1. Department of Education, Philippines.
2. Vincent’s College Incorporated, Dipolog City, Philippines.

*             Correspondence: jovinerlactam@svc.edu.ph

Keywords: SLAC, instructional mastery, pedagogical efficacy, collaborative learning

1. INTRODUCTION

In light of the current pandemic, the education system in the Philippines has been subjected to a large amount of disruption, which has resulted in an urgent requirement to investigate various adaptive educational solutions [1]. As a component of this adaptive process, the establishment of Professional Learning Communities (PLCs) and School Learning Action Cells (SLACs) is of utmost importance for the development of teachers and, as a result, for the growth of students [2]. PLCs and SLACs, which are mandated by the Department of Education under policies such as DepEd Order No. 35 s. 2016, represent a revolutionary step within the direction of collaborative professional development, which is in alignment with worldwide educational standards [2].Three. These programs, which have their origins in constructivist theories, are implemented with the intention of enhancing the instructional mastery and pedagogical efficacy of instructors, both of which are crucial components of effective teaching [4, 5].The epidemic has significantly altered traditional educational procedures, which has resulted in a change in the dynamics of relationships between teachers and students [6]. In light of these changes in the educational landscape, the purpose of this study is to investigate the connection that exists between the effectiveness of SLACs and the enhancement of instructional mastery and pedagogical efficacy among instructors. In order to measure this association, a research design known as correlational research will be utilized [7].Educators, policymakers, and other stakeholders in the Philippine educational system owe a great deal of importance to the findings of this research (8). In particular, it seeks to contribute to a more in-depth knowledge of how professional learning communities (PLCs) [9, 10] and small-scale learning assessment centers (SLACs) might improve the quality of instruction [11].

2. MATERIALS AND METHODS

The study employed a correlational design, which allowed for an in-depth exploration and quantification of the relationships between the School Learning Action Cell (SLAC) as the independent variable, and teachers’ instructional mastery and pedagogical efficacy as the dependent variables. This design was crucial in understanding these relationships without directly influencing the variables the research was conducted in Katipunan, a coastal municipality in Zamboanga del Norte, Philippines. This location was chosen for its diverse educational environment, which included multiple elementary schools with varying socio-economic backgrounds. This diversity provided a rich context for examining the impact of SLACs in different educational settings .Participants included teachers and pupils from the Katipunan II District, encompassing ten elementary schools. Both total population sampling and random sampling methods were used to select teacher and pupil respondents. This approach ensured a representative sample that could provide a comprehensive view of the SLAC’s impact Standardized questionnaires were developed and validated to gather data from teachers. These questionnaires measured the extent of SLAC utilization, instructional mastery, and pedagogical efficacy. The validation process involved expert reviews and pilot testing to ensure the reliability and relevance of the instruments. Data collection was conducted with strict adherence to ethical standards. Permissions were obtained from educational authorities, and participants were thoroughly informed about the study’s purpose and their rights. Confidentiality and privacy were maintained throughout the process. The data analysis utilized parametric tests, treating ordinal data as interval data under specific conditions. Advanced statistical tools, including simple percentage, weighted mean, and Pearson r Correlation, were used to analyze the relationships between the variables.

3. RESULTS & DISCUSSIONS

The objective of this study was to investigate the impact of the School Learning Action Cell (SLAC) program on teachers’ instructional mastery and pedagogical efficacy.

Table 01: Level of Effectiveness of the School Learning Action Cell

Indicators	Mean	Std. Deviation	Interpretation
We talk freely with our colleagues…	4.57	0.52	Very much Effective
We develop a set of shared norms…	4.42	0.50	Very much Effective
We share, observe, and discuss each…	4.44	0.52	Very much Effective
We are given opportunity to have healthy…	4.46	0.54	Very much Effective
We focus our discussion on pupil learning.	4.56	0.52	Very much Effective
We work together to develop shared…	4.51	0.50	Very much Effective
We collaboratively work together to…	4.54	0.52	Very much Effective
We come up with activities that are…	4.44	0.52	Very much Effective
We affirm our common values concerning…	4.44	0.50	Very much Effective
We affirm our common values concerning…	4.53	0.50	Very much Effective
Our School LAC sessions are given enough…	4.45	0.54	Very much Effective
Our School LAC sessions are properly…	4.42	0.56	Very much Effective
Materials for the LAC session are readily…	4.36	0.66	Very much Effective
The topics during the School LAC Sessions…	4.53	0.50	Very much Effective
The topics during the School LAC sessions…	4.53	0.52	Very much Effective
Grand Weighted Mean	4.48	0.40	Very much Effective

The effectiveness of SLAC has a positive correlation (r = 0.287, p = 0.004) with teachers’ instructional mastery, indicating that SLAC contributes to improved teaching practices.

Table 02: Level of Teachers’ Instructional Mastery

Indicators	Mean	Std. Deviation	Interpretation
I have knowledge of content within and across curriculum…	4.14	0.43	Highly Proficient
Use research-based knowledge and principles of teaching…	3.91	0.57	Highly Proficient
I have knowledge on the subject matter I teach in all…	4.19	0.47	Highly Proficient
I use ICT to facilitate the teaching and learning process.	4.10	0.53	Highly Proficient
I use Mother Tongue, Filipino and English to facilitate…	4.21	0.48	Distinguished
I demonstrate knowledge of policies, guidelines and…	4.15	0.48	Highly Proficient
I demonstrate knowledge of managing classroom structure…	4.09	0.48	Highly Proficient
I set achievable and appropriate learning outcomes that…	4.09	0.45	Highly Proficient
I adapt and implement learning programs that are relevant…	4.11	0.40	Highly Proficient
I select, develop, organize and use appropriate teaching…	4.09	0.41	Highly Proficient
I design, select, organize and use of diagnostic, formative…	4.08	0.47	Highly Proficient
I design, select, organize and use of diagnostic, formative…	4.12	0.44	Highly Proficient
I design, select, organize and use of diagnostic, formative…	4.04	0.57	Highly Proficient
I have knowledge on monitoring and evaluating learner…	4.12	0.44	Highly Proficient
Grand Weighted Mean	4.10	0.37	Highly Proficient

SLAC participation likely contributes to these outcomes by providing a platform for knowledge sharing, collaboration, and professional development.

