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Published in
Academic Frontiers
Putting Into Practice: Assessment of School Learning Action Cell (SLAC) Program Among Elementary Schools in Bataraza District I
Academic Frontiers, 2(4), 81-91, ISSN: 3082-4400, 2026.
Recommended Citation:
Butaca, B. R. (2026). Putting Into Practice: Assessment of School Learning Action Cell (SLAC) Program Among Elementary Schools in Bataraza District I. Academic Frontiers, 2(4), 81–91. https://doi.org/10.5281/zenodo.19982101
Author(s)
Butaca, Bernalyn R.
Abstract
This study aimed to assess the implementation of the School Learning Action Cell (SLAC) program among elementary schools in Bataraza District I, Palawan, Philippines. A descriptive research design was employed. Data were collected from 180 purposively selected elementary teachers actively involved in School Learning Action Cell (SLAC) activities. A validated Likert-scale questionnaire was utilized to measure implementation level, organizational support, and challenges encountered. Data were analyzed using descriptive statistics and correlation analysis. The School Learning Action Cell (SLAC) program is highly implemented, fostering collaborative learning, enhancing instructional practices, and aligning professional development with classroom needs. Organizational factors moderately supported implementation, with leadership support and administrative encouragement emerging as key enabling conditions. A strong and statistically significant positive relationship was found between organizational factors and School Learning Action Cell (SLAC) implementation, indicating that schools with stronger structural and leadership support demonstrate higher implementation quality. While teachers exhibited positive attitudes toward School Learning Action Cell (SLAC), moderate challenges were identified, primarily related to workload, time constraints, and limited financial resources. Attitudinal barriers such as resistance to change and low motivation were minimal, reflecting strong teacher receptiveness to collaborative professional learning. The study concludes that the School Learning Action Cell (SLAC) remains a viable and contextually relevant model for school-based professional development in Philippine basic education. Policymakers and school leaders should strengthen organizational capacity, expand facilitator training, ensure sustained leadership support, and enhance monitoring and evaluation mechanisms. These findings provide empirical support for reinforcing policy implementation and capacity-building initiatives in the decentralized education system.
Keywords
Department of Education (DepEd), Organizational Support, Philippines, Professional Learning Communities, School Learning Action Cell, Teacher Professional Development
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