DHRDD), for the refinement of the Ethical Doctrine
in order to provide the members of the PNP a better literature wherein the
tenets and principles of a good conduct or “God-fearing” behavior could
easily be understood and internalized by the police (PNP Manual PNPM-
0-0-8-95, 1995).

Statement of the Problem


The study intended to answer the following questions:
1. Does the Honor Code impose a Realistic or Reasonable set of
standards for the PNP Cordillera Administrative Region Training School
(CARTS) trainees?
2. How is the Honor Code being internalized inside the PNP
CARTS?
3. What is the level of effectiveness of the Honor Code to PNP
CARTS trainees in terms of their self-development and social
development?

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Objectives of the Study

The objectives of the study were as follows:
1. To determine whether the standards imposed by the Honor
Code are Realistic and Reasonable as perceived by the PNP CARTS
trainees.
2. To determine how the Honor Code is being internalized at the
PNP CARTS.
3. To determine the level of effectiveness of the Honor Code to
PNP CARTS trainees in terms of their self-development and social
development.

Conceptual Framework
The study assumes that the PNP Training Schools’ Honor Code is
complex and dynamic. The principles, features and characteristics of the
Honor Code are the underlying factors considered in this study in
determining its adaptability, appropriateness and relevance to address the
effects of a changing environment and needs of the PNP trainees in order
to become Honorable PNP officers with an effective ethical leadership and
decision – making in the PNP service.

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Honorable PNP Officers
The Honor Code

with an effective ethical
and Honor System
leadership and decision

making. Thus, Public
Servant of Truthfulness,

Fairness, and

Professionalism.
Internalization of

the Honor Code
and Honor System

- Lectures

- Seminars

- Memoranda
- Counseling



Figure 1. Paradigm of the study

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Through the internalization of the PNP Honor Code and Honor
System (process), as measured by whether the policies are realistic or
reasonable, by the forms of indoctrination of the Honor Code as well as by
the perceived effectiveness of the code to the trainees’ self-development
and social development, honorable police officers with effective ethical
leadership and decision-making are produced after the training.

Definition of Terms

PNP Honor Code – is a set of rules imposed upon the police
officers inside the training schools, to wit:
1. Trainee/s should tell the truth regardless of the consequences. He
keeps his word. He does not quibble. He does not make evasive
statements;
2. Trainee/s does not deceive others nor does he take undue advantage
of them. However, a credit he earns in any activity is entirely his own;
3. Trainee/s does not take any personal property of another without the
latter’s consent. He does not keep for himself anything that he finds
which do not belong to him; and
4. Trainee/s is bound to report any breach of the code that comes to his
attention. He does not tolerate any violation of the system (Honor Code
Handbook, Philippine National Police Academy).

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PNP Honor System – an instrument by which the Honor Code is
kept alive within the corps of cadets. Through indoctrinations and
orientations, the percepts of the code are gradually nurtured. In a cadet’s
daily activities are numerous situations where they are required to live by
the standards set by the Code (Honor Code Handbook, Philippine
National Police Academy).
Definitions of the following terms were lifted from the Manual of the
Police National Training Institute (2006):
Cheating – is contrary to good morals being an act of taking,
undue/unfair advantage of another for the deceitful purpose of obtaining
an object. Acts classified as cheating shall not be limited to the following:
1. Copying from notes or references during examination.
2. Possession of unauthorized materials having direct bearing or
relevance to the examination.
3. Intentionally looking at the examination answers of another.
4. Act of allowing another to copy his/her answers during examination.
Lying – is an act of making false statements, orally or in writing.
Stealing – is the act of taking with intent to gain and without
consent properties belonging to another.
Tolerating – failing to report to proper authorities those who
committed the act of cheating, lying or stealing.

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Philippine National Police Manual (PNPM)-0-0-8-,1995 – Philippine
National Police Manual Ethical Doctrine.
Police Trainee/s – are those Police Officers who are undergoing
studies and training at the Police Regional Training School.
Regional Police Training School (RPTS) – these are the Regional
Training Schools of Police Officers strategically located at the different
regions in the country; one (1) is located at Teachers Camp, Baguio City,
called Cordillera Administrative Region Training School (CARTS).
Realistic – tending to or expressing an awareness as they really
are;
practical
or
pragmatic
rather
than
ideal
or
moral.
(Http://www.thefreedictionary.com/realistic).
Reasonable – agreeable to reason or sound judgment; logical.
(Http://dictionary.reference.com/browse/reasonable).

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REVIEW OF LITERATURE

The Honor Code
Honor Code in the United States of America

Various Learning Institutions, Colleges, Universities, and Military
Training Schools in the United States of America practice the Honor Code
and Honor System to instill the basic ethical and character development
among their students to become fully matured, developed professionals
when they have graduated from their schools, leaving their Alma Matter
with imbued integrity in their different fields of endeavor.

According to West Point, a federal military reservation located north
of the village of highland falls in Orange County, New York, United States,
also known as United States Military Academy (USMA) or Army, the
United States Honor Code used originated from a gentleman’s Code of
Honor prevalent in the early officer corps. The Code of Honor was a broad
concept, and in the Academy’s application it meant that a cadet is
fundamentally honest and is to be accepted to his word.

Sylvanus Thayer, the founder of the Honor Code at West Point,
stressed the importance of honor as “an essential component of the
character development of an officer and a gentleman”. Thayer further
states that over time, the West Point community recognized that honor is

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the essential component of an environment in which discipline and
education could develop the leaders of character for the army and the
nation.

The Honor Code’s purpose is derived from the Mission statement of
the United States Military Academy: “to educate, train, and inspire the
corps of Cadets so that each graduate is a commissioned leader of
character committed to the values of Duty, Honor, Country; professional
growth throughout a career as an officer in the United States Army;” and a
lifetime of selfless service to the Nation.
The Academy expects its graduates and cadets to commit to a
lifetime of honorable living; successful defense of the nation relies upon
that commitment.
According to Newton D. Baker, Secretary of War in 1920:

“Men may be inexact or even untruthful, in ordinary
matters, and suffer as a consequence only the disesteem of
their associates, or even the inconveniences of unfavorable
litigation, but the inexact or untruthful soldier trifles with the
lives of his fellowmen, and the honor of his government; and
it is, therefore, no matter if idle pride but rather of stern
disciplinary necessity that makes West Point require of her
students a character of trustworthiness which knows no
evasions”


It is a saying that an officer who is not trustworthy cannot be
tolerated for it lacks a requisite quality, while in some professions the cost

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of dishonestly is measured in financial aspect, in the military profession of
arms the cost of dishonesty is measured in human lives.

Numerous military institutions and police training departments as
well as different colleges, universities in the United States and other
countries around the globe has adopted the Honor Code and Honor
System of the United States Military Academy in ferrying out disciplines to
its students to the ultimate character development for professional growth
to individual. However, the imposition of disciplines to violators of the
Honor Code differs in perspectives of the different institutional
administrations.

The United States Naval Academy and the United States Air Force
Academy have adopted the West Point Honor Code and Honor System to
instill discipline and as a medium for character development at which
students/cadets of the said military institution are bounded by the system
of words and in their actions inside and outside the academy while they
are under training or schooling.


United States Military Academy’s Honor Code:


“A cadet will not lie, cheat, steal or tolerate those who do.”

United States Air Force Academy:
“We will not lie, steal, or cheat, nor tolerate among us
anyone who does”

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“Further more, I resolve to do my duty and to live honorably,
so help me God”


United States Naval Academy:

“Midshipmen are persons of integrity: they stand for that
which is right.” “They tell the truth and ensure that the full truth is
known. They do not lie.”
“They embrace fairness in all actions. They ensure that work
submitted as their own is their own, and that assistance received
from any source is authorized and properly documented. They do
not cheat.
“They respect the property of others and ensure that others
are able to benefit from the use of their own property. They do not
steal.”

While it is adopted by various institutions around the world, the
concept of the Honor Code varies in its instituted processes. It differs on
how it is operated and mechanized by the institutions practicing the Honor
Code and Honor System.

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Honor Code in the Philippines


In the Philippines, the Honor Code and Honor System was adopted
at the Philippine Military Academy in the late 1930’s and at the Philippine
National Police Academy in the late 1980’s. However, the process of
implementation is different as it is applied in the different military
institutions.

Philippine Military Academy:

“We, the Cadets do not lie, cheat, steal, nor tolerate among
us those who do.”


Philippine National Police Academy:
“We the cadets do not lie, cheat, steal, nor tolerate those
who do.”


Philippine National Training Institute:
“All students/trainees shall not lie, cheat, steal or tolerate
others who do the same.”



The presence of the Honor Code in an institution, however, does
not assure the development of character among the trainees. Studies
indicate that there is still a need to inculcate further the essence of the
Code. Lumibao (2006), in his study “Evaluation of the Honor System of the

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Philippine Military Academy,” recommended that there should be more
emphasis on the indoctrination of the Honor Code and Honor System; and
that to strengthen indoctrination, implementation and education of the
Honor System, there should be more involvement of officers, faculty and
personnel. Lumibao also espoused the goal of the Honor System, which is
to develop leaders of character who are committed to living an Honorable
life even when after graduation. The primary reason is to foster character
development among the cadets to be a good leader in the public service.

Lagiwid (2005) likewise recommended that police trainings and
education must be adaptable to constant changes and development of our
environment; to keep abreast of fast evolution of technologies that has
impact on the behavioral changes of our police officers. He added that the
quest of qualitative and excellent police trainings and education should
integrate development paradigm geared towards a life – long learning that
exemplifies long – term investment, and honorable police officers in the
police agency.

The inclusion of the Honor Code as part of the education curriculum
in the PNP Training Schools supervised by the Philippine Public Safety
College (PPSC) was emphasized by General Avelino Razon during his
term as the Chief of PNP in 2008. The Honor Code was made part of his
major program called "The First 100-Day Challenge: Mamang Pulis in

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Action.” The program pushed for advocating the PNP Integrated
Transformation Program.

According to Razon (2008), the Honor Code is one of the
transforming vehicles for moral and spiritual enhancement as well as in
leadership development among the police personnel. The major purpose
is to enhance and reform police officers the basic concept of “servant
leadership” that policemen and policewomen are servant of character
ready to serve the community, a protector and not oppressor of the people
and a law enforcer but never a law breaker.

