A Cross-case Analysis of Leadership Practices in Multidisciplinary School-based Learning Action Cells (Lacs) in Public Secondary Education

This research examined leadership practices in multidisciplinary Learning Action Cells (LACs) within public secondary education, focusing on San Francisco National High School in Southern Leyte, Philippines. Anchored in Distributed Leadership and Instructional Leadership frameworks, the study employed a qualitative multiple-case study design to explore how leadership practices influence teacher engagement, collaboration, and professional learning. Eleven purposively selected participants, including the school head, LAC facilitators, and teacher-leaders, participated in semi-structured interviews. Data were analyzed using thematic analysis to generate cross-case insights. Results indicated that leadership in multidisciplinary LACs is characterized by shared responsibility, instructional guidance, inclusive facilitation, mentoring support, structured goal-setting, and resource coordination. These practices strengthened teacher collaboration, enhanced professional dialogue, and supported reflective and innovative instructional practices despite contextual challenges such as time constraints and limited resources. The findings highlight the importance of relational and facilitative leadership approaches in sustaining professional learning communities. Based on the synthesis of cases, a LEAD-LAC Action Plan is recommended to institutionalize distributed and instructional leadership practices, strengthen engagement mechanisms, and ensure sustainable implementation of Multidisciplinary Learning Action Cells in public secondary education.