Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.

7161917, ISSN 2822-4353

Research Article

Improving the Teaching-Learning Process Through the Use of Social and Emotional
Learning (SEL) Program

Angell V. Sardalla*
For affiliations and correspondence, see the last page.

Abstract
Managing the social and emotional aspects of a teacher is vital in promoting a classroom conducive
to learning especially during this time of the pandemic. In the educational sector, little attention was
given to the teacher as everyone is focused more on the different factors affecting the learners’
academic performance. This study aimed to enhance the Social and Emotional Learning (SEL) skills
and competencies of public elementary teachers through the SEL Program. The study used a quasi-
experimental design specifically a one-shot pretest and posttest with a t-test as the analysis tool.
Simple random sampling was employed in selecting the 132 respondents from 30 public schools in
Aloguinsan District, Cebu Province, Philippines. The findings of the study revealed that all the
constructs under Social and Emotional Competence (SEC) which are Self- Awareness, Self-
Management/ Emotion Regulation, Social Awareness, Relationships or Social Skills, Responsible
Decision Making garnered a p-value of 0.00 interpreted as significant after the SEL program was
administered. Therefore, this program can be used in improving the SEC of the teachers, and thus,
enhancing the program through evaluating its effectiveness is highly recommended.

Keywords: Teaching and Learning Process, Intervention Program, Social and Emotional
Learning Competencies

Introduction (Abucejo et al., 2022) wherein teachers are

experiencing compassion fatigue (Yang, 2020;
Teaching profession demands a stable and strong heart Cabello, 2022). Panayiotou et al. (2019) stipulated that
to handle different challenges and stressors inside the the changes propagating across the world were
classroom. The way how the teachers discuss the manifested in the way how teachers and students cope
lesson can greatly affect how they feel inside with academic requirements which resulted in
(Humphries et al., 2018). It is expedient that a teacher psychological distress (Humphries et al., 2018; Olleras
should be socially and emotionally competent wherein et al., 2022) affecting the emotional and social aspects
these should be assessed in any ways possible (Aldrup of one’s life. Jennings et al. (2020) socially and
et al., 2020). Teacher impacts and influences the lives emotionally focused on the well-being of early
of many students, especially in building camaraderie childhood educators wherein these teachers experience
and professional relationships. In the works of burnout and stress in delivering instruction.
literature, studies suggested that there are still blind
spots in knowing the effect of teachers’ competence Teachers are the prime movers in implementing
influencing the academic performance of the students programs (Eddy et al., 2020) and practices in SEL
(Riconalla et al., 2022), especially in the creation of an programs which is a mechanism of cultivating the lives
intervention program that will aid the teachers to attain of the learners by providing awareness in managing
competence socially and emotionally (Collie & Perry, one’s emotions (Brackett et al., 2014). It necessitates
2019). Arguably, when teachers are stable and those teachers and students to establish a harmonious
competent emotionally and socially, it creates a relationship in the teaching-learning process (Nushur
supportive atmosphere where the students are & Yusuf, 2021). SEL supports vital skills such as
comfortable and motivated to learn in the best way awareness of one’s social aspects, making sound and
they want to (Palmer et al., 2021; Bahinting et al., responsible decisions, the skills of establishing good
2022). relations, having self-awareness, and managing one’s
self (Yoder et al., 2020). These skills are pertinent in
Teacher stress is inevitable, especially at this time of making a non-threatening classroom wherein learning
the pandemic. This impacts the quality of education is achieved and quality education is afforded by the
forwarded to the learners and their academic learners (Yang, 2021).
performance (Jennings et al., 2019; Ando et al., 2022).
The stress worsened when the pandemic started to Social and Emotional Learning (SEL) program is vital
affect all sectors including the educational arena in pursuing quality education among students
(Greenberg et al., 2017; Jagers et al., 2019). This

Angell V. Sardalla
2/18
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7161917, ISSN 2822-4353
Research Article

program should roll out among teachers in order to 3.2. Making Responsible Decisions;
capacitate them in sharing and transferring the 3.3. Social Awareness;
knowledge that the learners deserved. SEL provides a 3.4. Self- Awareness; and
framework that highlights the opportunity among the 3.5. Self-Management/Emotion Regulation?
teachers to acquire pertinent skills needed in sustaining
quality life and well-being (Palmer et al., 2021). If
teachers are able to be socially and emotionally sound, Literature Review
they can influence the teaching-learning process
because their countenance radiates and propagates. COVID-19 pandemic produced shocked that
Hence, positive atmosphere is manifested in the negatively impact the different aspect of life including
learning environment which promotes meaningful the core of education in which it changed the whole
learning experiences (Geng et al., 2019). countenance of the system. With the uncertainty
brought by the crisis, teachers were forced to navigate
The well-being of the teachers is pivotal in increasing
within the changes as they trying to pull out stressor
the academic performance of the students, especially
such as challenges in learning modalities, personal
during this time of the pandemic (Guoyan et al., 2021).
challenges, and fear of transmission whilst providing
The significance of assessing the SEL programs
quality educational services and support to the
underscores the most pressing issues that the schools students. With this, they need to be resilient and
are facing when the lockdowns were implemented. adaptive to keep going and still provide what was
Further, this study is determined to enhance the Social- expected from them to produce however of all the
Emotional Learning skills of the public elementary population, there’s still teachers that manifest
teachers through the SEL Programs in the selected difficulty in coping with the changes and later create a
schools of Aloguinsan District, Aloguinsan, Cebu, for ripple effect in their performance.
School Year 2021-2022 as the basis for utilization.
The expediency of teacher’s optimal performance
Research Questions rooted from their capacity to create change in the
society through the manifestation of such behavior
It was the core intent of this study to enhance the within their students. Their state of being provides the
Social and Emotional Learning skills and status quo of educational services delivered to the
competencies of the public elementary teachers students in which a crucial part of actualizing the goals
through the SEL Program in the selected schools of of educational sector (Jyoti & Sharma, 2009). The
Aloguinsan District, Aloguinsan, Cebu, for School manifestation of high caliber teaching skills both
Year 2021-2022 as the basis for utilization. pedagogical strategies and instruction are the crucial
Specifically, this study answered the following: state that a teacher should have to provide high quality
learning experiences and produce quality outcomes for
1. What is the demographic profile of the respondents
the students (Bolin 2007).
in terms of:
1.1. age and gender; Teachers’ Social and Emotional Competence defines
1.2.years of teaching experience; clearly the superficial patterns of the learning
1.3. highest educational attainment; environment and atmosphere in the classroom. This
1.4. current position title and; competence guides the teachers to build strong
1.5. school assignment? relationships among the students and help them to
2. What is the teachers’ level of Social and Emotional effectively manage the classroom in which the
Learning skills before and after the implementation of realization of educational outcomes is manifesting
the SEL Program in terms of: (Humphries et al., 2018). The study of Jennings &
2.1. Social/Relationship skills; Greenberg (2009) supported the claim above in which
2.2. Making Responsible Decisions; it highlighted the essence of SEC in actualizing the
2.3. Social Awareness; implementation of social and emotional stability in
2.4. Self- Awareness; and which may contribute to develop conducive learning
2.5. Self-Management/Emotion Regulation? environment that provides meaningful learning
3. Is there a significant difference between the experiences among the students.
teachers’ level of Social-Emotional Learning skills
before and after the implementation of the SEL There are five competencies in SECs namely self-
Program in terms of: awareness that tackles the perceived understanding of
3.1. Social/Relationship skills; oneself, social awareness that demonstrates perceived

