Learning Action Cell: A Collaboration

The Department of Education in the Philippines has initiated these mentorship and collaborative initiatives by establishing professional learning communities in the schools. Professional learning communities set aside specified times yearly for the Learning Action Cell (LAC) Sessions. LAC Sessions increase instructors' understanding of a range of educational issues. In these sessions, seminars are conducted in which some facilitators can be from the outsourced workforce. The LAC Session aims to update educators' knowledge and establish cohesion in the workforce. Prior research revealed that teacher cooperation in the form of professional activities favorably impacted student attainment.

Additionally, Lara-Alecio et al. (2018) study discovered that instructors' engagement in group activities, such as instructing methodologies, positively impacted students' success in science and reading. Benson (2019) asserted that isolationism has impeded teacher cooperation, skill sharing, and cooperative working among instructors in the educational context. One of the obstacles to teacher cooperation in the classroom has been identified as instructor isolationism. Studies provide evidence to support their argument that the 21st century is not the time for solitary instructors to satisfy all their pupils' diverse requirements. To address the issue of working together in a school context, some educational institutions have attempted to encourage instructors to work cooperatively and collectively. According to Bajar et al. (2021), teamwork is crucial for solving the problems that face today's schools. Collaboration is working with others to accomplish a shared goal while exchanging information and resources.

Additionally, it was demonstrated that the lack of opportunities for teachers to work together had prohibited them from improving their teaching strategies, encouraging student learning, and improving the school environment. However, there have been significant transformational breakthroughs recently for the teaching profession. One of these revolutionary transformations is the global acknowledgment of professional learning communities and teacher partnerships as highly successful in enhancing educational practices and learning outcomes. Additionally, it has been discovered that assistance in setting up professional learning communities that promote increased teacher cooperation raises overall school performance and favorably affects school culture.

Acquiring quality education has been paramount to the nation's success. Together with the fast-paced technological advancements is the widening gap between developed and developing countries regarding quality education (Cruz, 2021). In developing countries like the Philippines, this educational gap is reflected at the micro-level between high-income and low-income families. Careful educational planning among different educational institutions is essential to address this concern. This will lead to the implementation various strategies, such as mentoring programs, that will improve the teaching capabilities of educators and further improve the quality of education. Since teacher collaboration is relatively recent, only a few studies examine its effects on student achievement and other teacher-factor variables. Most research has been on how teacher cooperation affects students' performances.