Learning Action Cell Engagement and Technology Integration Effectiveness on the Instructional Delivery Practices of Teachers

The study intended to explore the relationship between Learning action cell (LAC) engagement, technology integration, and instructional delivery practices among the 312 public school teachers in the 3 districts of Kitaotao, Division of Bukidnon during the school year 2024–2025. Through a descriptive-correlational research design, teachers were assessed on their levels of engagement in LAC, technology integration effectiveness, and instructional delivery practices. The results revealed that teachers were highly engaged in LAC and technology effectiveness, and the instructional delivery were very highly practiced. Correlation analysis showed that technology integration significantly correlated with instructional delivery practices, especially the elements of ICT in teaching and learning, while LAC showed no significant correlation. Regression results indicated that elements in ICT in teaching and learning is the best predictor of instructional delivery practices of teachers. This result suggests that prioritizing the integration of technology will lead to enhanced instructional delivery practices of teachers. Supporting teachers' instructional delivery practices will ultimately contributes to improved student outcomes. Suggestions for future directions include a need to establish quantitative or qualitative designs to support the study's findings across several teachers' practices and engagement and for general professional empowerment.