ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
Socio Emo ional Compe ence and Li e acy P og ession Among
Lea ne s in Public Elemen a y Schools
Da lyn R. Iba˜
nez
Abs ac . The p ima y objec i e o his s udy was o examine he socio-emo ional compe ence
and li e acy p og ession o lea ne s in public elemen a y schools in Sulop Dis ic , Da ao
del Su . A non-expe imen al, quan i a i e design employing desc ip i e and co ela ional
echniques was used o ga he da a om a ep esen a i e sample. Findings e ealed ha o e all
socio-emo ional compe ence was ex ensi e, wi h lea ne s equen ly demons a ing s ong
emo ional egula ion and social ini ia ion. Howe e , empa hy and con lic esolu ion we e
mode a ely ex ensi e, sugges ing speci ic a eas o u he de elopmen . Li e acy p og ession
was also ex ensi e, pa icula ly in eading accu acy, ex comp ehension, and w i ing cla i y,
while ocabula y usage was mode a ely ex ensi e. A signi ican posi i e ela ionship was
iden i ied be ween o e all socio-emo ional compe ence and li e acy p og ession among he
lea ne s. Fu he analysis e ealed ha emo ional egula ion, empa hy, and con lic esolu ion
had a no able in luence on li e acy ou comes, whe eas social ini ia ion did no show a signi ican
impac . These esul s imply ha in eg a ing a ge ed socio-emo ional lea ning wi h li e acy
ins uc ion could enhance academic achie emen . Consequen ly, he s udy o e s impo an
implica ions o educa ional policymake s and p ac i ione s aiming o de elop holis ic in e -
en ions ha suppo lea ne de elopmen .
KEY WORDS
1. Socio-emo ional compe ence 2. li e acy p og ession 3. elemen a y
educa ion 4. educa ional in e en ions 5. Sulop Dis ic , Da ao del Su
Da e Recei ed: Augus 15, 2025 — Da e Re iewed: Sep embe 20, 2025 — Da e Published: Oc obe
10, 2025
1. In oduc ion
The decline in li e acy le els among lea n-
e s in public elemen a y schools has aised
se ious conce ns among educa o s, pa en s,
and policymake s. Many s uden s s uggle
wi h basic eading comp ehension and w i -
ing skills, which a ec hei o e all academic
pe o mance. Socio-emo ional compe ence,
encompassing sel -awa eness, empa hy, and
ela ionship-building, has been ecognized as
a c ucial ac o ha in luences how e ec i ely
lea ne s engage wi h academic asks. In es i-
ga ing he ex en o which socio-emo ional com-
pe ence suppo s li e acy p og ession among
elemen a y school lea ne s is he e o e c ucial.
This s udy aims o p o ide insigh s in o how
s eng hening socio-emo ional skills can ad-
d ess he li e acy challenges aced by hese
lea ne s, hus leading o imp o ed academic
ou comes. In he Uni ed S a es, he decline in
li e acy among lea ne s has been a g owing con-
NIJSE (2025) -
ce n due o a ious social and economic ac-
o s. Acco ding o Ba on and Mangen (2021),
many s uden s ha e limi ed access o quali y
eading ma e ials and suppo i e home en i on-
men s ha p omo e li e acy. Sun e al. (2023)
also emphasized he ise in digi al dis ac ions,
which compe e wi h adi ional eading habi s
and educe consis en p ac ice in eading and
w i ing. Addi ionally, some schools ace la ge
class sizes, making i di icul o eache s o
p o ide indi idualized a en ion. Hence, de el-
oping comp ehensi e li e acy p og ams ha ad-
d ess hese issues has become a p essing p io i y
o educa o s and policymake s. In A ab coun-
ies, he decline in li e acy is o en a ibu ed
o adi ional eaching me hods ha p io i ize
o e memo iza ion o e c i ical hinking. Al-
maz oui and Albloushi (2024) no ed ha s u-
den s a e no encou aged o engage deeply wi h
eading ma e ials, esul ing in shallow comp e-
hension and a low in e es in eading. Mean-
while, Al-Ba aineh (2021) no ed a sho age
o age-app op ia e A abic eading esou ces,
which u he complica es e o s o imp o e
li e acy. Mo eo e , many eache s we e no
ully equipped wi h s a egies o p omo e ac-
i e lea ning in he class oom. Thus, educa o s
in A ab coun ies a e calling o e o ms ha
in eg a e mode n eaching app oaches and p o-
ide mo e di e se eading ma e ials o lea n-
e s. Ac oss Asia, he decline in li e acy was o -
en linked o o e c owded class ooms and high-
s akes exams ha p io i ize memo iza ion o e
genuine comp ehension. Le Nes ou , Mosco iz,
and Sande u (2022) a gued ha when each-
e s mus manage la ge numbe s o s uden s,
hey ha e less ime o suppo indi iduals s ug-
gling wi h eading. Simila ly, Salihu (2020)
e ealed ha oo much ocus on es p epa a-
ion can lea e li le oom o ac i i ies ha os-
e eading comp ehension and c i ical hinking.
Also, limi ed esou ces in u al a eas can e-
s ic access o quali y eading ma e ials. The e-
o e, Asian educa ion sys ems a e encou aged
o implemen policies ha educe class sizes
and balance es p epa a ion wi h s a egies ha
nu u e s uden s’ eading skills. In he Philip-
pines, li e acy challenges pe sis , pa icula ly in
egions whe e educa ional esou ces a e sca ce.
Ocampo and Buen iaje (2024) discussed how
inadequa e unding and limi ed eache ain-
ing con ibu e o lea ne s’ eading di icul ies.
Magno (2022) obse ed ha he linguis ic di e -
si y in he coun y can also complica e language
ins uc ion, leading o con usion and lowe mo-
i a ion o ead in English and Filipino. Mo e-
o e , many schools lack access o echnology
and mode nized eading ma e ials, hinde ing
s uden s’ exposu e o engaging con en . As a e-
sul , mo e obus eache de elopmen p og ams
and imp o ed dis ibu ion o educa ional ma e i-
als a e necessa y o add ess he na ion’s li e acy
challenges. Focusing on Da ao del Su , he de-
cline in li e acy is u he in ensi ied by a mix o
economic cons ain s and limi ed communi y in-
ol emen in educa ion. Many amilies in u al
a eas s uggle o p o ide consis en eading sup-
po a home due o li elihood conce ns. Addi-
ionally, some schools in emo e ba angays ace
challenges wi h insu icien ins uc ional ma e-
ials and ou da ed ex books, making i di i-
cul o lea ne s o de elop s ong eading skills.
The lack o collabo a ion be ween schools and
local leade s can also limi he each o li e -
acy ini ia i es. Consequen ly, s akeholde s in
Da ao del Su a e explo ing pa ne ships wi h
go e nmen and non-go e nmen agencies o
enhance li e acy p og ams and ensu e ha lea n-
ing esou ces a e bo h accessible and cul u ally
ele an . Despi e he inc easing awa eness o
he signi ican ole socio-emo ional compe ence
plays in academic success, he e emains a sub-
s an ial esea ch gap in unde s anding how hese
skills speci ically impac li e acy p og ession
among elemen a y lea ne s in u al a eas such
as Sulop Dis ic , Da ao del Su . Mos exis -
ing s udies ocus on u ban o subu ban se ings
and o en o e look he unique challenges and
2ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
en i onmen al ac o s o u al dis ic s. Fu -
he mo e, he e is limi ed quan i a i e da a ha
isola es socio-emo ional compe encies as a de-
e minan ac o in li e acy ou comes, lea ing a
c i ical gap in e ec i e, e idence-based educa-
ional s a egies ailo ed o hese communi ies.
This lack o a ge ed esea ch has hinde ed he
de elopmen o p og ams ha could add ess
bo h he emo ional and cogni i e needs o s u-
den s in hese less- ep esen ed a eas. The u -
gency o conduc his s udy in Sulop Dis ic ,
Da ao del Su , s ems om he p essing need
o imp o e educa ional ou comes in a egion
whe e esou ces a e sca ce and li e acy a es
a e below he na ional a e age. Unde s and-
ing he ela ionship be ween socio-emo ional
compe ence and li e acy p og ession can p o-
ide essen ial insigh s in o how educa o s and
policymake s can be e suppo hese lea ne s.
By conduc ing a quan i a i e analysis, he s udy
aims o p oduce conc e e, ac ionable da a ha
can lead o he implemen a ion o ailo ed in-
e en ions designed o os e bo h emo ional
well-being and academic p o iciency. Such e-
sea ch is c ucial no only o imp o ing li e acy
a es bu also o ensu ing ha s uden s de elop
he necessa y skills o succeed in all a eas o
hei educa ion.
1.1. Re iew o Signi ican Li e a u e—
1.1.1. Socio-Emo ional Compe ence—
Socio-emo ional compe ence e e s o lea n-
e s’ abili y o unde s and, manage, and exp ess
emo ions, o m posi i e ela ionships, and han-
dle social challenges e ec i ely (P
´
e ez Mune-
on, 2023; Knigge e al., 2019). S uden s wi h
s onge socio-emo ional skills show be e aca-
demic pe o mance, adap abili y, and school
adjus men . Mode a e compe ence, howe e ,
may cause inconsis en emo ional egula ion
and social in e ac ion (Rocha e al., 2024). In-
eg a ing SEL p og ams in o he cu iculum
enhances emo ional awa eness, pee ela ion-
ships, and class oom engagemen (Po ela-Pino
e al., 2021).
