thesis about school learning action cell

School Learning Action Cell: Examining Links of a Lesson Study with Work Performance of Teachers

• Herchel F Gumban Graduate School, Mindanao State University- General Santos City, Philippines
• Maria Theresa P Pelones Maria Theresa P. Pelones

Teacher quality can develop holistic learners who are value-driven, qualified with 21st century skills, and capable of driving the country toward the development and progress. The study aimed to find out how the activities of School Based Learning Action Cell (SLAC) as a lesson study program in the Philippines relates to Teacher’s Work Performance. The study applied quantitative and qualitative design and involved 11 selected public elementary schools located in the district of Norala in the province of South Cotabato. There were 129 randomly selected teachers and 6 key informants who participated in the study. Adapted questionnaires and group discussion guide questions were utilized for data gathering. Findings of the study showed that teachers were highly involved in SLAC activities to ensure professional growth, quality teaching, collaboration and problem-solving, and school development programs. The performance of teachers at work had also been found to be very satisfactory in all its indicators: content knowledge and pedagogy, learning environment and leaner diversity, curriculum and planning, and assessment and reporting. Based on simple linear regression, the data showed that when teachers participate in SLAC activities, their work performance increases. Implications for the professional development of teachers are given in the study.

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School Learning Action Cell (SLAC) Program: The Batuan District Experience

2022, Psychology and Education: A Multidisciplinary Journal

The descriptive mixed research was performed to evaluate the length of the School Learning Action Cell (SLAC) programme, the modes of implementation, faced problems / challenges, and the strategies used. This study used a floated survey-questionnaire checklist and included an interview with 120 teachers at the public elementary schools. This work uncovered credible knowledge about SLAC System implementation. Whereupon, according to 90% of the respondents, most schools administered SLAC system on a monthly basis. Consequently, the most widely used mode of implementation is lecture discussion with 72.50 % of total responses. Sharing of best practices with 70 % responses is also common in implementation. The least-used deployment style with responses of 24.17 % is project-based. The SLAC schedule of 68.33 % responses is the biggest challenge in implementation led by duplication of 45 % responses to events. Collaborative and cooperative learning is the best option, according to 45 % of respondents. Devices could be manufactured using SLAC based on the 44.17 % respondents. Teacher participants may also illustrate instructional techniques with 43.33 % responses as part of communicating best practices. For them, content training is the least-used intervention with only 18.33 % of responses. This study recommends monitoring of the period of the conduct, the mode of implementation of this program and proper assessment of identifying problems met as well as employing the right interventions.

Related Papers

Emiliana Roxas

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.

IOER International Multidisciplinary Research Journal ( IIMRJ) , Mark Gil Vega

The Department of Education (DepEd) has implemented a policy on the Learning Action Cell (LAC) as a Professional Development Strategy for teachers. This policy helps the teacher to collaborate and solve shared challenges in the school. The principal objectives of this study were to investigate the benefits, challenges, and means of implementation of Learning Action Cell of Science teachers in Secondary Schools of DepEd in the National Capital Region. The study used qualitative, multiple case study design employing survey questionnaires, individual interviews, focus group discussions and LAC observations There were five individual interviews, six focus groups, four actual LAC observations, with approximately 59 participants conducted in this case study. The findings revealed that the implementation of LAC concerning the scheduling of sessions is different and inconsistent with other schools. In addition, there is no tool for evaluating the LAC session, no success indicator applied in the school and no LAC model to follow in implementing LAC. There are four themes that emerged in the benefits experienced by science teachers, which include: Better Working Environment, Develop Good Relationship, Professional Growth, Content and Pedagogical Knowledge. The participants in this study identified a number of challenges. They were divided into six themes: Scheduling, Disruption of Classes, Teachers' Availability, LAC Activities, LAC Framework, and Funding. Furthermore, the principal results of the study showed that the implementation of LAC has an impact on teaching science but still, the participants recommended strengthening the LAC through creating a LAC model and development of LAC evaluation to monitor the status of LAC in each school properly.

1st Regional Research Summit Handbook

Maria Shiela

The difficulties encountered by the Secondary Science Teachers in implementing spiral approach in teaching science propelled the researcher to conduct a quasi-experimental research. One sample t-test was employed in treating the gathered data. Moreover, purposive sampling was utilized for the 135 Science teachers in the division. As revealed in the study, the teaching ability of the teachers has improved after the conduct of CLAC in terms of content and strategy in Science and it was validated during the observation of classes before and after the conduct of CLAC. There was a significant difference on the teaching ability of the teachers before and after the conduct of CLAC. On the achievement level of the students, the results revealed that the division average mean of 8.86 is higher than the standard test value for the gain in score which is 7.375 and thus, significant. Though the result is significant, it does not give a higher mean gain compared to the test value. The result can be attributed to different factors like specialization of the teachers, time schedule of the subjects, as well approaches used in the teaching which are not controlled by the researcher. The results proved the effectiveness of the conduct of CLAC in Science on improving teaching-learning process. The results suggested that the continuous conduct of CLAC in Science be done to enhance more the teaching-learning process.

International Journal of Educational Management and Innovation

Jayson Troy Bajar

Out-of-field teaching continues to be a persisting problem in the Philippine educational system – similarly evident in the rural school where this study was conducted. As an intervention, the researchers organized a professional learning community in the form of a school learning action cell (SLAC) to provide assistance to the teachers. They were then interviewed to determine the perceived effects of the intervention. Results of the study revealed that SLAC sessions contribute to the general well-being of the teachers in their view of the profession as it ‘reduced their tasks’ and ‘promoted workplace collaboration.’ On the other hand, it also impacted their pedagogy, which was found to have contributed to their ‘instructional mastery’ and ‘teacher efficacy.’ The researchers, however, caution that, though the intervention was found to be successful, it should be taken in its suggestive nature when out-of-field teaching is unavoidable. When feasible, the idyllic educational landscape ...

