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I-Title Title: THE QUALITY OF IMPLEMENTATION OF SCHOOL LEARNING

ACTION CELL (SLAC) AMONG ELEMENTARY SCHOOLS IN THE DIVISION OF
QUEZON: BASIS FOR PROGRAM ENHANCEMENT II-Abstract

Thesis · February 2021

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I- Title

Title: THE QUALITY OF IMPLEMENTATION OF SCHOOL LEARNING

ACTION CELL (SLAC) AMONG ELEMENTARY SCHOOLS IN THE DIVISION

OF QUEZON: BASIS FOR PROGRAM ENHANCEMENT

II- Abstract

Abstract: This study was intended to find out the Quality of Implementation of

School Learning Action Cell among Elementary Schools in the Division of

Quezon. This study was conducted using self-made questionnaire. Three

hundred forty five teachers had been chosen through random sampling. Most of

the respondents were less than 30 years old, female, teacher I, eleven to fifteen

years in service, and graduates of Bachelor in Elementary Education. The

respondents were very good in planning of SLAC activities before its

implementation and evaluation was done after the program. There was an

improvement in the teachers’ competence; instructional delivery and students’

assessment. There is a significant difference in the evaluation of the quality of

SLAC implementation when they are grouped according to profile.

Keyword: Implementation, Instructional delivery, Learning Action Cell,

Competence, Assessment

III- Introduction

Educational systems around the world have been experiencing changes

and reforms. Stepping into the new millennium, many societies around the world

are engaging in serious and promising educational reforms. This has also

occurred in the field of teacher professional development which has been

changing so rapidly and frequently all around the world. It has been

acknowledged that teachers are not only one of the ‘variables’ that need to be

changed in order to improve the educational system but are also the most

significant agents in this reform. This dual role of teachers as the subjects and

objects of change has made the field of teacher professional development a

growing and challenging area in this era.

Teachers in today’s world are under a growing pressure to perform.

Higher expectations and greater needs now pressure the teachers to perform

effectively in classroom. It all comes down to quality teachers who are the

determinants of pupils’ achievement. Even the most prepared and genuinely

qualified teacher still has a great deal to learn when they begin to teach. Hence it

is vitally essential that teachers are well prepared when they begin to teach and

they continue to improve their knowledge and skills throughout their careers.

Therefore, the Department of Education (DepED) issued the 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 (DepEd Order No.35, s. 2016). This advocacy of the Department of

Education implies that every teacher should be properly guided and equipped

with the know-how of teaching and learning process through revisiting and

reviewing some areas, or concerned in performing the duties and responsibilities

of effective and efficient teachers. School Learning Action Cell, commonly known

as LAC is an activity held in every school to facilitate learning from the resource

speakers from the community, school head, or from peer too peer mentoring. It is
a holistic mission of today that through trainings and seminars, teachers craft as

facilitators of learning in school becomes more prolific to improve every learner’s

knowledge, skills and attitudes for them to be globally competitive.

The objectives of LACs are to improve the teaching-learning process that

will lead to improved learning among the students, to nurture successful

teachers, to enable teachers to support each other to continuously improve their

content and pedagogical knowledge, practice, skills and attitudes; and to foster a

professional collaborative spirit among school heads, teachers, and the

community as a whole. This Learning Action Cell (LAC) is very important on

improving the teaching and learning process, it prepares the teachers for

globalization. Their attendance to these seminars will help create an effective

environment, improve teaching-learning situations, keep updated on modern

instructional devices and inspire them to become better teachers in the modern

world.

Garet (2016) made a survey that teachers were more likely to change their

instructional practices and gain greater subject knowledge and improved

teaching skills when their professional development linked directly to their daily

experiences and aligned with standards and assessments.

Cohen and Hill (2017) found out that the teachers whose learning focused

directly on the curriculum they would be teaching were the ones who adopted the

practices taught in their professional development. These teachers embrace new

curriculum materials when they were supported by trainings and, in some cases,

workshops about the new state-required student assessment. The study also
showed that students of teachers who participated in this kind of curriculum-

focused professional development did well on assessments.

Our changing goals for learning, coupled with shifts in curriculum

emphasis and a deeper understanding of teacher learning and student thinking,

have led to new findings about the impact of teacher professional development

and how best to sharpen teachers’ skills and knowledge. What matters most is

what teachers learn. Professional development should improve teachers’

knowledge of the subject matter that they are teaching and it should enhance

their understanding of student thinking in that subject

matter. Aligning substantive training with the curriculum and teachers’ actual

work experience also is vital.

The time teachers spend in professional development makes a difference

as well, but only when the activities focus on high-quality subject-matter content.

