Social Emotional Learning (SEL) Implementation and Social- emotional Competencies among Grade School Teachers

Abstract

Given the importance of SEL in primary and secondary education, this study looked at the social and emotional skills of first grade teachers and effectiveness of SEL programs in a public school in Davao Del Sur. Using a descriptive-correlational quantitative design, the study surveyed 150 randomly selected teachers through validated questionnaires. The tools measured five areas of interpersonal learning and its eight specific indicators. The results showed that teachers had a very high level of social-emotional competence, with self-awareness receiving the highest score. Similarly, SEL implementation was also rated very high, with supportive discipline and family partnership emerging the strongest areas. Statistical analysis showed a positive correlation between SEL implementation and SEL competence, suggesting that teachers with higher competence are more effective in managing interpersonal and emotional situations when applying SEL strategies. In conclusion, strengthening teachers’ emotional skills leads to improved classroom instruction and student well-being. The study recommends continued professional development, strengthened community partnerships, and further research in varied school contexts.