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A Call for Commitment: The Lived Experiences of Public Junior High School Teachers in School Learning Action Cell (SLAC) For a Responsible Management Education

Designed with qualitative-transcendental phenomenology, this study aimed at understanding the lived experience in the School Learning Action Cell (SLAC), a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning for a Responsible Management Education of selected public junior high school teachers in the division of Santa Rosa City, Laguna, Philippines. The researchers utilized the framework of Moustakas (1994) which consisted of bracketing, horizonalization, theme clustering, textural description, structural description, and essence. The verbatim transcriptions revealed sixteen (16) themes. An in-depth investigation of teachers' lived experiences addressed two specific issues: their experiences in the SLAC and their responses to challenges and demands to improve their performance as teachers. Among the lived experience that surfaced included teacher empowerment through collaboration, transforming impediments into strengths, an instrument for competency enhancement, and the essence of project management. The participating teachers face the challenges and demands of the SLAC through the necessity of monitoring and evaluation, viewing challenges as triggers of change, determination fuels pedagogical enrichment, and commitment as a moral imperative. The findings indicate that collaboration among teachers is critical in executing the SLAC for Responsible Management Education. To reach and actualize the school's goals, teachers should be imbued with dedication, a sustained grasp of policy/program principles, character strength, community participation, and innovation. It requires greater commitment and leadership from teachers as well as school administrators and managers.