World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XII (December 2025), pp.132-139
LAURENCE F. VALENCIA, LPT
Masbate National Comprehensive High School
Abstract
This study investigates the influence of Learning Action Cell (LAC) sessions on teachers’ professional development and the role of administrative support in continuing education programs at Masbate National Comprehensive High School. Employing a descriptive-correlational research design, the study examines the frequency, structure, and perceived impact of LAC sessions, while exploring statistical relationships between LAC implementation, administrative support, and teacher development. A total of 24 teachers from Grades 7–10 were surveyed using a structured questionnaire with both Likert-scale and open-ended sections. Findings reveal that while administrative support for LAC sessions is generally strong, especially in policy frameworks and resource allocation, challenges such as scheduling conflicts, insufficient logistical support, and limited recognition for participation were reported. Teachers suggested improvements in scheduling coordination, resource provision, and post-session feedback to enhance the effectiveness of LAC sessions. The study concludes that while administrative commitment is evident in supporting LAC sessions, moderate challenges remain, requiring attention to logistical and motivational factors to sustain and improve the sessions' impact on professional development. Recommendations include increasing financial support, updating technological resources, improving scheduling coordination, and institutionalizing feedback systems to ensure continuous improvement. By addressing these issues, LAC sessions can better serve as a tool for sustained teacher growth and development.
Keywords: Learning Action Cell (LAC), teacher professional development, administrative support, education, school management, feedback systems.
Introduction
The Philippine education system has undergone significant transformations in recent years, with a growing recognition of the need for continuous professional development (CPD) to enhance teaching quality and student outcomes. The Department of Education (DepEd) has implemented several initiatives to address this need, one of the most important being the Learning Action Cell (LAC), a school-based professional development strategy introduced through DepEd Order No. 35, s. 2016. LAC sessions provide teachers with a collaborative platform to engage in discussions, share best practices, and address instructional challenges. These sessions aim to foster a culture of reflective practice, collegiality, and continuous improvement, creating an environment where teachers are not only refining their teaching techniques but also learning from each other’s experiences.
Aligned with the Philippine Professional Standards for Teachers (PPST), LAC sessions are designed to support teachers’ ongoing growth by encouraging them to reflect on their practices and align their professional development with national educational standards. The PPST provides a framework for teachers to continuously assess their competencies and engage in activities that enhance their teaching abilities. LAC sessions thus play a crucial role in helping teachers meet the demands of modern education, encouraging professional engagement, and promoting lifelong learning.
However, the effectiveness of LAC sessions is significantly influenced by the level of administrative support provided by school leaders. Research has shown that teachers in schools with strong administrative backing—such as sufficient resources, designated time for professional development, and clear policy support—are more likely to view LAC sessions as beneficial for their growth (Hargreaves & Fullan, 2012). In contrast, in schools where administrative support is limited, LAC sessions may become a mere compliance activity, leading to disengagement and missed opportunities for professional development. Challenges such as scheduling conflicts, inadequate logistical support, and insufficient recognition for participation often undermine the impact of these sessions.
Moreover, disparities in access to additional educational opportunities, such as graduate programs, seminars, or specialized training, create further barriers to professional growth for many teachers. These limitations highlight the critical role of administrative support in ensuring that teachers have the necessary resources, time, and motivation to engage in professional learning. Without robust support systems, LAC sessions may fail to reach their full potential in improving teaching practices.
Addressing these challenges will enable the Philippine education system to create a more supportive environment for teachers, ensuring that LAC sessions become a key component of sustainable and impactful professional development.
Statement of the Problem
The Department of Education (DepEd) introduced the Learning Action Cell (LAC) as a school-based system to promote collaboration and instructional improvement. However, the effectiveness of LAC sessions varies, often depending on administrative support and access to continuing education. Concerns persist about LAC’s impact, with some sessions being viewed as mere compliance activities, lacking structure and meaningful engagement, and limited resources or advanced training opportunities. The study was guided by the following Research Questions:
1. What is the level of administrative support provided for Learning Action Cell (LAC) sessions, in terms of resource allocation. policy frameworks, ;logistical facilitation, and
institutional endorsement?
