Learning Action Cell Session and Its Beneficial to Teachers’ Teaching Performance

The study sought to find out the influence of the learning action cell session on teachers’ teaching performance. The descriptive-correlational research method was utilized, and the Statistical tools used in the study were mean and standard deviation to determine the extent of learning action cell in terms of attitude, teachers’ teaching skills, and assessment practices. Frequency and percentages were used to determine the level of teachers’ teaching performance. Pearson's r was utilized to ascertain a significant relationship between teachers’ teaching performance and the learning action cell. Findings revealed that teachers had developed a positive attitude towards the learning action cell; they had improved their teaching skills and provided varied assessment techniques and practices to ensure learners’ learning. Moreover, the majority of the teacher-respondents, that is, 69%, had an outstanding teaching performance, and 31% had a very satisfactory teaching performance. As a summary, it was recommended that school principals be encouraged to motivate teachers to appreciate the importance of the school-based learning action cell in their personal and professional development, especially in improving teaching and learning processes. Teachers are encouraged to religiously attend and participate in the school-based learning action cell sessions to improve their teaching competence and performance.