Academic literature on the topic 'Learning Action Cell (LAC) program'

Learning Action Cell (LAC) program influences teachers’ functional competency. It is an integral part of professional development initiatives, which impacts teachers’ instructional skills, classroom management, assessment strategies, and professional growth. This study focused on the implementation of LAC program and teachers’ functional competency in the Division of Cagayan de Oro City. It sought to determine the relationship between the implementation of LAC and teachers’ functional competency and find the level of implementation of LAC and teachers’ functional competency. A descriptive-correlational method was used in this study. The respondents were one hundred forty-seven (147) public elementary school teachers. The survey questionnaire was the main instrument used to gather data. The statistical tools used were descriptive statistics such as mean and standard deviation. Pearson Product Moment Correlation (r) was employed to determine the relationship between the implementation of LAC and teachers’ functional competency. Findings revealed that the LAC program was well implemented, and the level of teachers’ functional competency was outstanding. Hence, there was a significant relationship between the implementation of LAC and teachers’ functional competency. It is recommended that LAC coordinators align LAC activities with the school’s broader professional development plans. Teachers should also engage in collaborative projects with other educators to share experiences and best practices. School heads should also provide training and support strategies for teachers.

This study aimed to determine the effectiveness of implementing the Learning Action Cell (LAC), which served as the basis for the enhancement program during the school year 2024-2025. The level of perception of the teachers as regards the effectiveness of the implementation of Learning Action Cell (LAC). Regarding Learner Diversity and Student Inclusion, the teacher-respondents obtained a composite mean of 3.53, which was verbally interpreted as Very Highly Achieved. Regarding Lesson Content and Pedagogy, the teacher-respondents obtained a composite mean of 3.54, verbally interpreted as Very Highly Achieved. Regarding Assessment and Reporting, the teacher-respondents obtained a composite mean of 3.51, verbally interpreted as Very Highly Achieved. Regarding Curriculum Contextualization, Localization, and Indigenization, the teacher-respondents obtained a composite mean of 3.49 verbally interpreted as Very Highly Achieved. The level of perception of the teachers to the extent of challenges encountered in conducting LAC sessions. The teacher-respondent's level of perception of the extent of challenges encountered in conducting LAC sessions obtained a composite mean of 3.50, which was verbally interpreted as a Very Great Extent. The significant relationship between the level of perception of the teachers as regards the effectiveness of the implementation of Learning Action Cell (LAC) and the level of perception of the teachers to the extent of challenges encountered in conducting LAC sessions. There is no significant relationship between the teachers' perception of the effectiveness of implementing the Learning Action Cell (LAC) and the teacher's perception of the challenges encountered in conducting LAC sessions.

Numerous empirical studies have consistently highlighted the profound impact of an administrator's leadership style and individual traits on the operational dynamics and overall outcomes within educational institutions. This research, conducted within the context of the Learning Action Cell (LAC) program, delves into the intricate interplay between administrators' leadership behavior and the successful implementation of professional development initiatives in educational settings. Specifically, it scrutinizes the ramifications of administrator conduct on the performance and efficacy of the LAC program. The investigation encompasses a comprehensive assessment encompassing eight administrators and 298 teachers affiliated with the Schools Division of Taguig City and Pateros. The study meticulously examines various dimensions of administrators' leadership behavior while concurrently scrutinizing an array of variables pertaining to the execution of the LAC initiative. This research meticulously dissects administrators' leadership behavior and its direct repercussions on the successful deployment of the LAC program within the educational landscape.The study reveals several key findings: Demographics: The participants exhibit diversity in teaching experience, educational attainment, and commitment to professional development, which influences their perspectives. Leadership Behavior: Administrators exhibit strengths in areas such as tolerance for uncertainty, persuasiveness, initiation of structure, and integration. However, there is room for improvement in areas like demand reconciliation, predictive accuracy, and role assumption. Impact of Teaching Experience: While administrators' years of teaching experience do not significantly impact their self-assessment of leadership behavior, teachers' perceptions of administrators vary based on their experience levels. Educational Attainment: Administrators' educational backgrounds do not significantly influence their perceived leadership behavior, but teachers' assessments show variations based on administrators' academic qualifications. Training: Training significantly impacts teachers' assessments of administrators' leadership behavior, emphasizing the importance of targeted training programs. Department Affiliation: Departmental differences influence teachers' perceptions of administrators' leadership behavior, highlighting the need for department-specific approaches. LAC Implementation Topics: The LAC program excels in facilitating sessions and aligning curriculum content with instructional strategies. However, there is room for improvement in dedicating more time to teacher development. Process Compliance: The LAC program demonstrates strong process compliance but faces challenges in organizing sessions based on identified needs. Roles and Responsibilities: Both administrators and teachers emphasize the importance of clear communication, support, and accountability in LAC roles and responsibilities. Monitoring and Evaluation: The LAC program excels in monitoring and evaluation, but there are challenges in translating reflections into tangible changes in classroom practices. The study concludes that administrators' leadership behavior and teachers' perceptions are influenced by various factors, including teaching experience, educational attainment, training, and departmental affiliation. It underscores the importance of tailored support and training for educators and the need for a balanced approach to leadership behavior. The study provides valuable insights into optimizing the LAC program and improving educational outcomes in diverse contexts.

