Teachers’ Perception of Learning Action Cell (LAC) as a Strategy for Continuous Professional Development in Elementary Schools

Abstract

This study examined teachers’ perceptions of the LAC as a strategy for continuous professional development in elementary schools during the 2025–2026 school year to inform a professional training plan. A descriptive survey research design was employed to describe teachers’ perceptions of LAC implementation before, during, and after sessions, their level across variables, and the challenges encountered. Using total enumeration, all teachers from selected elementary schools in Dumanjug District II participated, and data were analyzed using frequency, percentage, weighted mean, and standard deviation based on an instrument adapted from the DepEd LAC Policy. Findings revealed that teachers perceived LAC implementation across three phases as fully implemented. In terms of specific areas, LAC was fully implemented in learner diversity and student inclusion, content and pedagogy, and assessment and reporting, but only implemented in 21st-century skills and ICT integration, as well as curriculum contextualization, localization, and indigenization. Challenges were generally slightly serious, with time constraints due to heavy workload identified as the most critical concern affecting participation. It is concluded that teachers have a positive perception of LAC as an effective professional development strategy that strengthens instructional practices, although improvements are needed in ICT integration and implementation of culturally responsive curricula, and workload-related time constraints remain the primary challenge. Thus, school administrators and LAC facilitators strengthen the consistent implementation of LAC sessions, enhance ICT and contextualized instruction training, and adopt the proposed action plan to improve LAC effectiveness and sustainability.