Socio-emo ional compe ence a ies by en-
i onmen and academic achie emen . U ban
s uden s and high achie e s end o exhibi
s onge emo ional con ol (Bha , 2023). S uc-
u ed aining also boos s emo ional awa eness
and communica ion among educa o s (F eeman,
2024). Fu he mo e, socio-emo ional compe-
ence suppo s li e acy by os e ing empa hy,
pe sis ence, and collabo a ion—skills essen ial
o eading comp ehension and in e ac i e lea n-
ing (Tu ne -Moo e, 2022; Ba ini e al., 2021;
Aleksi´
c e al., 2019).
1.1.2. Emo ional Regula ion—Emo ional
egula ion allows s uden s o manage and e-
spond app op ia ely o emo ions, in luencing
bo h academic success and well-being (P
´
e ez
Bahamon Mune on, 2023). Child en wi h
s ong emo ional egula ion display be e be-
ha io and academic ocus (Schlesie e al.,
2019). E ec i e emo ional con ol suppo s pe -
se e ance in subjec s like ma hema ics (Haun,
2020) and enhances con idence (Hanin e al.,
2021). Cogni i e egula ion also educes anx-
ie y and p oc as ina ion, imp o ing ocus and
mo i a ion (Rezaei Zeba das , 2021).
Emo ional egula ion di ec ly bene i s li e -
acy de elopmen . S uden s who manage emo-
ions e ec i ely pe o m be e in eading com-
p ehension and main ain engagemen (Bu ney,
2022; Yu e al., 2023). Thus, emo ional egu-
la ion is a ounda ional skill linking emo ional
balance wi h academic g ow h.
1.1.3. Empa hy—Empa hy enables lea n-
e s o unde s and and sha e o he s’ emo ions,
s eng hening ela ionships and social in e ac-
ions (P
´
e ez Bahamon Mune on, 2023). Empa-
he ic s uden s a e mo e coope a i e and emo-
ionally in elligen (Comp on Lindne , 2025).
Howe e , mode a e empa hy may lead o in-
consis en unde s anding o social cues, c ea -
ing class oom misunde s andings (Zaky, 2024;
Guan e al., 2024). In eg a ing empa hy-based
ac i i ies enhances ela ionships, collabo a ion,
and inclusi i y (O ega-Ochoa e al., 2024;
3ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
Zhang, 2022).
Empa hy also imp o es li e acy, allowing
s uden s o connec deeply wi h ex s and un-
de s and cha ac e mo i a ions (Howa d, 2024;
Pa el, 2023). De eloping empa hy hus sup-
po s bo h in e pe sonal and cogni i e aspec s
o lea ning.
1.1.4. Social Ini ia ion—Social ini ia-
ion—con idence o s a in e ac ions— os e s
iendships, emo ional secu i y, and g oup col-
labo a ion (P
´
e ez Bahamon Mune on, 2023;
Aal Ismail e al., 2022). Highly socially com-
pe en s uden s ene gize class pa icipa ion and
eamwo k (Kaseke Lu alo, 2025; McDu ie,
2021). They also p omo e inclusion, b idging
pee g oups and s eng hening class oom ha -
mony (Mon a edi, 2023; Es aji Shojakhanlou,
2023).
S ong social ini ia ion enhances li e acy
by encou aging pa icipa ion in eading g oups
and pee discussions, imp o ing ocabula y and
comp ehension (Tuelo Munsaka, 2021; Mo-
hammadzahe i e al., 2021).
1.1.5. Con lic Resolu ion—Con lic eso-
lu ion in ol es nego ia ing and esol ing dis-
ag eemen s cons uc i ely (P
´
e ez Bahamon
Mune on, 2023). I main ains posi i e class-
oom en i onmen s and builds eamwo k (John-
son Johnson, 2019). S uden s wi h mode -
a e skills may s uggle occasionally bu bene i
om aining and pee media ion p og ams (Mo-
ozo a e al., 2022; Ha un Se in, 2021). Real-
li e con lic s also se e as eachable momen s
ha enhance emo ional in elligence (Kapshuk
Al , 2022; Rami ez, 2019).
Con lic esolu ion suppo s li e acy de el-
opmen by imp o ing pa icipa ion in g oup dis-
cussions and educing social dis up ions du ing
eading ac i i ies (Camacho O iz, 2020; Gold-
schmid Ped o, 2019).
1.1.6. Li e acy P og ession o S uden s—
Li e acy p og ession encompasses he con inu-
ous de elopmen o eading, w i ing, and com-
p ehension skills c i ical o li elong lea ning
(Kanniainen e al., 2019; Came on e al., 2020).
High li e acy le els enhance academic suc-
cess and c i ical hinking (Abbas e al., 2019;
Ked a
ˇ
Zake i
ˇ
ci
¯
u
˙
e, 2019). Combined ead-
ing me hods— imed, epea ed, and ex ensi e
eading—p omo e luency and comp ehension
(Milline , 2021). Guided disco e y lea ning and
a ge ed assessmen s also s eng hen li e acy
ou comes (Wa linda e al., 2022; Lam, 2019).
1.1.7. Reading Accu acy—Reading ac-
cu acy— he abili y o ead wo ds co -
ec ly—unde pins luency and comp ehension
(Kanniainen e al., 2019). Balanced phonics
and o al eading s a egies mode a ely imp o e
accu acy and unde s anding (Clin on, 2019;
To ge son e al., 2019; Yildiz e al., 2019).
1.1.8. Tex Comp ehension—Comp ehen-
sion allows s uden s o in e p e meaning and
engage c i ically wi h ex s (S
¨
aube li, 2021).
Lea ne s wi h mode a e comp ehension o en
g asp li e al meanings bu s uggle wi h in e -
ence and e alua ion (Bogae ds-Hazenbe g e
al., 2021). S a egies like concep mapping and
ex -based ques ioning deepen comp ehension
(Shanniyah, 2019; Fi ia, 2019).
1.1.9. W i ing Cla i y and O ganiza ion—
W i ing cla i y in ol es s uc u ing ideas cohe -
en ly and using p ecise language (Eck, 2022).
Well-o ganized w i ing p omo es deepe hink-
ing and academic pe o mance (Li Huang,
2022; Kelly Gay an, 2020). Cohesi e w i ing
enhances eadabili y and comp ehension (Shin
Epp, 2023; Ho nby, 2024).
1.1.10. Vocabula y Usage—Vocabula y
b ead h enables p ecise communica ion and
comp ehension (Ke ola, 2019). Limi ed ocab-
ula y cons ains complex hinking and con en
unde s anding (Lee e al., 2019). P e- eaching
key e ms and using CLIL o in e ac i e o-
cabula y s a egies imp o e academic language
p o iciency (Maamuuja , 2021; Olsson, 2021;
Al-Sha ah e al., 2021).
1.2. Syn hesis—Socio-emo ional compe-
ence, which encompasses skills such as em-
4ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
pa hy, sel - egula ion, and coope a ion, plays
a i al ole in imp o ing he educa ional ou -
comes o lea ne s. S udies ha e consis en ly
demons a ed ha s uden s who exhibi highe
le els o hese compe encies end o pe o m
be e academically, as hey a e be e equipped
o handle s ess, in e ac posi i ely wi h pee s
and eache s, and adap o he demands o he
school en i onmen . Also, li e a u e sugges s
ha socio-emo ional skills speci ically aid in li -
e acy de elopmen by imp o ing s uden s’ abil-
i y o unde s and and in e p e complex ex s,
engage in meaning ul discussions, and exp ess
hei hough s cohe en ly in w i ing. These
skills os e a posi i e a i ude owa ds lea ning,
inc ease s uden s’ engagemen in class oom ac-
i i ies, and enhance hei mo i a ion o ead and
w i e, all o which a e undamen al o li e acy
p og ession. Howe e , despi e he es ablished
impo ance o socio-emo ional compe ence in
p omo ing li e acy, a no iceable gap exis ed in
esea ch speci ically a ge ing u al educa ional
se ings. Ru al schools o en ace unique chal-
lenges such as limi ed esou ces, ewe quali ied
eache s, and isola ion om mains eam edu-
ca ional suppo , which can impac he imple-
men a ion and e ec i eness o p og ams aimed
a de eloping hese compe encies. Mo e so,
u al lea ne s may expe ience di e en socio-
cul u al dynamics ha in luence he de elop-
men o hei socio-emo ional skills di e en ly
compa ed o hei u ban coun e pa s. The e-
o e, explo ing he ela ionship be ween socio-
emo ional compe ence and li e acy p og ession
in a u al se ing is c ucial. I could p o ide
aluable insigh s in o ailo ing educa ional in-
e en ions ha add ess he speci ic needs and
cons ain s o u al lea ne s, ensu ing ha hese
p og ams a e bo h ele an and p ac ical. Con-
duc ing a s udy in a u al con ex , such as in
Sulop Dis ic , Da ao del Su , is he e o e es-
sen ial. I no only ills a signi ican esea ch
gap bu also con ibu es o a mo e equi able dis-
ibu ion o educa ional esea ch e o s, which
p edominan ly ocus on u ban and subu ban se -
ings. By in es iga ing how socio-emo ional
compe ence in luences li e acy among u al s u-
den s, educa o s and policymake s can de elop
a ge ed s a egies ha genuinely esona e wi h
and bene i hese communi ies. Such esea ch
can lead o he c ea ion o ailo ed eaching
me hods ha in eg a e socio-emo ional lea ning
wi h li e acy ins uc ion, po en ially ans o m-
ing educa ional p ac ices o be e suppo all
lea ne s, ega dless o hei geog aphic loca ion.
Ul ima ely, his ocus on u al educa ion could
signi ican ly con ibu e o educing educa ional
dispa i ies and p omo ing li e acy de elopmen
ac oss di e se se ings.
1.3. Theo e ical/Concep ual F amewo k—
This s udy was g ounded in Emo ional In elli-
gence Theo y, as p oposed by Goleman (1995).