Research indicates that Learning Action Cell (LAC) sessions are essential to teachers' ongoing professional development. Further research is required to characterize and identify the methods and obstacles involved in putting LAC into practice. The study investigates the implementation of LAC sessions in the district utilizing mixed method. There were 53 public elementary teachers and 22 participants who underwent interviews for the challenges they encountered in LAC implementation. Findings revealed that only one indicator which is fully implemented along Learner Diversity and Student Inclusion whereas other indicators that were implemented are Content and Pedagogy; Assessment and Reporting ;21st Century Skills and ICT Integration; and Curriculum Contextualization, Localization and Indigenization. Also, there were eight (8) extracted themes on the challenges encountered by the participants. These are time commitment, LAC implementation activities and LAC Plan; Non-participation to LAC session in online modality; overlapping of activities; redundancy of LAC topics; difficulty in internet connectivity; non-articulation of LAC session objectives, and difficulty in learning methodology and program addressing learners’ needs. Ultimately, the analysis comes to the conclusion that the school implements its LAC sessions using procedures. The developed framework may be implemented in this regard. It is noteworthy that larger-scale research of this kind is required, with the aim of implementing and assessing the study's output in terms of its efficacy.

This study explores the implementation of the School-Based Learning Action Cell (SLAC) in Munai and Bacolod Districts, Division of Lanao del Norte, during the School Year 2024-2025. The Learning Action Cell (LAC), a key component of the Department of Education’s (DepEd) professional development programs, was assessed based on needs assessment, topic prioritization, formation of LACs, interventions, meeting schedules, resource allocation, task assignments, budget preparation, LAC plans, and monitoring and evaluation. It also evaluated teaching and learning practices concerning content knowledge, pedagogy, ethics, learner inclusion, ICT integration, and contextualized instruction. Four hundred twenty-three (423) elementary and secondary teachers participated through universal sampling, ensuring the inclusion of those with direct LAC experience. A descriptive-correlational research design was employed, using mean, percentage, standard deviation, and Pearson r correlation to analyze data. The study utilized a modified DepEd Order No. 35, s. 2016 questionnaire and a researcher-made tool. Findings highlight the importance of addressing teachers’ needs, ICT integration, and robust monitoring frameworks. Learner inclusion and differentiated strategies were underscored as crucial areas for improvement. Effective LAC implementation requires ongoing support, adequate resources, and training to enhance teaching practices and meet diverse learner needs. Recommendations include developing culturally relevant teaching materials, allocating time for LAC sessions, promoting professional development, and incorporating student feedback to foster inclusivity. Situated Learning Theory, emphasizing active participation in real-world tasks, was applied, emphasizing the value of authentic, context-rich experiences in improving teaching and learning.

