Authors : Ian Kristian Mulay

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/4frf8dcv

DOI : https://doi.org/10.38124/ijisrt/25may1935

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study aimed to explore the reflections of teachers on the conduct of School Learning Action Cell (SLAC) on their professional development. Using a qualitative phenomenological design, the researcher selected ten secondary school teachers from Cateel, Davao Oriental, through purposive sampling. Data were collected using a semi-structured interview guide administered through in-depth interviews (IDI) and a focus group discussion (FGD). Thematic analysis revealed that teachers' reflections highlighted enhanced teaching strategies, strengthened professional collaboration, improved curriculum understanding, and enhanced assessment techniques. Teachers also demonstrated coping mechanisms in time management, communication, and resource management. Additionally, they gained management insights, including collaborative professional development, instructional competence, and leadership skills. The findings confirmed the applicability of Transformative Learning Theory, Situated Learning Theory, and Reflective Practice Theory in understanding teachers' reflections on SLAC. The study emphasized the importance of continuous professional development through SLAC sessions, promoting adaptive teaching practices, and fostering teacher leadership. Recommendations for schools, teachers, and educational leaders were provided to enhance SLAC implementation.

Keywords : School Learning Action Cell, Teachers' Reflections, Professional Development, Coping Mechanisms, Educational Management.

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