Socio-emotional Learning in Relation to Preceptive Teaching Improvement of Teachers in Baganga South District, Philippines

Abstract

This study described the socio-emotional domain in relation to preceptive teaching Improvement of teachers in public elementary schools in Baganga District, Division of Davao Oriental. This study used quantitative research design utilizing correlational method. The respondents of this study were composed of 132 teachers in public elementary school using the 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 were manifested sometimes. Moreover, the level of preceptive teaching Improvement of teachers were sometimes manifested by the teachers. It was found out that there was significant relationship between the socio-emotional domain in relation to preceptive teaching Improvement of public elementary school teachers. It was revealed further that the domains of socio-emotional domain significantly influence to preceptive teaching of public elementary school teachers.  Based on the findings, it is recommended that public school teachers strengthen their socio-emotional competencies to better connect with students, understand their individual needs, and tailor instruction accordingly. School administrators and educational leaders should implement targeted professional development programs focusing on socio-emotional learning (SEL) and its application in instructional practices. Integrating SEL into the teacher training curriculum may also enhance preceptive teaching and contribute to a more inclusive, responsive, and supportive learning environment.