Instructional And Contextual Factors as Predictors of an Effective School-Based Learning Action Cell (LAC) Implementation: Bases for Enhanced Framework
DOI:
https://doi.org/10.5281/zenodo.20710769Keywords:
contextual factors, enhanced framework, instructional factors, Learning Action Cell, professional development, school-based LACAbstract
This study examined instructional and contextual factors as predictors of effective School-Based Learning Action Cell (LAC) implementation and used the findings as basis for an enhanced framework. An explanatory sequential mixed-methods design was employed. The quantitative phase involved 116 teachers and master teachers from five public elementary schools in Legazpi District V, while the qualitative phase used semi-structured interviews to explain the survey results. Data were analyzed using weighted mean, standard deviation, Pearson's r, multiple regression analysis, and Braun and Clarke's thematic analysis. Results showed that School-Based LAC sessions were very highly implemented, with an overall weighted mean of 4.36. Instructional factors obtained a mean of 4.37, while contextual factors obtained a mean of 4.34. The effectiveness of LAC was also rated very highly effective, with an overall weighted mean of 4.30. Instructional effectiveness obtained a mean of 4.35, while contextual effectiveness obtained a mean of 4.24. A very strong positive relationship was found between implementation and effectiveness, r = .981, p < .001. Regression results further indicated that instructional and contextual factors significantly predicted effective LAC implementation. Qualitative findings identified clear goals, relevant content, collaboration, facilitation, leadership support, digital resources, data-driven practices, and instructional materials as enabling mechanisms, while time constraints, workload, limited resources, scheduling conflicts, low motivation, weak facilitation, and insufficient support served as barriers. The study concludes that effective LAC implementation depends on the quality of instructional design and the strength of contextual support.
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