NAVIGATING THE EXPERIENCES ON SCHOOL LEARNING ACTION CELL: FROM THE JOURNEY OF COORDINATORS

Educational

The purpose of this research is to explore and understand the experiences, challenges, coping mechanisms, recommendations, and insights of six School Learning Action Cell (SLAC) coordinators in the Department of Education, Laak North District, Laak, Davao de Oro. Using a phenomenological approach, in-depth interviews with six participants addressed five core research questions. Findings indicated that SLAC coordinators played a pivotal role in enhancing school-based professional development by implementing structured training programs and fostering collaborative environments that catered to the diverse needs of educators. Key benefits included improved teaching practices, strengthened teamwork among teachers, and the empowerment of coordinators through targeted resource allocation and administrative support. Despite these advantages, coordinators encountered significant challenges, particularly in managing time, securing resources, and meeting the varied demands of different teaching departments. These findings emphasized the importance of a supportive infrastructure to help coordinators overcome these obstacles, ensuring they had access to essential resources and mentorship opportunities. Recommendations pointed to the need for strategic enhancements in SLAC support systems, streamlined resource provision, and increased advocacy for administrative backing, enabling coordinators to focus on both individual and school-wide professional development goals. By applying these insights, educational leaders and policymakers could foster a resilient professional learning environment that recognized and supported SLAC coordinators' roles, ensuring effective, sustainable school-based development. This study’s findings underscored the value of professional learning communities and highlighted the necessity of ongoing SLAC initiatives to improve instructional quality, teacher collaboration, and ultimately, student success within the Philippine educational landscape.

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