Angell V. Sardalla
3/18
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7161917, ISSN 2822-4353
Research Article

social literacy, self-management that talks about the can promote effective instruction delivery (Beauchamp
perceived capacity to manage oneself, relationships et al., 2021). This can also help teachers to be the best
skills that focuses into the capacity of oneself to versions of themselves (Cabello et al., 2022). Through
effectively build strong relationships among others, relationship skills, it can provide an atmosphere where
and lastly responsible decision-making that highlights mentors are mentoring each other and everyone is
the perceived literacy of oneself to make sound extending their help and arms to each other.
judgement and decisions. In order to understand the
different perspectives of these five competencies, the These works of literature provided an essential
study scrutinized different published articles to understanding of the importance of relationship skills,
explicitly discussed each construct. This would serve especially in the educational sector. This will pave the
as knowledge database that may be used to corroborate way to better assimilate necessary knowledge that can
with the results. broaden one’s perspective regarding the constructs of
this current inquiry.
In order to attain harmonious relationships, teachers
can construe models and frameworks or strategies and Theoretical Underpinning
techniques (Lin et al., 2021) that can aid them to
communicate well and attentively listen to the voices Understanding a phenomenon or a certain kind of
of the clientele – students and parents (Akbarjono et challenges can be carried out through the recognition
al., 2021). While this is true for most schools, there are of its root cause and as to what extend this factor
still teachers who can’t establish camaraderie among interplay within the scope of human cognition. Social
the parents and are suffering from disciplining their and Emotional competence as a factor in determining
students (Erturk, 2022). In this case, conflict resolution the level of awareness of the teachers’ self and
strategies and techniques (Gou et al., 2021) are environment posed a significant space into the
essential in trying it out and so, if it works, then, it has considerations of administrators because of its impact
to be sustained however, if it fails, new models and to the learning experiences of the students especially in
frameworks for building good relationships among this time of pandemic. Moreover, it is important to
parents and students can be explored (Chen et al., unlock the determining factor of the level of
2021; Mahmudah et al., 2021). motivation among the teachers and the established
legal impediment in connection to their performances
In the works of literature, numerous studies provided a within the institution. In doing so, the theory of
clear line of significance between the relationship of Expectancy Value by Eccles & Wigfield (2002) that
the teachers to their students and the learners’ positive talks about the role of teachers’ perceived views and
impact on their academic performance through their perceived belief about the intervention, the Self-
current and subsequent motivation (Bayoumy et al., Determination Theory by Niemiec & Ryan (2009) that
2021). Further, the impact of establishing a quality tackles about the determination of interacting factors
relationship between the students and the teachers such as level of competence and autonomy that
explicitly showed teachers’ quality well-being and its impacts the level of motivation of the teachers with
contribution to meaningful instructional delivery regard to their work environment, and the DepEd
(Talebizadeh et al., 2021). Thus, it is vital to have a Order No. O12, Series of 2020 (DO, no. 12, s 2020)
harmonious relationship between the teachers and the popularly known as the Adoption of the Basic
learners, especially in this time of pandemic wherein Education Learning Continuity Plan for School Year
limited classes are being imposed due to health 2020-2021 in Light of the Covid-19 Public Health
protocol and government requirements to continue Emergency that highlights the developed interventions
education while sustaining health and safety (Lou et alleviating the educational challenges brough by the
al., 2021; Khasawneh, 2021; Chen et al., 2021). pandemic should be explicitly discussed.

The advantages of having a high-quality relationship The Expectancy Value Theory was proposed by
between teachers and students guarantee quality well- Vroom (1964) which later substantiated by Eccles &
being among the teachers (Cabello, 2022) which can Wigfield (2002); Wigfield & Eccles (2000) and
have a domino effect on their colleagues and Lawler & Porter (1967) which discusses the factors
supervisors (Gaol, 2021). This can be manifested in that determines the level of motivation to do a certain
teachers’ relationships with the school heads where action or behavior. Vroom explicated that the
school leadership plays a vital role in keeping determination of the level of motivation among
everything together (Gumus et al., 2021). School individual is based from the two construct which is
leadership when managed well by the school leader their expectancy and values to the said outcome. He

Angell V. Sardalla
4/18
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7161917, ISSN 2822-4353
Research Article

discussed that expectancy tackles about the rate of Methodology

probability that the expected outcome is achieved
through the manifestation of behavior and that this
belief is rooted from the two components which are Design
the expectancy that exemplifies the perceived belief
that they can do it with their ability and instrumentality This study employed experimental Research Design.
which discusses that the perceived belief of the Further, this study utilized the one-group pretest-
association of behavior and the wanted outcome is posttest design in order to quantitatively assess the
directly proportional. When perceived high, these two SEL programs' effectiveness starting with the
will developed high expectancy that there’s a high administration of the pretest in order to gauge the
possibility that the wanted outcome is achieved dependent variables, then, the application of the
through the performance of behavior. intervention which is the SEL programs, and lastly, the
posttest, assessing the test of difference after the
The theory of Self-Determination by Deci & Ryan intervention was employed.
(1985) which was cited by Niemiec & Ryan (2009)
presented another interacting determinant of human Respondents
motivation to perform certain behavior. This theory
claimed that the motivation of human to perform the This study is composed of 132 public elementary
certain task or behavior is based from its capacity to school teachers in the selected schools of Aloguinsan
provide fulfillment intrinsically among individual. District, in the municipality of Aloguinsan, Cebu of
the Division of Cebu Province. Prior to the
People tend to be self-motivated because they know
administration of the instrument to the respondents, the
that by doing this, they will be rewarded by sense of
ethics of research in volunteerism was upheld. The
fulfilment – level of competence, personal and
respondents were aware that this is in the form of
professional growth, and self-actualization. To further
voluntary participation and that, anytime, they can
explicate this claim, the theory provided two
withdraw from being a respondent. An assurance that
assumptions which are the expediency of behavior for
the respondents' data will be treated with the highest
personal growth and the capacity to provide
degree of confidentiality and anonymity.
autonomous drives the motivation.
Instrument

This study used an adapted questionnaire as an

instrument to gather data. The instrument was
anchored on Nicholas Yoder Tool for teachers in
assessing Social and Emotional Instruction and
Competencies. The instrument comprised 2 parts. The
first part was designed to elicit the information from
the profile of the teachers who are the respondents of
this paper. The second part encapsulated the items for
the Teacher Social and Emotional Teaching
Competencies in a 4-point Likert Scale. There are five
subdivided parts under the second part of the
instrument. These are the awareness of one’s social
aspects, making sound and responsible decisions, the
skills of establishing good relations, having self-
awareness, and managing one’s self with 8 items in all
subparts. The instrument went through validity and
reliability testing which has a good Cronbach’s alpha
(Cabello & Bonotan, 2021).

