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The Research Probe

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Community of Practice and Themes of School Learning Action Cell Towards Better Teachers’ Performances

Mary grace p. aclan & delon a. ching, volume 2 issue 2 december 2022, presented in 2nd international research competition 2022, november 15, 2022.

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School Learning Action Cell (SLAC) must be planned and implemented in accordance with the Department of Education’s call for schools to continuously provide professional community of practice that would empower teachers and make them more productive teachers in front of their students. The study sought to determine the perceived observance of the SLAC Community of Practice and the usefulness of SLAC Themes. A descriptive correlational strategy was used in this investigation. The data was gathered using an online survey questionnaire created by the researcher. According to the findings, the SLAC community of practice was highly observed in terms of collaborative planning, problem-solving, and action implementation by the majority of respondents. Similarly, respondents’ average perceptions of SLAC themes’ usefulness in terms of learner inclusivity, subject components and competencies, curriculum assessment, 21st-century skills and ICT integration, and curriculum contextualization, localization, and indigenization revealed that SLAC is very useful. After attending SLAC for several sessions, the teacher’s performance was deemed outstanding in the areas of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages, and professional growth and professional development. A significant association was found between the SLAC community of practice and teacher performance. The association of SLAC themes to the teacher’s performance yielded the same result.

Keywords: School Learning Action Cell, Community of Practice, SLAC Themes, Teachers Performance

*This paper is a finalist in the International Research Competitions 2022, Category 3 Graduate

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Cite this article:

Aclan, M.P. & Ching, D.A. (2022). Community of Practice and Themes of School Learning Action Cell Towards Better Teachers’ Performances. The Research Probe, Volume 2 Issue 2, pp. 138 - 145.

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I. Research project title: Training NEEDS of Elementary Teachers: Input to Localized School Learning Action Cell (SLAC) Planning II. Proponent: EMILIANA M. ROXAS, Public schools district supervisor, ibaan district

This study focused on the sustainability of the teaching prowess and capability of the elementary teachers in Ibaan district. The training needs of the elementary teachers in Ibaan District were surveyed to gauge the teaching craft and prowess of the said teachers. Due to the implementation of the k to 12 curriculum, the continual deepening of knowledge, skills, application of the pedagogical approaches and strategies are integral factors need to be enhanced, hence in-service trainings and workshops are conducted every end of the month to our teachers through the School Learning Action Cell (SLAC) session. Using quantitative method of research, this study was conducted to 203 elementary teachers in the district. Total population was utilized in identifying the respondents. It was found out that Learning Action Cell (SLAC) has some challenges and issues raised particularly by small schools led by teacher-in-charge and head teachers. Since it is school-based, problems on the lack of resource speakers on topics and lack of funds has been a common challenge and issue among small schools. Therefore, it is necessary that teacher-in-charge and head teachers in small schools have to be capacitated or clustered to bigger schools headed by school principals for the conduct of Cluster-based Learning Action Cell (CLAC). Recommendations included capacitating school head of small school like teacher-in-charge/officer-in-charge and head teacher on the conduct of School Learning Action Cell (SLAC) session for the elementary teachers to thrive in their teaching capability to suit the needs of the 21st century learners.

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

• Jhimson V. Cabral
• Mariz R. Millando

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.

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.

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.

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