Peer Led Learning Action Cells as Engines of Teacher Influence and Instructional Support
DOI:
https://doi.org/10.5281/zenodo.22923177Keywords:
collaborative professional learning, instructional support, Learning Action Cells, peer leadership, teacher influence, teacher professional developmentAbstract
This study explored how peer-led Learning Action Cells functioned as mechanisms of teacher influence and instructional support among teachers, master teachers, school heads, and technical assistance providers involved in LAC implementation within the Schools Division Office of Cagayan. Using a cross-sectional sociometric pathway design, data were gathered from 180 participants through a validated instrument measuring peer-led LAC practices, teacher influence, and instructional support. Partial Least Squares Structural Equation Modeling and Necessary Condition Analysis were employed to determine predictive pathways, mediation effects, and conditions required for stronger instructional support. Results showed high levels of peer-led LAC practices and teacher influence, while instructional support registered a comparatively moderate level. Peer-led LAC practices significantly predicted teacher influence, and teacher influence significantly predicted instructional support. Mediation analysis further showed that teacher influence partially explained the relationship between peer-led LAC practices and instructional support. Necessary Condition Analysis identified teacher influence as a stronger limiting condition for attaining higher levels of instructional support. Professional consultation patterns also indicated that teachers and master teachers were the most frequently approached sources of instructional assistance. The findings suggest that LAC effectiveness depends not only on collaborative participation but also on whether peer interaction develops into credible professional influence and sustained classroom support. Strengthening peer coaching, demonstration teaching, collaborative problem solving, and follow-through mechanisms may improve the instructional value of LAC implementation.
Downloads
References
Brodie, K. (2021). Teacher agency in professional learning communities. Professional Development in Education, 47(4), 560–573.
De Jong, L., Meirink, J., & Admiraal, W. (2022). Teacher learning in the context of teacher collaboration: Connecting teacher dialogue to teacher learning. Research Papers in Education, 37(6), 1165–1188.
Department of Education. (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 (DepEd Order No. 35, s. 2016).
Dogan, S., & Adams, A. (2020). Augmenting the effect of professional development on effective instruction through professional communities. Teachers and Teaching: Theory and Practice, 26(3–4), 326–349.
Hair, J. F., Alamer, A. (2022). Partial least squares structural equation modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). SAGE Publications.
Huijboom, F., Van Meeuwen, P., Rusman, E., & Vermeulen, M. (2021). Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors. Learning, Culture and Social Interaction, 31, 100566.
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.
Printy, S., & Liu, Y. (2021). Distributed leadership globally: The interactive nature of principal and teacher leadership in 32 countries. Educational Administration Quarterly, 57(2), 290–325.
Schott, C., van Roekel, H., & Tummers, L. G. (2020). Teacher leadership: A systematic review, methodological quality assessment and conceptual framework. Educational Research Review, 31, 100352.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