Extended opportunities to better understand student learning, curriculum

materials and instruction, and subject-matter content can boost the performance

of both teachers and pupils. The Learning Action Cell barely provides all the

needs of the teachers for their professional development. They not only give

focus on their professional growth but also on the development of their pupils.

Indeed, teachers do really have to take this professional development program to

enable them to be better agents of learning. With this program, the Learning

Action Cell associated with the implementation of K-12 Program of DepEd, the

teachers now are more highly engaged in a complex professional development.

Statement of the Problem

The study investigated the Quality of Implementation of School learning

Action Cell (SLAC) Among Elementary Schools in the Division of Quezon as

Basis for Program Enhancement. Specifically, it sought to answer the following

questions:

1. What is the demographic profile of the teacher-respondents in terms of:

1.1. Age

1.2. Gender

1.3. Position

1.4. Length of Service

1.5. Highest Educational Attainment

2. What is the quality of implementation of SLAC in terms of:

2.1. Planning of SLAC activities

2.1.1. Objectives

2.1.2. Schedule of Meeting

2.1.3. Setting-Up Resource

2.1.3.1. Human Resources

2.1.3.2. Material Resources

. 2.2. Implementation of SLAC

2.3. Evaluation of Effectiveness

3. What is the impact of SLAC in improving the following areas:

3.1. Teachers’ Competence

3.2. Teacher’s Instructional delivery

 3.3. Students’ Assessment

4. Is there any significant difference in the evaluation of the quality of SLAC

implementation when they are grouped according to profile?

5. What program enhancement could be developed based on the findings of the

study?

IV – Method/s

This study investigated the Quality of Implementation of School learning

Action Cell (SLAC) Among Elementary Schools in the Division of Quezon as

Basis for Program Enhancement. Specifically, it sought to answer the

demographic profile of the teachers; the quality of implementation of SLAC in

terms of planning, implementation and evaluation of effectiveness; the impact of

SLAC in teachers’ competence, teachers’ instructional delivery, and students’

assessment; and the significant difference in the evaluation of the quality of

SLAC implementation when they are grouped according to profile. Therefore,

program enhancement can be proposed by the researcher based from the

findings of the study.

The researcher used the descriptive survey type of research to find out the

Quality of Implementation of School learning Action Cell (SLAC) Among

Elementary

Schools in the Division of Quezon: Basis for Program Enhancement. This

method was appropriate to the study because the researcher is interested in

knowing the extent the different conditions among objects. From the result of the

survey, the researcher designed a program enhancement.

 The populations of the study are three hundred forty five (345) elementary

teachers of the Third Congressional District of Quezon from Agdangan,

Buenavista, Catanauan, General Luna, Macalelon, Mulanay, Padre Burgos,

Pitogo, San Andres, San Francisco, San Narciso, and Unisan. A self-made

questionnaire will be used to gather data and was validated by the Master

teachers from different schools in Catanauan, Quezon. The data for this research

were collected using survey questionnaire and were treated statistically using

percentage distribution, Weighted Mean and One-Way Anova.

All the data and information gathered will be confidential and used only for

research.

V- Results and Discussion

Majority of the respondents were less than 30 years old, female, Teacher

I, 11-15 years in service and graduates of Bachelor in Elementary Education.

Thirty Four of the respondents finished their Master Degree; major in Educational

Management and there were two respondents graduated in Doctor in Guidance

and Counseling and a Doctor in Educational Management. The findings of the

study were supported by the study of Rowan (2010) which states that most

teachers who are in the early age are more active and more eager to learn new

things. They enjoy trainings and workshops and are ready for the next learning. It

shows that Teacher I in the field of teaching are open-minded with professional

growth & development because they still wanted to be promoted in their position.

The respondents revealed that the quality of implementation of SLAC in

terms of Planning of SLAC Activities, Implementation of SLAC and Evaluation of

Effectiveness were very good. The highest rate was the Implementation of SLAC

followed by Evaluation of Effectiveness and the lowest in rank was Planning of

SLAC Activities. This implied that the objectives were understood and

implemented by the teachers but unfortunately, there still of scarcity of resources

to be use in SLAC session. Schedules need proper timing while resources need

to be managed appropriately. It also implied that the SLAC session was

implemented in the schools but the division office was lack of supports in

maintaining the program. The result of the study is similar to the study of Espino

(2018) that the teacher can certainly develop their coping behaviour by attending

seminars, workshops and conferences and teachers do their part in the SLAC

sessions but the central office was lack in coordination with the field offices to

monitor the program. Durban (2012), said that constant implementation of

programs in education was not properly monitored and added to that is the non-

evaluation of programs that was implemented.

