Implementation Of The School-Based Learning Action Cell (SLAC) Session In English: Basis For An Intervention Program

Abstract

This study examined the Implementation of School-Based Learning Action Cell (LAC) sessions as Basis for Proposed Intervention among 40 teachers from 12 elementary schools in Sison District, Surigao del Norte during the 2025–2026 school year. Using a mixed-methods approach, it assessed LAC implementation across five dimensions: learner diversity and inclusion, K–12 content and pedagogy, assessment and reporting, 21st-century skills and ICT integration, and curriculum contextualization.

Results revealed very high implementation levels in most areas, particularly content and pedagogy, learner inclusion, and curriculum contextualization, while slightly lower ratings emerged in assessment and ICT integration. Qualitative findings highlighted opportunities such as collaborative professional learning, enhanced pedagogical skills, curriculum alignment, technology integration, inclusive teaching practices, and increased professional confidence. However, teachers encountered challenges related to limited resources, time constraints, learner diversity, contextual application of strategies, and insufficient support systems. The study concluded that while LAC sessions effectively promote professional collaboration, sustained institutional support, adequate resources, and practical implementation assistance are essential to maximize their impact on teaching and learning.