Emo ional In elligence Theo y ocuses on he
abili y o ecognize, unde s and, and manage
one’s own emo ions as well as he emo ions
o o he s. This heo y emphasizes ha emo-
ional skills a e essen ial o pe sonal and aca-
demic success. This heo y is highly ele an
o he s udy as i highligh s how s uden s’ abili-
ies o manage hei emo ions can impac hei
lea ning, pa icula ly in li e acy. By de elop-
ing emo ional in elligence, lea ne s can c ea e
a mo e posi i e and ocused en i onmen o
eading and comp ehension. Addi ionally, emo-
ional skills like empa hy and sel - egula ion
suppo coope a i e lea ning, which can en-
hance li e acy p og ession. Implemen ing s a e-
gies based on Emo ional In elligence Theo y
can help educa o s os e a suppo i e class-
oom a mosphe e ha p omo es be e eading
skills among lea ne s in Sulop Dis ic . This
alignmen ensu es ha socio-emo ional compe-
ence di ec ly con ibu es o imp o ed li e acy
ou comes. In suppo , Sel -De e mina ion The-
o y, p oposed by Deci and Ryan (1985), posi s
ha ul illing he needs o au onomy, compe-
ence, and ela edness enhances mo i a ion and
psychological well-being. This heo y is sui -
5ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
able o he s udy because i explo es how mo-
i a ion a ec s li e acy p og ession among s u-
den s. By os e ing in insic mo i a ion h ough
he de elopmen o socio-emo ional compe en-
cies, s uden s a e mo e likely o engage ac i ely
wi h eading ma e ials. Addi ionally, suppo ing
s uden s’ needs o au onomy and compe ence
can lead o a mo e mo i a ed and con iden ap-
p oach o lea ning he English language. Apply-
ing Sel -De e mina ion Theo y helps educa o s
c ea e lea ning en i onmen s ha enhance s u-
den s’ mo i a ion, he eby imp o ing hei li -
e acy skills and o e all academic pe o mance
in Sulop Dis ic . This app oach ensu es ha
socio-emo ional compe ence con ibu es e ec-
i ely o li e acy de elopmen . Las ly, Ecolog-
ical Sys ems Theo y, as p oposed by B on en-
b enne (1979), desc ibes how a child’s de el-
opmen is in luenced by a ious en i onmen-
al sys ems, anging om immedia e se ings
such as amily and school o b oade socie al
ac o s. U ie B on enb enne in oduced his
heo y in 1979, highligh ing he complex in e -
ac ions be ween a child and hei en i onmen .
This heo y is app op ia e o he s udy as i
conside s he a ious en i onmen al ac o s ha
a ec socio-emo ional compe ence and li e acy
p og ession. Unde s anding how di e en lay-
e s o he en i onmen in Sulop Dis ic in lu-
ence s uden s’ emo ional and academic de elop-
men helps iden i y key a eas o in e en ion.
Addi ionally, B on enb enne ’s amewo k sup-
po s he examina ion o how amily, school,
and communi y in e ac ions con ibu e o li e -
acy ou comes. Using his heo y enables he
esea che o adop a holis ic app oach o im-
p o ing li e acy by enhancing socio-emo ional
skills, he eby add essing bo h indi idual and
con ex ual ac o s. This s udy was composed
o wo a iables, as shown in Figu e 1. The
independen a iable is socio-emo ional compe-
ence, which e e s o he abili y o unde s and,
manage, and exp ess he social and emo ional
aspec s o one’s li e e ec i ely. The measu es
o socio-emo ional compe ence a e emo ional
egula ion o he s uden ’s abili y o manage
and espond o an emo ional expe ience in an
app op ia e manne ; empa hy o he abili y o
unde s and and sha e he eelings, hough s, and
expe iences o ano he pe son om hei pe -
spec i e; social ini ia ion o he abili y o s a
in e ac ions o engage wi h o he s in social si u-
a ions, such as beginning a con e sa ion, asking
ques ions, o joining g oup ac i i ies; and con-
lic esolu ion o he abili y o nego ia e and
cons uc i ely esol e disag eemen s. The de-
penden a iable is li e acy p og ession o he
ongoing de elopmen and enhancemen o skills
necessa y o decode, comp ehend, and p oduce
bo h spoken and w i en language. The indica-
o s o li e acy p og ession a e eading accu acy,
o he abili y o p onounce wo ds and ead ex
wi hou e o s, and ex comp ehension, o he
abili y o unde s and and in e p e he meaning
behind i .
Wo ds and ph ases wi hin a con ex ; w i ing
cla i y and o ganiza ion, o he abili y o exp ess
hough s in a clea , logical, and cohe en man-
ne h ough w i ing; and ocabula y usage, o
he abili y and equency wi h which s uden s
use a di e se and app op ia e ocabula y in bo h
spoken and w i en o ms.
1.4. S a emen o he P oblem—This s udy
was se o explo e he socio-emo ional compe-
ence and li e acy p og ession among lea ne s
in public elemen a y schools in Sulop Dis ic ,
Da ao del Su . Hence, he s udy sough o an-
swe he ollowing ques ions:
(1) Wha is he ex en o socio-emo ional compe ence o lea ne s in e ms o :
(1) emo ional egula ion;
6ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
Fig. 1. The Concep ual F amewo k o he S udy
(2) empa hy;
(3) social ini ia ion; and
(4) Con lic Resolu ion?
(2) Wha is he ex en o li e acy p og ession among lea ne s in e ms o :
(1) eading accu acy;
(2) ex comp ehension;
(3) w i ing cla i y and o ganiza ion; and
(4) Vocabula y Usage?
(3) I
s he e a signi ican ela ionship be ween socio-emo ional compe ence and li e acy p o-
g ession among lea ne s in public elemen a y schools?
(4) W
hich domains o socio-emo ional compe ence signi ican ly in luence he li e acy p o-
g ession among lea ne s in public elemen a y schools?
1.5. Hypo heses—The ollowing hypo he-
ses will be es ed a he 0.05 le el o signi i-
cance: H01: The e is no signi ican ela ionship
be ween socio-emo ional compe ence and li e -
acy p og ession among lea ne s in public ele-
men a y schools. H02: None o he domains o
socio-emo ional compe ence signi ican ly in lu-
ences he li e acy p og ession among lea ne s
in public elemen a y schools. Fo a mo e com-
p ehensi e unde s anding, he ollowing e ms
we e de ined ope a ionally: Socio Emo ional
Compe ence. I was de ined concep ually as
he indi idual’s abili y o unde s and, manage,
and exp ess he social and emo ional aspec s o
hei li es e ec i ely. In his s udy, he second
independen a iable was desc ibed in e ms
o he ollowing indica o s: emo ional egula-
ion, empa hy, social ini ia ion, and con lic es-
olu ion. Li e acy P og ession. I was de ined
concep ually as he ongoing de elopmen and
enhancemen o skills necessa y o decode, com-
p ehend, and p oduce bo h spoken and w i en
language. In his s udy, he dependen a iable
was desc ibed in e ms o eading accu acy, ex
comp ehension, w i ing cla i y and o ganiza-
ion, and ocabula y usage.
7ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
2. Me hodology
This sec ion p o ides a comp ehensi e o e iew o he esea ch design, including de ails on he
esea ch esponden s, e hical conside a ions, esea ch ins umen s, and p ocedu al s eps. I also
ou lines he me hods o da a collec ion and analysis, ensu ing a clea amewo k o he s udy.
2.1. Resea ch Design—In he con ex o
his s udy, he esea che had op ed o a quan i-
a i e desc ip i e-co ela ional esea ch design.
A quan i a i e esea ch design in ol ed he sys-
ema ic empi ical in es iga ion o obse able
phenomena ia s a is ical, ma hema ical, o
compu a ional echniques. I aimed o quan-
i y ela ionships, es hypo heses, and gene -
a e nume ical da a ha could be ans o med
in o usable s a is ics (Bloom ield Fishe , 2019).
A quan i a i e esea ch design was sui able
o s udying he in luence o socio-emo ional
compe ence on li e acy p og ession as i al-
lowed o p ecise measu emen and analysis o
he ela ionship be ween hese a iables. This
app oach p o ided s a is ically signi ican e-
sul s ha alida ed he ex en o which socio-
emo ional skills impac ed li e acy skills. Quan-
i ying his ela ionship enabled he c ea ion
o eliable, e idence-based ecommenda ions
o educa ional s a egies and policies. Addi-
ionally, desc ip i e esea ch me hods we e em-
ployed o desc ibe he cha ac e is ics o a pop-
ula ion o phenomenon being s udied, wi hou
in luencing he a iables du ing he s udy. This
me hod in ol ed obse ing, eco ding, and de-
sc ibing he ea u es o wha was being s udied
(Dulock, 1993). Desc ip i e me hods we e ap-
p op ia e o he ini ial phase o he s udy, whe e
de ailing he cu en s a e o socio-emo ional
compe ence and li e acy le els among lea ne s
was essen ial. By accu a ely desc ibing hese
aspec s, esea che s es ablished a baseline un-
de s anding o he ield and iden i ied speci ic
socio-emo ional compe encies ha co ela ed
wi h li e acy ou comes. This ounda ional da a
was c ucial o u he explo a ion and hypo he-
sis es ing in la e s ages o esea ch. Mo eo e ,
he co ela ional esea ch app oach examined
he ela ionship o associa ion be ween wo o
mo e a iables o de e mine i a s a is ically sig-
ni ican co ela ion exis ed. This me hod quan-
i ied he deg ee o which a iables we e e-
la ed wi hou implying a cause-and-e ec ela-
ionship (Cu is e al., 2016). Using a co ela-
ional app oach was ideal o explo ing he ela-
ionship be ween socio-emo ional compe ence
and li e acy p og ession wi hin he educa ional
con ex . This me hod allowed esea che s o
iden i y pa e ns and s eng hs o associa ions
be ween s uden s’ emo ional and social skills
and hei li e acy achie emen s. Insigh s gained
om co ela ional analysis we e aluable o ed-
uca o s and policymake s in designing in e en-
ions ha os e ed bo h socio-emo ional and li -
e acy de elopmen , e ec i ely guiding esou ce
alloca ion and p og am de elopmen .