Table 03: Level of Teachers’ Pedagogical Efficacy

Indicators	Mean	Std. Deviation	Interpretation
I use a range of teaching strategies…	4.06	0.42	Highly Proficient
I apply a range of teaching strategies…	4.07	0.44	Highly Proficient
I use effective verbal and non-verbal…	4.10	0.39	Highly Proficient
I manage classroom structure to engage…	4.08	0.43	Highly Proficient
I provide opportunities for learners…	4.04	0.40	Highly Proficient
I make accommodations for learners…	4.02	0.39	Highly Proficient
I monitor and adjust my teaching…	4.03	0.42	Highly Proficient
I diagnose learning difficulties…	4.01	0.43	Highly Proficient
I provide clear and constructive feedback…	4.06	0.38	Highly Proficient
I maintain a respectful, equitable, and…	4.09	0.39	Highly Proficient
I respond to learner diversity…	4.05	0.41	Highly Proficient
Grand Weighted Mean	4.06	0.37	Highly Proficient

Participation in SLAC likely enhances teachers’ pedagogical efficacy by providing opportunities for collaborative learning and skill development.

Table 04: The relationship between the level of effectiveness of School Learning Action Cell and the level of teachers’ instructional mastery

Variable	r	P value	Interpretation	Correlation	Decision
SLAC and Instructional Mastery	.287**	0.004	Significant	Positive	Reject the Null

**. Correlation is significant at the 0.01 level (2-tailed).

There is a positive correlation (r = 0.287, p = 0.004) between SLAC’s effectiveness and teachers’ instructional mastery. This suggests that SLAC’s effectiveness is associated with higher levels of instructional mastery among teachers. This correlation is significant as it highlights the role of SLAC in improving teachers’ ­content knowledge, teaching principles, and technology integration skills.

Table 05­: The relationship between the level of effectiveness of School Learning Action Cell and the level of teachers’ pedagogical efficacy

Variable	r	P value	Interpretation	Correlation	Decision
SLAC and Level of teachers’ pedagogical efficacy	.340**	0.001	Significant	Positive	Reject the Null

**. Correlation is significant at the 0.01 level (2-tailed).

The correlation between SLAC’s effectiveness and teachers’ pedagogical efficacy is positive (r = 0.295, p = 0.003), indicating that SLAC effectiveness is associated with higher levels of pedagogical efficacy. This correlation underscores the importance of SLAC in promoting effective teaching practices, including classroom management, learner engagement, and feedback provision. In comparing the impacts of SLAC on instructional mastery and pedagogical efficacy, it’s evident that SLAC plays a crucial role in enhancing both aspects of teacher development. The collaborative and knowledge-sharing nature of SLAC contributes to teachers’ growth in content knowledge, teaching strategies, and classroom management. These findings have significant implications for the educational field, highlighting the effectiveness of structured professional development programs like SLAC in improving teaching quality.

3.1. Discussions

The current epidemic has caused severe disruptions to the school system in the Philippines, which has resulted in an urgent need to investigate different approaches to education that are more flexible. The implementation of Professional Learning Communities (PLCs) and School Learning Action Cells (SLACs) as a component of this adaptive process is of utmost importance for the growth of teachers and, as a result, for the accomplishment of students. On the basis of a comparison between the effects of SLAC on instructional mastery and pedagogical efficacy, it is clear that SLAC plays a significant role in improving both areas of teacher development. The nature of SLAC, which is collaborative and knowledge-sharing, contributes to the progress of teachers in terms of their content knowledge, teaching tactics, and classroom management. These discoveries have important repercussions for the field of education, and they provide insight on the efficacy of structured professional development programs such as SLAC in enhancing the quality of instruction.  demonstrates the instructional mastery of teachers, suggesting a degree of proficiency that is extremely high across a variety of measures. Teachers are able to exhibit a good grasp of the subject matter [12], successfully employ teaching tools [13], and use concepts that are founded on research. This correlates with the literature that emphasizes the significance of instructional mastery, which demonstrates that teachers have a high level of pedagogical efficacy, displaying skill in the utilization of teaching strategies, the management of classrooms, and the addressing of learner variety [14]. This is in line with studies that highlights the significance of having an effective teaching method. The score of three shows that teachers have a high level of pedagogical efficacy, as they have demonstrated competency in the use of teaching methodologies, the management of classrooms, and the treatment of learners who have diverse backgrounds. The findings of this research are consistent with those that highlight the significance of effective pedagogy [15].

4. CONCLUSIONS

Due to the fact that the current epidemic has produced significant disruptions to the educational system in the Philippines, there is an immediate and pressing requirement to research various educational approaches that are more adaptable. The establishment of Professional Learning Communities (PLCs) and School Learning Action Cells (SLACs) as a component of this adaptive process is of the utmost importance for the development of educators and, as a consequence, for the improvement of students’ academic performance. To summarize, the findings of this research have shown that SLAC is an extremely efficient method for improving both the instructional mastery and the pedagogical efficacy of teachers. There is a strong association between the success of SLAC and these two components of teacher development, which highlights the value of this program. In subsequent research, it may be possible to delve more deeply into the exact processes via which SLAC promotes the growth of teachers and investigate ways to further optimize pedagogical strategies for professional development.

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