Data Gathering Procedure

The data gathering started by asking permission from

the Schools Division Superintendent to collect the
Figure 1. Framework of the Study necessary data. After acquiring permission, the
researcher allotted vigorous time and effort to develop

Angell V. Sardalla
5/18
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7161917, ISSN 2822-4353
Research Article

the questionnaire (pre-test and post-test) so as to serve presented above, it can be gleaned that females got the
its intended respondents. With the professor’s approval highest frequency and percentage with 114 counts and
of the instrument, and after the consent from the 86.36% out of the total sample respectively. Further, it
participants, surveys were administered and copies of is also visible that males got the lowest frequency of
the pre-test questionnaire were distributed via Google 18 counts with 13.64% of the total sample. It can be
form to the 30 teacher-respondents from the selected implicated that most of the teachers in the district of
schools of Aloguinsan District, Aloguinsan, Cebu. Aloguinsan are females which perceives as a good sign
because females are found to be more socially
Implementation of the intervention (SEL Program) sensitive and emotionally competent, and this can be
followed; one week was allotted to finish each Social- validated through the results gathered by the study of
Emotional Competency module. After the Carvallo and Brienza (2002).
implementation, electronic copies of the post-test
questionnaire were distributed via Google forms to the Table 1 also showcased the respondents’ highest
teacher-respondents. After the data gathering, the educational attainment. In this table, it can be
researcher downloaded all the returned completed explicated that Aloguinsan teachers with units in
surveys for data analysis. Ethical consideration was master’s level got the highest frequency and
observed all throughout the conduct of the study. percentage with 85 and 64.39% respectively. Further,
teachers who acquired units at the doctorate level got
Treatment of Data the lowest frequency with only 4 counts and 3.03% out
of 100%. With this, it can be implicated that most of
A simple Percentage will be used to identify the the teachers in the Aloguinsan district are pursuing
number of respondents per category. Weighted Mean their advanced education and they really understand
will be used for knowing the central tendency of the the importance of having such for professional
data gathered. It is the most appropriate to measure the development and sustaining quality instruction given
average of the responses of the respondents in the to the students. Teachers are also seeing the
Likert Scale from the SEL competencies of the practicability and its benefits for promotion. However,
respondents. The statistical formula that will be used it is also visible that there is a significant number of
to test the hypotheses of this study is the T-test respondents who need to be convinced and persuaded
formula for the test of difference. to finish the degree possible that they can attain.

In the same table, the statistics of the teacher’s number

Results and Discussion
of years in teaching are presented with their frequency
and percentage. The table showed that teachers with 0-
Table 1 (see appendix) showed the age bracket of the 4 years in service garnered the highest frequency of 53
respondents where the age bracket 30-39 got the counts with 40.15 percent out of the total sample while
highest frequency of 49 with a percentage of 37.12 teachers having 25-29 years as their teaching
while the 50 and above age bracket garnered the experience got the lowest frequency and percentage of
lowest frequency of 12 with 9.09% total from the 3 and 2.27 respectively. From these data, it can be
overall population. From these findings, it can be gleaned that more than half of the respondents are new
gleaned that the teachers from the district of to the service. This implies that the teachers are on the
Aloguinsan captured almost the majority of the total verge of professional development activities and
sample that these respondents interpreted as young. experiences however, this in turn gives the impression
This makes the district a good ground for assessment that they are eager to learn more and explore. The
in terms of their social and emotional well-being given study of Eran et al. (2019) highlighted those teachers
that this majority is still founding their experiences who are new in service faced many challenges such as
where these experiences are expedient in constructing building a connection with colleagues, administrators,
their competence in terms of the social and emotional and students, adjustments in developing instructions,
aspects. The study of Bluth et al. (2017) established and coping mechanisms to the stressors related to the
the idea that age is a factor that affects the state of the new working environment.
social and emotional well-being of an individual and
these numbers are associated with their firsthand The data of the teacher’s current position/title is also
experiences. indicated in table 1 where teachers who are in the
position of teacher I-III got the highest frequency of
In the same table, gender is also presented with its 120 and a percentage of 90.91%. On the hand, the
frequency and percentages. With the data being teachers who are in the position of school

Angell V. Sardalla
6/18
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7161917, ISSN 2822-4353
Research Article

administrator got the lowest frequency with only 3 results after the Social and Emotional Learning
counts and a percentage of only 2.27%. It can be Competency Program (SEL) intervention was utilized.
gleaned from this data that more than 90% of the
respondents are in the teaching position and less than The study of Gul et al. (2021) measured self-
5% are in the administrative position. With this data, awareness in relation to the effectiveness of teaching
since the number of teachers at the entry-level and how these teachers can contribute to increasing the
dominates, there is an opportunity to make essential academic performance of the learners. Understanding
plans and measures that can elevate the Social and one’s behavior is essential in directing the strengths
Emotional Competence (SEC) among these teachers. and weaknesses to favorable means of dealing with the
Hence, capacitating them to have a stable SEC can challenges that may incur inside the classroom
motivate them to land in a higher position. (Atmojo et al., 2020) On the other hand, the teachers’
beliefs and thoughts can be influenced by other people
The teachers’ school assignment is also reflected in which may intervene in making sound decisions and in
table 1. Based on the table, the respondents from realizing the desired teaching-learning process
Aloguisan Central School got the highest frequency (Vadivel et al., 2021). The influences can be avoided
and percentage of 21 and 15.91% respectively while by participating in different activities related to the
respondents who got the lowest frequency of 2 and Social and Emotional Learning Competency Program
lowest percentage of 1.52% are from Kantabogon (SEL).
Elementary School. Undoubtedly, there are significant
numbers of teachers in Aloguisan Central School who Table 3 (see appendix) depicted the pretest and post-
are willing to participate in the inquiry and to be test results of the respondents’ level of competence in
assessed in terms of their social and emotional Self-Management / Emotional Regulation. The table
competence. This gives the impression that these shows that upon the administration of the instrument,
teachers are open to any suggestions, criticism, and the item, “I understand that perspectives differ
change which in return develops their skills and according to age, gender, and social, ethnic,
qualities as an educator. On the other hand, there are educational, and economic backgrounds”, got the
only a few teachers who can accommodate academic highest mean score (3.42) interpreted as Highly
development activities, especially in remote areas such Competent while the item, “I sustain healthy
as the school located in mountain barangays in boundaries and use stress management strategies’,
Aloguisan. Thus, teachers from these areas should garnered the lowest mean score (3.09) which was
develop a sense of drive to motivate themselves to interpreted as Competent. Furthermore, items 1, 3, 4,
dive into this kind of activity because it will greatly 5, 6, and 7 got the highest mean score (4.00 and
help them to grow personally and professionally. SD=0.00) interpreted as Highly Competent while
items 3 and 8 garnered the lowest mean score of 3.95
Table 2 (see appendix) shows the pretest and post-test which is interpreted as Highly Competent after
scores of the respondents’ level of competence in administration of the intervention to the respondents.
terms of their Self Awareness. During the pretest, the
item, “I understand that my behaviors are influenced Establishing good self-management and emotional
by multiple personal factors, such as my experiences, regulation is vital in supporting the student’s learning,
personality, emotions, knowledge base, opinions, and especially during this time of the pandemic wherein
attitudes”, got the highest mean score of 3.48 students and teachers are bombarded with different
(SD=0.61) and was interpreted as Highly Competent. academic challenges (Niu & Niemi, 2020). This entails
On the other hand, the item, “I can define my own understanding the perspectives of others most
beliefs and thoughts in teaching the learners without importantly, the educational and economic background
being influenced by others” garnered the lowest mean (Runhaar et al., 2019). Having this level of
score of 3.04 (SD=0.80) which is interpreted as understanding is an advantage to alleviating stress and
Competent. After the administration of the sustaining the importance of living a healthy
intervention, the items that gained the highest mean communication and camaraderie among others
score of 4.00 (0.00) are items 1, 2, 3, 4, 6, 7, and 8 (Virtanen et al., 2017).
which were interpreted as Highly Competent while
item 5 got the lowest mean score of 3. 98 with a Table 4 (see appendix) presents the results of the
standard deviation of 0.15 interpreted as Highly respondents’ pretest and posttest regarding their level
Competent. With this given data, it can be implicated of competence in Social Awareness. It can be gleaned
that there is an increase in the mean score of the that with a mean of 3.31 (highly competent) the item,
respondents from their pretest results to their post-test “I respect the behavioral norms in the society”,

