Interpersonal Self-Efficacy of Elementary Grade Teachers and Pupils’ Social, Emotional, and Personal Skills: Implications for a Responsive MATATAG Curriculum in MBHTE Analyn A. Imuy Mindanao State University- Tawi-Tawi College of Technology and Oceanogra

Abstract

Interpersonal self-efficacy plays a critical role in shaping teachers’ confidence in managing classrooms and supporting learners’ holistic development. Within the MBHTE context, strengthening teachers’ interpersonal abilities is essential in meeting MATATAG Curriculum priorities.

This study examined the level of interpersonal self-efficacy among elementary grade teachers and assessed pupils’ social, emotional, and personal skills. It also explored the relationship between teachers’ interpersonal self-efficacy and pupils’ socio-emotional and personal competencies.

The study employed a descriptive–correlational design involving elementary teachers and parents of Grade 1 pupils under MBHTE. Standardized Likert-type instruments measured teachers’ interpersonal self-efficacy and pupils’ social, emotional, and personal skills. Descriptive statistics summarized the levels of each construct, while Pearson’s correlation determined the relationship between variables.

Findings revealed that teachers exhibited high interpersonal self-efficacy, particularly in communication and relationship-building. Pupils demonstrated very satisfactory levels of social, emotional, and personal skills, with personal responsibility and empathy emerging as strong indicators. Significant positive correlations were found between teacher interpersonal self-efficacy and pupils’ socio-emotional skills.

Schools under MBHTE may strengthen learner development by fostering teachers’ interpersonal self-efficacy through targeted professional development. Integrating socio-emotional learning strategies in early grade instruction supports the MATATAG Curriculum’s thrust for a responsive and learner-centered education.