Learning Action Cell as Professional Development of Public Teachers: Its Actual Practices and Lapses

Abstract

The Learning Action Cell (LAC) is an avenue for teachers' professional development and for improving the teaching-learning process. Nevertheless, its implementation has many lapses, and faddism is an issue in professional development activities. This study then aimed to discover the usual practices of public schools when preparing, conducting, and post-evaluating LAC, employing a descriptive-phenomenological qualitative design. It also aims to determine whether these practices align with the DepEd memorandum on conducting LAC. The responses of the 14 public teachers selected via snowball sampling identified three themes: Actual LAC, ideal LAC, and Manacle of LAC. The study then found that the actual implementation of LAC was far from ideal due to barriers related to teachers, administrative control, and factors beyond their control. Teachers must also be oriented to the LAC DepED Order, and school heads' comments and experiences may also be considered.