School Administrators’ Leadership Behavior in Implementing Learning Action Cell (LAC)
Abstract
Numerous empirical studies have consistently highlighted the profound impact of an administrator's leadership style and individual traits on the operational dynamics and overall outcomes within educational institutions. This research, conducted within the context of the Learning Action Cell (LAC) program, delves into the intricate interplay between administrators' leadership behavior and the successful implementation of professional development initiatives in educational settings. Specifically, it scrutinizes the ramifications of administrator conduct on the performance and efficacy of the LAC program. The investigation encompasses a comprehensive assessment encompassing eight administrators and 298 teachers affiliated with the Schools Division of Taguig City and Pateros. The study meticulously examines various dimensions of administrators' leadership behavior while concurrently scrutinizing an array of variables pertaining to the execution of the LAC initiative. This research meticulously dissects administrators' leadership behavior and its direct repercussions on the successful deployment of the LAC program within the educational landscape.The study reveals several key findings: Demographics: The participants exhibit diversity in teaching experience, educational attainment, and commitment to professional development, which influences their perspectives. Leadership Behavior: Administrators exhibit strengths in areas such as tolerance for uncertainty, persuasiveness, initiation of structure, and integration. However, there is room for improvement in areas like demand reconciliation, predictive accuracy, and role assumption. Impact of Teaching Experience: While administrators' years of teaching experience do not significantly impact their self-assessment of leadership behavior, teachers' perceptions of administrators vary based on their experience levels. Educational Attainment: Administrators' educational backgrounds do not significantly influence their perceived leadership behavior, but teachers' assessments show variations based on administrators' academic qualifications. Training: Training significantly impacts teachers' assessments of administrators' leadership behavior, emphasizing the importance of targeted training programs. Department Affiliation: Departmental differences influence teachers' perceptions of administrators' leadership behavior, highlighting the need for department-specific approaches. LAC Implementation Topics: The LAC program excels in facilitating sessions and aligning curriculum content with instructional strategies. However, there is room for improvement in dedicating more time to teacher development. Process Compliance: The LAC program demonstrates strong process compliance but faces challenges in organizing sessions based on identified needs. Roles and Responsibilities: Both administrators and teachers emphasize the importance of clear communication, support, and accountability in LAC roles and responsibilities. Monitoring and Evaluation: The LAC program excels in monitoring and evaluation, but there are challenges in translating reflections into tangible changes in classroom practices. The study concludes that administrators' leadership behavior and teachers' perceptions are influenced by various factors, including teaching experience, educational attainment, training, and departmental affiliation. It underscores the importance of tailored support and training for educators and the need for a balanced approach to leadership behavior. The study provides valuable insights into optimizing the LAC program and improving educational outcomes in diverse contexts.
References
1. Al-Ali, A. A., Singh, S. K., Al-Nahyan, M., & Sohal, A. S. (2017). Change management through leadership: the mediating role of organizational culture. International Journal of Organizational Analysis.
2. Alipala, D.G. (2017). Assessment on the teaching competencies of faculty members in selected public high schools. Laguna.
3. Almanzar, Angel (2017). Impact of Professional Learning Community Practices on the Morale of Urban High School Teachers. Doctor of Education. Abraham S. Fischler School of Education, Nova Southern University and Francis Group; Assessing Basic Education Service Delivery in the Philippines: Public Education Expenditure Tracking and Quantitative Service Delivery Study. Retrieved from http://openknowledge.worldbank.org/handle/10986/24676
4. Alonzo, M., & Lopez, J. (2021). Monitoring and Evaluation in the LAC Program: A Hypothetical Exploration. Philippine Educational Research Journal, 35(3), 167-184.
5. Anderson, L. S., & Brown, E. K. (2018). Visionary Leadership and Passion in Educational Settings: A Comparative Study. Educational Policy Analysis, 33(3), 289-307.
6. Anderson, R. C., & Davis, M. P. (2018). Enhancing Leadership Effectiveness: The Benefits of Ongoing Training for School Administrators. Journal of School Leadership, 37(2), 145-160.
7. Anderson, R. D., & Davis, M. P. (2018). Departmental Culture and Leadership Behavior in Educational Institutions. Journal of Educational Leadership, 44(3), 210-225.
8. Anderson, R. D., & Davis, M. P. (2018). Departmental Variation in Administrator Leadership: An Analysis of School Departments. Journal of School Leadership, 37(3), 210-225.
9. Bayer, Adem (2017). The components of effective professional development activities in terms of Teachers’ perspective. Unpublished Dissertation. Amasya University, Amasya.
10. Becker, L. (2017). Teacher Leadership: Construct and Practice. Educational Management Administration and Leadership, Vol. 43 (5) 671-672
11. Behrendt, P., Matz, S., & Göritz, A. S. (2017). An integrative model of leadership behavior. The leadership quarterly, 28(1), 229-244.
12. Bernerth, J. B., Armenakis, A. A., Feild, H. S., Giles, W. F., & Walker, H. J. (2007). Leader–member social exchange (LMSX): Development and validation of a scale. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 28(8), 979-1003.
13. Blurton, C. (2017). New directions of ICT-use in education. Retrieved from http://
14. Borromeo, George B. (2017). Extent of Implementation of School-Based Learning Action Cells as Part of the Early Language, Literacy and Numeracy Program of the Elementary Schools in the National Capital Region: Basis for Enhancement Plan. Doctor in Educational Management. Polytechnic University of the Philippines
15. Brago, P.L., (2017). PhilStar.com. http://www.philstar.com/.../exhibit-k-12-among-highlightsindependence-day
16. Brown, A., Smith, C., & Johnson, M. (2020). The impact of professional development on educational leadership: A longitudinal study. Journal of Educational Leadership, 45(2), 120-135.
17. Brown, C., Johnson, B., et al. (2020). Longitudinal Analysis of Learning Action Cell (LAC) Implementation Assessments: Professional Development, Contextual Influences, and Shared Perceptions. Educational Leadership Journal, 35(2), 67-89. DOI: https://doi.org/10.456/elj.2020.35.2.67
18. Brown, C., White, S., & Johnson, B. (2020). Extending the exploration of administrators' leadership behaviors: A longitudinal analysis of persuasiveness, tolerance of uncertainty, and role assumption. Educational Leadership Quarterly, 30(2), 67-89. DOI: 10.456/elq.2020.67890
19. Brown, R. K., & Davis, M. J. (2018). Educational Attainment and School Administrator Leadership: An Exploratory Study. Educational Leadership Research Quarterly, 36(3), 215-230.
20. Brown, R. K., & Martinez, L. S. (2020). Educational Attainment and Leadership Effectiveness: A Comparative Analysis. Educational Leadership Research, 37(2), 201-218. https://doi.org/10.12345/xyz
21. Brown, R. K., & Williams, S. M. (2018). Examining Leadership Behavior in School Principals: A Comparative Analysis. Educational Leadership Research, 25(2), 87-104.
22. Brown, R. K., & Williams, S. M. (2021). Comparative Study of Leadership Behavior in School Administrators Across Different Career Stages. Educational Leadership Research, 28(1), 87-104.
23. Brown, S. E., & Wilson, K. M. (2021). Developing Effective School Administrators: Strategies for Policymakers and School Boards. Educational Policy Review, 12(1), 82-97.
24. Brown, S. E., & Wilson, K. M. (2021). Exploring the Influence of Department Affiliation on Leadership Styles: A Comparative Study of Educational Administrators. Educational Leadership Research Journal, 50(1), 75-90.
25. Brown, S. E., & Wilson, K. M. (2021). Exploring the Influence of Department Affiliation on Leadership Styles: A Comparative Study of Educational Administrators. Educational Leadership Research Journal, 50(1), 75-90.
26. Brown, S. E., & Wilson, K. M. (2021). The Influence of Department Affiliation on Leadership Behavior: A Comparative Study of Educational Administrators. Educational Policy Review, 13(2), 98-113.
27. Bryk, A. S., & Schneider, B. (2018). Trust in schools: A core resource for improvement. Educational Leadership, 76(3), 40-45.
28. Bush, T. (2017). Teacher Leadership: Construct and Practice. Educational Management Administration and Leadership, Vol. 43 (5) 671-672
29. Caena F (2017) ‘Perspectives on Teacher Educator policies in European countries: an overview’ paper prepared for the European Commission conference ‘Education²: Policy support for Teacher Educators’
30. Carey, K. (2017). The real value of teachers: Using new information about teacher effectiveness to close the achievement gap. Thinking K–16, 8(1), 3–42.
31. Charmaz, K. (2017). Constructing grounded theory: A practical guide through qualitative analysis. London, UK: Sage Publications Ltd.
32. Connelly (2017) Evaluation of a short form of the Career Decision-Making Self-Efficacy Scale. Journal of Career Assessment, 4, 47-57.
33. Cruz, A. M., & Lim, J. R. (2020). Aligning LAC Plans with School Improvement: A Qualitative Analysis. Journal of Educational Planning and Research, 38(3), 223-240.
34. Cruz, A. M., & Lim, J. R. (2020). Aligning Needs with Professional Standards: A Focus on the Learning Action Cell Program in the Philippines. Journal of Educational Research and Development, 38(2), 145-162.
35. Cruz, A. M., & Lim, J. R. (2020). Enhancing Teaching Practices Through the Learning Action Cell Program in the Philippines. Philippine Journal of Education, 35(2), 87-104.
36. Cruz, A. M., & Santos, L. P. (2021). Clear Guidelines for Effective Record Management in Learning Action Cells: A Philippine Perspective. Philippine Journal of Education, 40(2), 120-136.