2.2. E hical Conside a ions—The e-
sea che s ic ly ollowed he es ablished p o-
ocols ou lined in he s anda d guidelines o
execu ing he esea ch, paying close a en ion
o he speci ied c i e ia o managing bo h he
popula ion and he da a. The su ey ques ion-
nai es, along wi h o he ela ed ma e ials, we e
submi ed o e alua ion and app o al. Upon
ecei ing he g een ligh om he RMC E hics
Commi ee, he esea che p oceeded o he
nex phase o he s udy.
Social Value The s udy on he in luence o
socio-emo ional compe ence on li e acy p o-
g ession held conside able impo ance o he
b oade communi y. By iden i ying how each-
e s’ social and emo ional skills could enhance
lea ne s’ eading and w i ing de elopmen , i
con ibu ed o imp o ing o e all educa ional
ou comes. This imp o emen led o mo e con-
8ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
iden lea ne s who we e be e p epa ed o
u u e academic and ca ee pa hs. Addi ionally,
s ong li e acy skills we e associa ed wi h in-
c eased social and economic oppo uni ies, ben-
e i ing bo h indi iduals and hei communi ies.
Hence, he s udy ca ied po en ial alue no only
o he schools in Sulop Dis ic bu also o soci-
e y a la ge. Mo eo e , his esea ch highligh ed
he need o in eg a e socio-emo ional lea ning
in o s anda d eaching p ac ices. By showcas-
ing he posi i e impac o socio-emo ional com-
pe ence on li e acy, i encou aged educa ional
s akeholde s o p io i ize eache aining in
bo h academic and emo ional domains. As a
esul , he capaci y o holis ic lea ne de el-
opmen g ew, leading o a mo e inclusi e and
nu u ing school en i onmen . These ad ance-
men s con ibu ed o highe e en ion a es, be -
e s uden pe o mance, and mo e suppo i e
ela ionships wi hin he class oom. Thus, he
indings inspi ed policy e o ms and cu iculum
enhancemen s ha upli ed he quali y o edu-
ca ion in he dis ic . Addi ionally, he s udy’s
ocus on public elemen a y school eache s in
Sulop Dis ic ensu ed ha i s ou comes we e
di ec ly ele an o he local educa ional con ex .
The insigh s gained guided school adminis a-
o s and policymake s in o mula ing s a egies
ha add essed he unique social and emo ional
needs o eache s, who, in u n, suppo ed hei
lea ne s mo e e ec i ely. In he long un, im-
p o ing socio-emo ional compe ence led o be -
e li e acy p og ession, os e ing a cul u e o
li elong lea ning. This cul u e ex ended beyond
he class oom, in luencing amilies and com-
muni ies o place g ea e alue on educa ion.
Consequen ly, he social alue o he esea ch
was e iden in i s capaci y o p omo e sus ained
educa ional g ow h and well-being among lea n-
e s. In o med Consen Secu ing in o med con-
sen was a c ucial s ep in main aining e hical
esea ch s anda ds. The esea che clea ly ex-
plained he pu pose o he s udy o he espon-
den eache s, emphasizing how i aimed o ex-
plo e he connec ion be ween socio-emo ional
compe ence and lea ne s’ li e acy p og ession.
Addi ionally, he eache s we e in o med abou
he po en ial bene i s o his esea ch, such as
imp o emen s in eaching s a egies and lea ne
ou comes. They we e also made awa e o hei
igh o wi hd aw om he s udy a any ime
wi hou acing any penal ies. This anspa en
communica ion ensu ed ha eache s ully un-
de s ood hei ole and el com o able pa ici-
pa ing. Fu he , he esea che p o ided w i en
consen o ms ha ou lined he s udy’s objec-
i es, p ocedu es, and he expec ed du a ion o
pa icipa ion. These o ms de ailed how he col-
lec ed da a would be used, s o ed, and p o ec ed
o main ain con iden iali y. Teache s had he
chance o ask ques ions o exp ess conce ns be-
o e signing, ensu ing hey comp ehended all
aspec s o hei in ol emen . In his way, he
esea che showed espec o he eache s’ au-
onomy and acknowledged hei p o essional
esponsibili ies. This o mal documen a ion
con i med ha esponden s ag eed o pa ici-
pa e olun a ily and wi h ull knowledge o he
s udy’s pa ame e s. Fu he mo e, he in o med
consen p ocess emphasized he s udy’s ocus
on e hical s anda ds, including con iden iali y
and da a p o ec ion. Teache s we e eassu ed
ha hei iden i ies and pe sonal in o ma ion
would emain anonymous in any epo s o p e-
sen a ions esul ing om he esea ch. I any
eache decided o wi hd aw a any poin , he
esea che would emo e any da a associa ed
wi h ha indi idual. By espec ing he each-
e s’ decisions and ensu ing hei well-being, he
esea ch upheld p inciples o espec and in-
eg i y. In doing so, i os e ed a suppo i e
a mosphe e and encou aged hones , unbiased
eedback om esponden s. Vulne abili y o Re-
sea ch Responden s Public elemen a y school
eache s could be conside ed ulne able in his
esea ch con ex due o he po en ial p essu e
hey migh ha e el when hei eaching me h-
ods and socio-emo ional skills we e examined.
9ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
o school adjus men and emo ional well-being.
These s uden s a e o en pe cei ed as leade s
and can posi i ely in luence g oup dynamics,
he eby acili a ing collabo a i e lea ning. En-
hanced social ini ia ion skills allow lea ne s o
eel mo e connec ed and secu e wi hin hei so-
cial g oups, os e ing a suppo i e ne wo k ha
can enhance hei educa ional expe ience.
3.1.4. Con lic Resolu ion—The mean
sco e o 3.30, ca ego ized as mode a ely ex en-
si e, indica es ha he lea ne s’ socio-emo ional
compe ence in e ms o con lic esolu ion was
obse ed some imes wi hin he class oom se -
ing. This means ha he abili y o nego ia e and
cons uc i ely esol e disag eemen s is some-
imes obse ed among he esponden s. This
aligns wi h he no ion o Mo ozo a e al. (2022)
ha s uden s wi h mode a e skills in con lic es-
olu ion may occasionally s uggle wi h dispu es,
which can in e up class oom ac i i ies and neg-
a i ely impac he lea ning en i onmen . How-
e e , hese same s uden s o en possess enough
ounda ional skills o bene i om a ge ed in-
s uc ional in e en ions, such as con lic es-
olu ion aining o pee media ion p og ams.
Mo eo e , he ange o means on his pa icula
domain was 3.19 o 3.42. The highes mean
sco e o 3.42 is o he s a emen No icing s u-
den s inding solu ions du ing disag eemen s
which was desc ibed as ex ensi e. In con as ,
he lowes mean sco e o 3.19 is o he s a e-
men Expe iencing ewe un esol ed dispu es
in he class oom which belongs o a mode a ely
ex ensi e desc ip i e a ing. As p oposed by
Ha un and Se in (2021), in eg a ing con lic es-
olu ion aining wi hin he cu iculum can en-
hance lea ne s’ abili y o handle con lic s in-
dependen ly, educing he need o eache in-
e en ion and allowing mo e ime o ins uc-
ional ac i i ies. When s uden s lea n o manage
dispu es e ec i ely, i os e s a mo e suppo -
i e and collabo a i e class oom a mosphe e, en-
hancing he o e all lea ning expe ience.
Table 4. Socio-Emo ional Compe ence among Lea ne s in Te ms o Con lic Resolu-
ion
S a emen Mean Desc ip i e Ra ing
No icing s uden s inding solu ions du ing disag eemen s. 3.42 Ex ensi e
Obse ing lea ne s media ing con lic s be ween classma es. 3.33 Mode a ely Ex ensi e
Seeing pee s using wo ds o esol e issues ins ead o igh ing. 3.36 Mode a ely Ex ensi e
Recognizing ha s uden s seek comp omise du ing con lic s. 3.20 Mode a ely Ex ensi e
Expe iencing ewe un esol ed dispu es in he class oom. 3.19 Mode a ely Ex ensi e
Mean 3.30 Mode a ely Ex ensi e
Legend. Ve y Ex ensi e = Always Obse ed; Ex ensi e = O en imes Obse ed; Mode a ely Ex ensi e = Some imes
Obse ed; Less Ex ensi e = Seldom Obse ed; No Ex ensi e = Ne e Obse ed.
Las ly, esul s in Table 5 show ha socio-
emo ional compe ence among lea ne s in public
elemen a y schools in Sulop Dis ic , Da ao del
Su , acqui ed a mean sco e o 3.43, desc ibed
as ex ensi e and in e p e ed as o en imes ob-
se ed. The esul was consis en wi h he ind-
ings o Rocha e al. (2024), who epo ed ha
s uden s wi h mode a e socio-emo ional skills
may exhibi inconsis en beha io in hei emo-
ional egula ion and social in e ac ions, which
can impac class oom dynamics and he e ec-
i eness o collabo a i e lea ning e o s. These
lea ne s migh show adequa e skills in amilia ,
s uc u ed se ings bu s uggle in mo e dynamic
16 ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
o socially demanding si ua ions. On one hand,
socio-emo ional compe ence in e ms o social
ini ia ion s ands ou wi h he highes mean sco e
o 3.59, which was desc ibed as ex ensi e. On
he o he end, socio-emo ional compe ence in
e ms o con lic esolu ion eco ds he lowes
mean o 3.30, alling in o he mode a ely ex-
ensi e desc ip i e a ing. As no ed by Knigge
e al. (2019), hese compe encies we e c ucial
o na iga ing social in e ac ions and enhancing
pe sonal de elopmen e ec i ely. Acco dingly,
lea ne s wi h ex ensi e socio-emo ional skills
end o ha e be e school adjus men and im-
p o ed academic pe o mance. These skills al-
low lea ne s o manage s ess and p o ide he
ools o engage cons uc i ely in con lic si ua-
ions.
