Authors :
Michelle E. Fuerzas
Volume/Issue :
Volume 11 - 2026, Issue 3 - March
Google Scholar :
https://tinyurl.com/43a9ey8x
Scribd :
https://tinyurl.com/ysuyepef
DOI :
https://doi.org/10.38124/ijisrt/26mar542
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 explores the challenges, strategies, and successes experienced by teachers in Tagum Central District
through the School Learning Action Cell (SLAC) initiative, which aims to empower educators and improve teaching
practices. SLAC is a professional development program designed to support continuous learning among teachers by
providing collaborative spaces for reflection, sharing of best practices, and problem-solving. Through semi-structured
interviews with 15 teachers and 5 school leaders, this research examines how SLAC operates in the district, the barriers
teachers face, and the strategies they use to overcome these obstacles. The findings reveal that while SLAC fosters teacher
collaboration, professional growth, and improved instructional quality, it is not without its challenges. Time constraints,
lack of resources, and varying levels of support from school administrators emerged as significant barriers. However,
teachers reported that SLAC has led to improved teaching practices, increased confidence, and greater engagement in
student-centered learning. The study concludes with recommendations for enhancing SLAC’s effectiveness, including the
need for institutional support, resource allocation, and professional development programs that address specific needs of
teachers.
References :
- Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
- DepEd Order No. 35, s. 2016. (2016). Implementing the School Learning Action Cell (SLAC) as a professional development strategy for teachers. Department of Education.
- Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality. Education Policy Analysis Archives, 8(10).
This study explores the challenges, strategies, and successes experienced by teachers in Tagum Central District
through the School Learning Action Cell (SLAC) initiative, which aims to empower educators and improve teaching
practices. SLAC is a professional development program designed to support continuous learning among teachers by
providing collaborative spaces for reflection, sharing of best practices, and problem-solving. Through semi-structured
interviews with 15 teachers and 5 school leaders, this research examines how SLAC operates in the district, the barriers
teachers face, and the strategies they use to overcome these obstacles. The findings reveal that while SLAC fosters teacher
collaboration, professional growth, and improved instructional quality, it is not without its challenges. Time constraints,
lack of resources, and varying levels of support from school administrators emerged as significant barriers. However,
teachers reported that SLAC has led to improved teaching practices, increased confidence, and greater engagement in
student-centered learning. The study concludes with recommendations for enhancing SLAC’s effectiveness, including the
need for institutional support, resource allocation, and professional development programs that address specific needs of
teachers.
