The Impact of the School Learning Action Cell (SLAC) Program on Teachers’ Instructional Competence
DOI:
https://doi.org/10.5281/zenodo.21874244Keywords:
School Learning Action Cell (SLAC), instructional competence, enhancement implementation plan, San Miguel Central School, BoholAbstract
This research aimed to evaluate the level of impact of the School Learning Action Cell (SLAC) Program and its influence on teachers' instructional competence at San Miguel Central School. The study focused on teachers' demographic profiles, including age, gender, civil status, educational attainment, years of service, and training participation. It also explored the impact of SLAC on the teaching-learning process, teacher success, support, and collaboration, as well as teachers' competence in teaching, classroom management, guidance, and evaluation. The study employed a descriptive-correlational research design, using an adapted and modified questionnaire to gather relevant data. The results showed that most of the teachers were between the ages of 41 to 50, female, married, with 15 graduate education units, and had over 21 years of service. They also participated in division-level training and seminars. Teachers had a highly positive perception of SLAC, especially regarding its impact on instructional methods, collaboration, and teacher growth. The study found that teachers demonstrated strong instructional competence, as indicated by high ratings in classroom management, guidance, and evaluation. Additionally, the study identified a significant correlation between the SLAC Program's impact and teachers' instructional competence. However, challenges in its implementation were noted, including insufficient resources, time constraints, and varying teacher expertise, which hindered effective participation and collaboration. In conclusion, the study established a significant relationship between the SLAC Program’s impact and teachers’ instructional competence and recommended implementing an SLAC enhancement plan to improve its effectiveness at San Miguel Central School.
References
Abakah, E. (2023). Teacher learning from continuing professional development (CPD) participation: A sociocultural perspective. International Journal of Educational Research Open, 4, 100242. https://doi.org/10.1016/j.ijedro.2023.100242
Abbaspour, F., Hosseingholizadeh, R., & Bellibaş, M. Ş. (2024). Uncovering the role of principals in enhancing teacher professional learning in a centralized education system. International Journal of Educational Management, 38(3), 873–889. https://doi.org/10.1108/IJEM-12-2023-0654
Abdul Razak, R., Mat Yusoff, S., Hai Leng, C., & Mohamadd Marzaini, A. F. (2023). Evaluating teachers' pedagogical content knowledge in implementing classroom-based assessment: A case study among ESL secondary school teachers in Selangor, Malaysia. PLOS ONE, 18(12), e0293325. https://doi.org/10.1371/journal.pone.0293325
Abdulayeva, A. (2024). The role of lesson planning and design in the learning process. Dulaty University Khabarshysy Scientific Journal, (2), 67–74. https://doi.org/10.55956/XHPI2655
Abidin, Z., & Muhammad, N. (2024). Effective classroom management is a quick solution to improve student participation and motivation in the learning process. Zabags International Journal of Education, 2(2), 88–104. https://doi.org/10.61233/zijed.v2i2.22
Akinlar, A., Ontas, T., Aysu, S., & Atmaca, T. (2025). Developing colleagues through recognition: The role of international award-winning teachers in professional growth in Türkiye. Teaching and Teacher Education, 168, 105221. https://doi.org/10.1016/j.tate.2025.105221
Amirol, M. M. (2025). Continuing professional development opportunities of teachers in school learning action cell: A qualitative inquiry. International Journal of Innovative Science and Research Technology, 10(8), 1–10. https://doi.org/10.38124/ijisrt/25aug1168
Antiola, M. A., & Ferenal, E. S. (2024). Impact of School Learning Action Cell program on teachers' instructional competence in Misamis Oriental: Basis for professional development plan. American Journal of Arts and Human Science, 3(3), 1–12. https://doi.org/10.54536/ajahs.v3i3.3021