Dalaguete PH

GEORGE LUMAYAG

Abstract With the new trend of teaching instructions and increasing use of websites in relation to educational systems, pedagogical information seeking and virtual educational environments not limited to web usability practices grow in importance. This action research assessed the implementation of Learning Action Cell (LAC) especially to the problems, issues and challenges met by teachers in the conduct of LAC sessions in their respective schools. And respondents claimed that they preferred trainings in relation to online application features and ICT utilization. The proposed trainings would help the public schools in the conduct of the LAC sessions using the website. And this training program shall become a better benchmark to other national high schools in the Philippines so that elementary, junior and senior high school teachers become competitive enough in the utilization of ICT in their teaching instructions and ready for the ASEAN Integration. The objective of this paper is to develop the school websites using Google Sites for DepEd Learning Action Cell (LAC) sessions in the public schools of Dalaguete Districts 1 and 2. This action research is provided under Republic Act No. 10533 states that the State shall establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people, the country and society-at-large. And it is under the directive of DepEd Order No. 16, s. 2017 in which said action research is precisely in relation to the Research Agenda Category: Teaching and Learning. Keywords: Information and Communications Technology (ICT); DepEd Dalaguete Districts’ School Websites using Google Sites for Learning Action Cell (LAC); Descriptive Research; Dalaguete, Cebu, Philippines

Lilibeth Biscayda

Jurnal Pengabdian Masyarakat Sains Indonesia

Psychology and Education: A Multidisciplinary Journal

Psychology and Education

This study determined the impacts of action research in the different key areas of school operations. It also revealed the research problems encountered in conducting, disseminating, and utilizing action research. This study aimed to establish the research culture and skills of the teachers that will help them address issues regarding school operations. Seventy-five (75) respondents were randomly chosen. This study was limited to the principal author or proponent of action research. These respondents were from different elementary and secondary schools in the third congressional district of Quezon, composed of 12 municipalities. The importance of the study was determined using a descriptive research approach. A self-made questionnaire with a Cronbach alpha of 0.976 was formulated. The data revealed that action research significantly impacts the curriculum aspect of school operation, where most of the themes of their action research focus on teaching-learning. As researchers, teachers play a vital role in curriculum planning. To sum up, it is better to strengthen the methodologies and programs that promote school action research.

Dick Lapitan

The purpose of the study was to help teacher-participants of Kakiduguen National High School in enhancing their research skills in the preparation of action research proposal through the conduct of learning action cell sessions and peer teaching activities. The modified research questionnaire was used to gather data on the self-assessed performance levels of the teacher-participants before and after the study. Sets of rubric were developed to assess and evaluate the teacher-participants’ outputs. The teacher-participants assessed themselves as proficient in all the essential components of action research prior and after the study. On the other hand, teacher-participants’ performance level based on their outputs before the study shows that they are on average or beginners in preparing action research proposal. While the teacher-participants’ outputs overall performance after the study shows that they greatly improved with a performance level of highly proficient on articulating research titles and formulating research questions. The activities, that enhanced the teacher-participants’ research skills and performance in formulating a research question and articulating a research title, were the conducted learning action cell sessions, numerous peer teaching, the inclusion of open forum in the learning action cell session, entertaining and answering queries or questions about the rudiments of research as well the regular follow-up, extending technical assistance, motivation, and giving of feedback on their outputs on the part of the school head-researcher. Institutionalized learning action cell and peer teaching; keep honing and equipping oneself on the rudiments of research including the school head; provide samples of action researches/studies from the different learning areas; craft a reference guide on the five most important parts of action research; and conduct learning action cell on time management to help teachers managing their time in conducting research. Keywords: self-assessment, written outputs, performance level, technical assistance

Elva Yohana

contoh tugas analisis skripsi yang diberikan oleh dosen metodologi penelitian, bisa dilihat di sini

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The Research Probe

ISSN 2799-0303 (Online)

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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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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DO 35, s. 2016 – The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning

To:      Undersecretaries Assistant Secretaries Bureau and Service Directors Regional Directors Schools Division Superintendents Public and Private Elementary and Secondary Schools Heads All Others Concerned

• In line with the implementation of Republic Act No. 10533, or the Enhanced Basic Education Act of 2013, the Department of Education (DepEd) issues the enclosed policy on  The Learning Action Cell (LAC) as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning.
• Through this policy, the DepEd fully supports the continuing professional development of its teaching personnel based on the principle of lifelong learning and DepEd’s commitment to the development of teachers potential aimed towards their success in the profession.  This can be done through the school-based LAC, which primarily functions as a professional learning community for teachers that will help them improve practice and learner achievement.
• This policy will remain in force and effect unless sooner repealed, amended, or rescinded.  All issuances inconsistent with this Order are hereby rescinded.
• Immediate dissemination of and strict compliance with this Order is directed.

(Sgd) BR. ARMIN A. LUISTRO FSC Secretary Reference: MECS Memorandum No. 74, s. 1985 To be indicated in the Perpetual Index under the following subjects:

POLICY                                     STRAND: Curriculum and Instructions STUDENT                                  TEACHERS

DO_s2016_035