IMPACT OF LEARNING ACTION CELL (LAC) SESSIONS ON TEACHERS’ PEDAGOGICAL KNOWLEDGE AND PERFORMANCE IN THE NEW NORMAL

CRISTILYN M. ACERIT, Head Teacher III, Bagutari Elementary School

ABSTRACT

The global health challenges have changed the educational landscape, tasking teachers to learn, and engage in professional development to address challenges in the new normal. Online skills became essential during this period, significantly influencing the current educational setup. This study aimed to ascertain the skills of teachers as they adjust teaching-learning situations and make more meaningful learning experiences. The researcher employed a quantitative-qualitative research design. Descriptive-correlational research examined the impact of LAC sessions on teaching pedagogical knowledge and the performance of the twenty-one (21) enumerated permanent teachers of cluster 3 (Bagutari Elementary School, Caňogan Elementary School, and San Roque Elementary School) for School Year 2022-2023. Data were gathered through a self-made questionnaire, which was analyzed and interpreted using frequency, percentage, and mean. On the demographic profile of the respondents, the average age ranges from 39-45. 85.7% make up the Teacher III position, and as to their number of years in the service, it was gleaned that the majority of them have 21 years or more of experience. Generally, the respondents perceived that LAC sessions have a positive impact on their performance, The correlation analysis between the Teachers' Individual Performance Commitment Review (IPCR) rating and their overall Pedagogical Knowledge in Learning Activity Cell (LAC) sessions revealed a Pearson's correlation coefficient (r) of 0.342 with a corresponding p-value of 0.122. The correlation coefficient of 0.342 indicates a positive but weak relationship between the two variables. However, the p-value of 0.122 suggests that this correlation is not statistically significant at the conventional significance level of 0.05. Therefore, based on the results, there is insufficient evidence to conclude that there is a meaningful relationship between the teachers' IPCRF ratings and their overall pedagogical knowledge in LAC sessions. The findings imply that other factors or variables may contribute to the teachers' performance in IPCR ratings, as the observed correlation is deemed insignificant.

Keywords: teaching delivery, continuous improvement, competencies, enhancement

Year: 2025

posted on June 11, 2025

How to Cite

Acerit, C. (2025). Impact of Learning Action Cell (LAC) Sessions on Teachers’ Pedagogical Knowledge and Performance in the New Normal. Saringit, 5(1), 46-50.

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