https://masterjournals.com/index.php/crjp/issue/feed 2025-08-04T07:54:38+00:00 Dr. J.H. William USA editor@masterjournals.com Open Journal Systems <div class="card_metrics"><span class="metrics_left">E-ISSN</span> <span class="metrics_right">2767-3278</span></div> <div class="card_metrics"><span class="metrics_left">DOI Prefix</span> <span class="metrics_right">10.37547/crjp</span></div> <div class="card_metrics"><span class="metrics_left">Started</span> <span class="metrics_right">2021</span></div> <div class="card_metrics"><span class="metrics_left">Frequency</span> <span class="metrics_right">Monthly</span></div> <div class="card_metrics"><span class="metrics_left">Language</span> <span class="metrics_right">English</span></div> <div class="card_metrics"><span class="metrics_left">APC</span> <span class="metrics_right">$250</span></div> https://masterjournals.com/index.php/crjp/article/view/2159 2025-08-04T07:54:38+00:00 Dr. Roselyn Mae C. Villanueva roselyn@masterjournals.com Dr. Camille T. Fernandez camille@masterjournals.com

<p>This study investigates the influence of school leadership behavior on the effective implementation of Learning Action Cell (LAC) programs, a professional development initiative aimed at enhancing teaching practices in basic education. Using a mixed-methods approach, the research explores how leadership styles, communication, decision-making, and support systems affect teacher engagement and the overall success of LAC sessions. Findings reveal that transformational and participative leadership behaviors significantly contribute to the sustainability and impact of LAC implementation, fostering collaboration, reflective practice, and instructional improvement. The study underscores the critical role of school leaders in shaping professional learning environments and provides recommendations for strengthening leadership capacity to support continuous teacher development.</p>

2025-08-01T00:00:00+00:00 Copyright (c) 2025 Dr. Roselyn Mae C. Villanueva, Dr. Camille T. Fernandez