V3I9P1

Mapping the Professional Development Strategy of Teachers at Bit-os Elementary School

Charlita A. Sajulga^1*, Dr. Daylinda J. Tampus²

Abstract

This study mapped the professional development strategy implemented through Learning Action Cell (LAC) sessions at Bit-os Elementary School over three school years and examined their implementation, contributions to teacher professional growth, strengths, challenges, and implications for an enhancement plan. A mixed-method descriptive research design was employed using documentary analysis, document mapping, content analysis, and thematic analysis, with school documentary records and LAC evaluation forms serving as primary data sources. Findings revealed an expansion of LAC activities, with literacy and reading strategies and numeracy and mathematics assessment emerging as the most frequently addressed topics. Collaborative learning, peer coaching and mentoring, reflective practice, inquiry-based learning, and ICT integration characterized the sessions. LAC implementation and teacher professional development were highly evident, particularly in participant involvement, ICT integration, pedagogical development, and leadership development, while the sessions were evaluated as highly effective. Key strengths included teacher collaboration, active participation, facilitation, ICT use, systematic implementation, and relevance to professional learning needs. However, time constraints, workload, limited resources, documentation demands, and emerging educational concerns remained implementation challenges. The study concludes that LAC functions as a responsive school-based professional development mechanism and proposes a Professional Development Enhancement Plan emphasizing sustained mentoring, collaboration, reflective practice, instructional research, resource support, and monitoring.

Keywords:

Learning Action Cell, Professional Development, Collaborative Learning, Instructional Improvement, Teacher Professional Growth