This study aims to determine the relationship of School Learning Action Cell (SLAC) to teachers proficiency and school performance. This study also answers the following: (1) The Level of School Learning Action Cell (SLAC) in terms of Planning and Management, (2) The Level of School Learning Action Cell (SLAC) in terms of Classroom Management, (3) The Level of School Learning Action Cell (SLAC) in terms of Classroom Instruction, (4) The Level of Teachers Proficiency, (5) The Level of School Performance, (6) Relationship between School Learning Action Cell (SLAC) and Teachers Proficiency, and (7) Relationship between School Learning Action Cell (SLAC) and School Performance. In this study, descriptive-correlation research design was used to examine the relationship of School Learning Action Cell (SLAC) to teachers proficiency and school performance among the Junior High School in the Schools Division Office of San Pedro City. There are five hundred thirty-nine (539) randomly selected teachers and school heads from the SDO- San Pedro City was used in this study. Random sampling was one of the simplest forms of collecting data were used in this research. In order to analyze and interpret the given data, mean, standard deviation, and pearson-r correlation was used. Based on the findings, for the level of School Learning Action Cell (SLAC) in terms of Planning and Management were very great extend in all indicators. However, as to resources, it was great extent. In terms of level of School Learning Action Cell (SLAC) in terms of Classroom Management were very great extent. On the other hand, when it comes to level of School Learning Action Cell (SLAC) in terms of Classroom Instruction were also very great extent. For the level of teachers proficiency, it was remarkable as very great extent. Lastly, the significant relationship between School Learning Action Cell and teachers proficiency has significant and lastly Significant relationship between School Learning Action Cell and school performance has significant. Based on the findings, it is concluded that there is a significant relationship between School Learning Action Cell (SLAC) and teachers proficiency. Therefore, the null hypothesis stated that, “There is no significant relationship between School Learning Action Cell (SLAC) and teachers proficiency were accepted and the alternative hypothesis were rejected. On the other hand, it is also concluded that school performance in terms of drop-out rate, graduation rate, and MPS result were not directly affected by the School Learning Action Cell (SLAC) in terms of planning and management, classroom management, and classroom instruction. Therefore, the null hypothesis stated that, “There is no significant relationship between School Learning Action Cell (SLAC) and school performance is partially rejected. This only indicates that School Learning Action Cell (SLAC) only affects the enrollment rate and partially affects the drop-out rate but not the graduation rate and the MPS result. Based on the drawn conclusions, it is recommended that School Heads and Leaders may continue to prepare programs and activities that may help teachers to improve their proficiency level and professional development.

school head

performace

action