The Impact of the School Learning Action Cell (SLAC) Program on Teachers' Instructional Competence

This research aimed to evaluate the level of impact of the School Learning Action Cell (SLAC) Program and its influence on teachers' instructional competence at San Miguel Central School. The study focused on teachers' demographic profiles, including age, gender, civil status, educational attainment, years of service, and training participation. It also explored the impact of SLAC on the teaching-learning process, teacher success, support, and collaboration, as well as teachers' competence in teaching, classroom management, guidance, and evaluation. The study employed a descriptive-correlational research design, using an adapted and modified questionnaire to gather relevant data. The results showed that most of the teachers were between the ages of 41 to 50, female, married, with 15 graduate education units, and had over 21 years of service. They also participated in division-level training and seminars. Teachers had a highly positive perception of SLAC, especially regarding its impact on instructional methods, collaboration, and teacher growth. The study found that teachers demonstrated strong instructional competence, as indicated by high ratings in classroom management, guidance, and evaluation. Additionally, the study identified a significant correlation between the SLAC Program's impact and teachers' instructional competence. However, challenges in its implementation were noted, including insufficient resources, time constraints, and varying teacher expertise, which hindered effective participation and collaboration. In conclusion, the study established a significant relationship between the SLAC Program’s impact and teachers’ instructional competence, and recommended implementing an SLAC enhancement plan to improve its effectiveness at San Miguel Central School.