Angell V. Sardalla
7/18
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7161917, ISSN 2822-4353
Research Article

garnered the highest score out of the 8 items under One of the best ways to maintain a rewarding
social awareness. On the contrary, the item, “I am relationship among the learners is to provide them with
successful at providing my learners with the necessary a conducive learning environment where they are not
skills to answer the activities in their modules” gained threatened, and they can feel that they can express
the lowest mean score of 3.01 (competent). After the themselves (Wu et al., 2018). In this way, their full
SEL program was provided to the respondents, all potential will be discovered and eventually honed.
items got the highest mean score of 4.00 which was During the time of the pandemic, distance learning
interpreted as highly competent. With this, it can be was used to facilitate the continuity of delivering
implicated that the SEL program provided an increase education (Carone et al., 2022). This welcomes
in the respondents’ social and emotional competencies different strategies implemented in writing the
making them highly competent in terms of their social modules (Malenauskas, 2017). Modules should be
awareness. Considering the data provided by the facilitated in a friendly way of conveying the lessons.
respondents, no doubt that the intervention can Through the SEL program, the pedagogical
capacitate the teachers to be competent in providing a modifications may surface but can be managed.
conducive teaching and learning process.
Table 6 (see appendix) elicited the data of the
Teachers are the engine of cultivating social awareness respondents’ pretest and posttest results about their
in the classroom. A strong social awareness can level of competence in responsible decision-making.
amplify their social and emotional competence among In this table, the item, ”I consider the individual
them which in turn drives the influence of students to differences of my learners” got the highest mean score
learn (Schonert-Reichl, 2017). This provides positive of 3.49 (highly competent) whereas the item, “I plan
reinforcement of respecting behavioral norms in multiple ways to accomplish a goal” garnered the
society which can be nurtured inside the classroom lowest mean score of 3.06 (competent). As the
(Grant & Low-Choy, 2021). However, during this time intervention was administered to the respondents, the
of the pandemic, social awareness has crippled its mean score of all the items under the responsible
function and its essence because of government- decision-making increased its mean score to 4.00
mandated restrictions (Cipriano et al., 2021). This interpreted as highly competent. From these data, it
paves the way to making essential actions that can can be implied that utilizing the SEL program
extend to the learners the necessary skills that the positively develops the respondents’ level of
students need to know and learn (Yang, 2021). Thus, competence in terms of their responsible decision-
the SEL program guarantees a great leap of help in making.
making the teachers socially and emotionally
competent. Making responsible and sound decisions inside the
classroom is not an easy task (Aglazor, 2017). It takes
Table 5 (see appendix) displays the results of the a lot of factors to be considered to make a good one. In
respondents’ pretest and post-test in terms of their a classroom where students of different educational
level of competence in Relationship / Social Skills. It and economic backgrounds, a teacher should be able to
is visible that the item, “I establish and maintain make a decision that may not compromise the
healthy and rewarding relationships with the learners, concerns of others (McChargue, 2021). It should fair
parents, and colleagues” acquired the highest mean and justifiable. The kind of decision-making being
score of 3.41 interpreted as highly competent while the observed in the classroom can also be patterned out by
item, “I help cultivate the learners’ social-emotional the students (Lapsley & Woodbury, 2016). However,
learning skills as they cope with the distance learning” because of the diversity of learners, the teacher cannot
and “I continuously plan and implement strategies for accommodate all, and sometimes various ways to
building meaningful relationships with the learners” accomplish a task or academic endeavor may create a
garnered the lowest mean score of 3.30 which delay in achieving one’s goal. This can be resolved by
interpreted as highly competent. After the setting the right expectation inside the classroom.
administration of the SEL program, all items under the Improving the teachers in terms of social and
relationship / social skills got the highest mean score emotional competence underscores the fact of how
of 4.00 interpreted as highly competent. they practice making sound and responsible decision-
making (Katz et al., 2020). Thus, the SEL program can
Establishing a healthy relationship among peers, be utilized to constantly remind teachers to make
students, and parents is vital in forwarding relevant decisions that are right and just.
programs and undertakings for the benefit of the
student’s academic progress (Dilekli & Tezci, 2016).

Angell V. Sardalla
8/18
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7161917, ISSN 2822-4353
Research Article

Table 7. Results of respondents' SEL before and after Decisions; Social Awareness; Self- Awareness; and
the program Self-Management reached a highly competent level.
Thus, proving the effectivity of SEL program. With
this, a program like this should be assess, validate, and
verify for the purpose of continuum improvement.

Extracted from the results of the study, the first

recommendation is to continue the cyclical process of
assessing the teachers’ level of competence in terms of
(1) Social/Relationship skills; (2) Making Responsible
Decisions; (3) Social Awareness; (4) Self- Awareness;
and (5) Self-Management. The second one is to collect
and select best evidenced-based SEL activities. Lastly,
Table 7 shows respondents’ Social and Emotional
the SEL program may be used as intervention in other
Learning Competencies (SEL) before and after the
districts of the Cebu province in order to verify its
program. It can be gleaned that all variables such as
effectivity.
self-awareness, self-management/emotion regulation,
social awareness, relationship or social skills, and
responsible decision-making garnered a p-value of References
0.00. The data generated was interpreted as significant.
Thus, the decision is to reject the hypotheses. With Abucejo, C. M., Amodia, J. B., Calorin, R., Deo, N. F., Fuentes, M.
this, it can be implied that the intervention of this J., Lamila, K. N., ... & Minyamin, A. (2022). Going Back to
study which is the SEL program is effective. Elementary Years: The Parents Lived Experiences in Modular
Distance Learning. Psychology and Education: A Multidisciplinary
Journal, 2(6), 477-489. doi: 10.5281/zenodo.6791851
In every school, it is inevitable that teachers and
students encounter and experience social Akbarjono, A., Siregar, N. S. S., La Abute, E., & Zainuri, A. (2021).
maladjustment and academic stress. This is evident, Communication Patterns of Islamic Religious Education Teachers
and Parents in the Covid-19 Pandemic. Al-Ishlah: Jurnal
especially during this time of the pandemic in which
Pendidikan, 13(3), 2939-2950.
stressors are heightened due to the risks, constrictions,
and uncertainty carried by the crisis. These stressors Aldrup, K., Carstensen, B., Köller, M. M., & Klusmann, U. (2020).
demonstrated a ripple effect on the performance of the Measuring teachers’ social-emotional competence: Development
and validation of a situational judgment test. Frontiers in
teachers which pervasively affected the students’ psychology, 11, 892.
acquisition of learning experiences (Shernoff et al.,
2011). According to the study by Lam & Wong Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U.
(2018). Student misbehavior and teacher well-being: Testing the
(2017), teachers are the main input of the student's
mediating role of the teacher-student relationship. Learning and
learning experiences and it is pertinent to develop their instruction, 58, 126-136.
social and emotional competence (SEC) to support the
teaching-learning process and develop the same Alicke, M., Zhang, Y., & Stephenson, N. (2020). Self-Awareness
and Self-Knowledge. In Oxford Research Encyclopedia of
competence. The study of Durlak et al. (2011) added Psychology.
that developing the students’ SEC help them to interact
with their environment, regulate their own emotion, Alves, R., Lopes, T., & Precioso, J. (2021). Teachers' well-being in
and supports them in attaining academic goals. times of Covid-19 pandemic: factors that explain professional well-
being. IJERI: International Journal of Educational Research and
Innovation, (15), 203-217.