Beyond it is the effects of the program of General Razon which
states that, “To continue building major gains and strides achievement to
strive more and work harder to regain the respect of the people and the
communities that has sworn to serve and protect as they carry the badge
of honor and as epitome of a good cop who is dependable, approachable,
presentable, humane and God fearing police officers and enforcers of the
land” (Razon, 2008).

Philippine National Police Ethical Doctrine
The Philippine National Police Manual on Ethical Doctrine,
specifically subsections a, g, and h of section 4, states the following:

Law enforcement officials shall at all times fulfill the
duty imposed upon them by law, by serving the community and by

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protecting all persons against illegal acts, consistent with the high
degree of responsibility required by their professions…

Law enforcement officials shall not commit any act of
corruption. They shall also rigorously oppose and combat all such
acts….

Law enforcement officials shall respect the law and
the present code. They shall also, to the best of their capability,
prevent and rigorously oppose any violation of them.

Based on the PNP Ethical Doctrine, Police General Recardo
Sarmiento emphasized that “In pursuit of the highest standard of
professionalism, the PNP must have efficient, honest and committed
personnel who should be worthy of public trust and respect...Performance
is the quality trademark of a dedicated law enforcer” (PNP Manual PNPM-
0-0-8-95, 1995).

It has always been a practice for police officers to recite the Police
Officer’s Creed during flag ceremonies and other occasions: “I believe in
the wisdom of truthfulness – I must be trustworthy and I shall uphold the
truth at all times.” This belief connotes integrity in all police actions which
is parallel to the Honor Code thus, the PNP leaders insist on all members
of the PNP to act in a manner that would reflect best on the PNP and live
by the PNP’s core values. These cores values are clearly described in

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the Police Professional Conduct (PNPM-0-0-8-95, Section 2 of Chapter III)
as follows: 1) Commitment to democracy; 2) Commitment to public
interest; 3) Non-partisan; 4) Physical fitness and health; 5) Secrecy
discipline; 6) Social awareness; 7) Non-solicitation of patronage; 9) Proper
care and use of public property; 10) Respect for human rights; 11)
Devotion to duty; 12) Conservation of natural resources; 13) Discipline;
14) Loyalty; 15) Obedience to superiors; and 16) Command responsibility.

In a study conducted by the National Headquarters of the Philippine
National Police in 2001, it was found out that several documented cases
of misconduct involving new graduates have been traced and attributed to
an alarming scenario of poor foundation/basic training. In effect, it was
deduced that the PNP has been using ill trained and inept personnel. This
finding was supplemented by an Environmental SWOT Analysis
conducted by the PNP published in the O.N.E. PNP Action Plan of CY
2003.
Misconducts due to poor foundation of training can be corrected by
continuous education and training. It is believed that by continuously
educating the police, they will have the right characteristics, values and
predisposition to enable them to perform a job better in more situations,
more often with better results (Davies and Ellison, 1997).

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Moreover, in HRD 118 Course Module (2000) Atchison emphasized
that developing and empowering employees by giving employees
responsibility and authority to make decisions regarding all aspects of
product development or customer service is necessary to completely
benefit on employee’s knowledge. Employees are then accountable for
products and resources. In return, they share the rewards and losses of
the results. As more companies become knowledge-based and
competitive, it is important that they promote and capture learning at the
employee, team, and company levels also Elton Mayo in the same module
considered individual and mutual accountability as one of the critical
conditions towards developing an effective work team.

Continuing seminars on values also helps in the inculcation of
desired values to employees. Lorenzo, et al. (2001) quoted Pimentel in
her lecture, The Role of Values in Public Safety “A life filled with values is
a life of self-respect and dignity... Values bring empowerment and it is
possible to remove one’s defects and weaknesses. As we develop values
within ourselves we share this fragrance of values with the people around
us – the workplace, our family, community, nation and the world.”

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Implementation of the Honor Code
and Honor System

Lying, cheating, and stealing are found in all sectors and
organizations, including the academe. Studies have shown that inside
classrooms, students are more likely to cheat if they observe that other
students are cheating or if they perceive that cheating is acceptable
among peers (Crown, et al., 1998). In like manner, students are able to
justify or rationalize their cheating with ease; and more often, they find a
convenient way to place the “blame” on other students who cheat; faculty
members who do a poor job in the classroom and institution that do not try
very hard to address the issue of cheating (McCabe, et al., 1997).
Andres (1985) stated that stealing and cheating are by-products of
poor management – management’s permissiveness and neglect, and
failure to establish enforceable controls and procedures. Employees
cheat and steal because there is an opportunity for them to do so and
such opportunity occurs because of poor supervision. Studies show that
stealing and cheating occurs at all levels of organization and in some
cases, it occurs among tested employees who have been long in the
company. According to Andres (1985), “a very effective method of
controlling stealing and cheating is to reactivate the positive orientation of
Filipino values. Looking at the Filipino way of thinking, this method

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22
enables him to save his face (upang huwag mapahiya) for the peace of his
mind, and that of his family and friends.”
For the PNP Training Schools to inculcate its Honor Code and
Honor System that advocates the values of not lying, not cheating, not
stealing and not tolerating those who do, education plays a vital role in its
internalization by police officers/trainees. Lorenzo, et al., (2001) stated
that through intensified police education and training programs, the PNP
leadership is investing in the development of its most powerful weapon
and most valuable resource – the Filipino Police Officer.
Strategies employed by the PNP include orientations. An
orientation on the objectives of the training/course as well as the house
rules during the training proper has been a Standard Operating Procedure
(SOP) of the PNP before any training or course commences. This SOP is
supported by the study of Marconi Jr. (2007) which revealed that
Explanation of the Training Program is Very Highly Implemented by the
implementors of Unarmed Self-Defense Training Program of the Philippine
Public Safety College.
The duties of PNP members are being inculcated upon them
through recitation and verbal instructions rather than written means. With
reference to the PNP Manual 0-0-8-95, the Police Officer’s Pledge should

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23
be recited during the following occasions: 1) Flag raising and flag retreat
ceremonies, jointly with the Pledge of Allegiance to the Flag (Panunumpa
sa Watawat); 2) PNP training/course opening and closing ceremonies; 3)
Seminars; and 5) Other ceremonies.
Seminars on values, such as the “The Role of Values in Public
Safety,” are also conducted from time to time.

Effectiveness of the Honor Code
and Honor System


Moral Development


The Holy Gospel in the book of Proverbs, chapter 22, verse 6
states, “Train up a child in the way he should go, and when he is old he
will not turn from it.” This broad concept from the scriptures brings
development on moral and ethical aspect of human being.

Lumibao (2006) stated that the foundation of behavioral
development commences from birth to adulthood. It is proactive and
strategic that the human must grow in what he should be for the common
good. It is innate and within his ability to distinguish between right and
wrong, to act on that distinction, and to experience appropriate moral

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24
emotions. These are the factors in moral development: cognitive growth,
affective, social experiences, and behavioral component.

According to Gleen (1965) in his book “Ethics,” moral development
can be portrayed in every quality of human act. His intuitions on his
environment are factors that affect his virtues and his vices.

Values and attitudes matter in terms of development. In his article,
Dr. Arsenio Martin (2008) of Fort Arthur, Texas, USA discussed the
difference of the rich and the poor countries. He stated that the richness
of a country cannot be seen or measured through the age the country, like
India and Egypt that are more than 2000 years old, but are poor; on the
other hand, Canada, Australia & New Zealand, which some 150 years ago
were inexpressive, are today developed countries and are rich. Nor in the
natural resources which Japan has a limited territory, 80% mountainous;
inadequate for agriculture and cattle farming, but it is the second largest
world economy; Switzerland, which does not plant cocoa but has the best
chocolate in the world. Executives from rich countries who communicate
with their counterparts in poor countries show that there is no significant
intellectual difference. Race or skin color is also not important. Immigrants,
who were labeled lazy in their countries of origin, are now the productive
power in rich European countries. The difference then is that the attitude
of the people, framed along years of education, culture and flawed

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25
tradition. On analyzing the behavior of the people in rich and developed
countries, we find that the great majority follow the following principles in
their lives: ethics as a basic principle, integrity, responsibility, respect for
laws, rules and regulations, respect for the rights of other citizens, work-
loving, strive for savings and investment, will-power for super action,
punctuality, and discipline.
In poor countries, only a minority follow these basic principles in
their daily lives. The Philippines is not poor because it lacks natural
resources or because nature was cruel to it. In fact, the Philippines is
supposedly rich in natural resources; it is poor because its people lack the
correct attitude. Its people lack the will to comply with and teach these
functional principles of rich and developed societies (Martin, 2008).
The need to continuously inculcate desired moral values to
members of the PNP is done through the indoctrination of its Honor Code
and Honor System. Like in West Point, the indoctrination of the Honor
Code and Honor System to trainee/s as emphasized by Maxwell D. Taylor
(1983), is to lay the foundation upon which a career in growth of military
knowledge can be based and to accompany it by two indispensable
additions; first, such a general education as educated men find necessary
for intelligent intercourse with one another; and second, the inculcation of
a set of virtues, admirable always; but indispensable soldier.

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26
It connotes that honor is a virtue which implies loyalty and courage,
truthfulness and self-respect, justice and generosity. It is not a
complicated system of ethics, but merely “honest dealing and clean
thinking” (Taylor 1983).
The effectiveness of the Honor Code and Honor System according
to Taylor (1983) must have the loyal support of the authorities and the
trainees/students. The active indoctrination will cause the effect of the
Honor System that will develop their lives in terms of self development and
to their social development.

Self-Development

The implementation of the Honor Code starts in the PNP training
school where the police trainees are strictly trained to internalize the said
Code regardless of their course or training title. Tessin (1991) concluded
that the number one effect of training on the trainee or individual is that, it
helps in making better decision and effective problem-solving and it aids in
encouraging and achieving self-development and self-confidence. Abasolo
(1991) added that training helps to improve the skills as well as the
attitude and work habits of employees. A combination of their concepts
were unveiled in the study of Dalapnas (2008) wherein she claimed that
the school training program of Baguio City National High School is greatly
effective in the self-development of its teachers in the main campus and in

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27
the annexes. The top five (5) extents of effects are: 1) helps teachers for
advancement 2) develops positive attitude 3) develops self-confidence 4)
develops professionalism 5) helps teachers have better decision. The
same Researcher found out in her study that Professionalism is the
highest training need of the teachers along self-development needs.
The theory of self-realization by Aristotle asserts that the total
development of an individual can be attained through physical
development and ultimate realization of all his potentials, talents, and
capabilities (Zulueta, et al., 2000). The Growth needs by Clayton
Alderfer’s E-R-G Model of motivation involve the desire for both self-
esteem and self-actualization (Evangelista, et al., 2005). These concepts
are the key consideration of the PNP during the career or in-service life of
its members.
In the Human Development Continuum, the point 5 or the highly
effective people’s attitude is one of the continuing openness for growth in
their own lives, and a passion for making life more meaningful for others.
Their self-actualization process is manifested in creativity and productivity
that emphasizes the transfer to others of confidence and capability
(Ortigas, 1997).