Table 5. Summa y on Socio-Emo ional Compe ence among Lea ne s in Public
Elemen a y Schools in Sulop Dis ic , Da ao del Su
Indica o s Mean Desc ip i e Equi alen
Emo ional Regula ion 3.44 Ex ensi e
Empa hy 3.39 Mode a ely Ex ensi e
Social Ini ia ion 3.59 Ex ensi e
Con lic Resolu ion 3.30 Mode a ely Ex ensi e
O e all 3.43 Ex ensi e
Legend. Ve y Ex ensi e = Always Obse ed; Ex ensi e = O en imes Obse ed; Mode a ely Ex ensi e = Some imes
Obse ed; Less Ex ensi e = Seldom Obse ed; No Ex ensi e = Ne e Obse ed.
3.2. Li e acy P og ession among Lea ne -
s—
3.2.1. Reading Accu acy—Li e acy p o-
g ession among lea ne s in e ms o eading ac-
cu acy was 3.47, desc ibed as Ex ensi e, mean-
ing i was o en imes e iden in class oom obse -
a ions. The esul means ha he abili y o he
s uden s o p onounce wo ds and ead ex wi h-
ou e o s co ec ly was o en imes e iden . The
esul suppo s he iew o Shin and McMas e
(2019) ha o al eading and maze assessmen s
co ela ed mode a ely wi h s uden s’ comp e-
hension, sugges ing ha inc emen al imp o e-
men s in eading accu acy posi i ely in luence
unde s anding. The ange o means on his pa -
icula domain is 3.32 o 3.57. The s a emen
Recognizing ha s uden s ollow along accu-
a ely du ing g oup eading” has a mean o ac-
qui ed he highes mean sco e o 3.57, desc ibed
as ex ensi e. Con e sely, he s a emen No ic-
ing s uden s eading aloud wi hou equen mis-
akes eco ded he lowes mean sco e o 3.32,
desc ibed as mode a ely ex ensi e. Acco ding
o Makebo e al. (2022), mode a e imp o e-
men s in eading accu acy can help s uden s
s eng hen hei li e acy skills. Mo eo e , as
eading luency inc eases, comp ehension also
ises a a mode a e a e. Consequen ly, ensu ing
balanced and s eady g ow h in eading accu acy
os e s mo e e ec i e li e acy ou comes.
3.2.2. Tex Comp ehension—The esul
in Table 7 shows ha li e acy p og ession
among lea ne s, in e ms o ex comp ehension,
yielded a mean sco e o 3.37, which is classi-
ied as mode a ely ex ensi e and in e p e ed as
some imes e iden among he esponden s. This
indica es ha s uden s’ abili y o unde s and and
in e p e he meaning behind wo ds and ph ases
wi hin a speci ic con ex is some imes e iden in
he class oom se ing. The esul aligns wi h he
17 ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
Table 6. Li e acy P og ession among Lea ne s in Te ms o Reading Accu acy
S a emen Mean Desc ip i e Ra ing
No icing s uden s eading aloud wi hou equen mis akes. 3.32 Mode a ely Ex ensi e
Obse ing lea ne s co ec ly p onouncing di icul wo ds. 3.34 Mode a ely Ex ensi e
Seeing pee s eading smoo hly wi h li le hesi a ion. 3.54 Ex ensi e
Recognizing ha s uden s ollow along accu a ely du ing g oup
eading.
3.57 Ex ensi e
Expe iencing ewe s uden s s uggling wi h basic phonics. 3.56 Ex ensi e
Mean 3.47 Ex ensi e
Legend. Ve y Ex ensi e = Always E iden ; Ex ensi e = O en imes E iden ; Mode a ely Ex ensi e = Some imes E iden ;
Less Ex ensi e = Seldom E iden ; No Ex ensi e = Ne e E iden .
idea o Bogae ds-Hazenbe g e al. (2021) ha
lea ne s wi h mode a e comp ehension skills
may g asp li e al in o ma ion bu o en s uggle
wi h he in e en ial and e alua i e aspec s o
ex s. This limi a ion can hinde hei abili y o
ully engage wi h mo e complex ma e ials and
discussions, impac ing hei o e all academic
pe o mance.
Table 7. Li e acy P og ession among Lea ne s in Te ms o Tex Comp ehension
S a emen Mean Desc ip i e Ra ing
No icing s uden s answe ing ques ions co ec ly a e eading a
passage.
3.54 Ex ensi e
Obse ing lea ne s discussing he main ideas o he ex accu-
a ely.
3.44 Ex ensi e
Seeing pee s connec ing he ex o hei own expe iences. 3.22 Mode a ely Ex ensi e
Recognizing ha s uden s can p edic ou comes based on ea lie
pa s o he ex .
3.50 Ex ensi e
Expe iencing lea ne s asking insigh ul ques ions ha show deep
unde s anding.
3.17 Mode a ely Ex ensi e
Mean 3.37 Mode a ely Ex ensi e
Legend. Ve y Ex ensi e = Always E iden ; Ex ensi e = O en imes E iden ; Mode a ely Ex ensi e = Some imes E iden ;
Less Ex ensi e = Seldom E iden ; No Ex ensi e = Ne e E iden .
Meanwhile, he ange o means on his pa -
icula domain is 3.17 o 3.54. The highes mean
sco e o 3.54, o ex ensi e, was obse ed on
he s a emen No icing s uden s answe ing ques-
ions co ec ly a e eading a passage. In con-
as , he lowes mean sco e o 3.17, indica ing
a mode a ely ex ensi e le el, was o he s a e-
men ’Expe iencing lea ne s asking insigh ul
ques ions ha show deep unde s anding.’ Ac-
co ding o Shanniyah (2019), skilled comp e-
hension enables s uden s o engage wi h a a i-
e y o ex s, acili a ing deepe lea ning and he
de elopmen o c i ical hinking skills. E ec-
i e ex comp ehension also suppo s he abili y
o summa ize con en , in e meanings beyond
he ex , and e alua e a gumen s, which a e es-
sen ial skills o academic and li elong lea ning.
3.2.3. W i ing Cla i y and O ganiza ion—
The mean sco e o 3.50 o li e acy p og ession
among lea ne s in e ms o w i ing cla i y and
18 ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
o ganiza ion alls wi hin he ex ensi e ca ego y,
in e p e ed as o en imes e iden in he class-
oom. The esul means ha s uden s’ abili y o
exp ess hough s in a clea , logical, and cohe en
manne h ough w i ing was o en imes e iden .
This aligns wi h he asse ion by Li and Huang
(2022) ha s uden s who excel in o ganizing
hei hough s and a icula ing hem clea ly end
o pe o m be e in essay assignmen s and ex-
ams, which a e s anda d assessmen me hods in
many educa ional se ings. These skills enable
lea ne s o e ec i ely con ey hei knowledge
and a gumen s, which a e c i ical o academic
success and p og ession. The ange o means o
his pa icula domain is 3.33 o 3.58. The high-
es mean sco e o 3.58 is o he s a emen No ic-
ing s uden s w i ing pa ag aphs wi h clea main
ideas, desc ibed as o en imes e iden . Con-
e sely, he s a emen Seeing pee s o ganizing
hei essays in a logical sequence sco ed he
lowes mean o 3.33, ca ego ized as mode a ely
ex ensi e. Eck (2022) emphasized ha achie -
ing w i ing cla i y and o ganiza ion signi ican ly
enhances s uden s’ li e acy p og ession. By o-
cusing on clea s uc u e and concise exp ession,
s uden s can communica e hei ideas mo e e -
ec i ely. As a esul , imp o ed w i ing skills
lead o highe academic pe o mance and be e
o e all li e acy ou comes.
Table 8. Li e acy P og ession among Lea ne s in Te ms o W i ing Cla i y and
O ganiza ion
S a emen Mean Desc ip i e Ra ing
No icing s uden s w i ing pa ag aphs wi h clea main ideas. 3.58 Ex ensi e
Obse ing lea ne s using app op ia e ansi ions be ween
hough s.
3.56 Ex ensi e
Seeing pee s o ganizing hei essays in a logical sequence. 3.33 Mode a ely Ex ensi e
Recognizing ha s uden s consis en ly adhe e o opic sen ences.
3.51 Ex ensi e
Expe iencing ewe s uden s exp essing con usion abou how o
s uc u e hei w i ing.
3.53 Ex ensi e
Mean 3.50 Ex ensi e
Legend. Ve y Ex ensi e = Always E iden ; Ex ensi e = O en imes E iden ; Mode a ely Ex ensi e = Some imes E iden ;
Less Ex ensi e = Seldom E iden ; No Ex ensi e = Ne e E iden .
