Learning Action Cell Implementation in the Philippine Public Schools: A Descriptive Phenomenological Study

Abstract

Philippine DepEd Order (DO) #35, s. 2016, institutionalized the Learning Action Cell (LAC) in public schools. The policy’s key objective is to improve teachers’ teaching competence. Conversely, there needs to be more literature, specifically in the Davao City public schools, to account for its implementation since its inception. Thus, this study. The study aimed to propose a LAC implementation model for the Davao City public school’s division. It made use of qualitative, descriptive phenomenological research design. Ten (10) participants were involved, and they participated in the focus group discussion and key informant interviews. The proposed LAC implementation model focused on the students’ learning as its definitive goal. It can be realized if the teachers’ teaching skills are enhanced, and the LAC implementation is well implemented. Correspondingly, the proposed model emphasizes supportive leadership, teachers’ positive attitudes, well-defined roles and responsibilities, sufficient resources, systematic procedures, and well-disseminated policy. One of the study’s recommendations is for future researchers to study the impact of the continuous improvement model adopted in the implementation of LAC in the DepEd schools on the learning quality of the students and the school improvement.

Keywords: teacher professional development, LAC implementation model, academic performance

DOI: 10.7176/JEP/14-27-07

Publication date:September 30^th 2023