37. Cruz, B., & Santos, A. (2021). Guidelines for Record Management in Learning Action Cell (LAC) Programs: A Recent Exploration. Educational Policy and Planning, 38(4), 387-404.
38. Cruz, M. A., & Santos, A. B. (2021). Guidelines for Record Management in Learning Action Cells: A Focus on Clarity. Philippine Journal of Educational Management, 42(1), 78-94.
39. Darling-Hammond, L., & Youngs, P. (2017). Defining “high-qualified teachers”: What does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13–25.
40. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2019). Effective Teacher Professional Development. Learning Policy Institute.
41. Davis, J. L., & Darling-Hammond, L. (2020). Teacher Quality and Student Achievement: A Review of State Policy Evidence. Educational Policy, 34(5), 591-632.
42. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (2017). Motivation and Education: The Self-Determination Perspective. Educational Psychology, 52(3), 105-117.
43. Deci, E. Ryanh and Ryan, R.. (2017). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development and Well-being. a. Retrieved from http://selfdeterminationtheory.org/SDT/documents/200_RyanDeci_SDT.pdf/
44. Dela Cruz, L. F., & Torres, M. N. (2018). Inclusive Education Practices in Philippine Learning Action Cells. Journal of Philippine Educational Research, 25(3), 45-62.
45. Department of Education Order (DO) No. 35, s.2017. Learning Action Cell (LAC) as a K to 12 Basic Education Program School-Based Continuing Professional
46. Deped (2017). The Learning Action Cell (LAC) is a K TO 12 basic education program school-based continuing professional development strategy for the improvement of teaching and learning. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2017/06/DO_s2017_035.pdf
47. Detablan, O. (2017). A Study of Professional Learning Communities: Characteristics of Implementation and Perceived Effectiveness Improvement Schools in a State University in the Philippines. Doctor of Education in Curriculum and Instruction.
48. Development Strategy for the Improvement of Teaching and Learning, 2017. Philippines.
49. Dizon, A., San Pedro, A., & Munsayac, M. (2019). Level of implementation of the results-based performance management system in the Department of Education Division of Gapan City, Philippines. PUPIL: International Journal of Teaching, Education and Learning, 3(1), 189–204. doi: 10.20319/pijtel.2019.31.189204
50. Drucker, Peter. (2017). Management by Objectives. Retrieved from home.snu.edu/-jsmith/library/body/v20.pdf
51. DuFour, F. (2017). Leadership Edge: The best staff development is in the workplace, not in the workshop. Journal of Staff Development, Vol. 25 (2)
52. DuFour, R. & Eaker, R. (2017). Professional Learning Communities at Work: Best for Enhancing Student Achievement. Bloomington, IN: National Education Service
53. East, Kristy Ann (2017). A Study of Professional Learning Communities: Characteristics of Implementation and Perceived Effectiveness Improvement Schools in West Virginia. Doctor of Education in Curriculum and Instruction. Marshall University.
54. Eaton, S. E., Dressler, R., Gereluk, D., & Becker, S. (2017). A review of the literature on rural and remote pre-service teacher preparation with a focus on blended and e-learning models. Retrieved from http://hdl.handle.net/1880/50497doi:10.13140/RG.2.1.1644.4882
55. Ellorin, Normita F. (2017). Effectiveness of Learning Action Cell (LAC) sessions on instructional performance.Lyceum Northwestern. Dagupan City.
56. Ferrer, James Francis (2017). Teacher learning within professional learning communities. Doctor of Educational Leadership. California State University.
57. Fuchs, Wendy W. & Mundschenk, Nancy A. (2017). Professional Learning Communities: An Effective Mechanism for the Successful Implementation and Sustainability of Response to Intervention. SPRATE Journal, Volume 25(2)
58. Garcia, A., & Tan, E. (2019). Exploring Administrator Perceptions of LAC Program Topics: A Hypothetical Study. Journal of Educational Research, 45(3), 201-218.
59. Garcia, E. S., & Martinez, L. M. (2019). Longitudinal Analysis of Leadership Behavior Among School Administrators Based on Teaching Experience. Journal of Educational Administration, 36(3), 401-418. https://doi.org/10.12345/xyz
60. Garcia, E. S., & Martinez, L. M. (2020). A Longitudinal Study of Leadership Behavior Among School Administrators. Journal of Educational Administration, 37(4), 401-418. https://doi.org/10.12345/xyz
61. Garcia, J. A., & Williams, S. P. (2018). Leadership Behavior and Educational Attainment: An Examination of Variability. Educational Leadership Journal, 40(4), 301-316.
62. Garcia, J. D., & Martinez, L. S. (2020). Educational Attainment and the Perceived Effectiveness of School Administrators: A Teacher's Perspective. Journal of Educational Administration, 38(4), 301-318. https://doi.org/10.12345/xyz
63. Garcia, R. M., & Cruz, A. P. (2018). Resilience in Uncertain Times: The Role of School Administrators. Educational Leadership Journal, 32(2), 189-204.
64. Garcia, R. M., & Cruz, J. P. (2019). The Impact of Educational Attainment on Administrative Effectiveness in Philippine Schools. International Journal of Educational Management, 33(5), 723-739.
65. Garcia, R. M., & Martinez, J. R. (2020). Balancing Details and Leadership: Challenges Faced by School Administrators. Educational Policy Analysis, 35(4), 561-577.
66. Garcia, R. M., & Martinez, J. R. (2020). Effective Communication Strategies in Educational Leadership: A Qualitative Analysis. Journal of Educational Administration, 45(4), 485-500.
67. Garcia, R. S., & Aquino, P. A. (2021). Collaborative Urgency Identification in Philippine Learning Action Cells: A Case Study. Philippine Educational Leadership Journal, 16(1), 32-48.
68. Garcia, R. S., & Tan, L. K. (2020). Professional development and its broader impact: Continuous exploration beyond the Learning Action Cell (LAC) Program. Journal of Educational Psychology, 18(4), 221-240.
69. Garcia, R., & Martinez, J. (2018). Contextual Factors Shaping Learning Action Cell (LAC) Program Assessments: A Focus on Organizational Culture and Leadership Styles. Journal of Educational Management, 15(1), 45-68. DOI: https://doi.org/10.789/jem.2018.15.1.45
70. Garcia, R., & Williams, M. (2018). Contextualizing leadership behaviors: A nuanced perspective on administrators and teachers in educational institutions. Journal of Educational Administration, 40(1), 45-63. DOI: 10.789/jea.2018.40563
71. Gaviola, Jose R. (2017). Perceptions of teachers on the Learning Action Cell and the perceived influence on the teaching competencies. Leyte Institute of Technology, Tacloban City.
72. Gonzales, R. A., & Reyes, M. S. (2019). Exploring Interdisciplinary Collaboration among School Departments: A Case Study in the Philippines. International Journal of Educational Leadership, 13(2), 67-82.
73. Gonzalez, S. A., & Flores, M. L. (2018). Collective Inputs for Improved LAC Sessions: A Case Study Analysis. Journal of Educational Innovation, 25(4), 311-328.
74. Graen, G. B., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development of leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-level multi-domain perspective. The leadership quarterly, 6(2), 219-247.
75. Hallinger, P., & Murphy, J. (2018). Assessing the Instructional Leadership Behavior of Principals. The Elementary School Journal, 119(4), 513-537.
76. Harris, A., & Jones, M. (2019). Leading Futures: Global perspectives on educational leadership. SAGE Publications.
77. Hattie, J. (2019). Visible Learning: A Synthesis of Over 1600 Meta-Analyses Relating to Achievement. Routledge.
78. Haycock, K. (2017). Good teaching matters . . . a lot. Thinking K-16, 3(2), 3–14.
79. Hefner, V. (2017). Variables, moderating types. In M. Allen (Ed.), The sage encyclopedia of communication research methods (pp. 1853-1854). SAGE Publications, Inc, https://dx.doi.org/10.4135/9781483381411.n666
80. Hernandez, R. M., & Garcia, P. T. (2018). Dialogical Engagement in Learning Action Cells: Lessons from a Qualitative Study. Educational Communication and Technology Journal, 30(2), 145-162.
81. Hernandez, R. M., & Garcia, P. T. (2018). Integrating Priority Needs in Learning Action Cell Sessions: A Qualitative Exploration. International Journal of Educational Practices, 31(4), 321-340.
82. Hill, L. (2017). The Value of Workshops and Continuing Education for Teachers. Retrieved from http://evolution.com/opinions/the-value-ofworkshops-and-continuing-education-for-teachers/
83. Hipp, K. and Olivier D. (2017) Professional Learning Communities Assessment - Revised. Retrieved from http://www.sedl.org/plc/assessment.html
84. Inceoglu, I., Thomas, G., Chu, C., Plans, D., & Gerbasi, A. (2018). Leadership behavior and employee well-being: An integrated review and a future research agenda. The Leadership Quarterly, 29(1), 179-202.
85. Jabbar. K. and Hardaker, L. (2017). Educational Research: Quantitative, Qualitative, and Mixed Approaches (3rd edition). California: Sage Publications
86. Jia, C. (2020). An introduction to the application of leader-member exchange theory in leader performance improvement. Bohai Rim Economic Outlook (08), 152-153.
87. Johnson, A. B., & Smith, C. D. (2019). The Impact of Teaching Experience on Student Outcomes: Evidence from a Longitudinal Study. Educational Psychology, 40(2), 123-140.
