TY  - BOOK
AU  - Domasig,Edenita Doringo
AU  - Gimeno, Ferdinand C.
TI  - Management of learning action cell (LAC) among public schools in the district of Rodriguez. Rizal towards a proposed policy enhancement
AV  - LG 221.R59. D71 2024
PY  - 2024///
KW  - Management - Learning action cell - public schools in District II Rodriguez, Rizal
N1  - GSTHESIS
N2  - Different policy enhancement programs in the conduct of learning action cell (LAC) is vital to address the needs and solve challenges that the learning action cell team encountered. This research was conducted to assess the management of learning action cell (LAC) among the public schools in the District II of Rodriguez, Rizal for the School Year 2023-2024 towards a proposed policy enhancement.

The descriptive-evaluative and descriptive-qualitative methods of research were used to accomplished the purpose of the study. Questionnaire checklist and interview guide questions were formulated to gather the needed data The number of participants was computed through the used of Raosoft Calculator where 38 teachers came from Kasiglahan Village Elementary School, 35 teachers from San Jose Elementary School and 33 teachers from San Isidro Labrador Elementary School with a total of 106 participants. The three (3) selected schools and the respondents were purposively chosen since they were considered as big schools and had the most number of teachers/faculty and pupils enrolment in the whole district.

The findings of the study showed that majority of the respondents from public schools in the District of Rodriguez, Rizal are Leaming Action Cell (LAC) members whose age ranged from 31 to 35 years old, females outnumbered males, most of them were Teacher I with 6 to 10 years in the service with Bachelor's Degree as their highest educational attainment and most of them have been attending Learning Action Cell (LAC) sessions for six years and more. The standard operating procedure specified in the conduct of Learning Action Call (LAC) sessions was done however there are some components of LAC were in need to be enhanced such as the prioritization of topics, formation of LAC team and scheduling of meetings. It was reveled in the study that most of the stated components in managing Learning Action Cell (LAC) were not significant to the profile of the LAC team however some are significant and these components are subject for better improvement

The study found out that there were many challenges mentioned by the team in the management of Learning Action Cell (LAC) sessions, prominently among theme was the prioritizing and scheduling of topics or agenda. However, they found such challenges as an opportunity for it paved way of exploring more topics essential to the professional growth of the teachers. Such opportunities are seminars and training for teachers who served as facilitators or resource speakers to improve their professional skills in conducting LAC sessions. The study also revealed that intensive Classroom Observation Tools (COT) of teachers by school head and master teachers is one of the basis of enhancing the conduct of LAC where LAC team able to identify topics need to be prioritized in LAC. The conduct of PHIL-IRI and NUMAT as tools and instruments used to analyzed the needs of the pupils helped to assess the needs in conducting LAC sessions
ER  -