Collaborative Professional Learning Through Learning Action Cell and Its Effect on Teaching Effectiveness
DOI:
https://doi.org/10.67903/ijroms0359Keywords:
Administration and supervision, Collaborative learning, Descriptive-correlational design, Professional development, Teaching effectivenessAbstract
Despite the widespread implementation of teacher professional development programs, empirical evidence examining the direct influence of school-based collaborative platforms on multifaceted teaching effectiveness remains limited within rural division contexts. To address this critical research gap, this study evaluated the extent of collaborative professional learning through Learning Action Cells (LAC) and its relationship to teaching effectiveness among school leaders and teachers in the Bohol Division during the School Year 2025–2026. Specifically, the investigation analyzed respondent profiles in terms of age, gender, civil status, highest educational attainment, years in service, performance rating, and relevant training sessions attended. Employing a quantitative descriptive–correlational research design, data were collected using a modified, validated questionnaire distributed to 55 respondents. Statistical analysis was conducted using frequency counts, percentage distributions, weighted means, standard deviations, chi-square tests of independence, and Pearson product-moment correlation coefficients. The findings indicated that collaborative professional learning through Learning Action Cells was highly evident across all dimensions, including collaborative lesson planning, sharing of instructional strategies, reflective teaching practices, peer coaching and mentoring, and collegial support. Furthermore, teaching effectiveness was consistently manifested in instructional preparation, classroom management, instruction delivery, assessment of learning, learner engagement, and differentiated instruction. Although respondent demographic profiles showed no statistically significant relationship with engagement in Learning Action Cells, a significant positive relationship was established between collaborative professional learning and teaching effectiveness. This highlights the practical significance of structured, peer-led learning initiatives in directly enhancing classroom pedagogical execution and instructional quality. The study concludes that institutionalizing continuous collegial collaboration elevates teaching performance and recommends implementing an Enhanced Learning Action Cell Implementation Framework to systematically support professional growth and instructional standards.
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