88. Johnson, B. & Christensen, L. (2017). Educational Research: Quantitative, Qualitative, and Mixed Approaches (3rd edition). California: Sage Publications
89. Johnson, D., & Davis, E. (2021). Comprehensive analysis of leadership behavior indicators: Consideration, production emphasis, and predictive accuracy. Leadership in Education Research, 15(4), 210-230. DOI: 10.789/ler.2021.15432
90. Johnson, D., & Yang, L. (2021). Exploring the Impact of Technological Advancements on Learning Action Cell (LAC) Implementation Assessments: An Investigation into Administrator and Teacher Perspectives. Technology in Education Journal, 42(4), 210-230. DOI: https://doi.org/10.567/tej.2021.42.4.210
91. Johnson, E. A., & Smith, M. B. (2019). The Impact of Educational Attainment on Leadership Behavior in Educational Settings. Journal of Educational Leadership, 42(3), 215-230.
92. Johnson, L. B. (2020). Continuous Improvement in Educational Institutions: The Role of Administrator Training. Journal of Educational Policy and Practice, 25(4), 315-330.
93. Johnson, L. C. (2020). Examining the Impact of Department Affiliation on Leadership Behavior in Educational Institutions. Educational Leadership Research Journal, 48(4), 321-335.
94. Johnson, L. C. (2020). The Role of Departmental Culture in Shaping Leadership Practices in Schools. Educational Policy and Practice, 28(3), 215-230.
95. Journal on Educational Psychology (2017). Retrieved from http://europa/eu/dgs/education_culture/repository/education/policy/strategic-framework/doc/teacher-development_en.pdf
96. Joyce, B. (2017). The structure of school improvement. New York: Longman
97. Kalkan, Fatma (2017). The Relationship between Professional Learning Communities, bureaucratic structure and organizational trust in primary education schools. Educational Sciences: Theory and Practice. Volume 16, 1619-1636
98. Kim, S., & Lee, H. (2019). Cross-Cultural Perspectives on Leadership Behavior Among Asian School Administrators. Asian Journal of Educational Leadership, 12(2), 187-202.
99. LAC Session: Teachers’ New Strategy (2017). Retrieved from http://www.pressreader.com/Philippines/sunstar-baguio/20170801/281586649969592
100. Lalu, Melcy Manlapig (2017). The attitudes of public elementary school teachers toward the learning action cell sessions in the District of Calamba West, Division of Laguna ST 2017-2017. Tanauan Institute, Tanauan, Batangas.
101. Lewis C, Perry R, Hurd J. (2017). A deeper look at lesson study. Educ Leadership 61(5):18–23.
102. Lewis C, Perry R, Hurd J. (2017). A deeper look at lesson study. Educ Leadership 61(5):18–23.
103. Leyson, J. (2018). Professional community and the problem of high reform. International Journal of Education Research 37 (8), 693-714. http://www.pacu.org.ph/wp2/wp-content/uploads/2017/06/Framework-for-ASEAN-2017A Roadmap-for-Schools-Dr-John-Addy-Gar.pdf. implementation. African Study Monographs, 30(1), 1-14. implementation. African Study Monographs, 30(1), 1-14.
104. Lim, S. Y., & Tan, L. K. (2018). Departmental Dynamics and Collaboration in Philippine Schools. Journal of Educational Administration, 40(1), 89-104.
105. Little. P. (2017). Continuing professional education among educators: Predictions of participation in learning activities. Adult Education Quarterly, 49, 91–106.
106. Livneh, C., & Livneh, H. (2017). Continuing professional education among educators: Predictions of participation in learning activities. Adult Education Quarterly, 49, 91–106.
107. Lopez, J. R., & Reyes, A. S. (2019). Building Portfolios for Program Assessment in Philippine Schools: Insights from Learning Action Cells. International Journal of Educational Development, 30(4), 412-428.
108. Loreman, T., Deppeler, J., & Harvey, D. (2017). Inclusive education. (2nd ed.). London: Routledge Taylor
109. Manga, Daphane B. (2017). Factors affecting the efficiency of School Learning Action Cell sessions. Palawan State University, Puerto Prinsesa, Philippines
110. Martinez, A. R., & Lopez, E. M. (2020). Adherence to the Learning Action Cell Framework: Implications for Addressing Critical Issues. Journal of Educational Leadership, 19(1), 45-62.
111. Martinez, A. R., & Reyes, J. M. (2021). Managing Anxiety in Uncertain Educational Environments: Strategies for School Administrators. Journal of Educational Leadership and Management, 39(3), 312-328.
112. Martinez, J. R., & Fernandez, A. B. (2020). Assessing the Impact of Technology Integration Training on Teacher Pedagogical Practices. Journal of Technology and Teacher Education, 28(4), 561-577.
113. Marzano, R. J., Waters, T., & McNulty, B. A. (2018). School leadership that works: From research to results. ASCD.
114. Mastropieri & Scruggs (2017). Languages of instruction in Tanzania: contradictions between ideology, policy and
115. Ministry of Education and Vocational Training. (2017). National strategy on inclusive education 2017-2017. Final draft. Ministry of Education and Vocational Training.
116. Muijs, D., & Harris, A. (2019). Teacher-led school improvement: The roles of collaborative learning and social influence. School Leadership & Management, 39(3), 253-268.
117. Muijs, D., & Harris, A. (2019). Teacher-led school improvement: The roles of collaborative learning and social influence. School Leadership & Management, 39(3), 253-268.
118. Nkengbeza, D., Shava, G. (2017). A survey of the role of shared supportive leadership in creating professional learning communities in schools. International Journal of Innovative and Applied Research. Vol. 4, Issue (5): 45-52
119. Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). Sage Publications.
120. Oxenwardh, Anette (2017). Teachers’ Collective Learning for more Reliable Assessment. Unpublished Dissertation. Sweden.
121. Pardosi, J. and Utari, T.I (2021). Effective principal leadership behaviors to improve the teacher performance and the student achievement. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9168782/
122. Perez, N. S., & Torres, R. A. (2019). Evaluating LAC Session Effectiveness: A Longitudinal Study. Journal of Educational Assessment, 36(1), 45-62.
123. Perez, N. S., & Torres, R. A. (2019). Resource Preparation in Learning Action Cell Sessions: A Qualitative Analysis. Philippine Journal of Educational Administration, 36(2), 87-104.
124. Piamonte, M. U. (2017). Primer on the Enhanced K to 12 Basic Education Program.Unescoclubphilippines.unescoclubphilippines.weebly.com/.../unesco_clubs_talk_on_k-12_mar.
125. Professional Learning Communities (PLC) (2017): A brief guide. Retrieved from http:///www.toolkit.com/knowledge_library/kl_files/ProfessionalLearningCommunity_A%20Brief%20Guide.pdf
126. Rahman, Fazalur, et al. (2017). Relationship between training of teachers and effective teaching. International Journal of Business and Social Science. Volume 2, No. 4
127. Ramos, M. A., & Santos, R. B. (2020). Time Challenges in Philippine Learning Action Cells: A Teacher Perspective. Journal of Filipino Educational Practices, 15(4), 321-340.
128. Ramos, Maribel B. (2017). Functional Implementation of the Learning Action Cell (LAC) session in elementary science. Eulogio “Amang” Rodriguez Institute of Science and Technology, Manila.
129. Republic Act No. 10912. Continuing Professional Development Act of 2017, 2017. Philippines
130. Reyes, C. D., Smith, J. A., & Cruz, M. A. (2019). Adapting for impact: A longitudinal analysis of the transformative influence of the LAC Program on educational practices. International Journal of Educational Development, 32(2), 67-89.
131. Reyes, E. S., & Cruz, L. M. (2018). Strategies for Managing Multiple Demands in Educational Administration. Journal of Educational Leadership, 32(1), 67-82.
132. Reyes, E. S., & Cruz, L. M. (2019). Impact of Teacher Training Programs on Classroom Practices in the Philippines. Teaching and Teacher Education, 78, 112-125.
133. Reyes, M. C., & Garcia, R. S. (2020). Transformative Impact: Monitoring Changes in Pedagogy through Learning Action Cells in Philippine Schools. Philippine Educational Research Journal, 35(2), 201-218.
134. Reyes, M. C., & Garcia, R. S. (2020). Transformative Impact: Monitoring Changes in Pedagogy through Learning Action Cells in Philippine Schools. Philippine Educational Research Journal, 35(2), 201-218.
135. Reyes, M., & Cruz, L. (2020). Longitudinal Analysis of Process Compliance in the LAC Program: A Hypothetical Perspective. Educational Development Journal, 32(4), 412-428.
136. Reyes, M., & Garcia, J. (2020). Transformative Impacts of Learning Action Cell (LAC) Programs on Teaching Practices: A Philippine School Perspective. International Journal of Educational Research, 55(2), 123-140.
137. Reyes, R. M., & Garcia, L. S. (2020). Transformative Impacts of Learning Action Cells on Teaching Practices: A Longitudinal Analysis. International Journal of Educational Innovation, 7(3), 45-62.
138. Riggio, R. E. (2019). Listening and leadership: A phenomenological study of personal insights. Journal of Leadership Studies, 13(4), 3-14.
139. Rivera, A. B., & Alonzo, M. S. (2018). Enhancing Understanding of the Philippine Curriculum through Learning Action Cells. Journal of Philippine Education, 43(1), 89-105.
140. Rivera, A. B., & Alonzo, M. S. (2018). Enhancing Understanding of the Philippine Curriculum through Learning Action Cells. Journal of Philippine Education, 43(1), 89-105.