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28
Social Development

The rightness or wrongness of an act is not determined by the act
or consequence. The primary basis in judging morality is Man’s motive or
intention. According to Immanuel Kant’s ethical theory of Intentionalism,
“there is only one goal, the goal motive, the true object of reason, and is
evidently a product of goodwill which is good in itself”. He also stated that
an act that stems from a will devoid of free will and freedom is abnormal
and amoral (Zulueta, et al., 2000). The institutionalization of the Honor
Code was based on the PNP’s core values of peace, justice, and integrity
which makes its police officers noble and the PNP organization credible.
However, the implementation of the Honor Code is a disagreement to
Kant’s theory because the PNP members, especially those undergoing
PNP trainings or schoolings, are bound to abide by the Honor Code, even
if it is sometimes circumstantially unreasonable or unrealistic on the part of
the trainees or students. Violators of the Honor Code will be subjected to
punishments/sanctions decided by the Honor Committee or Academic
Board. Instead, the ethical theory of Utilitarianism of Jeremy Bentham can
be more appropriately applied in the PNP situation wherein human acts
are subscribed and judged on the basis of consequences rather than
motives – “the morality of an act depends not on the motive that prompts
it, but upon the effects on the upon society as a whole”.

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29

Abraham Maslow’s Hierarchy of Needs illustrated that one of the
needs of Man is social fulfillment or relatedness needs (R) in the E-R-G
Model of motivation of Clayton Alderfer. Thus, every individual needs a
sense of belongingness, affection, and love from others (Course Module in
HRD 112, 1997). Maslow’s theory, however, is somehow not always
accurate in terms of priority needs because of constant changes in
economic and social conditions, as observed in the psycho-social studies
(Leveriza, 1995).

In the Philippines, society has a highly structural, rigidly applied set
of rules governing social behavior. One of the worst criticisms that can be
made of a Filipino is that he does not know how to get along with others.
The criticism “wala kang kuwentang tao” (you are of no value to us) could
lead to family ostracism (Andres, 1985). He therefore proposed that the
proper way of managing Filipinos is to trust him like an angel but watch
him like a devil. He called this Tutok-Tiwala system or the Yakap-Suntok
system. In the PNP organization, this is obviously practiced during
trainings/schoolings of its members especially during Public Safety Basic
Recruitment Course, which is a mandatory course that has to be
completed and passed by all new members (recruits) of the PNP. They
are socially developed in the training school through team wok hence;

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30
they have to establish camaraderie or sense of belongingness with the
group members by showing their commitment to the team.
In the Course Module in HRD 118 (2000) presents two conditions
to increase team commitment, to wit:
1) Shared goals – this condition develops when a team
understands and agrees that the goals are achievable and important.
2) Personal Warmth – all team members feel the importance of
the other and feel comfortable working with each other”.
Habenicht and Lewn (1996) as cited by Eugenio (2010) found out in
their study that the kind of leadership one shows affects the individual or
group he deals with. Leaders should always assess their leadership style
to determine if it makes people hostile and turns them off. And if it does,
the leaders should change or modify their leadership style to harmonize
with people. The characteristics of a good leader are: having the ability to
organize details; willingness to render services without expecting a pay;
promotes fair competition among the followers; unselfish; honest; sincere;
and humble.

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31
METHODOLOGY
Time and Locale of the Study


The study was conducted in February - March 2010 at the PNP
Cordillera Administrative Region Training School (CARTS), Teachers
Camp, Baguio City.

Vicinity Map of the Cordillera Administrative Region Training School
(CARTS) at Teachers Camp, Baguio City is presented in Figure 2.

Respondents of the Study


The respondents consisted of 60 randomly selected PNP trainees
at CARTS, Teachers Camp, Baguio City. Of the 60 respondents, 51 are
male, 34 are married, and 31 belong to the 30 years old and below
bracket. The rest are above 30. In terms of rank, 30 respondents are
Police Officer I (POI), 15 are Police Officer II (POII), 11 are Police Officer
III (POIII) and four are Senior Police Officer I (SPOI). In terms of
educational attainment, 100% or 60 respondents have Bachelor’s Degrees
and 60% or 36 of the respondents’ degree course is BS Criminology; only
four respondents have Masteral Degrees (Table 1).

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32




















Figure 2. Location map of CARTS, Baguio City

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33
Table 1. Profile of the respondents

PROFILE

NUMBER OF
PERCENTAGE
RESPONDENTS
(%)
(N=60)
Gender



Male
51
85.00
Female
9
15.00

Civil Status



Single
26
43.33
Married
34
56.67

Age Range



Below 25 yrs old
24
40.00
26-30 yrs old
7
11.67
31-35 yrs old
12
20.00
36-40 yrs old
6
10.00
41 yrs old & above
11
18.33

Rank



PO1
30
50.00
PO2
15
25.00
PO3
11
18.33
SPO1
4
6.67

Bachelor’s Degree



Bachelor in Elementary
9
15.00
Education

BS Criminology
36
60.00

BS Commerce
8
13.33

BS Forestry
1
1.67

BS Nursing
1
1.67

AB Political Science
2
3.33

BS Social Work
1
1.67

BS Agriculture
2
3.33

Masteral Degree



MS Criminology
2
3.33

Master of Arts in Education
1
1.67

MSCJE
1
1.67

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34
Data Collection Instrument


A descriptive research method was employed using a set of
questionnaires-checklist, which was distributed to the sixty (60) trainees.
Interviews with some trainees were also conducted to acquire supporting
data. Secondary data sourced-out from manuals, handbook, unpublished
researches, internet, and books were used to compliment the data
gathered.

Data Collection Procedures

The researcher personally administered the questionnaires with the
consent and assistance of the Police Regional Training Director and
Training Staff. Likewise, interviews were conducted with the training staff
and some trainees after the questionnaires have been collected.
There were four (4) parts of the questionnaire, namely: (1)
respondents profile to describe the trainees; (2) understanding of the
honor code and honor system by the trainees as to whether the policies or
standards are Reasonable or Realistic by putting a check mark on
provided column and writing suggestions and comments on it; (3) how the
honor code is being internalized/indoctrinated to the trainees through the
forms of indoctrination using a 5-Point Likert Scale; and (4) level of

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35
effectiveness of the Honor Code and Honor System to the trainees along
self-development and social development using 5-Point Likert Scale.
Treatment of Data


The data gathered from the respondents were tabulated and
categorized using descriptive statistics such as frequency counts,
percentages, and weighted means. The formula used is as follows:
fixi
Xw = 


fi




Where:

fi = frequencies





Xi = weight as per scale





Xw = weighted mean



Scale used:

1) Indoctrination of the Honor Code

Number
Statistical Value
Descriptive Equivalent

5

4.50 – 5.00
Always


4

3.50 – 4.49
Often

3

2.50 – 3.49
Sometimes

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36

2

1.50 – 2.49
Rarely

1

1.00 – 1.49
Never
2) Level of effectiveness of the Honor Code
Number
Statistical Value
Descriptive Equivalent

5

4.50 – 5.00
Very highly effective (VHE)
4

3.50 – 4.49
Highly effective (HE)

3

2.50 – 3.49
Moderately effective (ME)

2

1.50 – 2.49
Slightly effective (SE)

1

1.00 – 1.49
Not effective (NE)

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37
RESULTS AND DISCUSSION

Understanding of the Honor Code and Honor System
Imposed Upon PNP Trainees at the CARTS

The policies of the Honor Code, which were assessed by
respondents whether realistic or reasonable in its application inside the
training school, were categorized into three major policies, namely,
Formation, Academics, and “All Right.” Table 2, 3, and 4 present how the
trainees perceive the 19 policies of the Honor Code; two of which are
under Formation, five under Academics and 12 under the “All Right.”
Formation Policy

In the Police Professional Conduct (PNP Manual PNPM-0-0-8-95),
obedience to superiors, command responsibility, and orderliness are the
duties of a leader like the Section Marcher. Attached to the designation as
Section Marcher is his sense of responsibility and awareness of what is
happening in his group.
Table 2 shows that the policies under Formation were perceived by
the trainees to be more realistic than reasonable; 33 or 55 percent of the
trainees identified that policies are more Realistic than Reasonable while
27 (45%) say otherwise.

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38
Table 2. Understanding of the Honor Code and Honor System imposed to
PNP Trainees as to formation policies whether realistic or
reasonable

FORMATION POLICIES
REALISTIC
REASONABLE
Frequency % Frequency
%





1. Section Marcher shall report all
33
55
27
45
absences and all the late –
comers in his slip.

2. The section marcher should be
33
55
27
45
notified by the absence of a
trainee if notified or authorized
about his absence.

Total Average
33
55
27
45

The finding indicates that the respondents are already properly
indoctrinated in terms of their formation. They have already reached a
mindset that obedience to policies and rules is a must hence, became a
fact or practice amongst the PNP members.

Academics Policy

On the academics aspect (Table 3), policy number 1 sates that
“trainees shall close all books, notes and other similar materials during
class recitations, seatwork or board works, unless specifically permitted by
the instructor” is perceived by the trainees as the most Realistic policy,

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39
with 33 responses (55%) but the least Reasonable policy, with 27
responses (45%).
Table 3. Understanding of the Honor Code and Honor System imposed to
PNP trainees as to academics policies whether realistic or
reasonable

ACADEMICS POLICIES
REALISTIC
REASONABLE
Frequency
%
Frequency
%





1. Trainee shall close all books,
33
55
27
45
notes and other similar
materials during class
recitations, seatwork or board
works, unless specifically
permitted by the instructor.

2. As soon as examination answer
32
53.33
28
46.67
sheet is submitted, it can no
longer be recalled for recreation,
alteration, or amendment.

3. Asking other trainees from other
23
38.33
37
61.67
sections, giving hints as to
whether there was a recitation,
quiz, or asking hints on an
examination is strictly
prohibited.

