International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 2
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Practices of Public Elementary School Teachers on Learning Action Cell Implementation

Author(s) Ms. Rucilen Salmasan Tamparong, Ms. Juliet L. Pacursa
Country Philippines
Abstract This hermeneutic phenomenological study explored the practices of eight purposively selected public elementary school teachers of a district in the division of Bukidnon, in their implementation of the Learning Action Cell (LAC). Data gathered through semi-structured interviews with guide questions were analyzed using Braun and Clarke's (2006) framework for thematic analysis. Findings revealed six key practices of public elementary school teachers in learning action cell sessions: collaborative planning and topic identification, preparation of materials and structuring of activities, collaborative problem solving and sharing of best practices, reflective dialogue and collective instructional planning, enhanced teacher competence and professional growth, and improved learner performance and school culture.
This study highlights key policy implications on the implementation of Learning Action Cell (LAC) sessions in schools. It yielded six themes: collaborative planning and topic identification, preparation of materials and structuring of activities, collaborative problem-solving and sharing of best practices, reflective dialogue and collective instructional planning, enhanced teacher competence and professional growth, and improved learner and teacher performance.
Keywords Learning Action Cell (LAC), teacher practices, professional development, teacher collaboration
Field Sociology > Education
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-04-23
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E-ISSN 2582-2160
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