SOCIAL-EMOTIONAL LEARNING IN SELECTED SCHOOLS IN CAVITE PROVINCE: A CRITICAL PERSPECTIVE OF VALUES EDUCATOR COMPETENCE
DIV-BR-TL-ESP-22
Josephine M. Monzaga, Ivan John C. Tible, Joshua D. Delos Reyes
ivanjohn.tible@deped.gov.ph
Purpose: This paper analyzes the needs to develop teachers’ competencies in infusing social-emotional learning (SEL) in Values Education.
Design/methodology/approach: Teachers from various schools were given an interview questionnaire as part of a qualitative study design. The interviews were captured via online platform, coded, and transcribed. The data was analyzed using open and axial coding.
Findings: Based on the findings, when integrating SEL in the classroom, teachers saw themselves as a facilitator and role model. This would suggest that they were aware of the need of creating a setting that was oriented on the needs of the students to give voice to their views. Furthermore, their attempt to integrate SEL into the classroom was hampered by a lack of time to finish the curriculum, prepare, and relate SEL to their topic.
Research limitations/implications: The research is limited to the responses of the participants and could not conclude further beyond their responses.
Originality/value: The findings suggest how a typical teacher utilizes SEL and how they manage to integrate SEL in the curriculum. The result of this research can be utilized for capacity building and trainings to amplify the competencies of teachers in infusing social-emotional learning in Values Education.
Keywords: Social-Emotional Learning, SEL Integration, SEL in Values Education, Teachers Perception of SEL, SEL Classroom
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