4. Any work done by another,
18
30
42
70
typing or drawing for a term
paper, shall be accompanied by
a written acknowledgement.

5. Trainees shall make corrections
26
43.33
34
56.67
and report undue increase of
scores in their grades.

Total Average
26.4
44
33.6
56

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40
This indicates that the police trainees have a mindset that violation
of this policy is an act of dishonesty or cheating and that it is unjustifiable
or absolutely a wrong deed in any way. This finding implies that police
trainees perceived the violation of this policy as the most obvious and
outright violation of the Honor Code – “All students/trainees shall not lie,
cheat, steal or tolerate others who do the same” in terms of academics.
Policy number 2, “As soon as examination answer sheet is
submitted, it can no longer be recalled for recreation, alteration, or
amendment” is the second most Realistic (53.33%) but the second least
Reasonable (46.67%) policy as perceived by the police trainees. This
policy is related to policy number 1 which deals with honest dealing and
clean thinking. Because of these perceptions of the trainees, the
instructors will have confidence and trust on their students/trainees during
examinations, recitations or seat works/board works. This projection was
averred by Lumibao (2006) in his study that cadets of the Philippine
Military Academy need little supervision during examinations.
In this study, therefore, the Honor Code can hinder the police
trainees from cheating as opposed by the Peer Group Influence of
cheating of Crown and Spiller (1998) and study of MacCabe (1997).
Policy number 4 which states that “any work done by another,
typing or drawing for a term paper, shall be accompanied by a written

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41
acknowledgement” is the least Realistic policy, with only 18 responses
(33%), but the most Reasonable policy, with 42 responses (70%). This
implies that acknowledging the work of others is very reasonable as it
boosts the morale of their colleagues who helped them.
Being grateful and respectful for the work of others is perceived by
the respondents as a moral obligation rather than a pragmatic one. This
finding is also a way of enhancing their camaraderie or “pakikisama” as
reflected in Table 7. Camaraderie is one of the police traditions manifested
by the PNP members’ deep commitment and concern for one another.
Furthermore acknowledging one’s effort or work of co-trainees or
other researchers is respecting their intellectual property rights.

“All Right” Policy

The Honor System is a PNP way of ensuring the effectives of police
trainees in carrying out both administrative and operational functions and
objectives through individual and mutual responsibility and accountability.
Of the 12 policies under the “All Right Policy,” (Table 4) number 5
“Duty Guard shall report any violations in his area of responsibility who
have entered and left the buildings to proper authority” is the most
Realistic, with 42 responses (70%) of the police trainees. To infer with,
most of the respondents were criminology graduates as earlier shown in

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42
Table 1. It connotes that they may be more conscious of this policy
considering their academic background to make arrests and investigations
in case of infractions of laws.

Table 4. Understanding of the Honor Code and Honor System imposed to
PNP trainees as “All Right” policies whether realistic or
reasonable

“ALL RIGHT” POLICIES
REALISTIC
REASONABLE
Frequency
%
Frequency
%





1. The “All Right” is a statement or word
29
48.33
31
51.67
of challenge by a trainee. It carries
with it an inquiry or reply regarding the
observance of regulations pertaining
to gambling, hazing, limits, liquor,
narcotics, etc.

2. That all occupants of the room, except
22
36.67
38
63.33
those specifically authorized to be
absent and members of the Guard
Details, are present at the last note of
the tattoo and taps, up to the time that
“All Right” is asked.

3. That all absentees and all visitors are
28
46.67
32
53.33
authorized; that he has observed
regulations relative to gambling,
hazing, limits, liquor, narcotics, etc.

4. That trainee shall report any lost
38
63.33
22
36.67
article; that he does not have in his
possession; that he has returned the
property to its rightful owner
personally or otherwise, disposed of it
properly.

5. Duty Guard shall report any violations
42
70
18
30
in his area of responsibility who have
entered and left the buildings to
proper authority.

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43

Table 4. Continued . . . .

“ALL RIGHT” POLICIES
REALISTIC
REASONABLE

Frequency
%
Frequency
%
6. Unintentional violation of signature
35
58.33
25
41.67
and absence card marking shall be
reported accordingly to authorities for
notification.

7. Intentional violation of signature and
35
58.33
25
41.67
absence card marking are violations
that should be brought immediately to
the attention of training authorities.

8. A trainee/s signature, whether done
24
40
36
70
personally or signed for with his
authority shall be binding to the
trainee.

9. When a student signs for another
25
41.67
35
58.33
student, the former shall affix his/her
own signature over his printed name.

10. When taking advantage of any
32
53.33
28
46.67
privilege authorized by regulations, a
trainee’s signature in the Departure
Book shall certify to the correctness of
all entries and he shall observe the
regulations pertaining to gambling,
maltreatment, liquor, limits, narcotics,
and prohibited drugs and herbs.

11. When signing in the Departure Book
38
63.33
22
36.67
from leave, official mission or
hospitalization, a student certifies to
the correctness of all entries.

12. Bringing out of library materials
34
56.67
26
43.33
without authority is prohibited.

Total Average
31.83
53.05
28.17
46.95

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44
The findings also coincides with the findings in Table 2 policy
number 2 wherein attached to a police officer’s designation, such as
Section Marcher and Duty Guard, is his duty to be responsible and
accountable with the things that happen within his area of responsibility
without questions or objections (Police Professional Conduct).
The result is also true with trainees as supported by policy number
4 under “Al Right” policy (Table 4) which states “That trainee shall report
any lost article; that he does not have in his possession; that he has
returned the property to its rightful owner personally or otherwise,
disposed of it properly” being the second most Realistic policy with 38
responses (63.33%).
On the other hand, the most reasonable policy under the “All Right”
category is policy number 2 (63.33%) which states “That all occupants of
the room, except those specifically authorized to be absent and members
of the Guard Details, are present at the last note of the tattoo and taps, up
to the time that All Right is asked”. This means that the police trainees
regard proper decorum and orderliness as logical because this is their
easier way of personnel accounting (roll call) or strategic checking of
attendance of trainees as well as ensuring/tingling alertness of the
trainees.

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45

Likewise, policy number 8 which states that “a trainee/s signature,
whether done personally or signed for with his authority shall be binding to
the trainee” was identified as Reasonable with 70 percent. Thus, the
trainees carry with them a sense of uprightness and professionalism. The
same is with policy number 11 “when signing in the Departure Book from
leave, official mission or hospitalization, a student certifies to the
correctness of all entries” which was identified as Realistic (63.33%). As
most of the respondents were criminology graduate they perceived that
they are telling the truthfulness as not to jeopardize its implications in the
PNP organization. As mentioned by Newton D. Baker, “untruthful soldier
trifles with the lives of his fellowmen, and the honor of his government.”
This can be inline in Table 7 – “carrying out the vision, mission, goals and
objectives (VGMO) of the Philippine National Police.”

In general, the total averages of the understanding of the Honor
Code and Honor System of the CARTS trainees on the three polices
(Formation, Academics and “All Right”), showed that the trainees
perceived Formation and “All Right” policies were more Realistic (55%)
than Reasonable (53.05%).

This is in reverse to the Academic policies with 56 percent total
average as Reasonable than Realistic. The results show that policies

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46
under Academics are strictly implemented in the training schools and the
trainee follows the said policies.

Internalization of the Honor Code and Honor System



The indoctrination or internalization of the Honor Code and Honor
System in the Training Schools is done in various means. Table 5
presents 13 ways of indoctrination at the CARTS, with their corresponding
ranks. Ranked number 1 is “Orientation before start of the training,” which
is perceived by the trainees to be “Always” conducted having the highest
weighted mean of 4.7. This method has been the Standard Operating
Procedure (SOP) of the PNP prior to the start of any training or course.
This is to anticipate problems or conflicts that may arise during the training
proper.
The findings was proven by the study of Marconi, Jr. (2001) which
showed that “Explanation of the training program”, with a weighted mean
of 4.38, is Very Highly Implemented by the implementers of the Unarmed
Self-Defense Training Program of the Philippine Public Safety College.
The trainees indicated that all the other methods are being
implemented “Often”. However, it is noticed that verbal methods are
mostly used by the instructors or implementers rather than written
methods, as indicated by the top three methods which are: (1) orientation

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47
Table 5. Implementation of the Honor Code and Honor System inside the
training school

IMPLEMENTATION OF THE HONOR
Weighted Descriptive Rank
CODE AND HONOR SYSTEM
Mean
Equivalent
Orientation before start of the training
4.7
A
1
Distribution to each trainee the Honor Code
3.5
O
14
in the form of handbook/manual
Through lectures and seminar series
4.1
O
8
Through officers counseling
4.0
O
10
Posted through bulletin boards
3.85
O
11
Reminders in every training activity
4.48
O
2
On the spot reminders
4.23
O
7
Announcement during meeting/gathering
4.42
O
4.5
In the form of memorandum
3.58
O
13
Reminding of the Honor Code on the
3.80
O
12
graduation ceremony

Reviewing the content of the Honor Code by
4.03
O
9
trainers to the trainees

Reading and understanding of the Honor
4.30
O
6
Code by the trainee

Internalizing of the Honor Code by the
4.32
O
4.5
trainee and put into action inside the training
school through his/her performance

Legend:
Number
Weighted Mean
Descriptive Equivalent
5
4.50 – 5.00
Always (A)
4
3.50 – 4.49
Often (O)
3
2.50 – 3.49
Sometimes (S)
2
1.50 – 2.49
Rarely (R)
1
1.00 – 1.49
Never (N)

---

48
at the start of the training, (2) reminders in every training activity, and (3)
announcement during meeting/gathering, along with putting into action the
Honor Code policies by the trainees (performance).
The least used method of implementing the Honor Code and Honor
System is the “Distribution to each trainee of the Honor Code in the form
of handbook/manual”, with a weighted mean of 3.5 described as “Often”
and being ranked last among the methods of internalization. This could
mean that there may be manuals or handbooks about the Honor Code
and Honor System of the training school that are being distributed but it is
insufficient to supply all the trainees. Or, other trainees do not mind
anymore to get their own copies of the handbook/manual because they
were already well oriented about it before the start of their training, aside
from the trainer’s “Reminders every training activity” which ranked number
2 with a weighted mean of 4.48, as well as “Internalizing of the Honor
Code by the trainee and put into action inside the training school through
his/his performance”, ranked number 3 with a weighted mean of 4.32.
These are also, perhaps, the reason why any written document like
“in the form of memorandum”, second least used method may not be
needed in the implementation of the Honor Code and Honor System in the
training school.