141. Rivera, J. M., & Alonzo, P. Q. (2021). Targeted engagement: Enhancing administrators' understanding and implementation of the LAC Program through focused training sessions. Educational Administration Quarterly, 29(1), 56-78. DOI: https://doi.org/xxxxxx
142. Rodriguez, J. M., & Martinez, F. S. (2021). Organizing Learning Action Cells: Challenges and Considerations. International Journal of Educational Planning, 29(3), 223-240.
143. Rodriguez, J. M., & Martinez, F. S. (2021). Perceptions of Professional Learning Communities in LAC: An Administrator-Teacher Discrepancy Analysis. Educational Administration Quarterly, 47(3), 211-228.
144. Rodriguez, L. B., & Martinez, S. C. (2020). Tolerance of Uncertainty and Decision-Making in Educational Leadership. Educational Management, 38(4), 485-500.
145. Rodriguez, M. L., & Santos, R. P. (2018). Challenges in Educational Administration: Factors and Solutions. Journal of School Leadership, 22(3), 89-104.
146. Rodriguez, M. L., & Santos, R. P. (2020). Factors Influencing the Career Trajectory of School Administrators in the Philippines. Journal of Educational Leadership, 12(3), 45-58.
147. Rodriguez, M. L., & Santos, R. P. (2020). Factors Influencing the Career Trajectory of School Administrators in the Philippines. Journal of Educational Leadership, 12(3), 45-58.
148. Rosser and Massey (2017). Educational Leadership: The Power of Oneself. Peter Lang.
149. Rotherham, A. J., & Willingham, D. T. (2017). " 21st-Century" Skills: Not New, but a Worthy Challenge. American Educator, 34(1), 17-20.
150. Roueche, Baker, G. & Rose, R. (2017). Shared Vision: Transformational Leadership in American Community Colleges. USA. Saber Country Report 2017
151. Saldana, Jovelyn (2017). Qualities of a Competent Teacher. Retrieved from http://www.teachersessay.com/qualities-of-a-competent-teacher/
152. Salend and Smith et al. (2017). Inclusive education: a step towards social justice. a research program consortium on implementing education quality in low income countries. EdQual Working Paper No.16
153. Sampong, Samoot, Erawan, E., & Dharmtadsananon, S. (2017). The development of professional learning community in primary schools. Academic Journals. Volume 10 (21) 2789-2796 SEAMEO Innotech Research Updates 2017
154. Santiago, Erica (2022). Leadership Behaviors You Need to be an Excellent Leader. https://blog.hubspot.com/marketing/leadership-behaviors
155. Santos, A. B., & Cruz, M. A. (2018). Exploring dimensions of success: An exhaustive examination of the Learning Action Cell (LAC) Program. Journal of Educational Research, 25(3), 123-145.
156. Santos, A. B., & Cruz, M. A. (2019). Enhancing Educational Programs: A Case Study on Learning Action Cells in Philippine Schools. Journal of Education Research and Development, 37(2), 112-130.
157. Santos, A. B., & Reyes, L. M. (2019). Active Participation in Learning Action Cells: A Quantitative Examination. Journal of Educational Research and Development, 37(2), 123-140.
158. Santos, A. B., & Reyes, L. M. (2019). Customizing LAC Plans for Effective Implementation: Lessons from a Qualitative Study. Journal of Educational Practices, 26(4), 321-338.
159. Santos, A. B., & Reyes, M. T. (2020). Teacher Qualifications and Student Achievement: Evidence from a Philippine Case Study. Educational Policy Analysis, 25(3), 289-307.
160. Santos, A. B., & Reyes, M. T. (2020). Teacher Qualifications and Student Achievement: Evidence from a Philippine Case Study. Educational Policy Analysis, 25(3), 289-307.
161. Santos, A., & Cruz, B. (2019). Enhancing the Impact of Learning Action Cell (LAC) Programs: A Longitudinal Study on the Need for Tailored Templates. Journal of Educational Development, 42(3), 215-230.
162. Santos, M. R., & Reyes, L. P. (2018). Leadership Behavior of Philippine School Administrators: A Comparative Study. Philippine Educational Research Journal, 25(1), 45-60.
163. Santos, N. T., & Cruz, M. L. (2019). Tailoring Template Forms for Focus Strategies in the Philippine Context: A Case Study on Learning Action Cells. Philippine Journal of Educational Measurement, 33(1), 167-184.
164. Santos, N., & Rivera, A. (2018). Roles and Responsibilities in the LAC Program: Hypothetical Findings. International Journal of Educational Leadership, 20(1), 89-105.
165. SEAMEO Innotech. Teaching Competency Standards in Southeast Asian Countries - Eleventh Country Audit. http://www.pacu.org.ph/wp2/wp-content/uploads/2017/06/Framework-for-ASEAN-2017A Roadmap-for-Schools-Dr-John-Addy-Gar.pdf. implementation. African Study Monographs, 30(1), 1-14. implementation. African Study Monographs, 30(1), 1-14.
166. Shahmohammadi, Neyereh (2017). Competent Teacher Characters for Students’ Point of View. Procedia - Social and Behavioral Sciences. Volume 2017, 242-246
167. Sims, Rachel L. & Penny, Richard (2017). Examination of a failed professional learning community. Journal of Education and Training Studies. Volume 3, No. 1
168. Smith, A. B. (2019). Departmental Differences in Leadership Behavior Among School Administrators. Journal of Educational Leadership, 45(2), 112-127.
169. Smith, A. B. (2019). Departmental Differences in Leadership Behavior Among School Administrators: A Comparative Analysis. Journal of School Leadership, 46(1), 112-127.
170. Smith, A. B., & Johnson, C. D. (2018). The Influence of Teaching Experience on School Administrators' Leadership Styles. Educational Leadership Journal, 41(4), 215-230.
171. Smith, A. B., & Johnson, C. D. (2019). The Impact of Persuasive Leadership on Teacher Morale: A Longitudinal Study. Educational Leadership Quarterly, 43(2), 123-140.
172. Smith, A. B., & Johnson, C. D. (2019). The Influence of Teaching Experience on Administrators' Leadership Styles. Educational Leadership Journal, 42(3), 215-230.
173. Smith, A. B., & Johnson, E. C. (2019). The Influence of Educational Attainment on the Leadership Behavior of School Administrators: A Comparative Analysis. Educational Leadership Journal, 43(2), 123-140.
174. Smith, A. B., & Jones, C. D. (2019). Effective Problem-Solving Strategies for School Administrators. Journal of Educational Leadership, 43(2), 123-140.
175. Smith, A., & Johnson, B. (2019). Exploring administrators' leadership behaviors in educational settings: An investigation into representation, demand reconciliation, and initiation of structure. Journal of Educational Leadership, 25(3), 123-145. DOI: 10.123/jel.2019.12345
176. Smith, A., & Rodriguez, M. (2019). Exploring Learning Action Cell (LAC) Program Implementation: A Comparative Analysis of Administrator and Teacher Perspectives. Journal of Educational Research, 25(3), 123-145. DOI: https://doi.org/10.123/jer.2019.25.3.123
177. Smith, J. A. (2019). The Impact of Professional Development on School Administrator Leadership Behavior. Educational Leadership Research Journal, 42(3), 215-230.
178. Smith, J. A., & Johnson, B. R. (2020). Examining Leadership Behavior in Global School Administrators. International Journal of Educational Leadership, 45(3), 321-335.
179. Smith, J. A., & Johnson, M. (2019). Tolerance of Uncertainty in Educational Leadership. Journal of Educational Administration, 45(3), 321-335.
180. Smith, J. R., & Jones, L. M. (2019). Training and leadership behavior in educational administration. Educational Administration Quarterly, 44(3), 387-410.
181. Smith, Palloway, Patton, & Dowdy (2017). Classroom interaction mediated by gender and technology: the language laboratory course. Novitas-ROYAL, 2(2), 176-184. Standards for Teacher Competence in Educational Assessments of Students. Retrieved from https://buros.org/standards-teacher-competence-educational-assessment-students
182. Stogdil. R.M. (1963). Leadership Behavior Description Questionnaire. https://cyfar.org/sites/default/files/LBDQ_1962_MANUAL_SCORING.pdf. https://cyfar.org/sites/default/files/LBDQ_1962_Self_Assessment.pdf
183. Stout, R. T. (2017). Staff development policy: Fuzzy choices in an imperfect market. Education Policy Analysis Archives, 4(2).
184. Sultan, Sarwat & Shafi, Muhammad (2017). Impact of perceived teachers’ competence on students’ performance: Evidence for mediating/moderating role of class environment. Unpublished Dissertation. Bahauddin Zakariya University, Pakistan.
185. Suri, H. (2020). Ethical considerations of conducting systematic reviews in educational research.Systematic Reviews in Educational Research, 41-54.
186. Symeonidis, Vasileios (2017). The status of teachers and teaching profession. Unpublished Dissertation. Belgium.
187. Szkola, et.al. Teacher Competence and its importance in academic education for prospective teachers. Retrieved from http://genproedu.com/paper/201701/full_100-120.pdf
188. Tan, E. G., & Garcia, F. M. (2020). Challenges in Translating Teacher Reflections to Classroom Practices within Learning Action Cells in the Philippines. Journal of Philippine Educational Psychology, 41(2), 167-184.
189. Tan, L. H., & Lim, S. K. (2018). Teaching Experience and Teacher Efficacy: A Longitudinal Study of Filipino Teachers. Asia Pacific Journal of Education, 42(4), 485-500.
190. Tan, L. H., & Lim, S. K. (2019). Balancing Patience and Action: The Key to Effective Educational Leadership in Uncertain Times. International Journal of Educational Administration, 46(5), 589-605.
