Determinants of Quality Implementation of SLAC and Result-Based Performance Outcomes of Mathematics Teachers: Professional Enhancement Program
DOI:
https://doi.org/10.5281/zenodo.21460322Keywords:
instructional competence, mathematics teachers, professional development, professional learning community, School Learning Action Cell, SLAC enhancement programAbstract
This study examined the determinants of School Learning Action Cell (SLAC) implementation and their relationship with the instructional competence of public secondary mathematics teachers in District I, Schools Division of Quezon City. A quantitative descriptive-correlational design was employed among 101 mathematics teachers from 11 public secondary schools. Data were collected through a content-validated, researcher-modified survey questionnaire with an overall Cronbach’s alpha of .966. Frequency, percentage, weighted mean, standard deviation, and Spearman rank-order correlation were used to analyze the data. The respondents were predominantly female, generally held Teacher I–III positions, carried five to six teaching loads, and commonly had graduate-level education. SLAC implementation was strongly evident overall (M = 3.309), with functioning professional learning communities (M = 3.588), teacher participation and lifelong learning orientation (M = 3.517), and regular and sustained sessions (M = 3.424) receiving the highest ratings. Teachers’ competence was also strongly evident (M = 3.426), particularly in caring and inclusiveness (M = 3.570), classroom management (M = 3.475), and collaboration and teamwork (M = 3.462). Respondents’ profiles were not significantly related to SLAC determinants, and SLAC determinants were not significantly related to competence (ρ = .101, p = .313). Length of service, however, had a significant negative relationship with competence (ρ = −.224, p = .025). The study concludes that SLAC is well established as a collaborative professional-learning mechanism, but stronger transfer to classroom practice is needed. A professional enhancement program was developed to strengthen facilitation, contextualized problem-solving, data-informed instruction, technology integration, adaptive teaching, and outcome-based monitoring.
Downloads
References
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology.
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
Brennan, A., & King, F. (2022). Teachers’ experiences of transformative professional learning to narrow the values-practice gap related to inclusive practice. Cambridge Journal of Education, 52(2), 175–193. https://doi.org/10.1080/0305764X.2021.1965092
Cabral, J. V. (2019). School Learning Action Cell (SLAC) sessions and teachers’ professional development in Buhaynasapa National High School. Ascendens Asia Journal of Multidisciplinary Research.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311
Department of Education. (2016). DepEd Order No. 35, s. 2016: The Learning Action Cell as a K to 12 basic education program school-based continuing professional development strategy for the improvement of teaching and learning. https://www.deped.gov.ph/2016/06/07/do-35-s-2016-the-learning-action-cell-as-a-k-to-12-basic-education-program-school-based-continuing-professional-development-strategy-for-the-improvement-of-teaching-and-learning/
Department of Education. (2017). DepEd Order No. 42, s. 2017: National adoption and implementation of the Philippine Professional Standards for Teachers. https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175–191.
Gumban, H. F., & Pelones, M. T. (2021). School Learning Action Cell: Examining links of a lesson study with work performance of teachers. ASEAN Multidisciplinary Research Journal.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391. https://doi.org/10.1080/135406002100000512
Jong, L. de, Meirink, J., & Admiraal, W. (2019). School-based teacher collaboration: Different learning opportunities across various contexts. Teaching and Teacher Education, 86, Article 102925. https://doi.org/10.1016/j.tate.2019.102925
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268
Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement: A meta-analysis. School Effectiveness and School Improvement, 22(2), 121–148. https://doi.org/10.1080/09243453.2010.550467
Macayanan, M. M., & Abalos, A. P. (2023). Relationship of secondary teachers’ instructional skills, competencies and teaching performance. Wesleyan Scientific Review.
Madriaga, K. (2021). The quality of implementation of School Learning Action Cell among secondary schools in the Division of Quezon: Basis for program enhancement [Unpublished manuscript].
Meesuk, P., Wongrugsa, A., & Wangkaewhiran, T. (2021). Sustainable teacher professional development through professional learning community. Journal of Teacher Education for Sustainability, 23(2), 30–44. https://doi.org/10.2478/jtes-2021-0015
Mendoza, M. G., Peralta, F. G., & Anamong, R. L. (2017). Learning Action Cell as professional development model: An adaptation of lesson study. World Association of Lesson Studies.
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. https://doi.org/10.3102/0034654311413609
Roelofs, E., & Sanders, P. (2017). Towards a framework for assessing teacher competence. European Journal of Vocational Training, 40, 123–139.
Silva, V. C. (2021). School learning action cell as a key for teachers’ continuous learning and development. International Journal of Research in Engineering, Science and Management, 4(8), 60–64.
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. https://doi.org/10.1007/s10833-006-0001-8
Sumaryanta, D. M., Sugiman, & Herawan, T. (2018). Assessing teacher competence and its follow-up to support professional development sustainability. Journal of Teacher Education for Sustainability, 20(1), 106–123. https://doi.org/10.2478/jtes-2018-0007
Tian, C., Correos, C. C., & Paler, A. A. (2021). Extent of implementation, monitoring, and evaluation of School Learning Action Cell (SLAC) as a cost-effective learning and development strategy for teachers’ development. International Journal of Research Publications.
UNESCO. (2023). Using data to improve the quality of education. UNESCO International Institute for Educational Planning. https://learningportal.iiep.unesco.org/en/issue-briefs/monitor-learning/using-data-to-improve-the-quality-of-education
Valamis. (2022). Collaborative learning. https://www.valamis.com/hub/collaborative-learning
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
