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Abstract
This study was conducted to determine the impact of School Learning Action Cell (SLAC) implementation on the professional and personal development among elementary teachers. Descriptive-correlational research design and complete enumeration technique were used. Findings reveal that elementary teachers generally have agreed that SLAC implementation was extensive in terms of learner diversity, content and pedagogy, content assessment and reporting, 21st century skills and ICT integration and curriculum contextualization. They also concurred that the implementation of SLAC had a profound influence on their professional and personal development. However, the perceived impact on teachers when grouped according to the number of years was statistically insignificant. A notable disparity in the perceived impact of teachers on their personal growth when grouped according to sex was identified. In terms of their professional growth, no significant difference was observed. A significant relationship between the extent of implementation of SLAC and the perceived impact of SLAC implementation on personal and professional growth was evident. Recommendations included more SLAC sessions on learner diversity and content assessment. Reporting should be allocated in a gender-sensitive approach. Innovative and interactive strategies in the implementation of SLAC must be utilized to intensify its impact on the personal and professional growth of teachers.