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49
Level of Effectiveness of the Honor Code and Honor System


Self-development of Trainees



The Honor Code and Honor System is presumed to have effects on
the Self-development of trainees. Table 6 unveils that the greatest effect
of the implementation of the Honor Code and Honor System in the CARTS
is the “Development of professionalism” of the police trainees, having the
highest weighted mean of 4.38. Their professionalism can be an upshot of
the “Development of their good attitude/values”, “Development of their
self-esteem/self-confidence” and “Firmness in decision-making” during the
training.
Since the obedience to the Honor Code is a values formation
training in itself, this finding coincided with the study of Dalapnas (2008)
wherein teachers of Baguio City National High School perceived that the
school training program is greatly effective in their self development. It
particularly helped them in their advancement, development of positive
attitude,
development
of
self-confidence,
and
development
of
professionalism. It therefore came out that their priority training need along
self-development is towards professionalism.

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50

Table 6. Level of effectiveness of the Honor Code and Honor System on
self-development of PNP trainees in CARTS

EFFECTIVENESS OF THE HC &
WEIGHTED DESCRIPTIVE RANK
HS ON SELF-DEVELOPMENT
MEAN
EQUIVALENT
Develops cooperativism
4.17
HE
5.5
Develops good attitude/values
4.27
HE
2.5
Develops professionalism
4.38
HE
1
Develops self-esteem/self
4.27
HE
2.5
confidence

Firms in decision making
4.20
HE
4.5
Highly motivated
4.17
HE
5.5
Improves interpersonal relation
4.07
HE
8
Improves knowledge, skills and
4.10
HE
7
competencies

Improves verbal and written
3.93
HE
9.5
communication skills

Job satisfaction and recognition
4.20
HE
4
Promotes achievement/credentials
3.93
HE
9.5

Legend:

Number
Weighted Mean
Descriptive Equivalent
5
4.50 – 5.00
Very Highly Effective (VHE)
4
3.50 – 4.49
Highly Effective (HE)
3
2.50 – 3.49
Moderately Effective (ME)
2
1.50 – 2.49
Slightly Effective (SE)
1
1.00 – 1.49
Not Effective (NE)

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51
The findings coincided with the concepts of Abasolo (1991) and
Tessin (1991) regarding the quest for professionalism. Hence, in this study
the need for professionalism of police trainees is being fulfilled through the
implementation of the Honor Code and Honor System while inside the
training school. These findings concurred with the finding of the study of
Dalapnas (2008) that the professionalism of the employees are being built
and enhanced through trainings.
In addition, the implementation of the Honor Code can greatly
contribute in the police trainee’s self-realization of Aristotle or self-
actualization of Maslow or Growth needs of Alderfer (Evangelista et al.,
2005) as well as the attainment of Point 5 or Highly effective
people/trainees illustrated in the Human Development Continuum
(Ortigas, 1997) because the trainees grain professionalism and self-
esteem/self-confidence as they are being obliged to adhere to the Honor
Code and follow the Honor system/procedures.
While this study proved that the Honor Code and Honor System is
perceived by the police trainees as Highly Effective towards Self-
Development, it is least effective in the improvement of verbal and written
communication skills as well as in the promotion of achievement/
credentials as shown in the ranking of effectiveness along the
respondent’s self-development.

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52
Social Development of Trainees


Table 7 depicts that the Honor Code and Honor System is Highly
Effective along all the given areas of the trainees’ social development. It is
particularly most effective in establishing camaraderie/”pakikisama”, with
the highest weighted mean of 4.37 followed by the development of
teamwork/team building with a weighted mean of 4.35. This, again,
concurs with the study of Dalapnas (2008) on the implementation of the
School Training Program for teachers of Baguio City National High School
and the description of camaraderie indicated in the PNPM-0-0-8-95.
In the implementation of the Honor Code, trainees learn to be
responsible and accountable to their fellow trainees in order to avoid
sanctions and gain the cooperation of their group members. The “fault of
one member is the fault of all members is” a police culture. This is the
foundation of Command Responsibility and Obedience to Superiors.
The respondents perceived the Honor Code and Honor System to
as the least effective (rank 15) in satisfying the client needs and
organizational expectations as well as in handling of conflicts and in
dealing with gender sensitivity. This may be brought about by the lack of
information and/or practice of the trainees in the Honor System
procedures, investigation, and legal aspects of the system. If this
inference is valid, then this study concurs with the findings of Lumibao

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53
(2006) that “Cadets are trained to be honorable through the Honor
System. They, however, lack the investigative and adjudication skills.”

Table 7. Level of effectiveness of Honor Code and Honor System on
social development of PNP trainees in CARTS

EFFECTIVENESS OF THE HC &
WEIGHTED
DESCRIPTIVE
RANK
HS ON SOCIAL DEVELOPMENT
MEAN
EQUIVALENT
Camaraderie/pakikisama
4.37
HE
1
Carrying out the code of conduct and
4.15
HE
8.5
ethical standards for public officials
and employees (RA 6713) in the
work place

Carrying out the vision, mission,
4.28
HE
4
goals and objectives (VGMO) of the
Philippine National Police

Develops good relationships to co-
4.30
HE
3
workers and supervisors

Develops team work/team building
4.35
HE
2
Family-friendly policies
4.20
HE
5.5
Gender sensitivity
3.98
HE
13.5
Handle conflicts/problem solving
3.98
HE
13.5
Human relations and
4.15
HE
8.5
communications

Improves interactions with public or
4.10
HE
10.5
becomes friendly

Leadership skills
4.20
HE
5.5

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54
Table 7. Continued …

EFFECTIVENESS OF THE HC &
WEIGHTED
DESCRIPTIVE
RANK
HS ON SOCIAL DEVELOPMENT
MEAN
EQUIVALENT
Satisfy both the clients needs and
3.97
HE
15
the organization (PNP) expectations

Self-help and self-reliance
4.10
HE
10.5
Sympathetic with people in the
4.17
HE
7
community

Understanding cultural differences
4.07
HE
12

Legend:

Number
Weighted Mean
Descriptive Equivalent
5
4.50 – 5.00
Very Highly Effective (VHE)
4
3.50 – 4.49
Highly Effective (HE)
3
2.50 – 3.49
Moderately Effective (ME)
2
1.50 – 2.49
Slightly Effective (SE)
1
1.00 – 1.49
Not Effective (NE)


This study claims that the social development of the police trainees
is compulsorily bound by the PNP rules like the Honor Code and not by
“free will” and “freedom hence”, the implementation of the Honor Code
and Honor System can be considered as “abnormal and amoral” based on
Immanuel Kant’s theory of Intentionalism (Zulueta, et al., 2000). The social
development of the respondents is a product of the ethical standards and
sanctions of the violation of the Honor Code.
Under the PNP Manual (1995), an Honor Code violation is
classified as class 1 offense with a corresponding penalty of dismissal

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55
from training or schooling upon recommendation of the Academic Board
or as approved by the Regional Director of the training center. Hence, the
ethical theory of Utilitarianism is more evident in the PNP training center in
the implementation of the Honor Code and the Honor System.
It was averred in this study that the Honor Code can fulfill the social
need of the respondents, particularly in building camaraderie or sense of
belongingness within the group, thus, conforms to Hierarchy of Needs.
This study, however, very much agrees with the observation of Leveriza
(1995) that “changes in the social condition determine the priority needs of
individuals.”
In view hereof, the trainees are put in a social condition of military
authoritarianism so the impact of the implementation of the Honor Code
on the social development of police trainees was basically geared towards
the enhancement of their group relationship or “pakikisama” system to
protect themselves from punishments from authorities and criticisms from
their group members, while maintaining the PNP culture of discipline and
obedience.
Because of this, this study supports the proposal of Andres (1985)
in managing Filipinos which is to “trust him like an angel but watch him like
a devil”. He called this “Tutok-Tiwala” system or the “Yakap-Suntok”

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56
system. The research of Andres (1985) reveals that “pakikisama” method
can be used to maintain discipline among employees.
Likewise, since it was found out in this study that there is strong
camaraderie among the police trainees, then there is also a strong sense
of team commitment among them because of the presence of shared
goals and personal warmth (Course Module in HRD 118, 2000).

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57
SUMMARY, CONCLUSIONS AND RECOMEMNDATIONS

Summary and Conclusions


The salient findings of the study were as follows:
1. Most of the policies under the Honor Code and Honor System are
considered by the PNP CART trainees/respondents to be more Realistic
than Reasonable.
1.a The practice of police trainees in terms of their Formation is
perceived as more relatively Realistic than Reasonable. This is
influenced by their being obedient and idealistic as new police officers.
Also, their Formation bespeaks of the PNP tradition of order which
makes up the PNP identity and professionalism.
1.b The Honor Code is best observed in the area of Academics of
the police trainees, wherein not cheating and recalling seatwork for
alteration is perceived as the most Realistic policy. Thus, police
trainees learned to be honest and self-reliant in the training school that
supervision during seatwork or examinations is not necessary.
Likewise, acknowledging the works of those who contributed in one’s
work is perceived by the police trainees as the most Reasonable
conduct. This is a manifestation that the virtues of respect and
comradeship are being internalized upon the police trainees.

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58
1.c The police trainees highly value responsibility and accountability
as well as command responsibility, especially when they are
designated to a certain position. Virtues or conduct based on the PNP
Honor Code is a must for the police officers. This is an effect of their
indoctrination in the school which made them perceive most of the
policies of the Honor Code as more realistic with an average of 53.05
percent than reasonable with 46.95 percent. They are obliged and
bound to adhere to the Honor Code without hesitations and questions.
The Researcher concludes that this is the PNP culture of discipline.

2. Cordillera Administrative Region Training School (CARTS) uses
both verbal and written strategies to disseminate information and policies
but preference is higher on verbal methods like orientations which are
usually executed before the start of the training or course and reminders
during any school activity. This method is a way of the PNP to train their
police officers towards memory retention. This has also become part of
the Standard Operating Procedure (SOP) of the training school in
information dissemination.
3. The self-development and social development of trainees brought
about by the implementation of the PNP Honor Code is Highly Effective,
particularly in the development of professionalism, self-esteem, and good
attitude as well as in the development of camaraderie or “pakikisama” and

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59
team work/team building. Thus, the internalization of the Honor Code and
Honor System greatly contributes in the values formation of the police
trainees and can greatly fulfill their self-development and social
development needs. Hence, the production of professional, service-
oriented, and role model cops.
The implementation of the Honor Code, however, is least effective as
to rank on the improvement of police communication skills and the
promotion of achievements as well as on the satisfaction of client needs/
organization expectations, handling conflicts, and gender sensitivity
problems. This implies that although the internalization of the Honor Code
and Honor System is considered as Highly Effective in enhancing
communication and problem-solving skills of the police trainees, there is a
need to emphasize it more.