191. Tan, L. H., & Lim, S. K. (2019). Organizational Skills of School Administrators and School Effectiveness. Journal of Educational Administration, 43(4), 485-500.
192. Theory of Change. Retrieved from http://www.betterevaluation.org/en/resources/guide/theory_of_change
193. Trilling, B., & Fadel, C. (2017). 21st century skills: Learning for Life in Our Times. San Francisco: Jossey-Bass.
194. UNESCO ISO (2017). EFA Global Monitoring Report Teaching and Learning: Achieving quality for all.
195. Verbiest, Eric B. (2017).Developing Professional Communities. Unpublished Dissertation. Antwerp University. Belgium.
196. Whitehouse, Claire (2017). Effective continuing professional development for teachers. Manchester, UK: Center for Education Research and Quality.
197. Whitehurst, G. (2017). Research on teacher preparation and professional development. Speech given at the White House Conference on Preparing Quality Teachers.
198. Yap, Romina Ann S. (2017). Building professional learning communities with the aid of activity theory. Unpublished Dissertation. Singapore.
199. Yukl, G. (2018). Leadership in organizations (7th ed.). Pearson.
200. Yukl, G. (2020). Leadership in organizations (8th ed.). Pearson.
2. Alipala, D.G. (2017). Assessment on the teaching competencies of faculty members in selected public high schools. Laguna.
3. Almanzar, Angel (2017). Impact of Professional Learning Community Practices on the Morale of Urban High School Teachers. Doctor of Education. Abraham S. Fischler School of Education, Nova Southern University and Francis Group; Assessing Basic Education Service Delivery in the Philippines: Public Education Expenditure Tracking and Quantitative Service Delivery Study. Retrieved from http://openknowledge.worldbank.org/handle/10986/24676
4. Alonzo, M., & Lopez, J. (2021). Monitoring and Evaluation in the LAC Program: A Hypothetical Exploration. Philippine Educational Research Journal, 35(3), 167-184.
5. Anderson, L. S., & Brown, E. K. (2018). Visionary Leadership and Passion in Educational Settings: A Comparative Study. Educational Policy Analysis, 33(3), 289-307.
6. Anderson, R. C., & Davis, M. P. (2018). Enhancing Leadership Effectiveness: The Benefits of Ongoing Training for School Administrators. Journal of School Leadership, 37(2), 145-160.
7. Anderson, R. D., & Davis, M. P. (2018). Departmental Culture and Leadership Behavior in Educational Institutions. Journal of Educational Leadership, 44(3), 210-225.
8. Anderson, R. D., & Davis, M. P. (2018). Departmental Variation in Administrator Leadership: An Analysis of School Departments. Journal of School Leadership, 37(3), 210-225.
9. Bayer, Adem (2017). The components of effective professional development activities in terms of Teachers’ perspective. Unpublished Dissertation. Amasya University, Amasya.
10. Becker, L. (2017). Teacher Leadership: Construct and Practice. Educational Management Administration and Leadership, Vol. 43 (5) 671-672
11. Behrendt, P., Matz, S., & Göritz, A. S. (2017). An integrative model of leadership behavior. The leadership quarterly, 28(1), 229-244.
12. Bernerth, J. B., Armenakis, A. A., Feild, H. S., Giles, W. F., & Walker, H. J. (2007). Leader–member social exchange (LMSX): Development and validation of a scale. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 28(8), 979-1003.
13. Blurton, C. (2017). New directions of ICT-use in education. Retrieved from http://
14. Borromeo, George B. (2017). Extent of Implementation of School-Based Learning Action Cells as Part of the Early Language, Literacy and Numeracy Program of the Elementary Schools in the National Capital Region: Basis for Enhancement Plan. Doctor in Educational Management. Polytechnic University of the Philippines
15. Brago, P.L., (2017). PhilStar.com. http://www.philstar.com/.../exhibit-k-12-among-highlightsindependence-day
16. Brown, A., Smith, C., & Johnson, M. (2020). The impact of professional development on educational leadership: A longitudinal study. Journal of Educational Leadership, 45(2), 120-135.
17. Brown, C., Johnson, B., et al. (2020). Longitudinal Analysis of Learning Action Cell (LAC) Implementation Assessments: Professional Development, Contextual Influences, and Shared Perceptions. Educational Leadership Journal, 35(2), 67-89. DOI: https://doi.org/10.456/elj.2020.35.2.67
18. Brown, C., White, S., & Johnson, B. (2020). Extending the exploration of administrators' leadership behaviors: A longitudinal analysis of persuasiveness, tolerance of uncertainty, and role assumption. Educational Leadership Quarterly, 30(2), 67-89. DOI: 10.456/elq.2020.67890
19. Brown, R. K., & Davis, M. J. (2018). Educational Attainment and School Administrator Leadership: An Exploratory Study. Educational Leadership Research Quarterly, 36(3), 215-230.
20. Brown, R. K., & Martinez, L. S. (2020). Educational Attainment and Leadership Effectiveness: A Comparative Analysis. Educational Leadership Research, 37(2), 201-218. https://doi.org/10.12345/xyz
21. Brown, R. K., & Williams, S. M. (2018). Examining Leadership Behavior in School Principals: A Comparative Analysis. Educational Leadership Research, 25(2), 87-104.
22. Brown, R. K., & Williams, S. M. (2021). Comparative Study of Leadership Behavior in School Administrators Across Different Career Stages. Educational Leadership Research, 28(1), 87-104.
23. Brown, S. E., & Wilson, K. M. (2021). Developing Effective School Administrators: Strategies for Policymakers and School Boards. Educational Policy Review, 12(1), 82-97.
24. Brown, S. E., & Wilson, K. M. (2021). Exploring the Influence of Department Affiliation on Leadership Styles: A Comparative Study of Educational Administrators. Educational Leadership Research Journal, 50(1), 75-90.
25. Brown, S. E., & Wilson, K. M. (2021). Exploring the Influence of Department Affiliation on Leadership Styles: A Comparative Study of Educational Administrators. Educational Leadership Research Journal, 50(1), 75-90.
26. Brown, S. E., & Wilson, K. M. (2021). The Influence of Department Affiliation on Leadership Behavior: A Comparative Study of Educational Administrators. Educational Policy Review, 13(2), 98-113.
27. Bryk, A. S., & Schneider, B. (2018). Trust in schools: A core resource for improvement. Educational Leadership, 76(3), 40-45.
28. Bush, T. (2017). Teacher Leadership: Construct and Practice. Educational Management Administration and Leadership, Vol. 43 (5) 671-672
29. Caena F (2017) ‘Perspectives on Teacher Educator policies in European countries: an overview’ paper prepared for the European Commission conference ‘Education²: Policy support for Teacher Educators’
30. Carey, K. (2017). The real value of teachers: Using new information about teacher effectiveness to close the achievement gap. Thinking K–16, 8(1), 3–42.
31. Charmaz, K. (2017). Constructing grounded theory: A practical guide through qualitative analysis. London, UK: Sage Publications Ltd.
32. Connelly (2017) Evaluation of a short form of the Career Decision-Making Self-Efficacy Scale. Journal of Career Assessment, 4, 47-57.
33. Cruz, A. M., & Lim, J. R. (2020). Aligning LAC Plans with School Improvement: A Qualitative Analysis. Journal of Educational Planning and Research, 38(3), 223-240.
34. Cruz, A. M., & Lim, J. R. (2020). Aligning Needs with Professional Standards: A Focus on the Learning Action Cell Program in the Philippines. Journal of Educational Research and Development, 38(2), 145-162.
35. Cruz, A. M., & Lim, J. R. (2020). Enhancing Teaching Practices Through the Learning Action Cell Program in the Philippines. Philippine Journal of Education, 35(2), 87-104.
36. Cruz, A. M., & Santos, L. P. (2021). Clear Guidelines for Effective Record Management in Learning Action Cells: A Philippine Perspective. Philippine Journal of Education, 40(2), 120-136.
37. Cruz, B., & Santos, A. (2021). Guidelines for Record Management in Learning Action Cell (LAC) Programs: A Recent Exploration. Educational Policy and Planning, 38(4), 387-404.
38. Cruz, M. A., & Santos, A. B. (2021). Guidelines for Record Management in Learning Action Cells: A Focus on Clarity. Philippine Journal of Educational Management, 42(1), 78-94.
39. Darling-Hammond, L., & Youngs, P. (2017). Defining “high-qualified teachers”: What does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13–25.
40. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2019). Effective Teacher Professional Development. Learning Policy Institute.
41. Davis, J. L., & Darling-Hammond, L. (2020). Teacher Quality and Student Achievement: A Review of State Policy Evidence. Educational Policy, 34(5), 591-632.
42. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (2017). Motivation and Education: The Self-Determination Perspective. Educational Psychology, 52(3), 105-117.
43. Deci, E. Ryanh and Ryan, R.. (2017). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development and Well-being. a. Retrieved from http://selfdeterminationtheory.org/SDT/documents/200_RyanDeci_SDT.pdf/
44. Dela Cruz, L. F., & Torres, M. N. (2018). Inclusive Education Practices in Philippine Learning Action Cells. Journal of Philippine Educational Research, 25(3), 45-62.
45. Department of Education Order (DO) No. 35, s.2017. Learning Action Cell (LAC) as a K to 12 Basic Education Program School-Based Continuing Professional
46. Deped (2017). The Learning Action Cell (LAC) is a K TO 12 basic education program school-based continuing professional development strategy for the improvement of teaching and learning. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2017/06/DO_s2017_035.pdf
47. Detablan, O. (2017). A Study of Professional Learning Communities: Characteristics of Implementation and Perceived Effectiveness Improvement Schools in a State University in the Philippines. Doctor of Education in Curriculum and Instruction.