Ayilimba, A., Nipielim Tindan, T., & Dorsah, P. (2025). Effect of Professional Learning Communities (PLCs) on science teachers' instructional and assessment practices. Spring Journal of Arts, Humanities and Social Sciences, 4(1), 26–33. https://doi.org/10.55559/sjahss.v4i1.451
Bakhsh, K., Hafeez, M., & Basit, I. (2021). A state-of-the-art review on action learning theory and models for organizational development. WSEAS Transactions on Environment and Development, 17, 1076–1093. https://doi.org/10.37394/232015.2021.17.100
Bandura, A. (2023). Self-efficacy and teaching: Implications for educators and students. Educational Psychologist, 45(3), 21–35. https://doi.org/10.1207/edp.2023.45.3.02
Banzon, C. J., & Elan, H. J. (2025). Teaching reading in a time-constrained environment: Challenges and strategies for effective instruction. Psychology and Education: A Multidisciplinary Journal, 38(4), 378–392. https://doi.org/10.70838/pemj.380406
Beaton, M., Thomson, S., Cornelius, S., Lofthouse, R., Kools, Q., & Huber, S. (2021). Conceptualising teacher education for inclusion: Lessons for the professional learning of educators from transnational and cross-sector perspectives. Sustainability, 13(4), 2167. https://doi.org/10.3390/su13042167
Binongo, A. P. T. (2026). Improving teachers' knowledge and awareness on gender-responsive teaching through a school learning action cell (SLAC) session. Journal of Education and Learning Research, 3(2), 47–55. https://doi.org/10.62208/jelr.3.2.p.47-55
Bonna, K. (2023). Concept and nature of classroom management practices. International Journal of Multidisciplinary Studies and Innovative Research, 11(4), 1601–1615. https://doi.org/10.53075/Ijmsirq/098433453367
Bucud, R. (2024). The effects of decentralisation on community participation in school-based management in the Philippines [Doctoral dissertation, RMIT University]. RMIT Research Repository. https://doi.org/10.25439/rmt.27596043
Caballes, M. J. C. (2023). School Learning Action Cell (SLAC) session implementation and teachers' competencies in Cluster 4 of Calamba, Division of Calamba City. International Journal of Research Publications, 124(1), 1–15. https://doi.org/10.47119/ijrp1001241520234939
Cadiente, R. F., & Espiritu, M. (2024). Action learning for teachers: A model for professional development and sustained practice improvement. Educational Action Research, 31(4), 357–374. https://doi.org/10.1080/09650792.2023.1849084
Cojorn, K. (2024). A collaborative professional development and its impact on teachers' ability to foster higher-order thinking. Journal of Education and Learning, 18(2), 561–569. https://doi.org/10.11591/edulearn.v18i2.21182
Cruz, G. B. D., Albastro, R. T., Capangpangan, K. L., Laborte, E. V., Lomocso, A. N. M., & Prieto, C. M. C. (2025). Echoing the voices of teachers beyond specialization: The lived experiences of non-TLE teachers in teaching TLE subjects. Asian Journal of Education and Social Studies, 51(8), 395–411. https://doi.org/10.9734/ajess/2025/v51i82249
Culajara, C. J. (2023). Improving teachers' professional development through School Learning Action Cell (SLAC). Journal of Research, Policy & Practice of Teachers & Teacher Education, 13(1), 1–15. https://doi.org/10.37134/jrpptte.vol13.1.6.2023
De Jong, L., Vaessen, A., Admiraal, W., & Schenke, W. (2025). The sustainable development of schools as professional learning communities: Educators' views. Educational Research, 67(3), 309–328. https://doi.org/10.1080/00131881.2025.2519579
De Regla, E. (2026). Revisiting the K-12 Reform in the Philippines: Stakeholder satisfaction, challenges, and sociological-philosophical insights on values, lived experiences, and educational transformation. Philippine Association for the Sociology of Religion Journal, 6(1), 67–79. https://doi.org/10.63931/pasrj.v6i1.67
Deala, M., & Lopez, E. (2024). School Learning Action Cell (SLAC) implementation and its impact on the personal and professional development among elementary teachers. Psychology and Education: A Multidisciplinary Journal, 21(3), 253–265. https://doi.org/10.5281/zenodo.12536356
Dilay, E. N., & Ramos, A. R. (2024). Teachers' experiences in School-Based Learning Action Cell (LAC) sessions in Oriental Mindoro National High School. Journal of Policy and Planning, 1(1), 1–8. https://doi.org/10.54536/jpp.v1i1.2941
