This study explored how a blended learning approach in Learning Action Cell (LAC) sessions influences teachers’ professional development. Recognizing the crucial role of the Individual Development Plan (IDP) in guiding professional growth, the research aimed to pinpoint teachers’ specific developmental needs and evaluate how tailored blended learning materials could support them. Using descriptive research design, the study first analyzed IDPs and gathered teachers’ responses to identify common areas for development. Teachers, who update their IDPs annually, confirmed that these documents were valuable tools in recognizing their personal development goals. The findings highlighted key priority areas for professional growth: creating safe learning environments, improving assessment practices, fostering higher-order thinking, and strengthening home-school partnerships. Instructional materials designed around these themes in a blended format received very high ratings for relevance, clarity, and engagement. Teachers reported that the blended model brought greater flexibility, more opportunities for reflection, and stronger collaboration within their LAC sessions. Overall, the study concludes that blended learning in LACs is a powerful and effective strategy for addressing teachers’ professional needs.