Management of learning action cells, pedagogical practices and professional commitment of teachers: A mediation study

This study examined the mediating role of teachers’ pedagogical practices in the relationship between the strategic management of Learning Action Cells (LACs) and teachers’ professional commitment in public elementary schools in the Division of Ozamiz City for School Year 2025–2026. Using a quantitative explanatory correlational design with mediation analysis, data were collected from 150 teachers through stratified random sampling and researcher-made questionnaires. Descriptive and inferential statistics, including Pearson correlation, multiple regression, and mediation analysis, were employed. Results showed that the strategic management of LACs was very high, pedagogical practices were very good, and professional commitment was very high. Significant positive relationships were found among all key variables. Regression analysis identified leadership and collaboration, learner-centered instruction, and assessment practices as significant predictors of professional commitment. Mediation analysis further revealed that pedagogical practices partially mediated the relationship between LAC management and professional commitment. Overall, effective LAC management enhances teacher commitment both directly and indirectly through improved instructional practices.