Science Teachers’ Perceived Impact on the Implementation of Learning Action Cell (LAC) in Remote Philippine Region - Research Article Overview

Oct 15, 2026

Uploaded by Mabel

Study examines science teachers’ perceived views, attitudes, and knowledge regarding the impact of the Learning Action Cell (LAC) as an in-house professional development initiative in remote regions of the Philippines. Using a quantitative researcher-made survey (n=430) from six division offices in Region VIII, results show strong preference for face-to-face LAC over online delivery. Findings indicate LAC supports development of new teaching techniques and enriches knowledge and capabilities in content, assessment, ICT, and curriculum, while informing design and policy decisions for effective training.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction

Learning Action Cell (LAC) in the Philippine K-12 context

Professional standards and teacher development

Challenges and perceived effects reported in prior studies

Science Teachers’ Perceived Impact on the Implementation of Learning Action Cell (LAC) in Remote Philippine Region Mark Gil A. Vega Dr., Visayas State University & Philippine Normal University, Philippines, [markgil.vega@vsu.edu.ph](markgil.vega@vsu.edu.ph) [Antriman V](Antriman V). Orleans Dr., Philippine Normal University, Philippines, [orleans.av@pnu.edu.ph](orleans.av@pnu.edu.ph) 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. Keywords: learning action cell, faculty development training, secondary education, perceived impact INTRODUCTION Professional development for teacher educators is becoming increasingly important in promoting and strengthening educational practice. It is regarded as an essential component of curriculum transformation particularly in the Philippines (Barrot, 2023) Teaching quality is crucial in determining student learning outcomes (Olvido et al, 2024) . As a result, the qualities of highly effective teaching must yield a shared reference point for effective teaching and learning practice (Rasool et al., 2022; Olvido et al, 2024) . The Philippine Professional Standards for Teachers (PPST), originally known as the National Competency-Based Teacher Standards (NCBTS), served as a foundation for teacher quality. The Department of Education (DepEd) emphasizes the importance of professional standards in teachers continued professional growth and advancement based on lifelong learning. However, since its adoption, classroom teachers have expressed concerns about the amount of objectivity in evaluating Citation: Vega, M. G. A., & Orleans, A. V. (2025) . Science teachers’ perceived impact on the implementation of Learning Action Cell (LAC) in remote Philippine region. Anatolian Journal of Education, 10(2), 143-152. [https://doi.org/10.29333/aje.2025.10211a](https://doi.org/10.29333/aje.2025.10211a) students' performance. Public school teachers faced challenges in implementing the Results-Based Performance Management System (RPMS) aligned with the Philippine Professional Standards for Teachers, including frustration due to a lack of administrativ

FAQs

What is the Learning Action Cell (LAC) and why is it used in remote Philippine schools?

LAC is a structured, cost-effective school-based continuing development strategy mandated under DepEd to continuously enhance teachers’ pedagogical competencies, teaching methodologies, and assessment practices, especially where resources are limited.

How was the study on science teachers’ perceived impact conducted?

The study used a quantitative approach with a researcher-made survey questionnaire administered to science teachers (n=430) from six division offices in Region VIII.

What did science teachers report about the format and outcomes of LAC?

Science teachers preferred face-to-face school LAC over online LAC and believed LAC helps them develop new teaching techniques, while improving knowledge and skills across content, assessment, ICT, and curriculum.

Oct 15, 2026

Uploaded by Mabel