3.2.4. Vocabula y Usage—The mean
sco e o li e acy p og ession in e ms o o-
cabula y usage among lea ne s is 3.26, alling
in o he mode a ely ex ensi e ca ego y. This
means ha he abili y and equency wi h which
s uden s use a di e se and app op ia e ocab-
ula y in bo h spoken and w i en o ms we e
some imes e iden . Lee e al. (2019) no ed
ha a mode a e le el o li e acy p og ession in
ocabula y usage can ha e a signi ican impac
on eaching and lea ning p ocesses. S uden s
wi h only a mode a e ocabula y ange may
s uggle wi h ex comp ehension and he abil-
i y o exp ess complex ideas, which can hinde
hei lea ning in con en - ich subjec s such as
science and social s udies. The ange o means
o his pa icula domain is 2.98 o 3.51. The
highes mean sco e o 3.51 is o he s a emen
No icing s uden s using new ocabula y wo ds
co ec ly in sen ences, desc ibed as ex ensi e.
Con e sely, he lowes mean o 2.98 is o he
s a emen Recognizing ha s uden s unde s and
he meanings o wo ds hey use, which was de-
sc ibed as mode a ely ex ensi e. Ke ola (2019)
highligh ed ha s uden s wi h a wide ange
o ocabula y can exp ess hei hough s mo e
19 ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
p ecisely and pe suasi ely in w i ing and o al
discussions. E ec i e ocabula y usage is no
only abou he numbe o wo ds known bu
also abou how e ec i ely s uden s use hese
wo ds in con ex , which enhances hei o e all
academic and social communica ion.
Table 9. Li e acy P og ession among Lea ne s in Te ms o Vocabula y Usage
S a emen Mean Desc ip i e Ra ing
No icing s uden s using new ocabula y wo ds co ec ly in sen-
ences.
3.51 Ex ensi e
Obse ing lea ne s applying specialized e ms ele an o di e -
en subjec s.
3.14 Ex ensi e
Seeing pee s expe imen ing wi h synonyms o exp ess hei
ideas.
3.17 Mode a ely Ex ensi e
Recognizing ha s uden s unde s and he meanings o wo ds
hey use.
2.98 Mode a ely Ex ensi e
Expe iencing an inc ease in he a ie y o wo ds used by s uden s
in hei w i ing.
3.48 Ex ensi e
Mean 3.26 Mode a ely Ex ensi e
Legend. Ve y Ex ensi e = Always E iden ; Ex ensi e = O en imes E iden ; Mode a ely Ex ensi e = Some imes E iden ;
Less Ex ensi e = Seldom E iden ; No Ex ensi e = Ne e E iden .
Las ly, li e acy p og ession among lea n-
e s in public elemen a y schools had a mean
sco e o 3.40, classi ied unde ex ensi e de-
sc ip i e a ing and in e p e ed as o en imes
e iden . This indica es ha he ongoing de el-
opmen and enhancemen o skills necessa y
o decode, comp ehend, and p oduce bo h spo-
ken and w i en language was o en imes e i-
den among he lea ne s in public elemen a y
school in Sulop Dis ic , Da ao del Su . This
suppo s he iew o Abbas e al. (2019) ha a
high le el o li e acy p og ession is c ucial in
he eaching-lea ning p ocesses as i o ms he
backbone o e ec i e educa ional engagemen .
Ad anced li e acy skills enable lea ne s o com-
p ehend complex ex s, engage in highe -o de
hinking, and pa icipa e mo e ully in academic
discussions. These capabili ies a e essen ial o
mee ing he igo ous demands o con empo a y
cu icula ac oss educa ional le els. Among he
domains, he highes mean sco e is ound in
w i ing cla i y and o ganiza ion, a 3.51, which
is desc ibed as ex ensi e. On he o he end o
he spec um, ocabula y usage sco es he low-
es wi h a mean o 3.26, alling in o he mode -
a ely ex ensi e ca ego y. Came on e al. (2020)
no ed ha as lea ne s p og ess in hei li e acy
skills, hey demons a e imp o ed comp ehen-
sion, g ea e abili y o analyze and syn hesize
in o ma ion, and enhanced capaci y o exp ess
hemsel es in bo h w i en and e bal o ms. E -
ec i e li e acy de elopmen suppo s no only
academic achie emen bu also c i ical hinking
and p oblem-sol ing skills, which a e essen ial
o li elong lea ning and adap a ion o di e se
li e con ex s.
3.3. Socio-Emo ional Compe ence and Li -
e acy P og ession among Lea ne s in Public
Elemen a y Schools—The esul s o he analy-
sis on he ela ionship be ween socio-emo ional
compe ence and li e acy p og ession among
lea ne s in public elemen a y schools in Sulop
Dis ic , Da ao del Su , we e p esen ed. Bi-
a ia e co ela ion analysis, using he Pea son
20 ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
Table 10. Summa y on Li e acy P og ession among Lea ne s in Public Elemen a y
Schools in Sulop Dis ic , Da ao del Su
Indica o s Mean Desc ip i e Equi alen
Reading Accu acy 3.47 Ex ensi e
Tex Comp ehension 3.42 Ex ensi e
W i ing Cla i y and O ganiza ion 3.51 Ex ensi e
Vocabula y Usage 3.26 Mode a ely Ex ensi e
O e all 3.40 Ex ensi e
Legend. Ve y Ex ensi e = Always E iden ; Ex ensi e = O en imes E iden ; Mode a ely Ex ensi e = Some imes E iden ;
Less Ex ensi e = Seldom E iden ; No Ex ensi e = Ne e E iden .
P oduc -Momen Co ela ion, was employed
o de e mine he ela ionship be ween he a i-
ables men ioned. Table 11 shows ha socio-
emo ional compe ence has a signi ican posi i e
ela ionship wi h li e acy p og ession among
lea ne s, wi h a p- alue o 0.000, which is
less han he 0.05 le el o signi icance ( wo-
ailed) ( = 0.711, p
<
0.05). I means ha
as he ex en o socio-emo ional compe ence
changes, li e acy p og ession among lea ne s
also changes signi ican ly. The esul indica es
ha s uden s who demons a e s onge socio-
emo ional skills, such as sel - egula ion and
empa hy, end o ha e be e li e acy ou comes.
This sugges s ha enhancing socio-emo ional
lea ning in educa ional se ings can signi ican ly
imp o e s uden s’ eading and w i ing abili ies,
con ibu ing o hei o e all academic success.
This suppo s he indings o Tu ne -Moo e
(2022), who a gued ha socio-emo ional skills
such as sel - egula ion and empa hy a e linked
o highe le els o engagemen and comp ehen-
sion in eading asks. These compe encies en-
able lea ne s o unde s and cha ac e s’ emo ions
and mo i a ions mo e e ec i ely wi hin ex s,
he eby enhancing hei abili y o make in e -
ences and connec concep s. Mo eo e , he e-
sul s in he able indica e ha socio-emo ional
compe ence, as measu ed by emo ional egula-
ion, empa hy, and con lic esolu ion, was sig-
ni ican ly co ela ed wi h li e acy p og ession
among lea ne s, as e idenced by he co ela ion
coe icien alues o 0.531, 0.363, and 0.637,
espec i ely. Thus, his led o he ejec ion o
he null hypo hesis ha he e is no signi ican
ela ionship be ween socio-emo ional compe-
ence and li e acy p og ession among lea ne s
in public elemen a y schools in Sulop Dis ic ,
Da ao del Su . The esul means ha s uden s
who excel in a eas such as emo ional egula-
ion, empa hy, and con lic esolu ion end o
achie e highe p o iciency in eading and w i -
ing skills. This inding aligns wi h he iew o
Ba ini e al. (2021), who sugges ha s uden s
who can e ec i ely manage hei emo ions a e
mo e likely o exhibi pe sis ence and esilience
when aced wi h challenging eading ma e i-
als o complex li e acy asks. This pe sis ence
was c ucial o de eloping deepe li e acy skills
and b oade academic success. Addi ionally,
Aleksi
´
c e al. (2019) no ed ha s uden s skilled
in socio-emo ional compe encies end o con-
ibu e mo e cons uc i ely o discussions and
a e be e equipped o ake ad an age o collab-
o a i e lea ning oppo uni ies.
3.4. In luence o Socio-Emo ional Compe-
ence on he Li e acy P og ession among Lea n-
e s in Public Elemen a y Schools—The in lu-
ence o socio-emo ional compe ence on li e acy
21 ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
Table 11. Rela ionship Be ween Socio-Emo ional Compe ence and Li e acy P og es-
sion among Lea ne s in Public Elemen a y Schools in Sulop Dis ic , Da ao del
Su
Socio-Emo ional Compe ence - alue p- alue Decision
Emo ional Regula ion 0.531* 0.000 Rejec H0
Empa hy 0.363* 0.000 Rejec H0
Social Ini ia ion 0.125 0.067 Accep H0
Con lic Resolu ion 0.637* 0.000 Rejec H0
O e all Socio-Emo ional Compe ence 0.711* 0.000 Rejec H0
No e. *Signi ican a p<0.05.
Legend: Pe ec Co ela ion o =1.00; S ong Co ela ion o 0.7≤ <1.00; Mode a e Co ela ion o 0.3≤ <0.7;
Weak Co ela ion o 0.3> >0.00; No Co ela ion o =0.00.
p og ession among lea ne s in public elemen-
a y schools yields signi ican insigh s, as e i-
denced by he eg ession analysis esul s p e-
sen ed in he able. In a singula capaci y, socio-
emo ional compe ence, speci ically emo ional
egula ion, signi ican ly in luenced li e acy p o-
g ession among lea ne s in public elemen a y
schools, wi h a p- alue o less han he .05 le el
o signi icance (2- ailed) (p
<
.05) and a posi-
i e s anda dized be a alue o .290. I means
ha o e e y uni inc ease in he alue o socio-
emo ional compe ence in e ms o emo ional
egula ion, he e is a co esponding inc ease
o 0.290 in he ex en o li e acy p og ession
among lea ne s. The esul implies ha s u-
den s who a e be e a managing hei emo-
ions end o achie e highe li e acy skills. This
sugges s ha in e en ions aimed a imp o -
ing emo ional egula ion could be a s a egic
ocus o enhance eading and w i ing capabil-
i ies, he eby suppo ing b oade educa ional
ou comes. This aligns wi h he iew o Yu e al.