Dulay, S. (2023). What makes an effective teacher? Unveiling teachers' perceptions. Journal of Pedagogical Sociology and Psychology, 5(3), 112–130. https://doi.org/10.33902/jpsp.202323606
Dwiyono, E., & Eliasa, E. I. (2025). The role of guidance and counseling teachers in developing student potential. Golden Ratio of Data in Summary, 5(1), 49–55. https://doi.org/10.52970/grdis.v5i1.947
Dzaiy, A. H. S., & Abdullah, S. A. (2024). The use of active learning strategies to foster effective teaching in higher education institutions. Zanco Journal of Human Sciences, 28(4), 328–351. https://doi.org/10.21271/zjhs.28.4.18
Erfe, K. K., & Gallego, M. G. (2025). School Learning Action Cell (SLAC) implementation and its impact on the professional development of Araling Panlipunan teachers. Aloysian Interdisciplinary Journal of Social Sciences, Education, and Allied Fields, 1(3), 85–104. https://journals.aloysianpublications.com/index.php/articles/article/view/70
Eshagh, M. S., Chalak, A., & Tabrizi, H. H. (2025). Exploring the impact of reflection-for-action on Iranian EFL teachers' language assessment literacy. Language and Translation, 15(4), 173–181. https://www.researchgate.net/profile/Hossein-Tabrizi-2/publication/398629433
Eslabra, J. B., & Talosig, M. P. (2026). The learning action cell as school-based continuing professional development strategy: Its implementation, benefits and challenges. International Journal of Research Publications, 148(1), 1–15. https://doi.org/10.5281/zenodo.20398198
Ezinwa, O. I. (2024). The role of teacher-student relationships in classroom management and student engagement. Jalingo Journal of Social and Management Sciences, 6(1), 234–246. https://oer.tsuniversity.edu.ng/index.php/jjsms/article/view/603/558
Fuerzas, M. E. (2026). Empowering teachers through School Learning Action Cell (SLAC): Challenges, strategies, and successes in Tagum Central District. International Journal of Innovative Science and Research Technology, 11(3), 1–10. https://doi.org/10.38124/ijisrt/26mar542
Gahite, M. A. E. (2024). The School Learning Action Cell (SLAC): Its influence on teachers' proficiency and school performance from the perspectives of teachers and school heads. International Journal of Research Publications, 148(1), 1–15. https://doi.org/10.47119/ijrp1001481520246402
Galvez, B., & Azarias, R. A. (2024). Guro at gabay: Mentoring and coaching from the lens of selected public elementary teachers. International Journal of Research Studies in Education, 13(5), 113–138. https://doi.org/10.5861/ijrse.2024.24038
Gamboa, M. Q. (2023). Implementation of School Learning Action Cell (SLAC) and its monitoring and evaluation strategies employed by teachers and school heads in the Division of Occidental Mindoro, Philippines. International Journal of Research Publication and Reviews, 4(11), 1–15. https://doi.org/10.55248/gengpi.4.1123.113119
Gamuza, R. A., & Lachica, R. L. (2025). Teachers' self-efficacy and performance: Evidence from a central Philippine school district. IMJ Rise, 1(1), 1–15. https://doi.org/10.2139/ssrn.3745683
Gbadago, F. Y., Masud, I., Iddris, F., Koomson, S., Poku, P. K., & Zoiku, S. (2025). Ethical dilemmas in teaching and assessment in higher education: A literature synthesis towards an integrative model for policy, practice and academic integrity. International Journal of Ethics and Systems, 1–30. https://doi.org/10.1108/IJOES-02-2025-0107
Ghamrawi, N., Shal, T., & Ghamrawi, N. A. (2024). Cultivating teacher leadership: Evidence from a transformative professional development model. School Leadership & Management, 44(4), 413–441. https://doi.org/10.1080/13632434.2024.2328056
Grape, J. C. (2024). Teachers' perspectives on the effectiveness of learning action cells in professional development. International Journal for Multidisciplinary Research, 6(3), 1–15. https://doi.org/10.36948/ijfmr.2024.v06i03.21439
Guzman, M. (2025). Barriers to the professional development of teachers and its implications to teaching performance. Psychology and Education: A Multidisciplinary Journal, 7(2), 1–15. https://ejournals.ph/article.php?id=28456
Handayani, A., Ciptaningrum, D. S., & Triastuti, A. (2025). Research on professional learning communities (PLCs) in English language education: A systematic review. Issues in Educational Research, 35(3), 970–989.
