STUDENTS’ SOCIAL-EMOTIONAL LEARNING PROFILE AT PUBLIC JUNIOR HIGH SCHOOLS IN MANILA

John Carlo Mari Ramos

Abstract


Social-emotional learning (SEL) has gained global recognition for its critical roles in developing emotional intelligence, interpersonal skills, and academic success among students. This study investigates SEL profiles of junior high school students in public high schools in Manila, examining potential differences based on age, sex, and grade level. Using a descriptive research design, 1,600 students across Grades 7 to 10 were assessed with Delaware Competency Scale. The findings reveal consistent in most SEL areas, with social awareness as the highest-rated competency. However, self-management emerged as the weakest across demographics. Female exhibited slightly higher competencies in relationship skills and decision-making competed to males, while younger students demonstrated higher self-awareness and social awareness than older cohorts. Grade 7 student reported the highest SEL competencies overall with a gradual decline observed in higher grade levels. These result highlights the need for targeted interventions to enhance SEL competencies, especially self-management and responsible decision-making, particularly for older students, and to consistently integrate SEL across grade levels to improve student outcomes and holistic development.


Keywords


CASEL framework; competency; social-emotional learning; student profile

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DOI: https://doi.org/10.17509/ije.v18i2.74716

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