• Mary Rose S. Valdehueza
• Japeth A. Villanueva
• Marymae D. Suminguit

This study focused on the Learning Action Cell Instructional designs and the Teachers’ Performance in Talakag II District in the Division of Bukidnon. Specifically, it sought to 1.) determine the level of implementation of the Learning Action Cell Instructional Designs; 2.) determine the Teachers’ Performance in Talakag II District; and 3.) determine the significant relationship between Learning Action Cell Instructional Designs and the Teachers’ Performance in Talakag II District. The respondents of the study were One hundred seventy-seven (177) public elementary and secondary teachers in Talakag II District, in Bukidnon. The survey questionnaire was the main instrument used to gather data, patterned from DepEd Order No. 35 s. 2016 and DepEd Order No. 42 s 2017, respectively. Purposive sampling was used in selecting the respondents for this study. The statistical tools used were descriptive Statistics such as percentage, frequency, mean, and standard deviation to describe the variables in the study. Pearson Product Moment Correlation (r) was employed to determine the significant relationship between the Learning Action Cell Instructional Designs and the Teachers’ Performance. Findings revealed that the Learning Action Cell Instructional Design was well implemented, particularly the indicator about Learner Diversity and Student Inclusion. The Teachers’ level of Performance showed an Outstanding learning environment, community linkages and professional engagement, personal growth and professional development, and Plus Factor. Content knowledge and Pedagogy and Diversity of Learners, Curriculum and Planning, Assessment and Reporting are only Satisfactory. There is a significant relationship between the level of Learning Action Cell Instructional designs and the Teachers’ Performance It is therefore recommended that Education Supervisors consistently prioritize the implementation of the Learning Action Cell (LAC) and may consider proposed activities to intensify the integration of 21st-century skills. Teachers must maximize the benefits of collaboration among educators through the implementation of the Learning Action Cell instructional designs.

Learning Action Cell, Teachers; Performance

"LEARNING ACTION CELL INSTRUCTIONAL DESIGNS AND TEACHERS’ PERFORMANCE IN TALAKAG II DISTRICT", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 8, page no.d895-d933, August-2023, Available :http://www.jetir.org/papers/JETIRTHE2059.pdf

"LEARNING ACTION CELL INSTRUCTIONAL DESIGNS AND TEACHERS’ PERFORMANCE IN TALAKAG II DISTRICT", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 8, page no. ppd895-d933, August-2023, Available at : http://www.jetir.org/papers/JETIRTHE2059.pdf