District Learning Action Cell (DsLAC): Intervention for Teachers' Apprehension to Teach Practical Research: An Action Research

ABSTRACT This study investigates the effect of the District Learning Action Cell (DsLAC) as an intervention to address teachers' apprehensions about teaching practical research. Employing a qualitative group case design, the research aims to evaluate the effect of DsLAC on teachers' readiness to teach practical research subjects. The central problem addressed is how the implementation of DsLAC contributes to reducing teachers' apprehensions regarding practical research instruction. The results reveal a significant improvement in teachers' confidence and competence in delivering practical research content after participating in the DsLAC program. The discussion highlights the positive influence of collaborative learning and professional development opportunities provided by DsLAC on enhancing teachers' pedagogical skills. The findings underscore the value of targeted interventions like DsLAC in improving teacher preparedness and instructional quality in practical research education. The study concludes that DsLAC effectively mitigates teachers' apprehensions and recommends further integration of similar interventions to support educators in effectively teaching practical research subjects Keywords: Descritive research design, district action Cell (DsLAC), practical research, San Fernando 2, action Research.