Authors : Moses M. Amirol

Volume/Issue : Volume 10 - 2025, Issue 8 - August

Google Scholar : https://tinyurl.com/3y4rz8ra

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DOI : https://doi.org/10.38124/ijisrt/25aug1168

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Abstract : In the heart of Paquibato District, public elementary school teachers gather not just as colleagues, but as a community of learners in their School Learning Action Cell (SLAC) sessions. This qualitative-phenomenological study sought to listen deeply to their stories, to understand the real-world opportunities and challenges they face in these crucial forums for continuous professional development (CPD). By exploring the lived experiences of ten teachers, this research uncovered the profound impact of SLAC sessions on their professional lives. The data, gathered through in-depth interviews, revealed a narrative of growth amidst challenge. Teachers reported that SLAC sessions successfully fostered an enhanced collaborative learning environment and led to a tangible increase in their pedagogical skills and confidence. However, this growth was often tempered by the very real obstacles of time constraints and implementation hurdles. In response, teachers demonstrated resilience, developing coping mechanisms centered on strategic time management, robust peer collaboration, and the active seeking of administrative support. From their experiences, valuable insights emerged: that continuous professional development is the bedrock of educational innovation; that collaboration is the engine of professional growth; and that supportive leadership is the essential catalyst that makes it all possible. This study concludes that the potential of SLAC is immense, but to fully realize it, targeted interventions are needed. Strengthening these professional development frameworks through practical support systems is key to fostering continuous teacher growth and, ultimately, enriching student learning.

Keywords : Teachers' Experiences, Continuous Professional Development, SLAC Sessions, Collaborative Learning, Phenomenology, Paquibato District, Davao City.

References :

1. Department of Education (DepEd). (2016). DepEd Order No. 35, s. 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.
2. Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (3rd ed.). SAGE Publications.
3. Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching: Theory and Practice, 8(3), 381–391.
4. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute.