Social-Emotional and Spiritual Growth of Key Stage I Learners in Congressional District IV, Division of Batangas

Abstract

This study aimed to examine the level of social-emotional and spiritual growth of Key Stage I learners as assessed by their teachers, as well as the challenges encountered in sustaining these aspects in the classroom. Specifically, it focused on learners’ social-emotional development in terms of self-awareness, self-management, social awareness, and relationship skills, and their spiritual growth in terms of values and moral development, sense of purpose and meaning, respect for others’ beliefs, and participation in spiritual or values-related activities. A descriptive-correlational research design was employed, utilizing a structured questionnaire to gather data from selected Key Stage I teachers. The collected data were analyzed using weighted mean and Pearson r to determine both the level of manifestation and the significant relationships between variables.

The findings revealed that both social-emotional and spiritual growth of learners were manifested at an above average level across all dimensions. Among the indicators, learners were particularly strong in expressing appreciation for others, participating respectfully in discussions, and demonstrating courage in admitting mistakes. However, relatively lower ratings were noted in areas such as expressing personal strengths and limitations, managing impulses, appreciating others’ contributions, demonstrating honesty in small situations, and actively engaging in reflection or prayer. Correlation analysis showed significant relationships between social-emotional domains and spiritual growth, particularly in values formation, sense of purpose, and respect for others’ beliefs, while no significant relationship was found with participation in spiritual activities. Teachers also agreed that they encounter challenges related to time constraints, diverse learner backgrounds, emotional readiness, and external influences, which affect the consistent integration of these competencies in the classroom.