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This study explores the impact of Learning Action Cell (LAC) experiences on teaching performance among teachers in Cagayan de Oro City, Philippines. Utilizing Pearson Product-Moment Correlation and multiple regression analyses, we examined the relationship between various LAC components and actual teaching outcomes. Results indicated significant correlations between teaching performance and LAC experiences such as “Identification of Appropriate Intervention” and “Prioritization of Topics.” However, traditional LAC processes like “Implementation of Norms” did not show significant predictive power on teaching performance. The study highlights the importance of targeted, actionable LAC activities and raises questions about the effectiveness of conventional LAC practices. These findings suggest a need for educational policymakers to refine LAC strategies to better align with practical teaching demands and outcomes. The study contributes to the broader discourse on optimizing professional development activities to enhance teaching efficacy.

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Statistical Relationship Between LAC Experiences and Teaching Performance

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  • 发表日期：

    2025年

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  • Jay T. Hebia,
  • Charity Rose A. Pagara,
  • Dennis Primne Corbita

摘要

This study explores the impact of Learning Action Cell (LAC) experiences on teaching performance among teachers in Cagayan de Oro City, Philippines. Utilizing Pearson Product-Moment Correlation and multiple regression analyses, we examined the relationship between various LAC components and actual teaching outcomes. Results indicated significant correlations between teaching performance and LAC experiences such as “Identification of Appropriate Intervention” and “Prioritization of Topics.” However, traditional LAC processes like “Implementation of Norms” did not show significant predictive power on teaching performance. The study highlights the importance of targeted, actionable LAC activities and raises questions about the effectiveness of conventional LAC practices. These findings suggest a need for educational policymakers to refine LAC strategies to better align with practical teaching demands and outcomes. The study contributes to the broader discourse on optimizing professional development activities to enhance teaching efficacy.