2. What are the primary barriers or challenges encountered by teachers due to insufficient administrative support during LAC sessions, and;
3. What suggestions do they propose for addressing these issues to enhance their effectiveness?
Methodology
Research Design and Locale
This study used a descriptive-correlational research design to examine the influence of Learning Action Cell (LAC) sessions on teachers' professional development and the role of administrative support in continuing education programs in public schools in the Philippines. The descriptive aspect gathered data on the frequency, structure, and perceived impact of LAC sessions, as well as the nature of administrative support provided. The correlational aspect explored the relationship between LAC sessions, teacher development, and the influence of administrative support on the success of continuing education initiatives. Data collected through surveys and interviews, and analyzed using descriptive statistics (e.g., mean, frequency) and inferential statistics (e.g., Pearson's r, t-test, regression analysis).
Respondents and Sampling
The study surveyed 24 teachers from Masbate National Comprehensive High School (MNCHS) who actively participated in Learning Action Cell (LAC) sessions organized by the Department of Education (DepEd). Six teachers were selected from each grade level (Grades 7–10). MNCHS was chosen due to its prominence in Masbate City, diverse student population, and active participation in DepEd's educational initiatives, including LAC sessions. Purposive and maximum variation sampling were used to ensure a diverse sample, capturing a range of perspectives across grade levels, subject areas, and teaching experience. This approach provided rich insights into the impact of LAC sessions and administrative support on teachers' professional development.
Research Instrument
The primary research instrument was a structured survey questionnaire designed to collect both quantitative and qualitative data aligned with the study’s objectives. It consisted of two sections: a Likert-scale portion and an open-ended section. The Likert-scale used a five-point scale to measure respondents' perceptions of administrative support for Learning Action Cell (LAC) sessions, including resource allocation, policy frameworks, and challenges faced by teachers. The open-ended section allowed teachers to provide detailed insights and suggestions for improving LAC sessions. This mixed-methods approach ensured a comprehensive understanding of the respondents’ experiences, capturing both broad trends and personal perspectives to strengthen the validity of the findings.
Data Gathering Procedure
Data collection began with obtaining permission from the school administration of Masbate National Comprehensive High School. After approval, the researcher distributed the structured survey questionnaire, which included a Likert-scale section on administrative support, resource allocation, policy frameworks, and challenges faced during LAC sessions, and an open-ended section for qualitative feedback. The researcher personally explained the study's purpose and instructions to the respondents and allowed sufficient time to complete the questionnaire. Completed surveys were retrieved for analysis. Quantitative data were analyzed using weighted mean, scale, and frequency count, while qualitative responses were thematically analyzed to address the study’s objectives.
Statistical Tools
The data collected from the survey were analyzed using descriptive statistics, including Weighted Mean, Likert Scale interpretation, and frequency count. The Weighted Mean measured the level of administrative support for LAC sessions, resource allocation, policy frameworks, and challenges faced by teachers. The Likert Scale interpreted the scores, classifying them as “Very High,” “High,” or “Neutral.” Frequency count summarized the number of respondents for each rating, providing a clear overview of response patterns. These methods allowed for a precise and accessible analysis of respondents' perceptions.
Results and Discussion
1. Level of Administrative Support Provided for Learning Action Cell (LAC) Sessions
The study highlights strong administrative support for Learning Action Cell (LAC) sessions, particularly in resource allocation. The highest-rated indicator was budget allocation (4.52), suggesting that financial resources are prioritized, which is consistent with previous research on the importance of adequate funding for professional development programs (Darling-Hammond, Hyler, & Gardner, 2017). This strong financial backing facilitates the provision of learning materials and appropriate venues, which also received high ratings (4.36), indicating that the school administration is committed to creating an environment conducive to teacher development.
Scheduling (4.32) and technological resources (4.24) were also rated positively, though they were identified as areas for potential improvement. Previous studies have emphasized the need for proper scheduling and technological support to enhance the effectiveness of professional development sessions (Garet et al., 2001; Hargreaves & Fullan, 2012). The lack of sufficient technological tools, such as projectors and internet access, can limit the engagement and interactivity of LAC sessions, as noted by Fullan (2007), who argues that the integration of technology in professional learning is essential for fostering innovation and improving teaching practices.
In terms of policy frameworks, the study found very high ratings, particularly in policy clarity (5.00) and adherence to DepEd guidelines (4.83), reflecting strong alignment with national educational goals. This is supported by the work of Leithwood and Jantzi (2006), who found that clear and consistent policies are crucial for the success of professional development initiatives. However, despite these positive indicators, some teachers noted that LAC sessions could benefit from stronger recognition as part of their professional development (4.75). This aligns with studies that suggest recognition and incentives are vital for sustaining teacher motivation and participation in professional learning activities (Borko, 2004).