Conclusion Ando, K., Basilisco, J., Deniega, A., Gador, K., Geraldo, P. J.,
Gipulao, W. E. M., ... & Minyamin, A. (2022). Learning without
Learning in the New Normal: College Education Students Lived
The Social and Emotional Learning (SEL) competence Experiences in Blended Learning Modality. Psychology and
among teachers should not be taken for granted as this Education: A Multidisciplinary Journal, 2(6), 455-464. doi:
10.5281/zenodo.6791799
can influence the academic performance of the
learners. This study proved that although the level of BAHINTING, M. A., Ardiente, M., Endona, J., Herapat, M. A.,
the teachers’ SEL in Aloguinsan district was not Lambo, D., Librea, H. J., ... & Minyamin, A. (2022). Stronger than
the Internet Connectivity: A Phenomenology. Psychology and
critical, there was still a necessity of conducting SEL
Education: A Multidisciplinary Journal, 2(6), 465-476. doi:
program as an intervention. After the SEL intervention 10.5281/zenodo.6791820
plan, it can be gleaned that all the 5 competencies:
Social/Relationship skills; Making Responsible Bandura, A., & Hall, P. (2018). Albert bandura and social learning
theory. Learning theories for early years practice, 63.

Angell V. Sardalla
9/18
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7161917, ISSN 2822-4353
Research Article

Bayoumy, H. M. M., & Alsayed, S. (2021). Investigating Australian Educational Researcher, 46(4), 699-714. h
relationship of perceived learning engagement, motivation, and
academic performance among nursing students: A multisite Dhanakotti, E., & Rajendran, P. (2020). Emotional Intelligence as a
study. Advances in Medical Education and Practice, 12, 351. Moderator in Reducing Academic Stress Among School
Students. Psycho-Social Perspectives on Mental Health and Well-
Beauchamp, G., Hulme, M., Clarke, L., Hamilton, L., & Harvey, J. Being, 177-203.
A. (2021). ‘People miss people’: A study of school leadership and
management in the four nations of the United Kingdom in the early Dodman, S. L., DeMulder, E. K., View, J. L., Swalwell, K.,
stage of the COVID-19 pandemic. Educational Management Stribling, S., Ra, S., & Dallman, L. (2019). Equity audits as a tool of
Administration & Leadership, 49(3), 375-392. critical data-driven decision making: Preparing teachers to see
beyond achievement gaps and bubbles. Action in Teacher
Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of learning-centred Education, 41(1), 4-22.
leadership and teacher trust on teacher professional learning:
Evidence from a centralised education system. Professional Duong, M. T., Pullmann, M. D., Buntain-Ricklefs, J., Lee, K.,
development in education, 1-13. Benjamin, K. S., Nguyen, L., & Cook, C. R. (2019). Brief teacher
training improves student behavior and student–teacher relationships
Brackett, M. A., & Rivers, S. E. (2014). Transforming students’ in middle school. School Psychology, 34(2), 212.
lives with social and emotional learning. International handbook of
emotions in education, 368. Eddy, M., Blatt-Gross, C., Edgar, S. N., Gohr, A., Halverson, E.,
Humphreys, K., & Smolin, L. (2021). Local-level implementation of
Cabello, C. A., & Bonotan, A. M. (2021). Designing and Validating Social Emotional Learning in arts education: Moving the heart
an Instrument to Assess the Wellness of Business Process through the arts. Arts Education Policy Review, 122(3), 193-204.
Outsources’ Customer Service Associates. Asia Pacific Journal of
Multidisciplinary Research, 9(1), 1-11. Eitel, A., Endres, T., & Renkl, A. (2020). Self-management as a
bridge between cognitive load and self-regulated learning: The
Cabello, C. A. (2022). An evaluative study of business process illustrative case of seductive details. Educational Psychology
outsources’ work-life Review, 32(4), 1073-1087. ht

balance policies and programs among customer service associates. Ertürk, R. (2022). Conflict in schools: A qualitative
International Journal of Health Sciences, 6(S3), 9431–9446. study. Participatory Educational Research, 9(1), 251-270.
https://doi.org/10.53730/ijhs.v6nS3.8251
Ferreira, M., Martinsone, B., & Talić, S. (2020). Promoting
Cabello, C. A. (2022). Higher Education Professors in Blended sustainable social emotional learning at school through relationship-
Learning Modality of Teaching: The Silent Tears of Heroes Towards centered learning environment, teaching methods and formative
assessment. Journal of Teacher Education for Sustainability, 22(1),
Resiliency. Journal of Positive School Psychology, 6(3), 6171-6183.
21-36. DOI: 10.2478/jtes-2020-0003
Cabello, C. A. (2022). Part-Time Instructors in the Higher Education
Fielding, J., Geiger, V., Miller, J., Bruder, R., Towara, U., &
Institutions: The Less, The Limited, The Left-over, and The
Ratnayake, I. (2022). Using situated expectancy value theory to
Survivors. Journal of Positive School Psychology, 6(3), 6202-
explore initial teacher education students' motivation to engage with
6214.Cabello, C. A. (2022). Part-Time Instructors in the Higher
challenging mathematical tasks. Teaching and Teacher
Education Institutions: The Less, The Limited, The Left- over, and
Education, 113, 103663.
The Survivors. Journal of Positive School Psychology, 6(3),
6202-6214. Goleman, D. (2018). What makes a leader?. In Military
Leadership (pp. 39-52). Routledge.
Çetin, F., & Aşkun, D. (2018). The effect of occupational self-
efficacy on work performance through intrinsic work Gümüş, S., Arar, K., & Oplatka, I. (2021). Review of international
motivation. Management Research Review. research on school leadership for social justice, equity and
diversity. Journal of Educational Administration and History, 53(1),
Chen, J. K., Wang, S. C., Chen, Y. W., & Huang, T. H. (2021).
81-99.
Family climate, social relationships with peers and teachers at
school, and school bullying victimization among third grade students Guo, X., Liu, Y., Zhao, W., Wang, J., & Chen, L. (2021).
in elementary schools in Taiwan. School mental health, 13(3), 452- Supporting resilient conceptual design using functional
461. decomposition and conflict resolution. Advanced Engineering
Informatics, 48, 101262.
Chen, Y., Gao, L., Lippke, S., Xiang, Z., & Gan, Y. (2021).
Harmonious personality and work–family conflicts: The multiple Guoyan, S., Khaskheli, A., Raza, S. A., Khan, K. A., & Hakim, F.
mediating roles of social support and self‐control. PsyCh (2021). Teachers’ self-efficacy, mental well-being and continuance
Journal, 10(6), 889-897. commitment of using learning management system during COVID-
19 pandemic: a comparative study of Pakistan and Malaysia.
Cherng, H. Y. S., & Davis, L. A. (2019). Multicultural matters: An Interactive Learning Environments, 1-23.
investigation of key assumptions of multicultural education reform
in teacher education. Journal of Teacher Education, 70(3), 219-236. Hammer, M., Scheiter, K., & Stürmer, K. (2021). New technology,
new role of parents: How parents' beliefs and behavior affect
Collie, R. J. (2017). Teachers’ social and emotional competence: students’ digital media self-efficacy. Computers in Human
Links with social and emotional learning and positive workplace Behavior, 116, 106642.
outcomes. In Social and emotional learning in Australia and the
Asia-Pacific (pp. 167-184). Springer, Singapore. Hewitt, J. P. (2020). 22 The Social Construction of Self-Esteem. The
Oxford handbook of positive psychology, 309.
Collie, R. J., & Perry, N. E. (2019). Cultivating teacher thriving
through social–emotional competence and its development. The Humphries, M. L., Williams, B. V., & May, T. (2018). Early

