Implementation of Learning Action Cell (LAC) in Selected Secondary Schools in the Division of Cavite Department of Education: Basis for intensified Program

Abstract

INTRODUCTION

Educators who are innovators are needed nowadays to be able to transform schools into a venue of quality, equitable, culture-based, and developing life-long learners. To do that, teachers should have a quality professional development. Only a few teachers undergo training and most of the time the training does not meet the needs. The need to implement the learning action cell should be prioritized because this is the support system for teachers to meet their needs. The effectiveness of the implementation of the learning action cell in meeting the professional development needs of teachers is evaluated (Department of Education Order No. 35, s. 2016).

METHODS

It employed the descriptive -correlational type of research which identified and established the causal relationships between variables as in the case of this study, evaluating the effectiveness of the implementation of Learning Action Cell (LAC) of selected secondary schools in the division of Cavite were best to describe by this method and the factors influencing the effectiveness of the implementation of the program were identified.

RESULTS

The majority of teachers have attended only 2-5 times local training, with no national training; while the administrator attended only 2-5 times local and national training/seminars. The administrator strongly agrees with the management, organization, needs assessment, the number of meetings, topic prioritization, and activities. The majority of administrators strongly agree that the needs assessment of teachers is based on the IPCRF. A significant relationship existed between predictors of LAC implementation-related factors and the implementation of learning action cells (LAC).

DISCUSSIONS

The intensification of learning action cell is highly recommended for the following reasons; it supports the most cost-effective CPD process and it helps to improve the teaching-learning process that will lead to achieving, nurture successful teachers,and enable them to support each other to update on the content and pedagogical knowledge, practice, skills, and attitudes; and most of all it fosters a professional collaborative spirit among school heads, teachers, and the community as a whole. Furthermore, it meets the needs of the teachers. Further study could be the evaluation of previous LAC, the basis for improvement of the LAC session.