SCHOOL LEARNING ACTION CELLS (SLACs) AMONG SECONDARY PUBLIC SCHOOL TEACHERS IN THE MUNICIPALITY OF DARAGA

The study examined the School Learning Action Cells among the teachers in public secondary schools in the municipality of Daraga. This SLAC is collaboration where people in the organization can share ideas and strategies, being creative and innovative and adapting to 21st century abilities. This evaluated teachers' level of understanding and engagement in relation to the challenges with SLAC activities. A descriptive correlational design correlates the relationship between teachers' understanding and engagement. The survey questionnaire served as an instrument in data gathering that was answered by the total population of public secondary school teachers using a Likert 4-point scale and ranking to record their views. Results indicated a generally positive attitude toward SLAC, with teacher’s showing mixed levels of understanding in different topics but doing great in content sessions. The engagement levels were positive, showing a range of mean scores. These results emphasized the need for continuous institutional support and strategic planning to improve professional development. Despite the positive perception, this study suggests that continuous professional development is crucial to teachers using SLACs opportunities to enhance educational practices and address the challenges that arose during its application. Through an environment that cultivates collaborative learning and mutual support, schools motivate teachers to develop instructional strategies that ultimately improve student outcomes.