Learning Action Cell Participation and Teaching Performance: A Mixed-Methods Analysis Using PMES Data in Barili District II

This study examined the influence of Learning Action Cell (LAC) sessions on teaching performance and professional growth among teachers in Barili District II. The study utilized a mixed-methods explanatory sequential design involving 162 teacher respondents. Quantitative findings revealed high levels of participation in LAC sessions and significant moderate positive correlations between LAC participation and teaching performance (rs = 0.517, p < .001) and between LAC implementation and teaching performance (rs = 0.562, p < .001). Qualitative findings identified challenges affecting the conduct of LAC sessions, including heavy workloads, scheduling constraints, and administrative demands. Despite these challenges, the results indicate that active participation and effective implementation of LAC sessions contribute to improved teaching performance and support teachers’ professional growth. The study highlights the importance of strengthening collaborative professional learning structures to enhance instructional practice and teacher development.