Social-emotional Domain in Relation to Didactic Teaching Development of Teachers in Public Elementary Schools

Abstract

This study described the socio-emotional domain in relation to didactic teaching development of teachers in public elementary schools in Paquibato District, Division of Davao City. This study used the non-experimental quantitative research design utilizing the correlational method. The respondents of this study were 136 teachers in public elementary schools using universal sampling. The data analysis utilized the mean, Pearson r and regression analysis. The findings disclosed that the degree of socio-emotional domain of teachers was sometimes manifested. Moreover, the level of didactic teaching development of teachers was sometimes manifested by the teachers. It was found that there was a significant relationship between the socio-emotional domain in relation to didactic teaching development. It was revealed further that the domains of socio-emotional domains significantly influence didactic teaching development. Based on the findings, public school teachers may develop the socio-emotional competencies that they can use to connect with students on a deeper level, understanding each student's needs, motivations, and challenges. This understanding enables teachers to tailor their didactic approaches, adapting lessons to meet diverse learning styles and fostering an environment where all students feel supported and valued. Socio-emotional development may enhance teachers’ didactic abilities and also create a nurturing, inclusive classroom that empowers both teachers and students to thrive.