Socio Emotional Competence and Literacy Progression Among Learners in Public Elementary Schools

The primary objective of this study was to examine the socio-emotional competence and literacy progression of learners in public elementary schools in Sulop District, Davao del Sur. A non-experimental, quantitative design employing descriptive and correlational techniques was used to gather data from a representative sample. Findings revealed that overall socio-emotional competence was extensive, with learners frequently demonstrating strong emotional regulation and social initiation. However, empathy and conflict resolution were moderately extensive, suggesting specific areas for further development. Literacy progression was also extensive, particularly in reading accuracy, text comprehension, and writing clarity, while vocabulary usage was moderately extensive. A significant positive relationship was identified between overall socio-emotional competence and literacy progression among the learners. Further analysis revealed that emotional regulation, empathy, and conflict resolution had a notable influence on literacy outcomes, whereas social initiation did not show a significant impact. These results imply that integrating targeted socio-emotional learning with literacy instruction could enhance academic achievement. Consequently, the study offers important implications for educational policymakers and practitioners aiming to develop holistic interventions that support learner development.