SCHOOL-BASED LEARNING ACTION CELL AS AN INTERVENTION FOR TEACHERS IMPROVEMENT: BASIS FOR FACILITATOR’S MANUAL

This study aimed to investigate the assessment that can be made of the School-based Learning Action Cell (LAC); the institutional factors that affect the school-based LAC initiatives; and the perceptions of the respondents regarding those factors. The researcher employed an Exploratory Sequential Design as a basic mixed method design and a Survey Development Framework. It used focus group discussions, surveys and the face-to-face interview with teachers as respondents. T-test and ANOVA were used for statistical analysis to determine the difference on the responses made by the two (2) groups of respondents as to the assessment that can be made of the School-based Learning Action Cell (LACs) when they are grouped according to the respondents’ demographic profile. Additionally, thematic analysis was used for the analysis of responses in the focus group discussions and interviews. The findings of the study on the assessment that can be made of the School-based Learning Action Cell (LAC) were generally implemented to a great extent. Additionally, the institutional factors such as unclear objectives, haphazard topics and the complexity of process in the approval of the proposal hinder the success of the activity while, appropriate methodology, collaborative teachers, and proper time management, contribute greatly to the success of the activity. Finally, respondent agrees that the capacity of the school head as instructional leaders is critical in school improvement process but teachers’ involvement is necessary for the success of the activity. By considering these areas and analyzing the data, the researcher was able to craft the Facilitators Manual of School-Based Learning Action Cell for public elementary and secondary schools in DepEd Region IV-A CALABARZON.