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Learning Action Cell (LAC) program influences teachers’ functional competency. It is an integral part of professional development initiatives, which impacts teachers’ instructional skills, classroom management, assessment strategies, and professional growth. This study focused on the implementation of LAC program and teachers’ functional competency in the Division of Cagayan de Oro City. It sought to determine the relationship between the implementation of LAC and teachers’ functional competency and find the level of implementation of LAC and teachers’ functional competency. A descriptive-correlational method was used in this study. The respondents were one hundred forty-seven (147) public elementary school teachers. The survey questionnaire was the main instrument used to gather data. The statistical tools used were descriptive statistics such as mean and standard deviation. Pearson Product Moment Correlation (r) was employed to determine the relationship between the implementation of LAC and teachers’ functional competency. Findings revealed that the LAC program was well implemented, and the level of teachers’ functional competency was outstanding. Hence, there was a significant relationship between the implementation of LAC and teachers’ functional competency. It is recommended that LAC coordinators align LAC activities with the school’s broader professional development plans. Teachers should also engage in collaborative projects with other educators to share experiences and best practices. School heads should also provide training and support strategies for teachers.
Valencia et al. (Tue,) studied this question.