Engagement of Teachers to Learning Action Cell: Reflection on Teaching Practices

This study uncovered the experiences and challenges teachers face in their engagement in learning action cells. There were ten (10) teachers of Kapalong-East District, Division of Davao del Norte, who participated in the study. This study made use of a phenomenological approach to extract the reflections of the participants. The in-depth interview was employed to gather some information with regard to their respective experiences and challenges. Based on the results of the thematic analysis of the responses from the participants of the study, the following findings revealed that their corresponding themes were revealed: the experiences of teachers in engaging the Learning Action cell probed in promoting collaboration and shared learning, increasing learners’ engagement and enhancing problem-solving and innovative skills. The challenges of teachers in engaging the Learning Action Cell employed were time constraints, inadequate facilitation, and resource limitations. The educational management insights drawn from the findings of the study were the following: cultivating collaborative culture, professional development integration, and continuous improvement. Thus, Learning Action Cells transpired as a foundation for sustainable growth, connecting teachers, learners, and the broader school community in a shared commitment to educational excellence. Making this study meaningful, publication to a reputable journal was essential.