Overall, the composite mean of 4.36 indicates strong administrative support for LAC sessions but also points to areas for improvement, particularly in technology integration and scheduling, to maximize their impact on teacher professional growth.
2. Challenges Encountered by Teachers Due to Insufficient Administrative Support During LAC Sessions
Teachers in the study reported several challenges related to insufficient administrative support during Learning Action Cell (LAC) sessions. The highest-rated challenges included the absence of clear guidelines (3.30) and the perception that LAC participation is undervalued by the administration (3.30), which align with previous findings on the critical role of clear communication and leadership support in the effectiveness of professional development initiatives (Borko, 2004; Hargreaves & Fullan, 2012). A lack of clarity in administrative policies can lead to confusion, reducing the perceived value of the sessions and diminishing their impact on teachers' professional growth.
Scheduling conflicts (3.26) and inadequate resources (3.22) were also frequently mentioned, echoing the findings of Darling-Hammond, Hyler, and Gardner (2017), who emphasized that logistical support and adequate resources are fundamental to the success of professional development activities. Inadequate resources, such as learning materials or technological support, can hinder engagement and reduce the effectiveness of LAC sessions (Fullan, 2007).
Other challenges included logistical issues, lack of feedback (3.13), and poor communication (3.13), which are critical elements of the feedback loop necessary for continuous improvement in professional learning (Larrivee, 2000). The lowest-rated challenges, such as administrative inaction and lack of recognition for active participation (3.00), suggest that motivational factors and recognition systems are areas for further development, as teachers who feel undervalued may become disengaged (Vescio, Ross, & Adams, 2008). With a composite mean of 3.13, these moderate challenges point to areas where targeted improvements in administrative support could enhance the effectiveness of LAC sessions.
3. Suggestions of the Respondents Propose for Addressing these Issues to Enhance their Effectiveness
Teachers in the study emphasized the need for clearer administrative guidelines to improve participation and preparation, a sentiment supported by research highlighting the importance of transparent policies in ensuring the effectiveness of professional development programs (Fullan, 2001; Hargreaves & Fullan, 2012). Clear guidelines help to reduce confusion and align activities with teachers' professional growth objectives, thus increasing engagement and the perceived value of LAC sessions.
Proper scheduling and logistical coordination were also frequently mentioned. Studies have shown that scheduling conflicts and logistical challenges are among the most common barriers to effective teacher professional development (Garet et al., 2001; Darling-Hammond, Hyler, & Gardner, 2017). Adequate resources, including technology and funding, were identified as crucial for enhancing the quality of LAC sessions. Teachers highlighted the need for reliable access to technological tools, which is consistent with research suggesting that technology integration is essential for fostering innovation and engagement in professional learning (Zeichner & Liston, 1996; Glickman, Gordon, & Ross-Gordon, 2018).
In addition, teachers suggested recognition systems, incentives, and reduced administrative workloads to boost motivation and engagement. Recognition and incentives are proven to enhance teacher participation and foster a culture of continuous improvement (Vescio, Ross, & Adams, 2008). Teachers also stressed the importance of integrating LAC content with classroom realities, which aligns with the notion that professional development is most effective when it is relevant to teachers' everyday challenges (Larrivee, 2000).
Overall, while teachers valued LAC sessions, they believed that clearer policies, better coordination, sufficient resources, and greater recognition would enhance their effectiveness, echoing findings from various studies that advocate for improved support systems in teacher professional development (Timperley, Wilson, Barrar, & Fung, 2007).
Conclusions and Recommendations
The study concluded that administrative support for Learning Action Cell (LAC) sessions at Masbate National Comprehensive High School is generally strong, particularly in terms of policy frameworks and resource allocation. However, challenges such as scheduling conflicts, insufficient logistical support, and limited recognition for teacher participation were identified. To enhance the effectiveness of LAC sessions, it is recommended to increase budget allocation, invest in advanced technological resources, and improve venue facilities. Additionally, stronger coordination for scheduling, dedicated logistical support, and the implementation of recognition systems for teacher participation should be prioritized. Establishing a structured feedback system after each session is also essential to continuously improve LAC sessions and better align them with teachers' needs and classroom challenges.
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https://doi.org/10.65494/pinagpalapublishing.36
