The Consonance of Implementation of LAC Plans and Individual Performance Plans at Balayan West District : Their Effects on Teacher Performance

Abstract

This study aimed to determine the effects on teacher performance of the implementation of LAC Plans and Individual Performance Plans at Balayan West District. The understanding of teachers on Learning Action Cell (LAC) as well as their  engagement in the implementation of Individual Performance Plans were determined.  Likewise, the  challenges encountered in the implementation of Learning Action Cell were covered.  Furthermore, the strategies employed to address the challenges were unveiled.  Twenty percent (20%) or  87 teachers from different schools in the Balayan West Sub-office were chosen as respondents.  Results revealed that teachers of schools of Balayan West Sub-office showed awareness that through the LAC, they are to grasp the opportunity to  reskill and upskill themselves,  a time for them to engage with one another including the speakers.  Likewise, suggestions can also be given to improve the training. These showed that teachers' understanding of SLAC, as a way of promoting professional development, refers to their awareness of the expectations and active involvement required during SLAC sessions. It includes understanding the need to actively contribute, share experiences, providing feedback, and engaging in reflective discussions to foster collective growth.  The teachers engaged well in the implementation of Individual Performance Plans which they actually need to improve themselves. Thus. from these statements, it can be summed up that the teachers of Balayan West Sub-office were aware of the Individual Performance Plans that they use and engage with to improve their professional performance as teachers. Along the challenges encountered, the teachers were asked to describe the difficulties they faced in the conduct of the School Learning Action Cell. The statements highlight the difficulties faced by teachers when planning their School Learning Action Cells, taking into account their busy schedules, staying on track with the lesson, and making sure not to sacrifice students' lessons or other school-related activities. Since there are limited teachers in small schools where the respondents come from, there is conflict in the tasks and responsibilities of the teachers. The performance of the teachers and each LAC is affected by the overlap of activities. From these findings, it is deduced that the teachers of schools in Balayan West Sub-office truly encountered the challenges. the different strategies employed to address the challenges in the implementation of LAC which are many in nature and which are doable in nature. In view of these results, the LAC implementers may also do these strategies in consonance with the Individual Performance plans of teachers. The researcher recommended that Learning Action Cell should be planned through microlearning to be able to adjust the time for the training.  The implementation of LAC and the Individual Development Plan of teachers must jive to be able to truly address the training needs of teachers. Finally, a follow-up to this study may be done highlighting the strategies.