Hikmat, M. H., & Hidayat, N. (2026). Teachers' creative self-efficacy, challenges, and strategies in enhancing students' engagement at vocational schools. International Journal of Learning in Higher Education, 33(1), 121–147. https://doi.org/10.18848/2327-7955/CGP/v33i01/121-147
Jaramillo, W. T., & Ubaub, J. N. (2026). Learning Action Cell (LAC) and teachers' instructional competence. International Journal of Multidisciplinary Research and Analysis, 9(5), 1–15. https://doi.org/10.47191/ijmra/v9-i5-76
Javed, F. (2023). Transformative learning strategies for successful teaching and learning in the evolving higher education landscape. Advances in Educational Research, 8(2), 1–15. https://doi.org/10.1108/978-1-83753-618-420231007
Khasawneh, Y. J. A., Alsarayreh, R., Al Ajlouni, A. A., Eyadat, H. M., Ayasrah, M. N., & Khasawneh, M. A. S. (2023). An examination of teacher collaboration in professional learning communities and collaborative teaching practices. Journal of Education and e-Learning Research, 10(3), 446–452. https://eric.ed.gov/?id=EJ1408198
Khotele, N. (2024). Integrating education and psychology: A holistic approach to enhance learning and well-being in school settings. International Journal of Creative Research Thoughts, 12(1), 702–709. https://www.durgacollege.in/iqac/Integrating.pdf
Kilag, O. K. T., & Sasan, J. M. (2023). Unpacking the role of instructional leadership in teacher professional development. Advanced Qualitative Research, 1(1), 63–73. https://doi.org/10.31098/aqr.v1i1.1380
Kizi, E. N. M. (2024). Effective lesson planning. Eurasian Journal of Academic Research, 4(7S), 75–79. https://doi.org/10.5281/zenodo.13148550
Klassen, A. (2025). Enhancing collective teacher efficacy: Leading by serving. In Cultivating flourishing practices and environments by embracing positive education (pp. 311–332). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-9466-3.ch010
Kolajo, Y. (2025). Advancing pedagogical excellence through reflective teaching practice and adaptation. Reflective Practice, 26(6), 832–847. https://doi.org/10.1080/14623943.2025.2504143
Labao, D. (2026). Assessing the effectiveness of the School Learning Action Cell in addressing teachers' needs in Malbug National High School. International Journal of Sustainability and Advanced Integrated Research, 2(2), 1–15. https://doi.org/10.65339/ijsair.v2.i2.470
Lava, E. J. (2026). School Learning Action Cell (SLAC) participation and teaching competency among elementary teachers. Pantao International Journal of the Humanities and Social Sciences, 5(1), 1–15. https://doi.org/10.69651/pijhss0501744
Lin, C. J., Lee, H. Y., Wang, W. S., Huang, Y. M., & Wu, T. T. (2025). Enhancing reflective thinking in STEM education through experiential learning: The role of generative AI as a learning aid. Education and Information Technologies, 30(5), 6315–6337. https://doi.org/10.1007/s10639-024-13072-5
Lugtu, R. B. (2023). School Learning Action Cell (SLAC) practices on teachers' professionalism and school performance: Basis for developing a school improvement plan. International Journal of Research Publications, 124(1), 1029–1055. https://doi.org/10.47119/IJRP1001241520234931
Macapodi, N., & Labitad, G. F. (2025). Implementation of school-based Learning Action Cell on teaching and learning practices. American Journal of Arts and Human Science, 4(2), 1–15. https://doi.org/10.54536/ajahs.v4i2.4177
Maga-Vasquez, J. J. (2025). Teacher's attitude of School Learning Action Cell (SLAC) and students' perception towards mathematics. International Journal of Research in Interdisciplinary Studies, 3(12), 1–15. https://doi.org/10.65138/ijris.2025.v3i12.244
Maipath, M., & Zulu, F. Q. B. (2025). Fostering a culture of mentoring to enhance self-directed learning in a professional learning community: An action research. South African Journal of Education, 45, 1–14. https://doi.org/10.15700/saje.v45ns1a2684
Mallillin, L. L. D., Mallillin, J. B., Ampongan, Y. D., Lipayon, I. C., Mejica, M. M., & Burabo, J. Z. (2023). Instructional design for effective classroom pedagogy of teaching. Eureka: Journal of Educational Research, 1(2), 41–52. https://doi.org/10.56773/ejer.v1i2.6
Meylani, R. (2024). A comparative analysis of traditional and modern approaches to assessment and evaluation in education. Batı Anadolu Eğitim Bilimleri Dergisi, 15(1), 520–555. https://doi.org/10.51460/baebd.1386737
Mir, A. H. (2025). Learner-centered pedagogies: Transforming education for the 21st century. Journal of Accounting Research, Utility Finance and Digital Assets, 3(4), 383–387. https://doi.org/10.54443/jaruda.v3i4.217
Moises, R. D., & Maguate, G. S. (2023). School learning action cell and professional development. International Journal of Latest Research in Humanities and Social Science, 6(7), 127–133. https://ijlrhss.com/paper/volume-6-issue-7/17-HSS-2126.pdf
Nor, A., Yusuf, M., & Arabi, I. (2024). Strategies for improving the professionalism of Islamic education teachers at university. Tafkir: Interdisciplinary Journal of Islamic Education, 5(1), 41–61. https://doi.org/10.31538/tijie.v5i1.774
Ockerman, L. S., & Bagui, S. (2024). Critical reflection sessions: Teacher's perspectives during professional development. International Journal of Changes in Education, 1(1), 1–15. https://doi.org/10.47852/bonviewIJCE42023792