(2023) ha , h ough a me a-analysis, emo ional
egula ion and o he social-emo ional skills a e
closely linked o eading abili ies in ypically
de eloping eade s. Thei indings indica e ha
s uden s wi h s ong emo ional con ol display
highe mo i a ion, engagemen , and pe sis ence
in li e acy ac i i ies. The s udies sugges ha
emo ional egula ion c ea es a calm and ocused
lea ning en i onmen , suppo ing con inuous
g ow h in s uden s’ eading skills and o e all li -
e acy de elopmen . Fu he mo e, in a singula
capaci y, socio-emo ional compe ence, speci i-
cally empa hy, signi ican ly in luenced li e acy
p og ession among lea ne s in public elemen-
a y schools, wi h a p- alue o less han he
.05 le el o signi icance ( wo- ailed) (p
<
.05)
and a posi i e be a alue o 0.124. I means
ha o e e y uni inc ease in he ex en o
socio-emo ional compe ence in e ms o empa-
hy, he e is a co esponding inc ease o .124 in
he ex en o li e acy p og ession among lea n-
e s. This means ha s uden s who can unde -
s and and sha e he eelings o o he s a e be e
equipped o engage wi h and comp ehend ex s.
The esul aligns wi h Pa el’s (2023) indings,
which sugges ha empa hy enables s uden s
o engage mo e ully wi h eading ma e ials by
placing hemsel es in he con ex o he s o y o
he emo ions o he cha ac e s, he eby making
eading a mo e pe sonal and meaning ul expe-
ience. The e o e, os e ing empa hy no only
aids in academic li e acy bu also en iches s u-
den s’ o e all educa ional jou ney, making hem
mo e ecep i e and connec ed lea ne s.
22 ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
Table 12. In luence o Socio-Emo ional Compe ence on he Li e acy P og ession
among Lea ne s in Public Elemen a y Schools
Socio-Emo ional Compe ence B Be a S.E. p- alue Decision
Emo ional Regula ion .290** .387 .034 .000 Rejec H0
Empa hy .124** .181 .031 .000 Rejec H0
Social Ini ia ion -.012 -.015 .034 .727 Accep H0
Con lic Resolu ion .286** .527 .024 .000 Rejec H0
Adjus ed R2= 0.598
F- alue = 80.843**
p- alue = 0.000
No e. **Signi ican a p<0.05.
Legend: H0= Null Hypo hesis; B = Uns anda dized Coe icien ; Be a = S anda dized Coe icien ; S.E. = S anda d E o .
Fu he mo e, in a singula capaci y, socio-
emo ional compe ence in e ms o con lic es-
olu ion signi ican ly in luenced li e acy p o-
g ession among lea ne s in public elemen a y
schools, wi h a p- alue o less han he .05 le el
o signi icance ( wo- ailed) (p
<
.05) and a posi-
i e be a alue o .286. I means ha o e e y
uni inc ease in he ex en o socio-emo ional
compe ence in e ms o con lic esolu ion, he e
was a co esponding inc ease o .286 in he
ex en o li e acy p og ession among lea ne s.
This sugges s ha inco po a ing con lic eso-
lu ion aining in o educa ional p og ams could
signi ican ly enhance li e acy de elopmen by
imp o ing s uden s’ abili ies o a icula e hei
hough s and comp ehend complex na a i es
in academic se ings. This was consis en wi h
Camacho O iz’s (2020) iew ha s uden s p o i-
cien in con lic esolu ion a e mo e likely o pa -
icipa e ac i ely in class oom discussions and li -
e a y ci cles wi hou being dis up ed by in e pe -
sonal con lic s. This ac i e pa icipa ion enables
hem o engage mo e deeply wi h ex s, enhanc-
ing hei comp ehension and analy ical skills.
Las ly, he adjus ed R-squa ed alue o 0.598 in-
dica es ha app oxima ely 60 % o he a iance
in li e acy p og ession can be explained by he
socio-emo ional compe ence a iables included
in he model. This subs an ial igu e sugges s a
s ong ela ionship be ween hese compe encies
and li e acy ou comes. The F- alue o 80.843,
wi h a p- alue o 0.000 ha is less han he .05
le el o signi icance (2- ailed) (p
<
0.05), u -
he con i ms he s a is ical signi icance o he
o e all model, indica ing ha he se o socio-
emo ional compe encies signi ican ly p edic s
li e acy p og ession, a beyond wha could be
expec ed by chance alone. In conduc ing his
esea ch, i is c ucial o e alua e he ex en o
which he empi ical da a co obo a e o con-
adic he unde lying heo e ical assump ions.
As ega ds Emo ional In elligence Theo y by
Goleman (1995), his sugges s ha by de elop-
ing emo ional in elligence, lea ne s can c ea e
a mo e posi i e and ocused en i onmen o
eading and comp ehension. Emo ional skills,
such as empa hy and sel - egula ion, suppo co-
ope a i e lea ning, which can enhance li e acy
p og ession. Fu he mo e, Sel -De e mina ion
Theo y, as p oposed by Deci and Ryan (1985),
posi s ha os e ing in insic mo i a ion h ough
he de elopmen o socio-emo ional compe en-
cies inc eases he likelihood o s uden s engag-
ing ac i ely wi h eading ma e ials. Suppo ing
s uden s’ needs o au onomy and compe ence
can lead o a mo e mo i a ed and con iden ap-
p oach o lea ning he English language.
23 ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
4. Conclusions and Recommenda ions
This sec ion p esen s he esea che ’s conclusions and ecommenda ions. The discussion was
suppo ed by he li e a u e p esen ed in he i s chap e s, and he conclusion was in acco dance
wi h he s a emen s o he p oblem p esen ed in his s udy.
4.1. Findings—The p ima y objec i e o
his s udy was o e alua e which domains o
socio-emo ional compe ence signi ican ly in lu-
enced li e acy p og ession among lea ne s, u i-
lizing a non-expe imen al quan i a i e design
wi h a desc ip i e-co ela ion echnique. The e-
sea che selec ed 216 Public Elemen a y School
eache s in Sulop Dis ic , Da ao del Su , as e-
sponden s using a s a i ied andom sampling
me hod. The esea che u ilized modi ied and
enhanced su ey ques ionnai es, which we e
pilo - es ed in a nea by school o ensu e he
high eliabili y and in e nal consis ency o he
ins umen ’s i ems. Fi s , socio-emo ional com-
pe ence obse ed among lea ne s was ex en-
si e, wi h s uden s equen ly demons a ing
s eng hs in managing hei emo ions and ini i-
a ing social in e ac ions. Empa hy and con lic
esolu ion we e mode a ely ex ensi e, indica -
ing ha hese compe encies we e somewha less
consis en ly exhibi ed compa ed o emo ional
egula ion and social ini ia ion. These indings
sugges ha while s uden s gene ally displayed
obus socio-emo ional skills, he e is po en ial
o enhanced de elopmen in os e ing deepe
empa hy and mo e e ec i e con lic esolu ion
s a egies. Second, li e acy p og ession among
lea ne s was ex ensi e, indica ing ha mos li -
e acy skills we e equen ly obse ed. Read-
ing accu acy, ex comp ehension, and w i ing
cla i y and o ganiza ion we e no ably ex ensi e,
while ocabula y usage was mode a ely ex en-
si e. These indings sugges ha al hough lea n-
e s exhibi s ong capabili ies in co e li e acy
a eas, u he enhancemen o ocabula y usage
may os e e en mo e comp ehensi e li e acy
de elopmen . Thi d, he indings e ealed ha
o e all socio-emo ional compe ence was sig-
ni ican ly associa ed wi h li e acy p og ession
among lea ne s, indica ing ha s onge socio-
emo ional skills end o co espond wi h highe
li e acy ou comes. Key dimensions such as emo-
ional egula ion, empa hy, and con lic esolu-
ion demons a ed no able posi i e ela ionships
wi h li e acy, while social ini ia ion did no show
a signi ican co ela ion. These esul s imply
ha enhancing a ge ed socio-emo ional skills
could con ibu e o imp o ed li e acy de elop-
men in elemen a y educa ion wi hin he dis ic .
Las ly, he indings indica ed ha emo ional eg-
ula ion and empa hy posi i ely in luenced li e -
acy p og ession among lea ne s, unde sco ing
he c i ical ole o hese socio-emo ional skills
in enhancing academic achie emen . In con-
as , social ini ia ion did no signi ican ly p e-
dic li e acy p og ession, while con lic esolu-
ion demons a ed a meaning ul con ibu ion o
ad ancing lea ne s’ li e acy ou comes. O e all,
he socio-emo ional compe encies examined in
he s udy accoun ed o a subs an ial po ion o
he a ia ion in li e acy p og ession, highligh -
ing he impo ance o de eloping hese skills o
suppo and imp o e educa ional pe o mance
in public elemen a y schools.
4.2. Conclusions—Based on he indings
o his s udy, se e al conclusions we e gene -
a ed: I was concluded ha he socio-emo ional
compe ence among lea ne s was ex ensi e, indi-
ca ing ha hese skills we e equen ly demon-
s a ed in he school en i onmen . In pa icula ,
s uden s exhibi ed highe le els o emo ional
egula ion and social ini ia ion, while hei em-
pa hy and con lic esolu ion skills we e some-
wha less p onounced, sugges ing speci ic a -
eas o u he de elopmen . These conclusions
sugges ha a ge ed in e en ions o enhance
24 ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
empa hy and con lic esolu ion may lead o
mo e balanced socio-emo ional de elopmen ,
ul ima ely os e ing a mo e suppo i e and e -
ec i e lea ning en i onmen . Mo eo e , he
li e acy p og ession among lea ne s was ex en-
si e, as e idenced by s ong pe o mance in
eading accu acy, ex comp ehension, and w i -
ing cla i y and o ganiza ion. Vocabula y usage,
while posi i e, was obse ed a a mode a ely
ex ensi e le el, sugges ing ha a ge ed s a e-
gies could u he enhance lexical de elopmen .
