Professional Advancement Through School Learning Action Cell (SLAC): Insights of Secondary School Teachers

This study aimed to explore the reflections of teachers on the conduct of School Learning Action Cell (SLAC) on their professional development. Using a qualitative phenomenological design, the researcher selected ten secondary school teachers from Cateel, Davao Oriental, through purposive sampling. Data were collected using a semi-structured interview guide administered through in-depth interviews (IDI) and a focus group discussion (FGD). Thematic analysis revealed that teachers' reflections highlighted enhanced teaching strategies, strengthened professional collaboration, improved curriculum understanding, and enhanced assessment techniques. Teachers also demonstrated coping mechanisms in time management, communication, and resource management. Additionally, they gained management insights, including collaborative professional development, instructional competence, and leadership skills. The findings confirmed the applicability of Transformative Learning Theory, Situated Learning Theory, and Reflective Practice Theory in understanding teachers' reflections on SLAC. The study emphasized the importance of continuous professional development through SLAC sessions, promoting adaptive teaching practices, and fostering teacher leadership. Recommendations for schools, teachers, and educational leaders were provided to enhance SLAC implementation.