Views and Experiences of Selected Master Teachers in Quezon Province in Conducting School Learning Action Cell

Abstract

This research explored the views and experiences of selected master teachers in Quezon Province in conducting School Learning Action Cells (SLACs) and how these experiences influence teacher collaboration, professional growth, and instructional improvement. The study specifically focused on SLAC implementation in five dimensions: instructional support, curriculum implementation, learning delivery, professional development, and classroom assessment. It also identified the challenges encountered by master teachers in SLAC facilitation, the coping strategies they employed, and the professional opportunities that emerged through this school-based continuing professional development mechanism. Using interpretative phenomenological analysis, 15 master teachers were purposively selected as co-researchers across various schools in Quezon Province. Data were collected through in-depth interviews and thematic analysis was employed to interpret emerging patterns. Findings revealed that SLACs serve as a dynamic platform for delivering instructional support by providing teachers with hands-on, practical strategies to improve teaching. In terms of curriculum implementation, master teachers reported that SLACs enhance curriculum alignment, lesson planning, and contextualization of content. For learning delivery, SLACs were instrumental in sharing differentiated strategies and promoting inclusive and adaptive practices. As for professional development, the sessions cultivated peer mentoring, reflection, and shared accountability. On classroom assessment, master teachers facilitated collaborative review and improvement of formative and summative tools aligned with learning competencies. Despite these gains, significant challenges include time constraints, lack of resources, overlapping schedules, and varying teacher engagement. These were addressed through proactive planning, feedback mechanisms, collaborative leadership, and strategic alignment with school goals. The implementation of SLACs generated professional opportunities such as enhanced instructional leadership, improved peer relationships, and increased confidence in facilitating teacher learning. It was concluded that SLACs positively influence teacher collaboration, foster professional growth, and lead to instructional improvements when implemented consistently, responsively, and reflectively. It is recommended that the Schools Division Offices and school heads provide structured support, adequate resources, and scheduled time to sustain the SLAC initiative.