INSTRUCTIONAL SUPERVISION THROUGH LEARNING ACTION CELL SESSIONS: RELATIONSHIPS WITH TEACHER PERFORMANCE, PROFESSIONAL GROWTH, AND LEARNER OUTCOMES IN PHILIPPINE ELEMENTARY SCHOOLS

Instructional supervision through Learning Action Cell (LAC) sessions is an important mechanism for strengthening teacher development and instructional practices. This study examined its relationship with teacher performance, professional growth, and learner outcomes in public elementary schools in Cortes District, Surigao del Sur, Philippines, during the Academic Year 2025-2026. An explanatory mixed-methods design was employed, involving 126 teachers in the quantitative component and 17 teachers and seven school heads in individual interviews. Data were collected using validated questionnaires and semi-structured interviews and analyzed through descriptive statistics, Pearson correlation, and thematic analysis. Findings revealed favorable ratings for LAC implementation, teacher performance, and professional growth, with assessment practices receiving the highest performance rating (M = 3.82). Learner motivation and engagement obtained a mean of 3.68, while academic performance recorded an overall mean percentage score of 82.31. Instructional supervision demonstrated significant positive relationships with teacher performance, professional growth, and learner outcomes (p < .05), with feedback and follow-up showing particularly strong correlations (r = .84–.87). Qualitative findings highlighted collaborative learning, reflective practice, and instructional support alongside workload and resource constraints. The study concluded that LAC-based supervision was positively associated with teacher development and learner outcomes, supporting more participatory, responsive, and sustainable professional learning practices.