The successful implementation of School Learning Action Cell (SLAC) LACs as seen to be the most cost-effective continuing professional development process that improve the teaching-learning process is dependent on how school leaders and teachers understand the process. The consistency of its implementation and monitoring is somehow difficult to achieve when school heads and teachers have limited grasp of the processes and framework of SLACs. To answer the problems, three sets of survey questionnaires were distributed to 249 school heads and 3,907 teachers in the 37 districts Surigao del Sur Division. Data gathered were analyzed using descriptive statistics. The results revealed that the school heads understanding and Teachers on SLAC as a strategy for improving instructional delivery was good while teachers understanding was fair. The findings provided evidence that there was only a limited understanding of teachers in the implementation of school learning action cell. Feedback gathered from questionnaires show that teachers did not see how school heads focused the implementation and monitoring of SLAC in schools. Based on these findings, it is recommended that school heads and teachers must be provided with intensive capacity building on conducting and monitoring of school learning action cell to equip them with knowledge and skills of implementing LAC as a strategy of improving the teaching and learning delivery. It is also recommended to strengthen program implementation review to improve the process of conducting LACs in schools and learning centers.
DepEd Order 35, s. 2016. Learning Action Cell (LAC) as the Kto12 Basic Education Program School–Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning
DuFour, R. (2004). What Is a “Professional Learning Community?” Educational Leadership, 61(8), 6-11.
Oakley, G., King, R., & Scarparolo, G. (2018). An evaluation of ELLN Digital: Technology-supported teacher professional development on early language, literacy, and numeracy for K-3 teachers. Quezon City, Philippines: Foundation for Information Technology Education and Development.
Republic Act No. 10533. The Enhanced Basic Education Act of 2013
UNESCO Institute for Statistics (2006). Teachers and Educational Quality: Monitoring Global Needs for 2015. UNESCO Institute for Statistics, Montreal, 2006