Recommendations


From
the
preceding
findings,
the
following
are
the
recommendations of the researcher:
1. That the PNP Honor Code and Honor System continue to be
implemented and internalized by the PNP training schools upon the police
trainees but with more emphasis on enhancing their communication and
problem-solving skills through casework and/or simulations.

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60
2. That the PNP Honor Code be continuously internalized not only in
the training schools but also in the workplace of police officers. Intensified
conduct of seminars on Christian values, work ethics, and implementation
of sanctions, controls and procedures are likewise recommended.
3. That similar studies be conducted on the implementation of the
Honor Code and Honor System taking into consideration other variables to
come up with more comprehensive recommendations as to the
improvement of the Honor Code and Honor System and its
implementation.

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61
LITERATURE CITED

ABASOLO, P. A. 1991. Personnel Management. Manila: GIC Enterprise &
Co., Inc. P. 31.

ANDRES, T. D. 1985. Management by Filipino Values. Quezon City,
Philippines: New Day Publishers. Pp. 18, 99.

COURSE MODULE. 2009. Self-Development and Team Building in
Organization (HRD 218), Benguet State University, Open
University. Pp. 5, 22.

COURSE MODULE. 1997. Human Behavior in Organization (HRD 112).
Benguet State University, Open University. P. 8

COURSE MODULE. 2000. Self-Development and Team Building in
Organization (HRD 118). Benguet State University, Open
University. Pp. 5

CROWN, D. F., & SPILLER, M. S. 1998. Learning from the literature on
collegiate cheating: A review of empirical research. Journal of
Business Ethics, 17, 683-700.

DALAPNAS, N. D. 2008. Determinants Affecting the Extent of
Implementation of the School Training Program for Teachers at
Baguio City National High School. Unpublished Master’s Thesis.
Benguet State University, Open University, Benguet. P. 81.

DAVIES, B. and ELLISON, L. 1993. School Leadership for the 21st
Century. London: Routleedge. Pp. 21-23.

EUGENIO, J. F. 2010. Management of the Municipal Cooperative
Development Council of Santa Maria, Bulacan. Master in
Cooperative Management. Unpublished Thesis. BSU Open
University, La Trinidad, Benguet.

EVANGELISTA, L. L. et al. 2005. Human Resource Management:
Philippine Industrial Setting. Sta. Cruz, Manila: Booklore Publishing
Corporation. Pp. 139, 144.

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62
GLEEN, P. J. (Eds). 1965. “Ethics, A Class Manual in Moral Philosophy”.
Philippines: National Book Store.

HABENICHT and LEWN. 1996. What kind of leader are you? Health and
Home. Pp. 44-47.
Honor Code Hand Book. Philippine National Police Academy.

LAGIWID, J. S. 2005. Police Training and Education in the Police
Regional Office Cordillera. Unpublished Masters Thesis. Baguio
Central University.

LEVERIZA, J. P. 1995. Human Behavior in Organizations: A multi-
Disciplinary Approach. Manila: National Book Store. P. 27.

LUMIBAO, A. P. 2006. An Evaluation of the Honor System of the
Philippine Military Academy, Philippines. University of the
Cordillera-Baguio Colleges Foundation. Baguio City.

MARCONI, M. C. Jr. 2007. The Unarmed Self-Defense Training Program
of the Philippine Public Safety College. Unpublished Master‘s
Thesis. Cordillera Career Development College, Benguet. P. 28.

MARTIN, A. 2008. Ely’s Insights and Reflection. THE DIFFERENCE. Fort
Arthur, Texas, USA. P. 1.
MCCABE, D. L., & TREVINO, L. K. 1997. Individual and contextual
influences on academic dishonesty: A multi-campus investigation.
Research in Higher Education, 38(3), 379-396. (EJ 547 655).

“O. N. E.” PNP Action Plan CY 2003 (The Power of “1”). P. 5.
PNP Manual PNPM-0-0-8-95. Revised, August 1995 Edition 1995. Pp.
4,5,15-17, 27, 48, 52-53.

PNP Training Guide (2006). Police National Training Institute.

RAZON Jr., A.I. 2008. PNP Journal, “The First 100-Day Challenge:
Mamang Pulis in Action, Neocolors

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63
REPUBLIC ACT NO. 6713, “Code of Conduct and Ethical Standards for
Public Officials and Employees,” Compilation of Laws on Graft and
Corruption, Revised Edition 2004. Office of the Ombudsman.

SCHEIN, E. H. 1985. Organizational Culture and Leadership. San
Francisco, California.

TAYLOR, G. M. 1983. West Point Honor System: Its objectives and
Procedures. www-westpoint.org.

TESSIN, M. J. 1991. “Benefits of Training,” cited by F. Pimentel and E.
Franco. Manila: National Bookstore, Inc. P. 73.

ZULUETA, F. M. et. al. 2000. Philosophy Made Easy. Metro Manila,
Philippines: National Book Store. P. 92.

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64
Appendix A

REQUEST LETTER TO CONDUCT STUDY

Benguet State University
OPEN UNIVERSITY
La Trinidad, Benguet 2601
February 18, 2010

P/SUPT. DAVID K. PEREDO
Director, Regional Training School
Teachers Camp, Baguio City

SIR:

The undersigned is presently working on his thesis entitled
“INTERNALIZATION OF THE HONOR CODE AND HONOR SYSTEM AT
THE PHILIPPINE NATIONAL POLICE CORDILLERA ADMINISTRATIVE
TRAINING SCHOOL” as partial requirement for his Master in Human
Resource Development.

In view of this, may I humbly request your permission to administer
questionnaire and to conduct interview with the trainees.

Rest assured that the identity of the respondents will be treated
with utmost confidentiality.

Attached is a copy of the questionnaire.
Thank you very much.













Respectfully yours,







(SGD.) PATRICK A. SOLIBA





Researcher
Endorsed:


(SGD.) JANET A. LEE, MHRD
Adviser

Noted:
(SGD) LITA MOLITAS-COLTING, PhD.


Director, BSU, Open University

Approved:

(SGD) P/SUPT. DAVID K. PEREDO





Director, Regional Training School

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65
Appendix B
SURVEY QUESTIONNAIRE
I. PROFILE OF THE RESPONDENTS
Name:(Optional)______________________________________________

Gender: ____ Male Civil Status: _____ Single ______ Separated

____ Female _____ Married ______ Widow/er

Rank: ____ POI
____ SPOI
____ POII
____SPOII
____POIII
____SPOIII
____SPOIV

Age Range: ___below 25 yrs old
___ 26-30 yrs old

___31-35 old yrs 36-40 ___ 41 yrs old & above

Highest Educational Attainment:
Degree Course







Remarks




No. Units Graduated
____ College Degree
____________________ ______ ______
____ Master’s Degree
____________________ ______ ______
____ Doctoral Degree
____________________ ______ ______

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66
II. UNDERSTANDING OF HONOR CODE AND HONOR SYSTEM


In your understanding of the Honor Code and System, please put a
check mark (√) on the column of REALISTIC and REASONABLE opposite
the standards imposed to PNP trainees if you agree that said policies are
still realistic and reasonable at this time. You may also write your
comments and/or suggestions on the space provided.

Please be guided by the following definitions:

Realistic. Tending to or expressing awareness as they really are;
practical or pragmatic rather than ideal or moral.
Reasonable. Agreeable to reason or sound judgment; logical.

Policy
Realistic
Reasonable
Comments/
Suggestions
A. Formation



1. Section Marcher shall report



all absences and all the late
comers in his slip.
2. The section marcher should



be notified by the absence of
a trainee if notified or
authorized about his absence.
B. Academics



3. Trainee shall close all books,



notes and other similar
materials during class
recitations, seatwork or board
works, unless specifically
permitted by the instructor.
4. As soon as examination



answer sheet is submitted, it
can no longer be recalled for
recreation, alteration, or
amendment.
5. Asking other trainees from



other sections, giving hints as
to whether there was a
recitation, quiz, or asking hints
on an examination is strictly
prohibited.

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67
6. Any work done by another,



typing or drawing for a term
paper, shall be accompanied
by a written
acknowledgement.
7. Trainees shall make



corrections and report undue
increase of scores in their
grades.

C. “All Right”



8. The “All Right” is a statement



or word of challenge by a
trainee. It carries with it an
inquiry or reply regarding the
observance of regulations
pertaining to gambling,
hazing, limits, liquor,
narcotics, etc.
9. That all occupants of the



room, except those
specifically authorized to be
absent and members of the
Guard Details, are present at
the last note of the tattoo and
taps, up to the time that “All
Right” is asked.
10. That all absentees and all



visitors are authorized; that he
has observed regulations
relative to gambling, hazing,
limits, liquor, narcotics, etc.
11. That trainee shall report any



lost article; that he does not
have in his possession; that
he has returned the property
to its rightful owner personally
or otherwise, disposed of it
properly.
12. Duty Guard shall report any



violations in his area of
responsibility who have

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68
entered and left the buildings
to proper authority.
13. Unintentional violation of



signature and absence card
marking shall be reported
accordingly to authorities for
notification.
14. Intentional violation of



signature and absence card
marking are violations that
should be brought
immediately to the attention of
training authorities.
15. A trainee/s signature, whether


done personally or signed for
with his authority shall be
binging to the trainee.
16. When a student signs for



another student, the former
shall affix his/her own
signature over his printed
name.
17. When taking advantage of



any privilege authorized by
regulations, a trainees
signature in the Departure
Book shall certify to the
correctness of all entries and
he shall observe the
regulations pertaining to
gambling, maltreatment,
liquor, limits, narcotics, and
prohibited drugs and herbs.
18. When signing in the



Departure Book from leave,
official mission or
hospitalization, a student
certifies to the correctness of
all entries.
19. Bringing out of library



materials without authority is
prohibited.

