Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 23 no. 10 (2024)

Quantifying the Influence of Learning Action Cell to the Performance of Teachers

Arnel Eborde | Maedel Joy Escote

Discipline: Education

 

Abstract:

The Learning Action Cell (LAC) is defined as a collective of educators who participate in collaborative learning sessions to address common obstacles experienced within the educational institution. This study aimed at finding out if the extent of implementation of the school learning action cell sessions in terms of facilitation, resource speakers and materials is related to the teachers’ school performance. The respondents of this study were the secondary public school teachers in Laak South District. A descriptive - correlational study was employed utilizing a universal sampling technique. Findings revealed that the extent of implementation of the School Learning Action Cell in Terms of Facilitation and Resource Speaker is very high, while in terms of Materials it has a descriptive equivalent of high. Findings also revealed that the level of the performance of teachers in terms of self-management, teamwork, professionalism and ethics, result-focus, service orientation, innovation and individual performance commitment and review form (IPCRF) rating is high. The null hypotheses were tested at 0.05 level of significance to test the correlation of variables. Results show that there is no significant correlation between school learning action cell and teachers’ performance. In conclusion, the extent of implementation of the School Learning Action Cell in Terms of Facilitation and Resource Speaker is very high, while in terms of Materials it has a descriptive equivalent of high. This means that all indicators of the independent variable are perceived and observed very well by the respondents but it does not significantly correlates to the dependent variables which is the teacher’s performance in school.



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