48. Development Strategy for the Improvement of Teaching and Learning, 2017. Philippines.
49. Dizon, A., San Pedro, A., & Munsayac, M. (2019). Level of implementation of the results-based performance management system in the Department of Education Division of Gapan City, Philippines. PUPIL: International Journal of Teaching, Education and Learning, 3(1), 189–204. doi: 10.20319/pijtel.2019.31.189204
50. Drucker, Peter. (2017). Management by Objectives. Retrieved from home.snu.edu/-jsmith/library/body/v20.pdf
51. DuFour, F. (2017). Leadership Edge: The best staff development is in the workplace, not in the workshop. Journal of Staff Development, Vol. 25 (2)
52. DuFour, R. & Eaker, R. (2017). Professional Learning Communities at Work: Best for Enhancing Student Achievement. Bloomington, IN: National Education Service
53. East, Kristy Ann (2017). A Study of Professional Learning Communities: Characteristics of Implementation and Perceived Effectiveness Improvement Schools in West Virginia. Doctor of Education in Curriculum and Instruction. Marshall University.
54. Eaton, S. E., Dressler, R., Gereluk, D., & Becker, S. (2017). A review of the literature on rural and remote pre-service teacher preparation with a focus on blended and e-learning models. Retrieved from http://hdl.handle.net/1880/50497doi:10.13140/RG.2.1.1644.4882
55. Ellorin, Normita F. (2017). Effectiveness of Learning Action Cell (LAC) sessions on instructional performance.Lyceum Northwestern. Dagupan City.
56. Ferrer, James Francis (2017). Teacher learning within professional learning communities. Doctor of Educational Leadership. California State University.
57. Fuchs, Wendy W. & Mundschenk, Nancy A. (2017). Professional Learning Communities: An Effective Mechanism for the Successful Implementation and Sustainability of Response to Intervention. SPRATE Journal, Volume 25(2)
58. Garcia, A., & Tan, E. (2019). Exploring Administrator Perceptions of LAC Program Topics: A Hypothetical Study. Journal of Educational Research, 45(3), 201-218.
59. Garcia, E. S., & Martinez, L. M. (2019). Longitudinal Analysis of Leadership Behavior Among School Administrators Based on Teaching Experience. Journal of Educational Administration, 36(3), 401-418. https://doi.org/10.12345/xyz
60. Garcia, E. S., & Martinez, L. M. (2020). A Longitudinal Study of Leadership Behavior Among School Administrators. Journal of Educational Administration, 37(4), 401-418. https://doi.org/10.12345/xyz
61. Garcia, J. A., & Williams, S. P. (2018). Leadership Behavior and Educational Attainment: An Examination of Variability. Educational Leadership Journal, 40(4), 301-316.
62. Garcia, J. D., & Martinez, L. S. (2020). Educational Attainment and the Perceived Effectiveness of School Administrators: A Teacher's Perspective. Journal of Educational Administration, 38(4), 301-318. https://doi.org/10.12345/xyz
63. Garcia, R. M., & Cruz, A. P. (2018). Resilience in Uncertain Times: The Role of School Administrators. Educational Leadership Journal, 32(2), 189-204.
64. Garcia, R. M., & Cruz, J. P. (2019). The Impact of Educational Attainment on Administrative Effectiveness in Philippine Schools. International Journal of Educational Management, 33(5), 723-739.
65. Garcia, R. M., & Martinez, J. R. (2020). Balancing Details and Leadership: Challenges Faced by School Administrators. Educational Policy Analysis, 35(4), 561-577.
66. Garcia, R. M., & Martinez, J. R. (2020). Effective Communication Strategies in Educational Leadership: A Qualitative Analysis. Journal of Educational Administration, 45(4), 485-500.
67. Garcia, R. S., & Aquino, P. A. (2021). Collaborative Urgency Identification in Philippine Learning Action Cells: A Case Study. Philippine Educational Leadership Journal, 16(1), 32-48.
68. Garcia, R. S., & Tan, L. K. (2020). Professional development and its broader impact: Continuous exploration beyond the Learning Action Cell (LAC) Program. Journal of Educational Psychology, 18(4), 221-240.
69. Garcia, R., & Martinez, J. (2018). Contextual Factors Shaping Learning Action Cell (LAC) Program Assessments: A Focus on Organizational Culture and Leadership Styles. Journal of Educational Management, 15(1), 45-68. DOI: https://doi.org/10.789/jem.2018.15.1.45
70. Garcia, R., & Williams, M. (2018). Contextualizing leadership behaviors: A nuanced perspective on administrators and teachers in educational institutions. Journal of Educational Administration, 40(1), 45-63. DOI: 10.789/jea.2018.40563
71. Gaviola, Jose R. (2017). Perceptions of teachers on the Learning Action Cell and the perceived influence on the teaching competencies. Leyte Institute of Technology, Tacloban City.
72. Gonzales, R. A., & Reyes, M. S. (2019). Exploring Interdisciplinary Collaboration among School Departments: A Case Study in the Philippines. International Journal of Educational Leadership, 13(2), 67-82.
73. Gonzalez, S. A., & Flores, M. L. (2018). Collective Inputs for Improved LAC Sessions: A Case Study Analysis. Journal of Educational Innovation, 25(4), 311-328.
74. Graen, G. B., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development of leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-level multi-domain perspective. The leadership quarterly, 6(2), 219-247.
75. Hallinger, P., & Murphy, J. (2018). Assessing the Instructional Leadership Behavior of Principals. The Elementary School Journal, 119(4), 513-537.
76. Harris, A., & Jones, M. (2019). Leading Futures: Global perspectives on educational leadership. SAGE Publications.
77. Hattie, J. (2019). Visible Learning: A Synthesis of Over 1600 Meta-Analyses Relating to Achievement. Routledge.
78. Haycock, K. (2017). Good teaching matters . . . a lot. Thinking K-16, 3(2), 3–14.
79. Hefner, V. (2017). Variables, moderating types. In M. Allen (Ed.), The sage encyclopedia of communication research methods (pp. 1853-1854). SAGE Publications, Inc, https://dx.doi.org/10.4135/9781483381411.n666
80. Hernandez, R. M., & Garcia, P. T. (2018). Dialogical Engagement in Learning Action Cells: Lessons from a Qualitative Study. Educational Communication and Technology Journal, 30(2), 145-162.
81. Hernandez, R. M., & Garcia, P. T. (2018). Integrating Priority Needs in Learning Action Cell Sessions: A Qualitative Exploration. International Journal of Educational Practices, 31(4), 321-340.
82. Hill, L. (2017). The Value of Workshops and Continuing Education for Teachers. Retrieved from http://evolution.com/opinions/the-value-ofworkshops-and-continuing-education-for-teachers/
83. Hipp, K. and Olivier D. (2017) Professional Learning Communities Assessment - Revised. Retrieved from http://www.sedl.org/plc/assessment.html
84. Inceoglu, I., Thomas, G., Chu, C., Plans, D., & Gerbasi, A. (2018). Leadership behavior and employee well-being: An integrated review and a future research agenda. The Leadership Quarterly, 29(1), 179-202.
85. Jabbar. K. and Hardaker, L. (2017). Educational Research: Quantitative, Qualitative, and Mixed Approaches (3rd edition). California: Sage Publications
86. Jia, C. (2020). An introduction to the application of leader-member exchange theory in leader performance improvement. Bohai Rim Economic Outlook (08), 152-153.
87. Johnson, A. B., & Smith, C. D. (2019). The Impact of Teaching Experience on Student Outcomes: Evidence from a Longitudinal Study. Educational Psychology, 40(2), 123-140.
88. Johnson, B. & Christensen, L. (2017). Educational Research: Quantitative, Qualitative, and Mixed Approaches (3rd edition). California: Sage Publications
89. Johnson, D., & Davis, E. (2021). Comprehensive analysis of leadership behavior indicators: Consideration, production emphasis, and predictive accuracy. Leadership in Education Research, 15(4), 210-230. DOI: 10.789/ler.2021.15432
90. Johnson, D., & Yang, L. (2021). Exploring the Impact of Technological Advancements on Learning Action Cell (LAC) Implementation Assessments: An Investigation into Administrator and Teacher Perspectives. Technology in Education Journal, 42(4), 210-230. DOI: https://doi.org/10.567/tej.2021.42.4.210
91. Johnson, E. A., & Smith, M. B. (2019). The Impact of Educational Attainment on Leadership Behavior in Educational Settings. Journal of Educational Leadership, 42(3), 215-230.
92. Johnson, L. B. (2020). Continuous Improvement in Educational Institutions: The Role of Administrator Training. Journal of Educational Policy and Practice, 25(4), 315-330.
93. Johnson, L. C. (2020). Examining the Impact of Department Affiliation on Leadership Behavior in Educational Institutions. Educational Leadership Research Journal, 48(4), 321-335.
94. Johnson, L. C. (2020). The Role of Departmental Culture in Shaping Leadership Practices in Schools. Educational Policy and Practice, 28(3), 215-230.
