School Learning Action Cell (Slac) Sessions and Teachers' Professional Development in Buhaynasapa National High School

Abstract

INTRODUCTION

As stated in Department of Education Order No. 35, s. 2016, Learning Action Cell (LAC) is a session conducted by group of teachers who engage in collaborative learning sessions to solve shared challenges such as learners' diversity, content and pedagogy, assessment and reporting, and ICT integration. These LAC Sessions served as school-based continuing professional development strategy for the improvement of teaching and learning. As such, this study aimed to assess the perceptions of teachers about the conduct of LAC sessions, its effects on their professional development, and the problems encountered in participating to it.

METHODS

The study used descriptive method with validated questionnaire as research instrument. The respondents were the 67 teachers of BNHS, School Year 2018-2019, obtained through purposive sampling. The researchers sought the approval of the authorities before personally administering the research instrument used.

RESULTS

As revealed in the study, 56.7% of the teachers' population are in age ranging from 22 to 34, 79.1% are female, and 53.7% are married. In addition, 47.8% are Teacher I, 49.3% are in the service for not more than 5 years, and 43.3% are with units leading to a Master's Degree. On the other hand, the respondents strongly agreed that LAC sessions in BNHS helped them in modifying and enhancing their teaching practices with a weighted mean of 3.64. However, they disagreed that these sessions were able to provide a clear statement on the positive impact to student learning. LAC sessions also contribute much in developing ethics and professionalism among teachers; however, research and innovation is the weakest area with 1.98 composite mean. In addition, the respondents strongly agreed that they always encounter problems in identifying the relevance of LAC sessions to their teaching profession. Using paired sample t-Test, this study revealed that there are significant differences on the effects of LAC sessions to teachers' professional development when group according their profile based on the obtained p-values lower than 0.05 level of significance.

DISCUSSIONS

Thefindings clearly indicated that the conducted LAC sessions contribute much to teachers' professional development. However, there is a need to provide clearer objectives about its intent and significance to teaching and learning. Sessions about research and innovation must also be strengthened. The diverse profile attribute of teachers must also be considered in designing sessions for professional development.