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Original research IMPLEMENTATION OF SCHOOL LEARNING ACTION CELL AND TEACHERS’ TEACHING PROFICIENCYPages 163-170
Abstract
This study determined the implementation of school-based learning action cell and teachers’ teaching proficiency in public elementary schools in Jose Panganiban West District, Division of Camarines Norte basis in developing intervention plan. This study employed quantitative method using descriptive-correlational design with survey questionnaire checklist as the data-gathering instrument. Total enumeration was employed in this study which involved one hundred forty-eight (148) elementary teachers in the locale of the study. Findings revealed that the implementation of school-based learning action cell was almost fully implemented. Teachers’ teaching proficiency were highly proficient. Furthermore, it identified significant correlation between collaborative planning and curriculum planning. This implies the importance of collaborative planning and curriculum planning in enhancing teaching proficiency and highlights opportunities for improvement in other areas of school - based learning action cells. Despite of these, there was a recognized challenges encountered in the implementation of learning action cell, particularly limited in the learning materials and resources. The identified challenges in the implementation of school-based learning action cells underscores the importance of addressing barriers to facilitate effective professional development and enhance teaching practices. A learning and development interventions are therefore proposed to address the implementation of school-based learning action cell and to improve teaching proficiency of public elementary school teachers in Jose Panganiban West District in the Division of Camarines Norte.
Keywords: School Learning Action Cell, Teaching Proficiency, Intervention Plan.
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Ace Mariz Cabaylo, 
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