Abstract
This study aimed to determine the effectiveness of implementing the Learning Action Cell (LAC), which served as the basis for the enhancement program during the school year 2024-2025. The level of perception of the teachers as regards the effectiveness of the implementation of Learning Action Cell (LAC). Regarding Learner Diversity and Student Inclusion, the teacher-respondents obtained a composite mean of 3.53, which was verbally interpreted as Very Highly Achieved. Regarding Lesson Content and Pedagogy, the teacher-respondents obtained a composite mean of 3.54, verbally interpreted as Very Highly Achieved. Regarding Assessment and Reporting, the teacher-respondents obtained a composite mean of 3.51, verbally interpreted as Very Highly Achieved. Regarding Curriculum Contextualization, Localization, and Indigenization, the teacher-respondents obtained a composite mean of 3.49 verbally interpreted as Very Highly Achieved. The level of perception of the teachers to the extent of challenges encountered in conducting LAC sessions. The teacher-respondent's level of perception of the extent of challenges encountered in conducting LAC sessions obtained a composite mean of 3.50, which was verbally interpreted as a Very Great Extent. The significant relationship between the level of perception of the teachers as regards the effectiveness of the implementation of Learning Action Cell (LAC) and the level of perception of the teachers to the extent of challenges encountered in conducting LAC sessions. There is no significant relationship between the teachers' perception of the effectiveness of implementing the Learning Action Cell (LAC) and the teacher's perception of the challenges encountered in conducting LAC sessions.