Angell V. Sardalla
10/18
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7161917, ISSN 2822-4353
Research Article

childhood teachers' perspectives on social-emotional competence Journal of Educational Psychology, 92(1), 131-154.
and learning in urban classrooms. Journal of applied school
psychology, 34(2), 157-179. Liu, H. (2021). Engaging language learners in contemporary
classrooms.
Humphries, M. L., Williams, B. V., & May, T. (2018). Early
childhood teachers' perspectives on social-emotional competence Lontoh, F. O. L. (2021). Impact of Sense of Belonging and Self-
and learning in urban classrooms. Journal of applied school Awareness on Professionalism of Teachers. Turkish Journal of
psychology, 34(2), 157-179. Computer and Mathematics Education (TURCOMAT), 12(9), 1156-
1160.
Ibrahim, A., & El Zaatari, W. (2020). The teacher–student
relationship and a d o l e s c e n t s ’ s e n s e of s c h o o l Lumban Gaol, N. T. (2021). School leadership in Indonesia: A
belonging. International Journal of Adolescence and Youth, 25(1), systematic literature review. Educational Management
382-395. Administration & Leadership, 17411432211010811.

Irrera, D. (2021). Simulating conflict resolution dynamics and Luo, N., Li, H., Zhao, L., Wu, Z., & Zhang, J. (2021). Promoting
fostering negotiation skills. Student Engagement in Online Learning Through Harmonious
Classroom Environment. The Asia-Pacific Education Researcher, 1-
Itzchakov, G., DeMarree, K. G., Kluger, A. N., & Turjeman-Levi, 11.
Y. (2018). The listener sets the tone: High-quality listening increases
attitude clarity and behavior-intention consequences. Personality and Luo, N., Zhang, Y., & Zhang, M. (2019). Retaining learners by
Social Psychology Bulletin, 44(5), 762-778. establishing harmonious relationships in e-learning
environment. Interactive Learning Environments, 27(1), 118-131.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial
classroom: Teacher social and emotional competence in relation to Mahmudah, F. N., Putra, E., & Wardana, B. H. (2021). The Impacts
student and classroom outcomes. Review of educational of Covid-19 Pandemic: External Shock of Disruption Education and
research, 79(1), 491-525. Financial Stress Cohesion. FWU Journal of Social Sciences, 15(2).

Jennings, P. A., Doyle, S., Oh, Y., Rasheed, D., Frank, J. L., & Mathews, D. (2011). Naming and framing difficult issues to make
Brown, J. L. (2019). Long-term impacts of the CARE program on sound decisions. Dayton, OH: Kettering Foundation.
teachers' self-reported social and emotional competence and well-
being. Journal of School Psychology, 76, 186-202. McIntyre, N. A., Jarodzka, H., & Klassen, R. M. (2019). Capturing
teacher priorities: Using real-world eye-tracking to investigate
Jennings, P. A., Jeon, L., & Roberts, A. M. (2020). Introduction to expert teacher priorities across two cultures. Learning and
the special issue on early care and education professionals’ social Instruction, 60, 215-224. h
and emotional well-being. Early Education and Development, 31(7),
933-939. Nushur, R. D., & Yusuf, S. (2021). Teachers' Emotional Intelligence
and Its Impact on Students' Motivation in Teaching and
Jickling, B., & Wals, A. E. (2019). Globalization and environmental Learning. ACCENTIA: Journal of English Language and
education: Looking beyond sustainable development. In Curriculum Education, 1(1), 24-33.
and Environmental Education (pp. 221-241). Routledge.
Ojala, M., & Bengtsson, H. (2019). Young people’s coping
Jimenez, E. (2021). Impact of mental health and stress level of strategies concerning climate change: Relations to perceived
teachers to learning resource development. Shalax International communication with parents and friends and proenvironmental
Journal of Education. behavior. Environment and behavior, 51(8), 907-935.
https://doi.org/10.1177/0013916518763894
Keiler, L. S. (2018). Teachers’ roles and identities in student-
centered classrooms. International journal of STEM education, 5(1), Olleras, J. L., Dagwayan, M., Dejacto, A. M., Mangay, J. R.,
1-20. Ebarsabal, M., Diaz, D. J., ... & Minyamin, A. (2022). The Life of
the Laters: Students Procrastination in Accomplishing Academic
Khasawneh, M. A. S. K. (2021). Work pressures among teachers of Deadlines in Online Learning. Psychology and Education: A
learning disabilities in English language from their point of Multidisciplinary J o u rn a l , 2 (5 ), 444-454. do i:
view. Journal of Asian Multicultural Research for Educational 10.5281/zenodo.6791776
Study, 2(2), 15-23.
Palmer, J. M., de Klerk, E. D., & Modise, M. A. (2021). Re-
Kippers, W. B., Wolterinck, C. H., Schildkamp, K., Poortman, C. L., prioritizing Teachers' Social Emotional Learning in Rural Schools
& Visscher, A. J. (2018). Teachers' views on the use of assessment Beyond Covid-19. Journal of Ethnic and Cultural Studies, 8(2), 68-
for learning and data-based decision making in classroom 88. DOI:10.29333/ejecs/563
practice. Teaching and teacher education, 75, 199-213.
Panayiotou, M., Humphrey, N., & Wigelsworth, M. (2019). An
"Kourgiantakis, T., Sewell, K. M., & Bogo, M. (2019). The empirical basis for linking social and emotional learning to academic
importance of feedback in preparing social work students for field performance. Contemporary Educational Psychology, 56, 193-204.
education. Clinical Social Work Journal, 47(1), 124-133.
Riconalla, P. G., Quiñanola, K. K., Devila, J., Zozobrado, J.,
Kruis, N. E., Seo, C., & Kim, B. (2020). Revisiting the empirical Estoque, R. M., Capito, N., ... & Minyamin, A. (2022). The Lived
status of social learning theory on substance use: A systematic Experiences Aged Instructors in Online Classes: Their Struggles and
review and meta-analysis. Substance Use & Misuse, 55(4), 666- Coping Mechanisms. Psychology and Education: A
683. Multidisciplinary Journal, 3(1), 1-11. doi: 10.5281/zenodo.6810776