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69
III. INDOCTRINATION OF THE HONOR CODE AND HONOR SYSTEM
INSIDE THE TRAINING SCHOOL

Please rate the forms of indoctrination of the Honor Code and
Honor System as implemented by the Police Regional Training School.
Encircle the number that best represents your rating. Please be guided by
the following scale:



5
–
Always (A)


4
–
Often (O)


3
–
Sometimes (S)


2
–
Rarely ( R )


1
–
Never (N)

Forms of Indoctrination of the Honor Code and
Rating
Honor System
A
O
S
R
N
Orientation before start of the training
5
4
3
2
1
Distribution to each trainees the Honor Code in the
5
4
3
2
1
form of Handbook/manual
Through lectures and seminar series
5
4
3
2
1
Through officers counseling
5
4
3
2
1
Posted through bulletin boards
5
4
3
2
1
Reminders in every training activity
5
4
3
2
1
On the spot reminders
5
4
3
2
1
Announcement during meeting/gathering
5
4
3
2
1
In the form of memorandum
5
4
3
2
1
Reminding of the Honor Code on the graduation
5
4
3
2
1
ceremony
Reviewing the content of the Honor Code by
5
4
3
2
1
trainors to the trainees
Reading and understanding of the Honor Code by
5
4
3
2
1
the trainee
Internalizing of the Honor Code by the trainee and
5
4
3
2
1
put into action inside the training school through
his/her performance
Others (pls . specify) _____________________
5
4
3
2
1

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70
IV. LEVEL OF EFFECTIVENESS OF THE HONOR CODE AND HONOR
SYSTEM TO THE PNP TRAINEES ON SELF-DEVELOPMENT AND
SOCIAL DEVELOPMENT

Based on your perception, kindly rate the effect of the Honor Code
and System to your quest for self-development and social development on
the enumerated aspects. Encircle the number that best represents your
rating. Please be guided by the following scale.

5
-
Very Highly Effective (VHE)
4
-
Highly Effective (HE)
3
-
Moderately Effective (ME)
2
-
Slightly Effective (SE)
1
-
Not Effective (NE)

Level of Effectiveness of the Honor Code
Level of Effectiveness
And Honor System
VHE
HE
ME
SE
NE
Self-development:





Develops cooperativism
5
4
3
2
1
Develops good attitude/values
5
4
3
2
1
Develops professionalism
5
4
3
2
1
Develops self-esteem/self confidence
5
4
3
2
1
Firms in decision making
5
4
3
2
1
Highly motivated
5
4
3
2
1
Improves interpersonal relation
5
4
3
2
1
Improves knowledge, skills and
5
4
3
2
1
competencies
Improves verbal and written
5
4
3
2
1
communication skills
Job satisfaction and recognition
5
4
3
2
1
Promotes achievement/credentials
5
4
3
2
1
Other (pls. specify)
5
4
3
2
1
________________________________

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71
Level of effectiveness of the Honor Code
Level of Effectiveness
And Honor System
VHE
HE
ME
SE
NE
Social-development:





Camaraderie/pakikisama
5
4
3
2
1
Carrying out the code of conduct and
5
4
3
2
1
ethical standards for public officials and
employees (RA 6713) in the work place
Carrying out the vision, mission, goals
5
4
3
2
1
and objectives (VGMO) of the Philippine
National Police
Develops good relationships to co-
5
4
3
2
1
workers and supervisors
Develops team work/team building
5
4
3
2
1
Family-friendly policies
5
4
3
2
1
Gender sensitivity
5
4
3
2
1
Handle conflicts/problem solving
5
4
3
2
1
Human relations and communications
5
4
3
2
1
Improves interactions with public or
5
4
3
2
1
becomes friendly
Leadership skills
5
4
3
2
1
Satisfy both the clients needs and the
5
4
3
2
1
organization (PNP) expectations
Self-help and self-reliance
5
4
3
2
1
Sympathetic with people in the
5
4
3
2
1
community
Understanding cultural differences
5
4
3
2
1
Other (pls. specify)
5
4
3
2
1
________________________________


THANK YOU!

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72
Appendix C

PHILIPPINE PUBLIC SAFETY COLLEGE TRAINING COURSES
Philippine Public Safety College Training courses are divided into
three (3): career officer courses, career non-officer courses and
specialized/technical courses, to wit:
RANK
Officer Courses:
DURATION
REQUIREMENT
Officers Senior Executive Course
24 wks
Chief Inspector
Police Officers Advance Course
12 wks
Senior Inspector
Fire Officers Advance Course
12 wks
Senior Inspector
Jail Officers Advance Course
12 wks
Senior Inspector
Police Officers Basic Course
12 wks
Inspector
Fire Officers Basic Course
12 wks
Inspector
Jail Officers Basic Course
12 wks
Inspector
Officers Orientation Course
6 wks
Lateral
Non Officer Courses:


Police Officers Candidate Course
16 wks
Senior Police Officer 4
Fire Officers Candidate Course
24 wks
Senior Fire Officer 4
Jail Officers Candidate Course
16 wks
Senior Jail Officer 4
Senior Leadership Course
14 wks
Senior Police Officer 1
Senior Supervisory Course
8 wks
Senior Jail Officer 1
Fire Protection Supervisory Course
8 wks
Fire Officer 3

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73
Junior Leadership Course
18 wks
Police Officer 2
Junior Supervisory Course
8 wks
Jail Officer 2
Police Basic Recruit Course
36 wks
Not
Fire Basic Recruit Course
16 wks
Applicable
Jail Basic Recruit Course
16 wks

Specialized/Technical Courses:


Special Crime Investigation and


Detection Course (CRIDEC)
Public Safety Investigation and Detection
18 wks
Police Officer 2
Course
Public Safety Narcotics Investigation
18 wks
Police Officer 2
Course
Public Safety Traffic Investigation Course
18 wks
Police Officer 2
Public Safety Fire Arson Investigation &
12 wks
Fire Officer 3
Inspection Course (FAIIC)
(Reference: www.ppsc.gov.ph/training course)

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74
APPENDIX D

THE HONOR CODE AND THE HONOR SYSTEM
“With HONOR comes a feeling of belonging to the family of man so
strong that it wipes out all differences”
I. PHILOSOPHY OF THE HONOR CODE AND THE HONOR SYSTEM
A. The development of character and integrity in each cadet is one of the
basic philosophies of the Philippine National Police Academy. The Honor code
and the Honor System id the primary instrument in attaining this objectives. It is a
unique system which serves this objective. It is unique system which serves as a
“mold” for all cadets to develop themselves into upright leaders of tomorrow.
B. All throughout his stay in the academy, the cadet binds himself to the
Honor Code. ”we the cadets do not lie, steal, cheat, nor tolerate among us those
who do”. It is the hiding spirit behind everything that the cadet does or upholds. It
is his responsibility to maintain the highest standards of Honor within his own
society.
C. The Honor System is the most treasured system in the corps of cadets
in which every cadet binds himself, to uphold and live by his sense of Honor. It is
the system used to implement the Honor Code to gives the mark of a true leader
in his world and in his deed.
D. Since it is primarily for character building, it should not be kept within
the society of cadets only. Such system is best applied to an ideal society like the
cadet Corps. The Honor System is universal in its application although, the
limitation is within the Cadet Corps only.
E. On official matters, a cadet are absolutely bound by the Honor System.
He is dictated by his sense of honor and good judgment, which demands that he
acts according to the very principles by which he lives on.
F. The Cadet Corps is a society with its own norms. Each member binds
himself to his peers and juniors as well. To be part of the system requires the
surrender of some basic rights and liberties for the good of the group.

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G. The Honor System provides sanctions. It is necessary to preserve its
sanctity and to prevent any inconsistencies. However, the fear for the former
must not supersede one’s love for the system. During the course of his training,
the cadet’s commitment to the system gradually takes the place of fear.
H. Honor is immeasurable. Hence, the system does not provide for a
graduated punishment. As an ideal mold should be, the Honor System must be
firm and definite to realize the end by which it has been intended for-the
development of integrity and honor as the foundation of an upright society.
II. THE HONOR CODE

“We the cadets, do not lie, cheat, steal, nor tolerate among us those who
do”
A. In his dealing with others, a cadet tells the truth regardless of the
consequences. He does not make evasive statements.
B. A cadet does not deceive others nor does he take undue advantage of
them. However, a credit he earns in any activity is entirely his own.
C. A does not take any personal property of another without the latter’s
consent. He does not keep for himself anything that he finds which does not
belong to him.
D. A cadet is bound to report any breach of the code that comes to his
attention. He does not tolerate any violate of the system. I f he does, he becomes
an accomplice to such and is himself committing an honor violation.
III. THE HONOR SYSTEM
A. Concept- the honor system instrument by which the Honor Code is
kept alive within the corps of cadets. Through indoctrinations and
orientations, the percepts of the code are gradually nurtured. In
cadet’s daily activities are numerous situations where they are
required live by the standards set by the Code.

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B. FUNDAMENTSAL PRINCIPLES
1. The Honor system transcends all ranked and class barriers. No cadet,
regardless of his rank of class is over and above the system. A lower
class cadet can report any upperclassman who violates the Honor
Code just as an upperclass cadet can report a violation committed by
his juniors.

2. No violator of the Code is granted immunity. No cadet who violates
the Code can redeem or cleanse himself from any honor violation he
commits. The academy shall never readmit any cadet who has been
found guilty of violating the code.

3. Basically, the Honor System is not used as a tool to instill discipline, to
in force regulations or ferret out violations of regulation. The Honor
Committee lays down in its policies the specific instances when the
Honor System shall be used to supplement regulations in order to
provide the cadets with opportunities to develop their character and
sense of honor. Officers and cadets shall be careful not to the Honor
System and cadets shall be careful not o use the Honor System to
detect infractions of regulations beyond these stated by the Honor
Committee.

4. The spirit of the Honor system is based always seek to answer.
-Do I intend to deceive?
-Do I intend to take undue advantage?
5. If he can always answer “NO” to both questions, he shall be
doing the honorable thing.