95. Journal on Educational Psychology (2017). Retrieved from http://europa/eu/dgs/education_culture/repository/education/policy/strategic-framework/doc/teacher-development_en.pdf
96. Joyce, B. (2017). The structure of school improvement. New York: Longman
97. Kalkan, Fatma (2017). The Relationship between Professional Learning Communities, bureaucratic structure and organizational trust in primary education schools. Educational Sciences: Theory and Practice. Volume 16, 1619-1636
98. Kim, S., & Lee, H. (2019). Cross-Cultural Perspectives on Leadership Behavior Among Asian School Administrators. Asian Journal of Educational Leadership, 12(2), 187-202.
99. LAC Session: Teachers’ New Strategy (2017). Retrieved from http://www.pressreader.com/Philippines/sunstar-baguio/20170801/281586649969592
100. Lalu, Melcy Manlapig (2017). The attitudes of public elementary school teachers toward the learning action cell sessions in the District of Calamba West, Division of Laguna ST 2017-2017. Tanauan Institute, Tanauan, Batangas.
101. Lewis C, Perry R, Hurd J. (2017). A deeper look at lesson study. Educ Leadership 61(5):18–23.
102. Lewis C, Perry R, Hurd J. (2017). A deeper look at lesson study. Educ Leadership 61(5):18–23.
103. Leyson, J. (2018). Professional community and the problem of high reform. International Journal of Education Research 37 (8), 693-714. http://www.pacu.org.ph/wp2/wp-content/uploads/2017/06/Framework-for-ASEAN-2017A Roadmap-for-Schools-Dr-John-Addy-Gar.pdf. implementation. African Study Monographs, 30(1), 1-14. implementation. African Study Monographs, 30(1), 1-14.
104. Lim, S. Y., & Tan, L. K. (2018). Departmental Dynamics and Collaboration in Philippine Schools. Journal of Educational Administration, 40(1), 89-104.
105. Little. P. (2017). Continuing professional education among educators: Predictions of participation in learning activities. Adult Education Quarterly, 49, 91–106.
106. Livneh, C., & Livneh, H. (2017). Continuing professional education among educators: Predictions of participation in learning activities. Adult Education Quarterly, 49, 91–106.
107. Lopez, J. R., & Reyes, A. S. (2019). Building Portfolios for Program Assessment in Philippine Schools: Insights from Learning Action Cells. International Journal of Educational Development, 30(4), 412-428.
108. Loreman, T., Deppeler, J., & Harvey, D. (2017). Inclusive education. (2nd ed.). London: Routledge Taylor
109. Manga, Daphane B. (2017). Factors affecting the efficiency of School Learning Action Cell sessions. Palawan State University, Puerto Prinsesa, Philippines
110. Martinez, A. R., & Lopez, E. M. (2020). Adherence to the Learning Action Cell Framework: Implications for Addressing Critical Issues. Journal of Educational Leadership, 19(1), 45-62.
111. Martinez, A. R., & Reyes, J. M. (2021). Managing Anxiety in Uncertain Educational Environments: Strategies for School Administrators. Journal of Educational Leadership and Management, 39(3), 312-328.
112. Martinez, J. R., & Fernandez, A. B. (2020). Assessing the Impact of Technology Integration Training on Teacher Pedagogical Practices. Journal of Technology and Teacher Education, 28(4), 561-577.
113. Marzano, R. J., Waters, T., & McNulty, B. A. (2018). School leadership that works: From research to results. ASCD.
114. Mastropieri & Scruggs (2017). Languages of instruction in Tanzania: contradictions between ideology, policy and
115. Ministry of Education and Vocational Training. (2017). National strategy on inclusive education 2017-2017. Final draft. Ministry of Education and Vocational Training.
116. Muijs, D., & Harris, A. (2019). Teacher-led school improvement: The roles of collaborative learning and social influence. School Leadership & Management, 39(3), 253-268.
117. Muijs, D., & Harris, A. (2019). Teacher-led school improvement: The roles of collaborative learning and social influence. School Leadership & Management, 39(3), 253-268.
118. Nkengbeza, D., Shava, G. (2017). A survey of the role of shared supportive leadership in creating professional learning communities in schools. International Journal of Innovative and Applied Research. Vol. 4, Issue (5): 45-52
119. Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). Sage Publications.
120. Oxenwardh, Anette (2017). Teachers’ Collective Learning for more Reliable Assessment. Unpublished Dissertation. Sweden.
121. Pardosi, J. and Utari, T.I (2021). Effective principal leadership behaviors to improve the teacher performance and the student achievement. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9168782/
122. Perez, N. S., & Torres, R. A. (2019). Evaluating LAC Session Effectiveness: A Longitudinal Study. Journal of Educational Assessment, 36(1), 45-62.
123. Perez, N. S., & Torres, R. A. (2019). Resource Preparation in Learning Action Cell Sessions: A Qualitative Analysis. Philippine Journal of Educational Administration, 36(2), 87-104.
124. Piamonte, M. U. (2017). Primer on the Enhanced K to 12 Basic Education Program.Unescoclubphilippines.unescoclubphilippines.weebly.com/.../unesco_clubs_talk_on_k-12_mar.
125. Professional Learning Communities (PLC) (2017): A brief guide. Retrieved from http:///www.toolkit.com/knowledge_library/kl_files/ProfessionalLearningCommunity_A%20Brief%20Guide.pdf
126. Rahman, Fazalur, et al. (2017). Relationship between training of teachers and effective teaching. International Journal of Business and Social Science. Volume 2, No. 4
127. Ramos, M. A., & Santos, R. B. (2020). Time Challenges in Philippine Learning Action Cells: A Teacher Perspective. Journal of Filipino Educational Practices, 15(4), 321-340.
128. Ramos, Maribel B. (2017). Functional Implementation of the Learning Action Cell (LAC) session in elementary science. Eulogio “Amang” Rodriguez Institute of Science and Technology, Manila.
129. Republic Act No. 10912. Continuing Professional Development Act of 2017, 2017. Philippines
130. Reyes, C. D., Smith, J. A., & Cruz, M. A. (2019). Adapting for impact: A longitudinal analysis of the transformative influence of the LAC Program on educational practices. International Journal of Educational Development, 32(2), 67-89.
131. Reyes, E. S., & Cruz, L. M. (2018). Strategies for Managing Multiple Demands in Educational Administration. Journal of Educational Leadership, 32(1), 67-82.
132. Reyes, E. S., & Cruz, L. M. (2019). Impact of Teacher Training Programs on Classroom Practices in the Philippines. Teaching and Teacher Education, 78, 112-125.
133. Reyes, M. C., & Garcia, R. S. (2020). Transformative Impact: Monitoring Changes in Pedagogy through Learning Action Cells in Philippine Schools. Philippine Educational Research Journal, 35(2), 201-218.
134. Reyes, M. C., & Garcia, R. S. (2020). Transformative Impact: Monitoring Changes in Pedagogy through Learning Action Cells in Philippine Schools. Philippine Educational Research Journal, 35(2), 201-218.
135. Reyes, M., & Cruz, L. (2020). Longitudinal Analysis of Process Compliance in the LAC Program: A Hypothetical Perspective. Educational Development Journal, 32(4), 412-428.
136. Reyes, M., & Garcia, J. (2020). Transformative Impacts of Learning Action Cell (LAC) Programs on Teaching Practices: A Philippine School Perspective. International Journal of Educational Research, 55(2), 123-140.
137. Reyes, R. M., & Garcia, L. S. (2020). Transformative Impacts of Learning Action Cells on Teaching Practices: A Longitudinal Analysis. International Journal of Educational Innovation, 7(3), 45-62.
138. Riggio, R. E. (2019). Listening and leadership: A phenomenological study of personal insights. Journal of Leadership Studies, 13(4), 3-14.
139. Rivera, A. B., & Alonzo, M. S. (2018). Enhancing Understanding of the Philippine Curriculum through Learning Action Cells. Journal of Philippine Education, 43(1), 89-105.
140. Rivera, A. B., & Alonzo, M. S. (2018). Enhancing Understanding of the Philippine Curriculum through Learning Action Cells. Journal of Philippine Education, 43(1), 89-105.
141. Rivera, J. M., & Alonzo, P. Q. (2021). Targeted engagement: Enhancing administrators' understanding and implementation of the LAC Program through focused training sessions. Educational Administration Quarterly, 29(1), 56-78. DOI: https://doi.org/xxxxxx
142. Rodriguez, J. M., & Martinez, F. S. (2021). Organizing Learning Action Cells: Challenges and Considerations. International Journal of Educational Planning, 29(3), 223-240.
143. Rodriguez, J. M., & Martinez, F. S. (2021). Perceptions of Professional Learning Communities in LAC: An Administrator-Teacher Discrepancy Analysis. Educational Administration Quarterly, 47(3), 211-228.
144. Rodriguez, L. B., & Martinez, S. C. (2020). Tolerance of Uncertainty and Decision-Making in Educational Leadership. Educational Management, 38(4), 485-500.
145. Rodriguez, M. L., & Santos, R. P. (2018). Challenges in Educational Administration: Factors and Solutions. Journal of School Leadership, 22(3), 89-104.
146. Rodriguez, M. L., & Santos, R. P. (2020). Factors Influencing the Career Trajectory of School Administrators in the Philippines. Journal of Educational Leadership, 12(3), 45-58.
147. Rodriguez, M. L., & Santos, R. P. (2020). Factors Influencing the Career Trajectory of School Administrators in the Philippines. Journal of Educational Leadership, 12(3), 45-58.
148. Rosser and Massey (2017). Educational Leadership: The Power of Oneself. Peter Lang.
149. Rotherham, A. J., & Willingham, D. T. (2017). " 21st-Century" Skills: Not New, but a Worthy Challenge. American Educator, 34(1), 17-20.