Lin, T. J., Kraatz, E., Ha, S. Y., Hsieh, M. Y., Glassman, M., Robinson, O. P., Bridges, S. A., Rollins, L. H., & Schumacker, R. E.
Nagpal, M., ... & Shin, S. (2022). Shaping classroom social (2019). A study of the relation between special education burnout
experiences through collaborative small‐group discussions. British and job satisfaction. Journal of Research in Special Educational

Angell V. Sardalla
11/18
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7161917, ISSN 2822-4353
Research Article

Needs, 19(4), 295-303. Warren, L. L. (2021). The importance of teacher leadership skills in
the classroom. Education Journal, 10(1), 8-15.
Saleh, S. E. (2019). Critical thinking as a 21st century skill:
conceptions, implementation and challenges in the EFL Waterhouse, P., Creely, E., & Southcott, J. (2021). Peak moments: A
classroom. European Journal of Foreign Language Teaching. teacher-educator reflects (with colleagues) on the importance of
heightened moments of teaching and learning. Teaching and Teacher
Schultz, R. B., & DeMers, M. N. (2020). Transitioning from Education, 99, 103275.
emergency remote learning to deep online learning experiences in
geography education. Journal of Geography, 119(5), 142-146. White, R. L., Bennie, A., Vasconcellos, D., Cinelli, R., Hilland, T.,
Owen, K. B., & Lonsdale, C. (2021). Self-determination theory in
Shewark, E. A., Zinsser, K. M., & Denham, S. A. (2018, December). physical education: A systematic review of qualitative
Teachers’ perspectives on the consequences of managing classroom studies. Teaching and Teacher Education, 99, 103247.
climate. In Child & Youth Care Forum (Vol. 47, No. 6, pp. 787-
802). Springer US. Willis, L., & Exley, B. (2018). Using an online social media space to
engage parents in student learning in the early-years: Enablers and
Skinner, B. F. (1971). Operant conditioning. The encyclopedia of impediments. Digital Education Review, 33, 87-104.
education, 7, 29-33. Yang, C. (2021). Online teaching self-efficacy, social–emotional
learning (SEL) competencies, and compassion fatigue among
S t a d d o n , J. E., & C e ru t t i , D. T. (2 0 0 3 ). Op e ra nt educators during the COVID-19 pandemic. School Psychology
conditioning. Annual review of psychology, 54, 115. Review, 50(4), 505-518.

Stewart, J., Garrido, S., Hense, C., & McFerran, K. (2019). Music Ye, Z., Yang, X., Zeng, C., Wang, Y., Shen, Z., Li, X., & Lin, D.
use for mood regulation: Self-awareness and conscious listening (2020). Resilience, social support, and coping as mediators between
choices in young people with tendencies to depression. Frontiers in COVID‐19‐related stressful experiences and acute stress disorder
psychology, 10, 1199. among college students in China. Applied Psychology: Health and
Well‐Being, 12(4), 1074-1094.
Talebizadeh, S. M., Hosseingholizadeh, R., & Bellibaş, M. Ş.
(2021). Analyzing the relationship between principals’ learning- Yoder, N., Atwell, M. N., Godek, D., Dusenbury, L., Bridgeland, J.
centered leadership and teacher professional learning: The mediation M., & Weissberg, R. (2020). Preparing Youth for the Workforce of
role of trust and knowledge sharing behavior. Studies in Educational Tomorrow: Cultivating the Social and Emotional Skills Employers
Evaluation, 68, 100970. Demand. SEL for Workforce Development. Collaborating States
Initiative. Collaborative for Academic, Social, and Emotional
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job Learning.
satisfaction: the importance of school working conditions and
teacher characteristics. Educational review, 73(1), 71-97. Zins, J. E., Elias, M. J., & Greenberg, M. T. (2007). School practices
to build social-emotional competence as the foundation of academic
Vagni, M., Maiorano, T., Giostra, V., & Pajardi, D. (2020). and life success. Educating people to be emotionally intelligent, 79-
Hardiness and coping strategies as mediators of stress and secondary 94.
trauma in emergency workers during the COVID-19
pandemic. Sustainability, 12(18), 7561. Bluth, K., Campo, R. A., Futch, W. S., & Gaylord, S. A. (2017).
Age and gender differences in the associations of self-compassion
Vattøy, K. D. (2020). Teachers’ beliefs about feedback practice as and emotional well-being in a large adolescent sample. Journal of
related to student self-regulation, self-efficacy, and language skills youth and adolescence, 46(4), 840-853.
in teaching English as a foreign language. Studies in Educational
Evaluation, 64, 100828.
Affiliations and Corresponding Information
Virtanen, T. E., Lerkkanen, M. K., Poikkeus, A. M., & Kuorelahti,
M. (2018). Student engagement and school burnout in Finnish Angell V. Sardalla, LPT, MAEd
lower-secondary schools: Latent profile analysis. Scandinavian Cebu Technological University
Journal of Educational Research, 62(4), 519-537.
Moalboal Campus, Philippines
Waldeck, J. H., & Weimer, M. (2017). Sound decision making about
the lecture’s role in the college classroom. Communication
Education, 66(2), 247-250.

Angell V. Sardalla
12/18
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7161917, ISSN 2822-4353
Research Article

Table 1. Demographic Profile of the Respondents

Profile Frequency Percentage

AGE
20-29 years old 45 34.09
30-39 years old 49 37.12
40-49 years old 26 19.70
50 years old and above 12 9.09
Total 132 100.00
GENDER
Male 17 12.88
Female 115 87.12
Total 132 100.00
HIGHEST EDUCATIONAL ATTAINMENT
Bachelor’s Degree Holder 34 25.76
Master’s Level (With Units) 85 64.39
Master’s Degree Holder 9 6.82
Doctorate Level (With Units) 4 3.03
Total 132 100.00
NO. OF YEARS IN TEACHING
0-4 years 53 40.15
5-9 years 30 22.73
10-14 years 13 9.85
15-19 years 15 11.36
20-24 years 11 8.33
25-29 years 3 2.27
30 years and above 7 5.31
Total 132 100.00
CURRENT TEACHING TITLE
Teacher I- III 120 90.91
Master Teacher I- IV 9 6.82
School Administrator 3 2.27
Total 132 100.00
SCHOOL ASSIGNMENT
Aloguinsan Central ES 21 15.91
Angilan ES 9 6.82
Bogo ES 3 2.27
Bojo ES 5 3.79
Bonbon IS 25 18.94
Calape ES 6 4.55
Cawasan ES 3 2.27
Esperanza IS 12 9.09
Kandingan ES 5 3.79
Kantabogon ES 2 1.52
Olango ES 3 2.27
Punay ES 4 3.03
Saksak ES 4 3.03
Sto. Rosario ES 3 2.27
Tampaan IS 13 9.84
Tuyokon IS 8 6.06
Zaragosa ES 6 4.55
Total 132 100.00