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IV. THE HONOR COMMITTEE
A. THE ORGANIZATION AND COMPOSITIONS
1. The Honor Committee shall be composed of a Chairman and a
representative from each class per company.
2. They shall be chosen by ach member of each within one week from
the start of the academic year through secret balloting.
3. The chairman shall be chosen by the members.
4. A recorder shall be designated by the chairman.
5. The Honor Committee shall hold office for a period of one year,
unless sonner terminated by majority vote of the members
6. The Regimental Commander acts as the Ex-Officio chairman.
B. FUNCTIONS
1. To investigate reports involving violations of the Honor Code.
2. To conduct lectures on the Honor Code and its system to the Corps of
Cadets.
3. To give guidance and direction on the interpretation of the Honor Code,
Honor System and Honor Committee policies for the Cadet Corps.
4. To ensure uniform interpretation of the Honor Code. Honor System and
Honor Committee policies for the Cadet Corps.
5. To uphold the sanctity of the Honor Code through continuous periodic
seminars and conduct of “on the spot” remainders to the Cadet Corps.
C. PROCEDURE ON HANDLING HONOR CASE
1. Discovery of the Case
a) A report from a cadet is submitted to the Honor Committee directly thru
the Honor Committee Representative of the company he belongs.
b) A report from any officer, organic personnel, or instructor is submitted
to the Commandant of Cadets who refers the same to the Honor
Committee.
2. A preliminary investigation shall be conducted within forty eight (48) hours by a
sub-committee composed of two representatives of the honor committee to

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be designated by the chairman. A recommendation shall be made whether to
hear or not the case by the committee en banc.
3. Once the case is formalized, it shall be tried within in one (1) week by the
Honor Committee en banc. During the investigation the accused cadet is
given the opportunity to present witnesses and evidence on his behalf.
4. The Honor Committee decides by secret ballot to determine whether the cadet
is guilty or not guilty as charged. A unanimous decision of the Honor
Committee by all voting members is required to find an accused guilty as
charged.
5. An honor case treated as strictly confidential.
6. Suspected violators of the Honor Code are represented to the Cadet Honor
Committee. Its findings shall be reported to the Commandant of Cadets
through the OIC, Honor Committee. The Commandant shall review the case
question and towards the recommendation for separately by resignation to
the Superintendent. In the event the Commandant finds judicial errors in the
case, he shall return it to the Honor Committee for further review or retail.
7. A cadet found guilty of honor violations is given the options to resign or face
the consequences if his actions. If the cadet does not elect to resign, he may,
in the description of the Superintendent. Be administratively discharged upon
the recommendation of a Board of Officers.
V. HONOR COMMITTEE POLICIES
A. GENERAL
1. The honor system applies to all cadet activities. The principles to all cadet
activities. The principles of the Honor Code are adhered to in all aspects
of a cadet’s life whether official or not.
2. All policies enunciated herein are of general in nature and any violation of
the policy that comes to the attention of any cadet shall be reported to the
Honor Committee which shall come up with an investigation.
3. Only the commandant of Cadets can dispose of cases involving Honor
violations based on the merits of the case.

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4. The Honor System shall be the primary vehicle for the character
development of all Cadets and shall not be taken lightly. Upperclassmen
shall refrain from using the Honor Code when requiring their
underclassmen to comply with unauthorized orders or obvious violations
of the regulations.
B. SPECIFIC
1. The Academic Board is the only interpreter of the Cadet Honor Code, and if
the Board deems it proper, it may conduct its own investigation.
2. DELIQUENCY REPORT
a) Cadets shall be not deliberated with hold, throw away destroy or delay
the summation of explanation of delinquency report in his possession.
He is allowed to hold n said delinquency report for 24 hours only from
receipt thereof.
b) In explaining delinquency reports, cadets shall make necessary
correction to erroneous reports and mistake thereon.
c) Instruction from instructors to report violations msut considered honor
binding.
3. FORMATIONS
a) Class formation-the Section Marcher shall report all absences and all
the late comers in his attendance slip. His signature compels him to
do so.
b) Unit leaders or cadets acting as unit leaders shall report the absence of
a cadet as “authorized” or “accounted for” if:

-He has been previously notified by cadet about his absence and
the authority for such absence.

-He is sure beyond reasonable doubt of the authority for such
absence

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4. ACADEMICS
a) Cadets shall close all book, notes and other materials during class
recitations, seatwork or board works, unless specifically permitted by the
instructor.
b) As soon as an examination answer sheet is submitted, it can no longer be
recalled for recreation, alteration or amendment.
c) Asking cadets from other sections, giving hints as to whether there was a
recitation, quiz or seatworks or asking hints on an examination strictly
prohibited.
d) Asking others to make researches intended for a term paper does not reflect
the work of the cadet concerned and is therefore prohibited.
e) Any work done by another, typing or drawing for a term paper, shall be
accompanied by a written acknowledgement.
f) Cadets shall make corrections and report undue increase of scores in their
grades.
5. THE “ALL RIGHT”
a) The “All Right” is a statement or word of challenge by a cadet. It carries with it
an inquiry or reply regarding the observance of regarding the observance of
regulations pertaining to gambling hazing. Limits, liquor, narcotics, etc.
b) From any occupant of the barracks/billet initial evening call quarters, tattoo
and taps inspections;

-That all occupants of the room, expect those specifically authorized to be
absent and members of the Guard Detail are present at the last note of
the tattoo and taps, up to the time that “all right” is asked.
c) From any occupant of the room at inspiration (expect absentees and all
visitors are authorized; that he has observed regulations relative to gambling,
hazing, limits, liquor, narcotics, etc.
d) From a cadet at an inspection for loss of property; -that he does not have the
lost article in his possession; that he has returned the possession; that he has

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returned the property to its rightful owner personally or other wise, disposed
of it properly.
e) From a cadet entering or leaving the Mess Hall individually;-that any guest
accompanying him is authorized and that he is not bring with him Mess Hall
equipment.
f) From a sentinel;-that he has inspected in the prescribed manner his AOR; that
only authorized persons have entered or left the buildings; that all violations
of the foregoing have been or shall be duly reported to the authority.
6. Violation of “all rights” and absence Card Marking.
a) Unintentional
1. A cadet reports himself for an unintentional violation of the “all Right”.
2. If it is determined that an aggravated associated that offence have been
committed, a recommendation concerning this offence shall be forwarded to
the company Tactical Officer.
3. The company Tactical Officer shall forward the correspondence to the Senior
Tactical Officer, along with the results of any additional investigation, and
shall recommend a dicilinary award or other appropriate action.
4. The Senior Tactical Officer shall review the case, approve, disapprove, or
modify the award, and return the correspondence to the Company Tactical
Officer for disposition. In these cases where he determines that here is an
aggravated associated offence, he shall direct further investigation and action
as appropriate. If an intentional honor violation is suspected, he shall report
this to the OIC, Honor Committee for investigation.
5. Upon reviewing a cadet reported offence, and it is evident to the Tactical
Officer that an honor violation was not involved, the offence in the DR shall
be rewritten to reflect to the regulation violated.
b) Intentional - intentional violations of the “all right”, signature and marking of
the absence card are must be reported to the OIC, Honor Committee who
shall bring it to the attention of the Cadet Honor Committee.

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c) Cadets Unable to Gove an “all right”-in these cases, cadets normally shall be
reported for the actual offence. If a cadet is reported for “Unable to give an All
Right”, the Tactical Officer shall determine the actual offence from the
Explanation of Report and award the report accordingly.
d) Aggravated Associated Offence-

Each incident shall be judged on its own merit. The type of associated
offence which may be considered aggravated is that which the cadet can be
charged with gross neglect, careless, or ignorance in the use of the “All
RIGHT”. An aggravated associated offence is not adjudged to be such solely
by virtue of the award of punishment which it would merit. Normally, it is
considered to be an offence punishable by commandant’s Board.
e) Signature
- A cadet’s signature, whether done personally or signed for with his
authority, shall be binding of the cadet. When a cadet signs for another cadet,
the former shall affix his own signature over his printed name.
- When taking advantage of any privilege authorized by regulations, a cadet’s
signature in the departure Book shall certify to the correctness of all entries
and he shall observe the regulations pertaining to gambling maltreatment,
liquor, limits, narcotics and prohibited drugs and herbs and that no marriage
shall be or has been contracted.
- When signing in the Departure Book from leave, official mission or
hospitalization, a cadet’s signature certifies to the correctness of all entries
and that no marriage has been contracted.
7. MICELLANEOUS
a) Bringing out library materials without authority is prohibited.
b) Cadets are held responsible for any dissemination made by the Honor
Committee.
c) The provisions of the Code is applicable to cadets only. It shall not be used for
non-cadet personnel.
(Reference: Honor Code Hand Book. Philippine National Police Academy)

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83
BIOGRAPHICAL SKETCH


The researcher hails from the Municipality of
Mankayan Province of Benguet. He is the eldest
among four siblings, one brother and two sisters. He is
the son of Mr. Wilfred Calpi Soliba and Ms. Helen
Mackellay Abing of Sagada, Mountain Province.
He finished his elementary education at Mankayan Central School,
(1987) and secondary studies at Lepanto National High School (1991).

He is a graduate of Bachelor of Science in Criminology (Licensed)
at the Cordillera Career Development College. Prior to that, he took up
Bachelor of Science in Public Safety at Philippine National Police
Academy, and Bachelor of Science in Accountancy (Fourth Year
Undergraduate) at Baguio Colleges Foundation (University of the
Cordilleras).

He is currently employed as Jail Officer in the Bureau of Jail
Management and Penology and presently assigned at Meycauayan City
Jail, Meycauayan City, Bulacan.

He is married to June Joan De Los Reyes Sanchez of Mankayan,
Benguet who is currently employed as a teacher and designated as a

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District Alternative Learning System Coordinator (DALSC) of Quezon
District, Baguio City Division.

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Document Outline

• Internalization of the Honor Code and HonorSystem at the Philippine National Police Cordillera Administrative Region TrainingSchool
  • BIBLIOGRAPHY
  • ABSTRACT
  • TABLE OF CONTENTS
  • INTRODUCTION
    • Background and Importance of the Study
    • Statement of the Problem
    • Objectives of the Study
    • Conceptual Framework
    • Paradigm of the study
    • Definition of Terms
  • REVIEW OF LITERATURE
    • The Honor Code
    • Implementation of the Honor Codeand Honor System
    • Effectiveness of the Honor Codeand Honor System
  • METHODOLOGY
    • Time and Locale of the Study
    • Respondents of the Study
    • Data Collection Instrument
    • Data Collection Procedures
    • Treatment of Data
  • RESULTS AND DISCUSSION
    • Understanding of the Honor Code and Honor SystemImposed Upon PNP Trainees at the CARTS
    • Internalization of the Honor Code and Honor System
    • Level of Effectiveness of the Honor Code and Honor System
  • SUMMARY, CONCLUSIONS AND RECOMEMNDATIONS
    • Summary and Conclusions
    • Recommendations
  • LITERATURE CITED
  • Appendix
  • BIOGRAPHICAL SKETCH

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