Assessing Learning Action Cell Implementation and Leadership towards a Contextualized LAC Enhancement Plan
Regie R. Naungayan
*
Department of Education, Banayoyo National High School, Poblacion, Banayoyo, Ilocos Sur, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study focused on evaluating the implementation of Learning Action Cells (LACs) in the secondary schools of Banayoyo-Lidlidda District, as well as the competence of LAC leaders and facilitators. Using a descriptive survey method, data were gathered through questionnaires administered to 41 secondary teachers. Findings revealed that LAC implementation is highly effective, with systematic needs assessment, collaborative planning, and well-structured execution of professional development sessions. The planning and monitoring phases were rated high, while the execution phase was rated very high, reflecting strong engagement and adherence to DepEd guidelines. While LAC leaders and facilitators demonstrated high levels of competence, the study highlights that the success of LACs is largely attributed to robust institutional processes and collaborative practices. In response, a contextualized action plan (APLACE) was developed further to strengthen planning, facilitation, monitoring, and evaluation, ensuring that LAC activities remain responsive, sustainable, and impactful in supporting teacher growth and improving student learning outcomes.
Keywords: Learning action cell, implementation, professional development, secondary schools, action plan