Angell V. Sardalla
13/18
 Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7161917, ISSN 2822-4353
Research Article

Table 2. Pretest and Posttest Level of Competence in Self-Awareness

Pretest Posttest
Statement Description Description
Mean SD Mean SD
I am aware of the teaching practices
Highly Highly
that I need to improve upon and grow 3.30 0.56 4.00 0.00
Competent Competent
professionally.
I can effectively implement the
Highly
teaching practices with the learners 3.15 0.72 Competent 4.00 0.00
Competent
during home visitations.
I can recognize the limitations of self
Highly Highly
and how different self- aspects 3.25 0.63 4.00 0.00
Competent Competent
influence my teaching.
I understand that my behaviors are
influenced by multiple personal
Highly Highly
factors, such as my experiences, 3.48 0.61 4.00 0.00
Competent Competent
personality, emotions, knowledge
base, opinions, and attitudes.
I continuously bridge the differences
of my learners to build strong Highly Highly
3.35 0.60 3.98 0.15
interpersonal relations and engage Competent Competent
them in learning.
I recognize how learners’ responses
(positive or negative) affect my Highly Highly
3.27 0.62 4.00 0.00
behavior and emotions during Competent Competent
teaching.
I can define my own beliefs and
Highly
thoughts in teaching the learners 3.04 0.80 Competent 4.00 0.00
Competent
without being influenced by others.
I can identify both my strengths and Highly Highly
3.30 0.62 4.00 0.00
shortcomings as a teacher. Competent Competent

Angell V. Sardalla
14/18
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7161917, ISSN 2822-4353
Research Article

Table 3. Pretest and Posttest Level of Competence in Self-Management / Emotional Regulation

Pretest Posttest
Statement Description Description
Mean SD Mean SD
I continuously refine my
personal goals about how I Highly Highly
3.31 0.68 4.00 0.00
implement my teaching Competent Competent
practices.
I effectively use multiple
strategies when I have a Highly Highly
3.26 0.73 3.95 0.22
strong emotional reaction in Competent Competent
the classroom.
I recognize my own positive
and negative emotions in
interacting with the learners Highly Highly
3.30 0.59 4.00 0.00
during home visitations, as Competent Competent
well as with the parents and
my colleagues.
I understand that
perspectives differ according
Highly Highly
to age, gender, and social, 3.42 0.61 4.00 0.00
Competent Competent
ethnic, educational, and
economic backgrounds.
I use positive approach when
dealing with the learners and
Highly Highly
parents and develop an 3.29 0.61 4.00 0.00
Competent Competent
environment that is free from
bias and prejudice.
I manage my learners’
Highly
prosocial behaviors and 3.10 0.64 Competent 4.00 0.00
Competent
focus on learning.
I identify and analyze one’s
Highly
emotions and how they 3.14 0.58 Competent 4.00 0.00
Competent
affect others.
I sustain healthy boundaries
Highly
and use stress management 3.09 0.60 Competent 3.95 0.21
Competent
strategies.

Angell V. Sardalla
15/18
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7161917, ISSN 2822-4353
Research Article

Table 4. Pretest and Posttest Level of Competence in Social Awareness

Pretest Posttest
Statement Description Description
Mean SD Mean SD
I understand the perspectives
of my learners and can pay Highly
3.13 0.60 Competent 4.00 0.00
attention to their emotional Competent
cues during home visitations.
I am successful at providing
my learners with the
Highly
necessary skills to answer 3.01 0.71 Competent 4.00 0.00
Competent
the activities in their
modules.
I encourage and provide
learners the opportunities to
Highly Highly
mention their concerns 3.26 0.63 4.00 0.00
Competent Competent
during home visitations,
verbally or written.
I address individual and
group commonalities and Highly
3.15 0.60 Competent 4.00 0.00
uniqueness that exist among Competent
the learners and colleagues.
I engage in constructive
communication with my Highly
3.18 0.62 Competent 4.00 0.00
colleagues and resolve Competent
conflicts when they arise.
I respect the behavioral Highly Highly
3.31 0.53 4.00 0.00
norms in the society. Competent Competent
I demonstrate understanding
and appreciation of the Highly Highly
3.24 0.57 4.00 0.00
views or issues of another Competent Competent
person.
I am confident that I can
support my students’ growth Highly Highly
3.28 0.62 4.00 0.00
and development despite Competent Competent
diversities.

Angell V. Sardalla
16/18
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7161917, ISSN 2822-4353
Research Article

Table 5. Pretest and Posttest Level of Competence in Relationship / Social Skills

Pretest Posttest
Statement Description Description
Mean SD Mean SD
I use appropriate non-verbal
Highly Highly
communication with the 3.31 0.64 4.00 0.00
Competent Competent
learners, parents, and colleagues.
I value effective collaboration
Highly Highly
with stakeholders including the 3.40 0.64 4.00 0.00
Competent Competent
learners, parents, and colleagues.
I establish and maintain healthy
and rewarding relationships with Highly Highly
3.47 0.64 4.00 0.00
the learners, parents, and Competent Competent
colleagues.
I develop a socially and friendly
learning environment which is
Highly Highly
characterized by friendly 3.38 0.67 4.00 0.00
Competent Competent
communication, cooperation,
and assistance.
I clearly communicate
behavioral and academic
Highly Highly
expectations in a manner that 3.37 0.60 4.00 0.00
Competent Competent
addresses the learners’
individual needs and strengths.
I am comfortable in extending
my help to the learners in Highly Highly
3.41 0.64 4.00 0.00
addressing their challenges in Competent Competent
answering the module activities.
I help cultivate the learners’
social-emotional learning skills Highly Highly
3.30 0.59 4.00 0.00
as they cope with the distance Competent Competent
learning.
I continuously plan and
implement strategies for Highly Highly
3.30 0.59 4.00 0.00
building meaningful Competent Competent
relationships with the learners.

Angell V. Sardalla
17/18
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7161917, ISSN 2822-4353
Research Article

Table 6. Pretest and Posttest Level of Competence in Responsible Decision Making

Pretest Posttest
Statement Description Description
Mean SD Mean SD

I use facts and feelings in Highly

3.11 0.74 Competent 4.00 0.00
making decisions. Competent
I predict and explore possible
Highly
consequences of different 3.07 0.69 Competent 4.00 0.00
Competent
actions and choices.
I plan multiple ways to Highly
3.06 1.03 Competent 4.00 0.00
accomplish a goal. Competent
I consider the individual Highly Highly
3.49 0.67 4.00 0.00
differences of my learners. Competent Competent
I balance the learners’ well-
being and needs when I Highly Highly
3.46 0.68 4.00 0.00
implement my teaching Competent Competent
practices.
I stay focused and consistent
Highly
when I implement my teaching 3.20 0.73 Competent 4.00 0.00
Competent
practices.
I am effective at considering
multiple forms of evidence, such
Highly
as considering the behaviors of 3.15 0.70 Competent 4.00 0.00
Competent
my entire class while
implementing teaching practices.
I collaborate with the parents
and colleagues to solve problems Highly Highly
3.42 0.67 4.00 0.00
that arise in the classroom Competent Competent
related to teaching practices.

Angell V. Sardalla
18/18