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Abstract
Research indicates that Learning Action Cell (LAC) sessions are essential to teachers' ongoing professional development. Further research is required to characterize and identify the methods and obstacles involved in putting LAC into practice. The study investigates the implementation of LAC sessions in the district utilizing mixed method. There were 53 public elementary teachers and 22 participants who underwent interviews for the challenges they encountered in LAC implementation. Findings revealed that only one indicator which is fully implemented along Learner Diversity and Student Inclusion whereas other indicators that were implemented are Content and Pedagogy; Assessment and Reporting ;21st Century Skills and ICT Integration; and Curriculum Contextualization, Localization and Indigenization. Also, there were eight (8) extracted themes on the challenges encountered by the participants. These are time commitment, LAC implementation activities and LAC Plan; Non-participation to LAC session in online modality; overlapping of activities; redundancy of LAC topics; difficulty in internet connectivity; non-articulation of LAC session objectives, and difficulty in learning methodology and program addressing learners’ needs. Ultimately, the analysis comes to the conclusion that the school implements its LAC sessions using procedures. The developed framework may be implemented in this regard. It is noteworthy that larger-scale research of this kind is required, with the aim of implementing and assessing the study's output in terms of its efficacy.
