School learning action cell and competencies of elementary teachers

Abstract

This study aimed to determine the relationship between the school learning action cell and the competencies of elementary teachers. The study also aimed to know the profile of the teacher; the level of the features of the School Learning Action Cell; and the extent of the teachers' competencies relative to classroom management, classroom procedures and personal competencies. More importantly, this study aimed to know the significant differences between grouped according to the profile of people and teachers' competencies; significant relationships between profile and the competencies; and lastly the significant relationships between the School Learning Action Cell and the competencies of the teacher in Cluster 4 in Division of Calamba City. The study used descriptive correlational design. The focus of the study was 92 teachers from public elementary schools in Cluster 4 within the Division of Calamba City. They were invited to respond to the research questions. Among the recommendations, school heads may intensify professional development activities, particularly the LAC session and In-Service Training. Additionally, teachers may continue to enhance their competencies by attending LAC sessions and other professional engagements.Finally, the results of this study may be used by teacher researchers to direct future investigations, to improve teacher welfare in educational institutions and to produce more reliable results for follow-up studies.