A qualitative phenomenological approach was used in this study to describe the lived experiences of Tagumpay National High School (TNHS) teachers on Online Learning Action Cell (LAC) session. LAC is a school-based professional development for teachers implemented by the Philippine Department of Education (DepEd). Due to teacher’s lack of participation on classroom LAC, a fully-online mode option is explored by offering TNHS teachers Online LAC session using Facebook as a Learning Management System (LMS). To capture the lived experience of teachers, an in-depth interview with a purposive sample of one TNHS teacher is done in the process. The data gathered went through “Hycner’s Explicitation Process” (1999, in Groenewald, 2004) which includes bracketing, delineating, clustering, summarizing and extracting unique themes. Validity and Credibility were accomplished through an intercoder agreement between researchers, Facebook chat records, bracketing, and member checking. Results identified three themes in relation to teacher’s experience of Online LAC session including usefulness, barriers, and preference. Findings revealed the major role of TNHS teacher’s context on how Online LAC is utilized. Recommendations include administrator and expert teacher working with classroom teachers and the inclusion of teachers’ voices as input in the program design, implementation and evaluation stages of Online LAC to better address curriculum needs and facilitate the delivery of high-quality professional development for teachers’ professional growth.

Designed with the qualitative research design, the study’s goal focused on the in-depth understanding of the selected junior high school mathematics teachers’ experiences from Oriental Mindoro National High School towards School-Based Learning Action Cell (SLAC), a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning (DepEd Order No. 35, s. 2016). Utilizing the data from the interview with seven (7) mathematics teachers, twelve (12) themes emerged in the study. Among the teachers’ positive experiences in SLAC included fostering collaborative learning, enabling the acquisition of relevant content, aiding personal and professional growth and development, and promoting output-based strategy. Meanwhile, their negative experiences included resource and time constraints and resistance to changes and possible improvements. Teacher-participants dealt with the challenges and difficulties experienced during the SLAC session by promoting institutionalized session, encouraging participants’ active participation, aligning the content to the actual needs, having proper time allotment and scheduling, and inviting experts to discuss the topic. Generally, to reach the actual goals of the School-Based LAC session, there must be an utmost commitment among teachers and school leaders.

The study aimed to determine the implementation of faculty in service training of collegiate department of the Tomas Claudio Colleges during the academic year 2023-2024. There were ninety-six (96) who responded in the survey.  They were described in terms of age, sex, civil status, educational attainment, length of service and position title. Findings reveal that age, civil status, educational attainment are not significant on the respondents’ perception regarding the extent of implementation of In-Service Training (INSET) Program. On the contrary, sex, length of service and position title are found significant. Based on the findings of the study, it was concluded that the results indicate that factors such as age, marital status, and level of education do not have a meaningful impact on how participants perceive the level of implementation of the In-Service Training (INSET) Program. Conversely, gender, years of service, and job title are shown to be influential. Further, the research findings show that factors like age, marital status, and educational background do not play a significant role in how participants view the implementation of the In-Service Training (INSET) Program. However, gender, tenure, and job position are revealed to have a notable impact. The recommendations offered included seminars and trainings and their area of specialization may be continuously provided to teachers to enhance their teaching performance; teachers may be motivated to pursue graduate education through giving of necessary compensation and incentives; scholarship grants may be provided to teachers for their continuous attendance in graduate education program;  the proposed training program may be implemented; parallel studies may be conducted considering other variables.

