Authors : Novie Grace T. Deña

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/2s3j4479

Scribd : https://tinyurl.com/4aa6yhd7

DOI : https://doi.org/10.38124/ijisrt/26apr456

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 examined the relationship between the implementation of Learning Action Cell (LAC) sessions and the work performance of public elementary school teachers in hinterland schools. It described the extent of LAC implementation in terms of regularity, relevance, collaboration, mentoring, and contextual responsiveness; determined the level of teachers’ work performance based on their Individual Performance Commitment and Review Form (IPCRF) ratings; and tested the significant relationship between LAC implementation and teacher performance. A descriptive–correlational design was employed using a researcher-made survey questionnaire adapted from existing LAC instruments and DepEd Order No. 35, s. 2016. The instrument consisted of Likert-type items on LAC practices and a self-reported IPCRF rating and was administered to public elementary teachers assigned in geographically isolated and disadvantaged hinterland schools. Data were analyzed using descriptive statistics (mean, standard deviation, frequency, and percentage) and Pearson product– moment correlation. Results revealed that LAC sessions were implemented to a high extent, particularly in promoting collaboration, sharing of best practices, and addressing classroom challenges, although constraints in time, resources, and follow-through mechanisms were noted. Teachers’ work performance was generally rated Very Satisfactory to Outstanding. Correlational analysis indicated a positive and significant relationship between the extent of LAC implementation and teachers’ work performance, suggesting that more frequent, relevant, and well-facilitated LAC sessions are associated with higher performance levels. The study concludes that strengthening LAC implementation—especially in terms of contextualized content, sustained mentoring, and systematic monitoring—can support continuous professional development and enhance teacher performance in hinterland settings.

Keywords : Learning Action Cell, Professional Growth, Elementary Teachers, Hinterland Areas, Remote Professional Development, Teacher Competencies.

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