Improving teachers’ professional development through School Learning Action Cell (SLAC)

Abstract

As drivers of change and learning in future generations, teachers are required to have the grit to learn and adapt to different practices and what is the trend. The School Learning Action Cell is a tool for filling in instructional gaps and for exchanging practices to deepen and broaden the teaching and learning process for the consistency of attaining the curriculum goal. This study used a qualitative research design utilizing a phenomenological approach. Purposive sampling was used in the study to choose the participants and it was participated by 8 Master Teachers in one of the secondary public schools in the Philippines. Based on the results of the research, conceptual framework was emerged in the study: cost-efficient learning, teaching effectiveness, and lack of needs assessment. With these, the School Learning Action Cell is a cost-efficient platform that develops and manages teaching effectiveness and addressing to fill the gaps in the delivery of instruction through needs assessment and it is a key for professional development among teachers. More than the change to the new educational norm, active engagement in the School Learning Action Cell helped to improve, reskill, and retool the teachers' capacities for addressing the instructional gaps. This finding suggests its usefulness in providing in-depth knowledge for implementing School Learning Action Cell (SLAC) in the school for future directives.

Keywords

• cost-efficient
• curriculum
• needs assessment
• school learning action cell
• teaching effectiveness