V3I10P23

LAC-Based Professional Development of Teachers: Basis for Proposed Action Plan

Rechil D. Serad^1*, Carmelita C. Lipio, PhD²

Abstract

This study examined the level of manifestation of Learning Action Cell (LAC)-based professional development and teachers’ perceptions of the effectiveness of school-based LAC sessions in Buenavista Cluster IV, Agusan del Norte, as a basis for proposed enhancements. It employed a sequential explanatory mixed-methods design involving all 83 teachers from 13 public elementary schools through complete enumeration. Data were collected using a researcher-developed and validated questionnaire supplemented by qualitative responses. Frequency counts, percentages, weighted means, standard deviations, the Kruskal–Wallis H test, and thematic analysis were employed to analyze the data. Findings revealed that LAC-based professional development was highly manifested in teaching practices (WM = 4.48), addressing classroom challenges (WM = 4.27), and supporting continuous professional development (WM = 4.45). Teachers also perceived school-based LAC sessions as effective (WM = 4.43), particularly in promoting collaboration, professional sharing, reflective practice, and instructional improvement. No significant differences were found in the manifestation of LAC-based professional development when teachers were grouped according to rank or grade level taught. The findings indicate that LAC sessions provide meaningful and relevant opportunities for sustained teacher development across professional groups. Based on identified areas requiring further support, Project ENHANCE-LAC was proposed to strengthen needs-based planning, classroom-responsive activities, facilitation, monitoring, and follow-up mechanisms for school-based professional development.

Keywords:

Learning Action Cell, Professional Development, School-Based Professional Development, Teacher Development, Teaching Practices