Implementation of the Learning Action Cell (LAC) Program and Teachers’ Competence in Public Schools of the Second District of Northern Samar

Abstract

Aims: This study evaluated the implementation of the Learning Action Cell (LAC) Program and teachers’ instructional competence in public secondary schools in the Second Congressional District of Northern Samar. Specifically, it documented the level of LAC implementation, the level of teachers’ competence, and the relationship between these variables. Study Design: This study employed a quantitative research design, specifically the descriptive-correlational method. Place and Duration of Study: The study was conducted in all public secondary schools in the 2nd Congressional District of the Province of Northern Samar during the school year 2025-2026. Methodology: The respondents were 47 public school heads and 470 teacher-respondents, giving a total of 517 respondents. Complete enumeration was used for school heads, while non-proportional quota sampling was used for teachers, with 10 teachers randomly selected from each school. Data were collected using a researcher-made survey questionnaire. Part I assessed the extent of LAC Program implementation, based on and adapted from DepEd Order No. 35, s. 2016, while Part II assessed teachers’ competence. Weighted means and the Pearson product-moment correlation coefficient were used to analyse the data. Results: The implementation of the LAC Program was consistently rated Outstanding by school heads and teachers across areas such as needs assessment, topic prioritisation, planning, resource preparation, scheduling, collaborative learning, monitoring, and professional development activities. Teachers were rated Very Competent in lesson planning and instructional practices. Stronger LAC implementation was consistently associated with higher teacher competence across instructional domains. Conclusions: The LAC Program in public secondary schools has been institutionalised as a structured and collaborative professional development mechanism. Existing LAC systems are functioning effectively; therefore, sustaining these practices is important for reinforcing teacher collaboration, instructional improvement, and continuous school development. LAC implementation is associated with instructional competence across key teaching domains. Continued and strengthened implementation of LAC, together with other professional development initiatives, may help sustain high-quality instructional practices among teachers and support learner outcomes.