2026 IJRSE – Volume 15 Issue 20
Available Online: 28 August 2026
Author/s:
Jacosalem, Carlo J.
Graduate School, Ilocos Sur Polytechnic State College, Philippines (mr.carlo.jacosalem@gmail.com)
Abstract:
The Learning Action Cell (LAC) is the Department of Education’s school-based continuing professional development mechanism for teachers in the Philippines. Although the policy framework for LAC implementation is well established, less is known about how its major operational components are enacted at the district level and how teacher characteristics relate to implementation. This study examined the context and level of LAC implementation among 151 public elementary school teachers in Santa Cruz District, Ilocos Sur. A descriptive-correlational survey design was used. The instrument assessed ten implementation domains: assessment of needs, prioritization of topics, formulation of LAC groups, identification of appropriate interventions, identification of learning needs, scheduling of meetings, assignment of work, general feedback, preparation of the line-item budget, and writing of the LAC plan. Descriptive statistics and association tests were used to summarize respondent characteristics and examine relationships between profile variables and implementation domains. Results showed a predominantly female (88.1%), married (82.8%), and experienced workforce, with 73.5% reporting more than 10 years of service. All ten implementation domains were rated very highly implemented, with an overall mean of 4.46 on a five-point scale. Assignment of work received the highest mean (4.50), followed by line-item budgeting (4.49) and general feedback (4.48), whereas assessment of needs and prioritization of topics had the lowest, though still very high, means (4.44 each). Most demographic variables were not significantly related to implementation. Length of service showed small negative relationships with identification of appropriate learning needs and scheduling of meetings. The findings suggest that LAC implementation in the district is operationally strong but could be improved by strengthening needs diagnostics, topic prioritization, flexible scheduling, individualized professional learning, and systematic monitoring. A policy-oriented framework is proposed to support more responsive, data-informed, flexible, and sustainable LAC practice.
Keywords: Learning Action Cell, teacher professional development, professional learning community, school-based professional development, educational leadership, Philippines
DOI: https://doi.org/10.5861/ijrse.2026.26402
Cite this article:
Jacosalem, C. J. (2026). Context of Learning Action Cell Implementation in a Philippine public school district: Implications for professional practice and policy. International Journal of Research Studies in Education, 15(20), 107-122. https://doi.org/10.5861/ijrse.2026.26402