Teachers must adhere to procedures that enable them to solve problems jointly while being led by agreed ideals to develop successful cooperation in the classroom. In previous studies, it was shown that teacher collaboration increased students' academic progress. Additionally, several studies indicated that partnerships between teachers might reduce feelings of isolation, prevent burnout, and boost productivity. It was also shown that their professional performance increased when teachers developed dependable alliances with other educators. Additionally, it was demonstrated that workplace cooperation promotes group action in meeting students' academic demands and enhancing instructors' educational practice. According to a thorough study by Ronfeldt et al. (2015) that examined the link between cooperation and pedagogical abilities, teachers who work in schools with higher-quality collaboration considerably outperform those who work in schools with lower-quality partnerships. Despite the plethora of studies about the positive effects of cooperation on teachers' instructional and pedagogical skills, there are several considerations in elaborating on association. For instance, it was discovered that access to administrative assistance is necessary for teachers to build their teaching abilities and for teacher cooperation success. For this reason, school leaders of different educational institutions fulfill the critical responsibility of fostering collaboration in their workforce.
School administrators must also provide collaborative professional development programs throughout the academic year to progressively instill teamwork in their schools. One strategy the school administration uses is to assign a well-respected colleague who is an acknowledged authority in the field to oversee the conduct of the rest of the staff's collaborative professional development activities. Sutton Shouse (2016) suggested that school administrators should employ subject-matter experts for improved professional development and training implementation. According to studies, teachers are more likely to apply what they learn from their colleagues than outside speakers. The knowledge of the other instructors at the school is crucial for enhancing that of the rest of the personnel. For instance, Goddard et al. (2015) discovered that instructors' views on teaching increase when they work collaboratively with colleagues.
An order (D.O.) 35, s. 2016, from the Department of Education (DepEd), was published to respond to the growing worry about the challenges of getting teacher collaboration. Learning Action Cells (LACs) were designed to be institutionalized in 2016 by promoting teachers' curriculum, teaching, and evaluation knowledge, attitudes, and skills at their workstations. This DepEd directive mandates that the LAC sessions are school-based CPD initiatives to enhance teaching and learning across various educational institutions in the Philippines. As a result, teachers must actively participate in discussions facilitated by the school principal or another approved LAC leader to address common issues and improve the quality of instruction at the school (D.O. 35, s. 2016). This new policy mandates that teacher learning take place in the classroom. In addition to the Department of Education's adopted policy, an earlier study indicated that a professional learning community was seen as the "best hope for re-culturing a school" (Humada-Ludeke, 2013). According to Humada-Ludeke (2013), a particular set of requirements must be satisfied for this approach to be practical. According to Bajar et al. (2021), school staff members may further establish a place where they can share an understanding of the content and pedagogy of teaching by being honest with one another during LAC sessions. Using this platform, teachers may assist one another in overcoming challenges brought on by the most recent educational reform. The charge teachers must include the LAC Sessions in their schedules to better prepare for these knowledge exchange sessions.