Managing Skills in School Learning Action Cell (SLAC) Among Public High School Teachers and its Effect on their Instructional Performance

Abstract

Abstract

Professional Learning Communities (PLCs) help improve teaching by allowing teachers to collaborate, reflect, and share best practices. This study assessed the managing skills in the School Learning Action Cell (SLAC) of public high school teachers and their effect on their instructional performance in Calbayog District, Schools Division of Calbayog City, Philippines, for the school year 2025-2026. The study employed a descriptive-causal comparative correlational research design using a validated teacher-made questionnaire. The study found that the managing skills of public high school teachers in SLAC are very high across all dimensions. Managing skills have a very strong positive effect on instructional performance. There is no significant difference in managing skills when grouped by age, civil status, position, and length of service, but significant differences were noted by gender and educational attainment, with higher qualifications linked to better managing skills. Likewise, there is no significant difference in the effect of managing skills on instructional performance when grouped by most profile variables, except for age in assessment strategies and civil status in technology integration and intervention for struggling learners. A significant positive relationship exists between managing skills and instructional performance, with rapport-building showing the strongest link and communication the weakest, though still significant. Based on this, it is recommended that a Learning and Development Plan be developed to enhance teachers’ managing skills in SLAC.