Teachers’ Experiences in School-Based Learning Action Cell (LAC) Sessions in Oriental Mindoro National High School
DOI:
https://doi.org/10.54536/jpp.v1i1.2941Keywords:
LAC Session, Teacher’s Experience, Mathematics EducationAbstract
Designed with the qualitative research design, the study’s goal focused on the in-depth understanding of the selected junior high school mathematics teachers’ experiences from Oriental Mindoro National High School towards School-Based Learning Action Cell (SLAC), 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). Utilizing the data from the interview with seven (7) mathematics teachers, twelve (12) themes emerged in the study. Among the teachers’ positive experiences in SLAC included fostering collaborative learning, enabling the acquisition of relevant content, aiding personal and professional growth and development, and promoting output-based strategy. Meanwhile, their negative experiences included resource and time constraints and resistance to changes and possible improvements. Teacher-participants dealt with the challenges and difficulties experienced during the SLAC session by promoting institutionalized session, encouraging participants’ active participation, aligning the content to the actual needs, having proper time allotment and scheduling, and inviting experts to discuss the topic. Generally, to reach the actual goals of the School-Based LAC session, there must be an utmost commitment among teachers and school leaders.
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