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All Journal Education Policy and Development (EPD) Journal of Elementary and Secondary School (JESS)
Alberto D Yazon
Laguna State Polytechnic University
Education Other

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Learning Action Cell as A Channel for Teacher’s Professional Competence in Elementary Schools in the Divisions of Laguna Liezl Ayuso Conde; Alberto D Yazon; Consortia S Tan; Marcial M Bandoy
Education Policy and Development Vol. 1 No. 2 (2023): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v1i2.1590

Abstract

This study investigated the relationship between the Learning Action Cell (LAC) level and teachers' professional competence. It utilized quantitative correlational design to assess and analyze the data of elementary teachers and how the LAC empowers and capacitates them on the various techniques and methodologies to be competent enough to deliver effective teaching facilitation. The 619 teachers respondents from nearby three (3) Schools Divisions were assessed on how LAC training every year improved their competencies. The finding proved that the more LAC sessions conducted, the higher the teacher’s competencies gained. The quantitative correlation denoted that the quality of implementation of the Learning Action Cell training based on the study result was very high. It visibly manifested in the total impact of LAC training is enhancing and empowering teachers' professional competencies. This study proved that it is an essential component of the education system as they provide a platform for collaboration, professional development, problem-solving, and continuous learning among teachers.
A Grounded Theory Approach in Understanding the Experiences and Dilemma of Non-Readers in Basic Education Marife A Abejuela; Alberto D Yazon; Lerma P Buenvinida; Karen A Manaig; Marcial M Bandoy
Journal of Elementary and Secondary School Vol. 3 No. 1 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i1.2737

Abstract

Over the past few years, a reading problem still exists despite the different reading programs and projects implemented all over the Philippines. None of the implemented programs tells what teachers, parents, and school administrators must do to uplift students’ reading skills. As stated in the DepEd Order no. 001 s. 2024, the Department’s current initiatives aim to improve learners’ academic performance, especially considering the low reading proficiency levels indicated by national and international large-scale assessments. These results highlight the urgent need to address learning gaps and enhance reading skills for all students. This study aimed to understand the experiences and dilemmas of non-readers in basic education in the Schools Division of Calamba City. The study applied a qualitative research design and followed the grounded theory research process. The researcher conducted face-to-face interviews to gather information on six (6) pupils from Grade 4 from two different public schools in the Division of Calamba City. A face-to-face interview was conducted to gather data from the participants over two weeks. The first round of interviews per participant lasted for 12-15 minutes and was recorded using a mobile phone.  A second round of interviews was conducted with the participants to determine whether any patterns in their demographic profile could impact their reading abilities. Our findings showed that parental involvement and teacher support were the most crucial aspects to overcome absenteeism, a problem that mostly hampered reading performances for non-readers in context. Thus, Educational leaders must provide the support system needed by schools and communities to meet the expectations of providing literate learners. Developing countries like the Philippines need a holistic approach from the community, school, and education leaders to fully establish the desired goals of the new MATATAG agenda of the Department of Education.
Co-Authors Consortia S Tan Karen A Manaig Lerma P Buenvinida Liezl Ayuso Conde Marcial M Bandoy Marife A Abejuela