SOCIAL-EMOTIONAL LEARNING COMPETENCE AND CLASSROOM MANAGEMENT AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS

This study aimed to determine the teachers’ socio-emotional learning competence and classroom management in elementary schools of Bilar, Batuan, Carmen, Sierra-Bullones, and Pilar (BiBaCaSiPi) districts, Bohol Division, in the school year 2025-2026. The study used a quantitative descriptive survey design, incorporating a correlational method. The study involved a total of 350 public elementary school teachers. The study found that the teachers were predominantly female and mid-career, 41-50 years, revealed "Highly Competent" socio-emotional learning across CASEL dimensions (strongest in relationship skills, weakest in self-awareness) and "Very Well-Managed" classroom management (highest in teacher-student communication, lowest in psychological support). No significant associations existed between demographics (sex, age, position, education, experience) and either competence, per regression analysis. Spearman's correlation confirmed a significant positive association between socio-emotional competence and classroom management, with skills such as self-awareness enhancing discipline and relationships. The study concluded that while demographics were not significant factors, teachers' SEL skills significantly impacted their classroom management practices. The proposed action plan recommends targeted professional development programs focused on enhancing self-awareness and psychological support skills to further improve teachers' overall effectiveness and create more supportive learning environments.