Date of Publication
5-2026
Document Type
Master's Thesis
Degree Name
Master of Arts in Education Major in Early Childhood Education
Subject Categories
Early Childhood Education | Elementary Education and Teaching | Pre-Elementary, Early Childhood, Kindergarten Teacher Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Educational Leadership and Management
Thesis Advisor
Frances Kristine V. Canon
Defense Panel Chair
Ma. Carolina G. De Ocampo
Defense Panel Member
Maria Rita Tapales
Darl Jacqueline Orillaza-Giray
Abstract (English)
This study explored early childhood teachers’ knowledge, strategies, and challenges in promoting Social and Emotional Learning (SEL) among children aged 5 to 7 in Cavite, using the CASEL framework as a guide. A mixed-methods approach was used, combining survey, quiz, and checklist data with focus group discussions. The findings showed that teachers had strong practical knowledge of SEL and positive views about its importance in children’s overall development. However, their understanding of the formal CASEL framework was only moderate, as most of their knowledge came from everyday classroom experience rather than formal training. Teachers used various age-appropriate SEL strategies such as storytelling, emotion identification, cooperative activities, classroom routines, and behavior guidance. Differences were observed between public and private schools in how structured and intentional SEL practices were, largely due to differences in training opportunities and school support. Teachers also faced challenges, including large class sizes, limited time, lack of SEL-focused training, heavy workloads, learners' diverse needs, and family influence on SEL. Despite these challenges, teachers remained committed and adaptable in promoting SEL. The study concludes that while teachers are capable and motivated to support SEL, long-term success requires formal inclusion of SEL frameworks in teacher education, access to structured SEL programs and resources, support for teacher well-being, and school policies that allow sufficient time, staffing, and collaboration with parents.
Abstract Format
html
Abstract (Filipino)
Sinuri ng pag-aaral na ito ang kaalaman, estratehiya, at mga hamon ng mga guro sa early childhood education sa pagtataguyod ng Social and Emotional Learning (SEL) sa mga batang edad 5 hanggang 7 sa Cavite gamit ang CASEL framework. Gumamit ito ng mixed-methods approach na kinabibilangan ng survey, quiz, checklist, at focus group discussion. Ipinakita ng resulta na may matibay na praktikal na kaalaman ang mga guro tungkol sa SEL at positibo ang kanilang pananaw hinggil sa kahalagahan nito sa pag-unlad ng mga bata. Gayunpaman, katamtaman lamang ang kanilang pag-unawa sa pormal na CASEL framework dahil karamihan sa kanilang kaalaman ay nagmula sa pang-araw-araw na karanasan sa pagtuturo kaysa sa pormal na pagsasanay. Gumamit ang mga guro ng iba’t ibang estratehiyang angkop sa edad tulad ng pagkukuwento, pagtukoy ng emosyon, kooperatibong gawain, mga rutin sa silid-aralan, at paggabay sa pag-uugali. Nagkaroon din ng pagkakaiba sa pagpapatupad ng SEL sa pampublikong at pribadong paaralan dahil sa training at suportang natatanggap. Kabilang sa mga hamon ng guro ang malaking bilang ng mag-aaral sa klase, kakulangan sa oras, kakulangan sa pagsasanay na nakatuon sa SEL, mabibigat na gawain, iba’t ibang pangangailangan ng mga mag-aaral, at impluwensiya ng pamilya sa paghubog ng SEL. Sa kabila ng mga hamong ito, nanatiling dedikado at madaling makaangkop ang mga guro sa pagtataguyod ng SEL. Sa kabuuan, ipinapakita ng pag-aaral na bagama’t may kakayahan at motibasyon ang mga guro na suportahan ang SEL, kinakailangan pa rin ang pangmatagalang suporta tulad ng pormal na pagsasama ng mga SEL framework sa edukasyon ng mga guro, access sa mga organisadong programa at kagamitan para sa SEL, suporta para sa kapakanan ng mga guro, at mga patakarang pangpaaralan na nagbibigay ng sapat na oras, tauhan, at pakikipagtulungan sa mga magulang.
Abstract Format
html
Language
English
Format
Electronic
Keywords
Early childhood teachers—Philippines; Early childhood education—Philippines; Emotional intelligence—Study and teaching (Early childhood)—Philippines; Social skills—Study and teaching (Early childhood)—Philippines; Early childhood teachers—Training of—Philippines
Recommended Citation
Viloria, J. D. (2026). Teaching strategies and related challenges in promoting social and emotional learning to children ages 5 to 7 in Cavite. Retrieved from https://animorepository.dlsu.edu.ph/etdm_elmd/61
Upload Full Text
wf_yes
Embargo Period
5-2027
