Continuous Professional Development Practices and Learning Action Cell Implementation in SOCCSKSARGEN Region

Aim: This study examined the implementation of Continuous Professional Development (CPD) practices and Learning Action Cell (LAC) programs among public central elementary school teachers in South Cotabato, Cotabato, Sultan Kudarat, Sarangani and General Santos City (SOCCSKSARGEN) Region.It aimed to determine the levels of implementation, capture teacher experiences, and identify the perceived impact of these programs. Methodology:The study adopted an explanatory sequential mixed-methods design.Quantitative data were gathered from 250 teachers using a validated researcher-made questionnaire, while qualitative insights were drawn from interviews with ten selected participants.Descriptive statistics, Kruskal-Wallis, and Dunn's tests were used to analyze the quantitative data, and thematic coding with Quirkos software was applied to interpret the qualitative data.Results: CPD practices were rated at a High Level (M = 4.09), while LAC implementation reached a Very High Level (M = 4.50).Statistically significant differences were found across schools in both CPD (p = 0.0139) and LAC (p = 0.0003) implementation levels.Qualitative findings revealed enhanced teaching strategies, reflective practice, and collaborative growth, though challenges such as internet limitations, low peer motivation, and time constraints were noted. Conclusion:The CPD and LAC programs significantly contributed to teacher development in the region, offering both professional and instructional benefits.This study presents a localized model of teacher learning that integrates structured training and peer-led development.Its findings hold practical value for education leaders and policymakers in similar contexts, highlighting scalable approaches for strengthening school-based professional development.