Science Teachers' Perceived Impact on the Implementation of Learning Action Cell (LAC) in Remote Philippine Region
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| Title: | Science Teachers' Perceived Impact on the Implementation of Learning Action Cell (LAC) in Remote Philippine Region |
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| Language: | English |
| Authors: | Mark Gil A. Vega, Antriman V. Orleans |
| Source: | Anatolian Journal of Education. 2025 10(2):143-152. |
| Availability: | Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Science Teachers, Faculty Development, Teacher Attitudes, Program Effectiveness, Rural Areas, Secondary School Teachers |
| Geographic Terms: | Philippines |
| ISSN: | 2547-9652 |
| Abstract: | The Learning Action Cell (LAC) is a structured, cost-effective professional development initiative to continuously enhance school pedagogical competencies, teaching methodologies, and assessment practices. This study explored the science teachers' perceived views, attitudes, and knowledge on the impact of the LAC program as an in-house professional development training in remote areas of the Philippines. The study employed a quantitative approach using a researcher-made survey questionnaire involving science teachers (n = 430) from six division offices in Region VIII. The findings revealed that teacher participants preferred the conduct of face-to-face school LAC over online LAC settings, which was found to have a significant impact on where they could physically participate and engage in the training. Also, findings show that science teachers believed that the Learning Action Cell helps them develop new teaching techniques, and they see the importance of the development program and how it enriched their knowledge, skills, and capabilities as teachers. Results show that science teachers receive and learn more ideas about content, assessment, ICT, and curriculum. Hence, LAC is believed to increase teachers' knowledge and attitudes toward professional development and acknowledges flexibility in professional development's efficiency. By determining science teachers' perceived impacts, this study provides insights into how the LAC program is experienced in remote areas in the Philippines, where access to professional development resources is limited. It gives information on how LAC can be designed to meet the needs of science teachers. Also, the findings of this study suggest that improving the design and implementation of teacher professional development programs reveals specific strategies that help or hinder the effectiveness of LACs and can inform future training programs and policy decisions. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484857 |
| Database: | ERIC |
| Abstract: | The Learning Action Cell (LAC) is a structured, cost-effective professional development initiative to continuously enhance school pedagogical competencies, teaching methodologies, and assessment practices. This study explored the science teachers' perceived views, attitudes, and knowledge on the impact of the LAC program as an in-house professional development training in remote areas of the Philippines. The study employed a quantitative approach using a researcher-made survey questionnaire involving science teachers (n = 430) from six division offices in Region VIII. The findings revealed that teacher participants preferred the conduct of face-to-face school LAC over online LAC settings, which was found to have a significant impact on where they could physically participate and engage in the training. Also, findings show that science teachers believed that the Learning Action Cell helps them develop new teaching techniques, and they see the importance of the development program and how it enriched their knowledge, skills, and capabilities as teachers. Results show that science teachers receive and learn more ideas about content, assessment, ICT, and curriculum. Hence, LAC is believed to increase teachers' knowledge and attitudes toward professional development and acknowledges flexibility in professional development's efficiency. By determining science teachers' perceived impacts, this study provides insights into how the LAC program is experienced in remote areas in the Philippines, where access to professional development resources is limited. It gives information on how LAC can be designed to meet the needs of science teachers. Also, the findings of this study suggest that improving the design and implementation of teacher professional development programs reveals specific strategies that help or hinder the effectiveness of LACs and can inform future training programs and policy decisions. |
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| ISSN: | 2547-9652 |