Consequen ly, implemen ing ins uc ional ap-
p oaches ha in eg a e ocabula y en ichmen
wi h exis ing li e acy p ac ices may op imize
li e acy p og ession and suppo imp o ed aca-
demic pe o mance. Fu he mo e, he analysis
e ealed ha o e all socio-emo ional compe-
ence had a signi ican in luence on li e acy p o-
g ession, indica ing ha highe le els o emo-
ional egula ion, empa hy, and con lic eso-
lu ion we e associa ed wi h imp o ed li e acy
ou comes among he lea ne s. In con as , so-
cial ini ia ion did no show a signi ican ela-
ionship wi h li e acy p og ession, sugges ing
ha no all socio-emo ional skills equally a -
ec academic pe o mance. These indings sug-
ges ha a ge ed in e en ions designed o en-
hance speci ic socio-emo ional compe encies
may be an e ec i e s a egy o p omo ing be -
e li e acy de elopmen in public elemen a y
schools. Fu he mo e, he indings indica ed
ha aspec s o socio-emo ional compe ence, pa -
icula ly Emo ional Regula ion, Empa hy, and
Con lic Resolu ion, signi ican ly in luenced li -
e acy p og ession among lea ne s, unde sco ing
hei pi o al ole in os e ing academic de el-
opmen . In con as , Social Ini ia ion did no
exhibi a signi ican in luence, sugges ing ha
no all socio-emo ional skills equally con ibu e
o li e acy ou comes. These esul s imply ha in-
e en ions aimed a enhancing li e acy should
p io i ize he de elopmen o Emo ional Regu-
la ion, Empa hy, and Con lic Resolu ion skills
o suppo imp o ed academic pe o mance in
public elemen a y schools.
4.3. Recommenda ions—Based on he
indings and conclusions gene a ed om he
s udy, he esea che ecommends he ollow-
ing: Fo DepEd. The Depa men o Educa-
ion (DepEd) should p io i ize he in eg a ion
o socio-emo ional compe ency aining wi hin
he na ional cu iculum o suppo li e acy p o-
g ession among lea ne s. Fu he mo e, i is ec-
ommended ha policy amewo ks be e ised
o inco po a e e idence-based p ac ices ha os-
e emo ional egula ion, empa hy, and con-
lic esolu ion as key componen s o academic
success. Addi ionally, DepEd could de elop
and dissemina e p o essional de elopmen mod-
ules ha emphasize he linkage be ween socio-
emo ional compe ence and li e acy ou comes.
Finally, collabo a i e ini ia i es be ween cu -
iculum de elope s and academic esea che s
should be es ablished o ensu e ha new s a e-
gies a e bo h inno a i e and empi ically ali-
da ed. Fo School Heads. School heads a e
encou aged o c ea e a suppo i e lea ning en-
i onmen ha emphasizes he de elopmen o
socio-emo ional skills alongside li e acy ins uc-
ion. They should acili a e a ge ed in e en-
ion p og ams ha speci ically enhance skills
such as emo ional egula ion and con lic eso-
lu ion, which ha e p o en in luen ial in li e acy
p og ession. Mo eo e , school heads can p o-
mo e collabo a i e p o essional de elopmen
sessions o dissemina e bes p ac ices and inno-
a i e pedagogical app oaches among eache s.
Addi ionally, hey should con inually moni o
and e alua e he e ec i eness o hese p og ams
o ensu e ha hey con ibu e o imp o ed aca-
demic ou comes. Fo Elemen a y School Teach-
e s. Elemen a y school eache s should in e-
g a e socio-emo ional lea ning (SEL) s a egies
in o daily class oom ou ines o enhance li e -
acy skills among s uden s. They a e ad ised
o use di e en ia ed ins uc ion me hods ha
ocus on de eloping c i ical socio-emo ional
compe encies, such as empa hy and emo ional
25 ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
Schlesie , J., Roden, I., & Moschne , B. (2019). Emo ion egula ion in p ima y school child en:
A sys ema ic e iew. Child en and You h Se ices Re iew,100, 239–257. h ps://www.
sciencedi ec .com/science/a icle/abs/pii/S0190740918310818
Sch oede , E., Talla ico, R., & Baka oudis, M. (2022). The impac o adolescen ini ia ion i es in
eas and sou he n a ica: Implica ions o policies and p ac ices. In e na ional Jou nal o
Adolescence and You h,27(1), 181–192. h ps://www. and online.com/doi/ ull/10.1080/
02673843.2022.2052123
Shanniyah, S. (2019). The in luence o “sa e he las wo d o me” s a egy owa d s uden s’
eading comp ehension in ecoun ex a he eigh h g ade o smpn 2 sukoha jo academic
yea 2018/2019 [Doc o al disse a ion, UIN Raden In an Lampung]. h ps:// eposi o y.
adenin an.ac.id/7313/1/SKRIPSI.pd
Shin, J., & Epp, C. D. (2023). Unde s anding he e ec o cohesion in academic w i ing cla i y
using educa ion da a science. In Educa ional da a science: Essen ials, app oaches, and
endencies: P oac i e educa ion based on empi ical big da a e idence (pp. 193–218).
Sp inge Na u e Singapo e. h ps://link.sp inge .com/chap e /10.1007/978-981-99-0026-
8 5
Shin, J., & McMas e , K. (2019). Rela ions be ween cbm (o al eading and maze) and eading
comp ehension on s a e achie emen es s: A me a-analysis. Jou nal o School Psychology,
73, 131–149. h ps://www.sciencedi ec .com/science/a icle/abs/pii/S0022440519300160
S one, B. G., Mills, K. A., & Sagge s, B. (2019). Online mul iplaye games o he social
in e ac ions o child en wi h au ism spec um diso de : A esou ce o inclusi e educa ion.
In e na ional Jou nal o Inclusi e Educa ion,23(2), 209–228. h ps://www. and online.
com/doi/abs/10.1080/13603116.2018.1426051
Sun, X., Ma ks, R. A., Eggles on, R. L., Zhang, K., Lau, C., Yu, C. L., & Ko elman, I. (2023). Im-
pac s o he co id-19 dis up ion on he language and li e acy de elopmen o monolingual
and he i age bilingual child en in he uni ed s a es. Reading and W i ing,36(2), 347–375.
To ge son, C., B ooks, G., Gascoine, L., & Higgins, S. (2019). Phonics: Reading policy and
he e idence o e ec i eness om a sys ema ic ‘ e ia y’ e iew. Resea ch Pape s in
Educa ion,34(2), 208–238. h ps://www. and online.com/doi/abs/10.1080/02671522.
2017.1420816
Tuelo, S. R., & Munsaka, E. (2021). Pe cep ions o ini ia ion ins uc ions and pa en s on he ole
o ini ia ion in cha ac e building o adolescen s: A case o mochudi illage, kga leng
dis ic in bo swana.
Tu ne -Moo e, S. (2022). The impac o eache s’ social emo ional compe ency and eading
pedagogy on he eme gen li e acy o child en in ea ly childhood class ooms [Doc-
o al disse a ion, Texas Sou he n Uni e si y]. h ps://www.p oques .com/open iew/
bd520b2b091 b24985e9855ba8e62ed4/1?pq-o igsi e=gschola &cbl=18750&diss=y
an Houwelingen, A. H.,
¨
Ozaydin, I., & Wubbels, T. (2023). An unde g adua e cou se on pain:
I s impac on s uden s’ empa hy. Cu en s in Pha macy Teaching and Lea ning,15(6),
559–567. h ps://www.sciencedi ec .com/science/a icle/pii/S1877129723001405
Wa linda, Y. A., Ye imadesi, Y., Ha deli, H., & And omeda, A. (2022). Implemen a ion o guided
disco e y lea ning model wi h se s app oach assis ed by e-modul chemis y on scien i ic
li e acy o s uden s. Jou nal Peneli ian Pendidikan IPA,8(2), 507–514.
32 ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
NIJSE (2025) -
Yildiz, M., Kanik Uysal, P., Bilge, H., Wol e s, A. P., Saka, Y., Yildi im, K., & Rasinski, T.
(2019). Rela ionships be ween u kish eigh h-g ade s uden s’ o al eading e icacy, eading
comp ehension and achie emen sco es on a high-s akes achie emen es . Reading
Psychology,40(4), 329–349. h ps://www. and online.com/doi/abs/10.1080/02702711.
2018.1555363
Yu, L., Yu, J. J., & Tong, X. (2023). Social–emo ional skills co ela e wi h eading abili y
among ypically de eloping eade s: A me a-analysis. Educa ion Sciences,13(2), 220.
h ps://www.mdpi.com/2227-7102/13/2/220
Zaky, H. (2024). Adul educa ion and empa hy: The impac o empa hy de elopmen on s uden s’
academic compe encies and class oom engagemen pos co id-19. In e na ional Jou nal
o Cu iculum De elopmen and Lea ning Measu emen (IJCDLM),5(1), 1–18.
Zhang, Z. (2022). Towa d he ole o eache empa hy in s uden s’ engagemen in english language
classes. F on ie s in Psychology,13, 880935.
33 ISSN 3028-1261
10.5281/zenodo.17316917/NIJSE.2025
