Nasrola M. Datumaas, Minerva-Saminah M. Naga, Wardah D. Guimba, Lotis B. Daguisonan
Mindanao State University, Philippines
This study attempted to propose a model of SLAC (School Learning Action Cell) grounded from the assessment of the different phases of the SLAC program and the challenges encountered in terms of its design, implementation, monitoring, and evaluation. This study employed a qualitative approach to describe the experiences of the 24 elementary school heads during SLAC sessions. These participants were from the different participating schools within the BARMM region. Employing interview sessions, document analysis, and observations, the data were analyzed using thematic analysis. The findings revealed that planning on the objectives of the sessions, topics on research and innovation, diversity of participants, delayed MOOE budget, faculty attendance, and lack of tools for monitoring and evaluation are the challenges encountered by the study participants during SLAC sessions. From these challenges, the participants provided the following suggestions: 1) effective monitoring and evaluation of SLAC, (2) proper and intensive scheduling of SLAC, (3) thorough planning, (4) refinement of topics, and (5) inviting outside resource speakers. Finally, grounding from the themes generated, this study proposed a conceptual model of SLAC with three dimensions, namely: the design, the action implementation, and the monitoring and evaluation, termed COPPEC (Community of Practice-based Planning, Execution, and Control). This study concludes the promising benefits of SLAC, especially its cost-effective means for professional development of teachers, thus, it must be properly implemented provided that challenges are addressed.