The respondents revealed that the impact of SLAC in improving teachers’

competence, instructional delivery and students’ assessment were very good.

The teachers’ competence was improved and got the highest rate followed by the

teachers’ instructional delivery and the lowest in rank was the Students’

Assessment. This implied that teacher improved their professional attributes;

their skill and competencies improved but still, they cannot implement

appropriate teaching methods. Danguilan, (2017) said that the first essential of

effective teaching is that the teacher must have a thorough grasp of the subject

he teaches. A highly effective teacher cannot simply learn the rudiments of the
subject, master them thoroughly, and then stop. The highly effective teacher

should master the content and performance standards and learning

competencies and has a clear vision of what he wants his students to become.

There is a significant difference in the evaluation of the quality of SLAC

implementation when they are grouped according to profile. The average result

of the study was very good. Therefore, Program Enhancement is needed for the

improvement of Implementation of SLAC.

VI- Conclusions

Based on the findings as summarized, the following were concluded that:

1. Teachers in the young adulthood stage of life were active in seminars and

most of them were female because they were more patient and

competitive. New teachers were willing to learn and determined to pursue

their Master’s and Doctor’s degree than the experienced teachers. This

implied that teachers near the retirement age, men teachers and those in

Master Teacher I position still need to be involved in the SLAC session for

continuous development.

2. The school implemented the SLAC session in the sense that the

objectives were clearly stated and the LAC members perform their role for

involvement and active participation but the school needs more efforts in

planning and monitoring the effectiveness of SLAC Activities.

3. SLAC Activities enhance teachers’ skills in developing, monitoring and

reporting school activities and they utilized ICT in enriching lessons for

higher understanding to prepare students for real life. This implied that
 teachers’ competence is the focus of SLAC but Students’ assessment is

still needed to be practiced for improvement.

4. Teachers have different perceptions in the implementation of the SLAC

because of their different age bracket, gender, and experience in the field

of teaching, position, and educational attainment.

5. Program enhancement is still needed for the improvement of SLAC

Implementation among Elementary Schools.

Based on the conclusions drawn, it is recommended that:

1. Encourage all the teachers in the SLAC regardless of age, gender,

position, length of service and educational attainment.

2. It is recommended to plan the LAC activities carefully. Conduct SLAC

sessions regularly based on the needs of the teachers and allot budget for

the materials to use for SLAC activities from the school MOOE.

3. Using varied strategies and techniques is recommended to improve the

teacher’s instructional delivery and student’s assessment.

4. District orientation about the benefits they could gain from the SLAC

session to motivate them in attending the sessions.

5. Adoption of the Proposed Program Enhancement designed by the

researcher to improve the implementation of SLAC sessions.

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VIII- Acknowledgments

Karen Tarcena-Madriaga is an Elementary Teacher of Tagabas Ibaba

Elementary School, Catanauan, Quezon. She received her Bachelor in

Elementary Education at Manuel S. Enverga University Foundation, Catanauan

Inc. She received her Master’s Degree at Polythecnic University of the

Philippines, Lopez, Quezon; Major in Educational Mangement.

The author sincerely extends her endless and profound gratitude and

appreciation to all those who encouraged, advised, and helped her provide all the

material, data, and information that are necessary in this engaged study.

First and foremost, to our Almighty God, the ultimate source of all wisdom,

knowledge, love and most of all, the gift of life.

To Dr. Edna S. Lavadia, her adviser and to all the panelists, Dr. Rufo N.

Bueza, Dr. Rogel L. Limpiada, Dr. Adelia R. Roadilla and Dr. Violeta L. Ratcho,

for the guidance, support, comments and suggestions given to the researcher for

the improvement of the content of the study.

To Mrs. Melca DG. Cabanggangan, Mrs. Edna P. Abital and Mrs. Chona

U. Madatu for validating the questionnaire.

To Mrs. Julieta A. Malaya and Ma’am Abelin G. Cordero for evaluating the

level of acceptability of theProgram Enhancement proposed by the researcher.

To Sir Ferdinand Balverde for treating the data statistically and Sir Carlos

M. Cribe, for reviewing and editing the study.

 To her family and her fiancée; Jay-R A. Madriaga, for being the inspiration

of the researcher and for their moral and financial support to attain her goals.

To Ms. Maureen Mae A. Alvarez and Jamelie Culaway for their

undergraduate thesis that served as additional reference for this study.

And finally, to Ms. Lesly, Ms. Lailanie ,Ms. Aiza, Sir Christopher, Sir

Jerome and Sir Joel for the rich memories during the thesis writing that the

researcher cannot be forgotten.

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