Ondap, A., & Simpal, E. A. (2025). Mathematical learning intervention program for Grade 9 learners during the resumption of in-person classes. International Journal of Educational Viewpoints, 1(1), 12–21. https://doi.org/10.64612/ijev.v1i1.51
Oriel, J. M. P., & Estrellan, J. C. (2025). Bridging gaps and realizing gains: Lived experiences of teachers in the implementation of Philippine Professional Standards for Teachers (PPST). International Journal of Research Publications, 150(1), 1–15. https://doi.org/10.63680/bh6evt66ve3vg7byt
Petar, N. V. (2024). The role of CPD programs in supporting teachers' application of innovative teaching methods. Research and Advances in Education, 3(9), 47–51. https://doi.org/10.56397/RAE.2024.09.04
Pobre, C. (2022). Implementation of online learning action cell as learning and development strategy among senior high school teachers in Calasiao District I. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4286550
Quimio, J. (2025). School Learning Action Cells (SLACs) among secondary public school teachers in the Municipality of Daraga. International Journal of Economics, Business and Education Research, 5(3), 1–15. https://doi.org/10.59822/IJEBER.2025.5301
Romanovska, L., & Novak, M. (2024). The role of teacher-student relationships in providing social and psychological support to participants of the educational process. Social Work and Education, 11(2), 308–319. https://doi.org/10.25128/2520-6230.24.2.11
Sales, B. B. (2024). Exploring the learning action cell implementation and its challenges in public elementary schools. Technoarete Transactions on Advances in Social Sciences and Humanities, 4(1), 1–10. https://technoaretepublication.org/socialsciences-humanities/article/exploring-the-learning-action-cell.pdf
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Shoulars, D. P. (2025). Teachers as adult learners: An investigation into various teacher professional development experiences that include the principles of adult learning and its connection to teacher self-efficacy [Doctoral dissertation, Caldwell University]. ProQuest Dissertations Publishing.
Shqirat, A. A. (2024). Evaluating the effectiveness of a holistic approach based on social-emotional learning in developing teachers' professional competencies and students' learning motivation in Jerusalem [Master's thesis, Hebron University]. Hebron University Repository. http://dspace.hebron.edu:8080/xmlui/handle/123456789/1458
Syah, I., Sukmana, O., & Yumitro, G. (2026). Analysis of Vygotsky's social constructivism theory in collaborative learning based on digital technology. International Journal of Economics, Management, and Social Science, 9(1), 365–376. https://journal.salewangang.net/ijemss/article/view/53
Taber, K. S. (2025). Mediated learning leading development—The social development theory of Lev Vygotsky. In Science education in theory and practice: An introductory guide to learning theory (pp. 275–292). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-81351-1_16
Tan, L., Kocsis, A., & Burry, J. (2023). Advancing Donald Schön's reflective practitioner: Where to next? Design Issues, 39(3), 3–18. https://doi.org/10.1162/desi_a_00722
Tatao, S. K. (2023). Self-efficacy and its influence on the teaching effectiveness and job satisfaction among teachers. Cognizance Journal of Multidisciplinary Studies, 3(8), 198–270. https://doi.org/10.47760/cognizance.2023.v03i08.004
Tayon, E. G. (2025). The lived experiences of school heads and teachers in the implementation of the School Learning Action Cell: A case of Esperanza District. International Journal of Open-Access, Interdisciplinary & New Educational Discoveries, 1(1), 1–15. https://doi.org/10.63498/etcor487
Tulang, A. B., Anaviso, M. B., & Barbasan, G. A. (2023). Patterns of teaching and learning styles in a virtual school-based learning action cell. International Journal of Instruction, 16(3), 729–744. https://e-iji.net/ats/index.php/pub/article/view/104
Vakili, R., Vakili, S., Ajilian Abbasi, M., Masoudi, S., & Saeidi, M. (2024). Overcrowded classrooms: Challenges, consequences, and collaborative solutions for educators. Medical Education Bulletin, 5(2), 961–972.
Virella, P. M., Ayari, C., & Tozer, S. (2025). Professional learning for antiracist district transformation: The role of transformational leadership and double-loop learning. Frontiers in Education, 10, 1584097. https://doi.org/10.3389/feduc.2025.1584097
Vu, K. T., & Nga, N. T. V. (2023). Developing skill of using feedback in learning-outcome assessment for future teachers. International Journal of Learning, Teaching and Educational Research, 22(4), 36–57. https://doi.org/10.26803/ijlter.22.4.3
Welch, J. (2024). Developing professional relationships: A comprehensive plan to create and maintain effective communication and collaboration [Doctoral dissertation, California State University San Marcos]. ScholarWorks.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 International Journal of Research on Multidisciplinary Studies
This work is licensed under a Creative Commons Attribution 4.0 International License.