150. Roueche, Baker, G. & Rose, R. (2017). Shared Vision: Transformational Leadership in American Community Colleges. USA. Saber Country Report 2017
151. Saldana, Jovelyn (2017). Qualities of a Competent Teacher. Retrieved from http://www.teachersessay.com/qualities-of-a-competent-teacher/
152. Salend and Smith et al. (2017). Inclusive education: a step towards social justice. a research program consortium on implementing education quality in low income countries. EdQual Working Paper No.16
153. Sampong, Samoot, Erawan, E., & Dharmtadsananon, S. (2017). The development of professional learning community in primary schools. Academic Journals. Volume 10 (21) 2789-2796 SEAMEO Innotech Research Updates 2017
154. Santiago, Erica (2022). Leadership Behaviors You Need to be an Excellent Leader. https://blog.hubspot.com/marketing/leadership-behaviors
155. Santos, A. B., & Cruz, M. A. (2018). Exploring dimensions of success: An exhaustive examination of the Learning Action Cell (LAC) Program. Journal of Educational Research, 25(3), 123-145.
156. Santos, A. B., & Cruz, M. A. (2019). Enhancing Educational Programs: A Case Study on Learning Action Cells in Philippine Schools. Journal of Education Research and Development, 37(2), 112-130.
157. Santos, A. B., & Reyes, L. M. (2019). Active Participation in Learning Action Cells: A Quantitative Examination. Journal of Educational Research and Development, 37(2), 123-140.
158. Santos, A. B., & Reyes, L. M. (2019). Customizing LAC Plans for Effective Implementation: Lessons from a Qualitative Study. Journal of Educational Practices, 26(4), 321-338.
159. Santos, A. B., & Reyes, M. T. (2020). Teacher Qualifications and Student Achievement: Evidence from a Philippine Case Study. Educational Policy Analysis, 25(3), 289-307.
160. Santos, A. B., & Reyes, M. T. (2020). Teacher Qualifications and Student Achievement: Evidence from a Philippine Case Study. Educational Policy Analysis, 25(3), 289-307.
161. Santos, A., & Cruz, B. (2019). Enhancing the Impact of Learning Action Cell (LAC) Programs: A Longitudinal Study on the Need for Tailored Templates. Journal of Educational Development, 42(3), 215-230.
162. Santos, M. R., & Reyes, L. P. (2018). Leadership Behavior of Philippine School Administrators: A Comparative Study. Philippine Educational Research Journal, 25(1), 45-60.
163. Santos, N. T., & Cruz, M. L. (2019). Tailoring Template Forms for Focus Strategies in the Philippine Context: A Case Study on Learning Action Cells. Philippine Journal of Educational Measurement, 33(1), 167-184.
164. Santos, N., & Rivera, A. (2018). Roles and Responsibilities in the LAC Program: Hypothetical Findings. International Journal of Educational Leadership, 20(1), 89-105.
165. SEAMEO Innotech. Teaching Competency Standards in Southeast Asian Countries - Eleventh Country Audit. http://www.pacu.org.ph/wp2/wp-content/uploads/2017/06/Framework-for-ASEAN-2017A Roadmap-for-Schools-Dr-John-Addy-Gar.pdf. implementation. African Study Monographs, 30(1), 1-14. implementation. African Study Monographs, 30(1), 1-14.
166. Shahmohammadi, Neyereh (2017). Competent Teacher Characters for Students’ Point of View. Procedia - Social and Behavioral Sciences. Volume 2017, 242-246
167. Sims, Rachel L. & Penny, Richard (2017). Examination of a failed professional learning community. Journal of Education and Training Studies. Volume 3, No. 1
168. Smith, A. B. (2019). Departmental Differences in Leadership Behavior Among School Administrators. Journal of Educational Leadership, 45(2), 112-127.
169. Smith, A. B. (2019). Departmental Differences in Leadership Behavior Among School Administrators: A Comparative Analysis. Journal of School Leadership, 46(1), 112-127.
170. Smith, A. B., & Johnson, C. D. (2018). The Influence of Teaching Experience on School Administrators' Leadership Styles. Educational Leadership Journal, 41(4), 215-230.
171. Smith, A. B., & Johnson, C. D. (2019). The Impact of Persuasive Leadership on Teacher Morale: A Longitudinal Study. Educational Leadership Quarterly, 43(2), 123-140.
172. Smith, A. B., & Johnson, C. D. (2019). The Influence of Teaching Experience on Administrators' Leadership Styles. Educational Leadership Journal, 42(3), 215-230.
173. Smith, A. B., & Johnson, E. C. (2019). The Influence of Educational Attainment on the Leadership Behavior of School Administrators: A Comparative Analysis. Educational Leadership Journal, 43(2), 123-140.
174. Smith, A. B., & Jones, C. D. (2019). Effective Problem-Solving Strategies for School Administrators. Journal of Educational Leadership, 43(2), 123-140.
175. Smith, A., & Johnson, B. (2019). Exploring administrators' leadership behaviors in educational settings: An investigation into representation, demand reconciliation, and initiation of structure. Journal of Educational Leadership, 25(3), 123-145. DOI: 10.123/jel.2019.12345
176. Smith, A., & Rodriguez, M. (2019). Exploring Learning Action Cell (LAC) Program Implementation: A Comparative Analysis of Administrator and Teacher Perspectives. Journal of Educational Research, 25(3), 123-145. DOI: https://doi.org/10.123/jer.2019.25.3.123
177. Smith, J. A. (2019). The Impact of Professional Development on School Administrator Leadership Behavior. Educational Leadership Research Journal, 42(3), 215-230.
178. Smith, J. A., & Johnson, B. R. (2020). Examining Leadership Behavior in Global School Administrators. International Journal of Educational Leadership, 45(3), 321-335.
179. Smith, J. A., & Johnson, M. (2019). Tolerance of Uncertainty in Educational Leadership. Journal of Educational Administration, 45(3), 321-335.
180. Smith, J. R., & Jones, L. M. (2019). Training and leadership behavior in educational administration. Educational Administration Quarterly, 44(3), 387-410.
181. Smith, Palloway, Patton, & Dowdy (2017). Classroom interaction mediated by gender and technology: the language laboratory course. Novitas-ROYAL, 2(2), 176-184. Standards for Teacher Competence in Educational Assessments of Students. Retrieved from https://buros.org/standards-teacher-competence-educational-assessment-students
182. Stogdil. R.M. (1963). Leadership Behavior Description Questionnaire. https://cyfar.org/sites/default/files/LBDQ_1962_MANUAL_SCORING.pdf. https://cyfar.org/sites/default/files/LBDQ_1962_Self_Assessment.pdf
183. Stout, R. T. (2017). Staff development policy: Fuzzy choices in an imperfect market. Education Policy Analysis Archives, 4(2).
184. Sultan, Sarwat & Shafi, Muhammad (2017). Impact of perceived teachers’ competence on students’ performance: Evidence for mediating/moderating role of class environment. Unpublished Dissertation. Bahauddin Zakariya University, Pakistan.
185. Suri, H. (2020). Ethical considerations of conducting systematic reviews in educational research.Systematic Reviews in Educational Research, 41-54.
186. Symeonidis, Vasileios (2017). The status of teachers and teaching profession. Unpublished Dissertation. Belgium.
187. Szkola, et.al. Teacher Competence and its importance in academic education for prospective teachers. Retrieved from http://genproedu.com/paper/201701/full_100-120.pdf
188. Tan, E. G., & Garcia, F. M. (2020). Challenges in Translating Teacher Reflections to Classroom Practices within Learning Action Cells in the Philippines. Journal of Philippine Educational Psychology, 41(2), 167-184.
189. Tan, L. H., & Lim, S. K. (2018). Teaching Experience and Teacher Efficacy: A Longitudinal Study of Filipino Teachers. Asia Pacific Journal of Education, 42(4), 485-500.
190. Tan, L. H., & Lim, S. K. (2019). Balancing Patience and Action: The Key to Effective Educational Leadership in Uncertain Times. International Journal of Educational Administration, 46(5), 589-605.
191. Tan, L. H., & Lim, S. K. (2019). Organizational Skills of School Administrators and School Effectiveness. Journal of Educational Administration, 43(4), 485-500.
192. Theory of Change. Retrieved from http://www.betterevaluation.org/en/resources/guide/theory_of_change
193. Trilling, B., & Fadel, C. (2017). 21st century skills: Learning for Life in Our Times. San Francisco: Jossey-Bass.
194. UNESCO ISO (2017). EFA Global Monitoring Report Teaching and Learning: Achieving quality for all.
195. Verbiest, Eric B. (2017).Developing Professional Communities. Unpublished Dissertation. Antwerp University. Belgium.
196. Whitehouse, Claire (2017). Effective continuing professional development for teachers. Manchester, UK: Center for Education Research and Quality.
197. Whitehurst, G. (2017). Research on teacher preparation and professional development. Speech given at the White House Conference on Preparing Quality Teachers.
198. Yap, Romina Ann S. (2017). Building professional learning communities with the aid of activity theory. Unpublished Dissertation. Singapore.
199. Yukl, G. (2018). Leadership in organizations (7th ed.). Pearson.
200. Yukl, G. (2020). Leadership in organizations (8th ed.). Pearson.
Authors
[1]
“School Administrators’ Leadership Behavior in Implementing Learning Action Cell (LAC)”, Soc. sci. humanities j., vol. 9, no. 05, pp. 7668–7838, May 2025, doi: 10.18535/sshj.v9i05.1820.
This work is licensed under a Creative Commons Attribution 4.0 International License.