As online, blended, and face-to-face instruction modalities are getting more popular, reflective approaches to instruction could improve learning outcomes in the Philippines. This shift demands that educational approaches be critically reevaluated. Enhancing the quality of instruction in the Araling Panlipunan subject requires an understanding of teachers' reflective approach-related knowledge, attitudes, and practices (KAP). Offering insights into current use in the Philippine educational setting, this study examines the KAP of Araling Panlipunan teachers toward reflective teaching. Using a sequential mixed-methods research design, the study first collected quantitative data via questionnaires, then collected qualitative data from 50 teacher respondents through semi-structured interviews. The results show a "Very High" degree of knowledge and a positive attitude toward reflective approaches, especially in debates and essays. The curriculum's focus on material, however, limits opportunities for critical thinking, making it difficult for students to use these methods effectively. The suggested Learning Action Cell (LAC) programs seek to improve teacher skills through collaborative problem-solving, sharing of knowledge, and training to address these challenges. According to the study, professional development and resource allocation can greatly enhance teaching quality by incorporating workshops focused on reflective teaching and encouraging peer support, which would ultimately promote student learning and teacher development.

Teachers serve as the sole dispenser of knowledge in the schools. They need to be equipped with the skills in teaching using appropriate methodologies, strategies and approaches in dealing with various types of learners. In the Philippines, the Department of Education is determined to provide the teachers the best enhancement programs to achieve its vision for the Filipino people. Localized teacher training programs are being conducted in school levels to upgrade teachers’ level of competency in their needed instructional skills. Several teachers’ development programs are offered to teachers which are usually conducted monthly, quarterly or at least once a year to sustain their needs. This study aimed to determine the impact of faculty development programs to the instructional performance of teachers in Governor Feliciano Leviste Memorial National High School. This also sought to answer how effective were teachers with regard to instructional skills as assessed by teachers themselves and by their respective department heads in relation to the faculty development programs. It also evaluated the faculty development programs offered in GFLMNHS namely, Gender and Development (GAD) Program, In-service trainings (INSET) and Learning Action Cell (LAC). Descriptive method of research was applied to figure out the impact of those enhancement programs in the teacher’s instructional performance. It involved the 203 secondary school teachers and seven department heads of the said school. The researcher utilized the questionnaire as the main data-gathering tool which consisted of two parts. Part one dealt with the instructional performance of teachers and part two was about the evaluation of faculty development programs as assessed by department heads and teachers themselves. The responses were interpreted using the appropriate statistical tools such as Percentage, Weighted Mean, Ranking and t-test based from the obtained answers. Furthermore, the study reveals the significant impact of faculty development programs specifically the GAD, INSET and LAC sessions to the instructional performance of teachers.

Development, implementation, and evaluation are described of hands-on student experience with complementary CFD educational interface and EFD and uncertainty analysis (UA) for introductory fluid mechanics course and laboratory at The University of Iowa, as part of a three-year National Science Foundation sponsored Course, Curriculum and Laboratory Improvement - Educational Materials Development project. The CFD educational interface is developed in collaboration with faculty partners from Iowa State, Cornell and Howard universities along with industrial partner FLUENT Inc. and designed to teach CFD methodology and procedures through interactive implementation that automates the “CFD process” following a step-by-step approach. Predefined active options for students’ exercises use a hierarchical system both for introductory and advanced levels and encourages individual investigation and learning. Ideally, transition for students would be easy from advanced level to using FLUENT or other industrial CFD code directly. Generalizations of CFD templates for pipe, nozzle, and airfoil flows facilitate their use at different universities with different applications, conditions, and exercise notes. Complementary EFD laboratories are also developed. Classroom and pre-lab lectures and laboratories teach students EFD methodology and UA procedures following a step-by-step approach, which mirrors the “real-life” EFD process. Students use tabletop and modern facilities such as pipe stands and wind tunnels and modern measurement systems, including pressure transducers, pitot probes, load cells, and computer data acquisition systems (Labview) and data reduction. Students implement EFD UA and use EFD data for validation of CFD and AFD results. Students analyze and relate EFD results to fluid physics and classroom lectures. The laboratories constitute 1 credit hour of a four credit hour 1 semester course and include tabletop kinematic viscosity experiment focusing on UA procedures and pipe and airfoil experiments focusing on complementary EFD and CFD for the same geometries and conditions. The evaluation and research plan (created in collaboration with a third party program evaluation center at the University of Iowa), focuses on exact descriptions of the implementations, especially as experienced by the students. Also discussed are conclusions and future work.