Manuscript Details - IJARW2297

ManuScript Details
Paper Id: IJARW2297
Title: BUILDING A CONSTRUCTIVIST CLASSROOM: HOW SOCIAL-EMOTIONAL COMPETENCE AND SCHOOL CLIMATE INFLUENCE TEACHERS’ PEDAGOGICAL COMPETENCE
Published in: International Journal Of All Research Writings
Publisher: IJARW
ISSN: 2582-1008
Volume / Issue: Volume 6 Issue 5
Pages: 13
Published On: 12/1/2024 12:01:04 AM      (MM/dd/yyyy)
Main Author Details
Name: Jonel L. Caparoso
Institute: Central Mindanao University
Co - Author Details
Author Name Author Institute
GERLIE ROSE C. MAGDATO Central Mindanao University
GLADYS S. ESCARLOS Central Mindanao University
HERO JUN B. VALENDEZ Central Mindanao University
ANDRELYN B. NACARIO Central Mindanao University
ELSIE G. GERAGA Central Mindanao University
Abstract
Research Area: Education
KeyWord: Social-Emotional Competence, School Climate, Pedagogical Competence
Abstract: This study examined the relationship between social-emotional competence, the quality level of school climate, and teachers' pedagogical competence. It also explored the variables that best predict pedagogical competence. Using the descriptive-correlational research design, the study surveyed 158 teachers of the Division of Valencia City. Pearson product-moment correlation was used to determine the extent of connection among social-emotional competence, quality level of school climate, and teachers' pedagogical competence. The findings indicated that teachers demonstrated high competence in their social-emotional skills, perceived the school climate as good, and were highly competent in their pedagogical abilities in the classroom. Additionally, there is a significant correlation between social-emotional competence, school climate, and pedagogical competence. Specifically, the variables that best predicted pedagogical competence were identified as self-awareness and self-management within social-emotional competence, as well as the structure of learning and physical environment associated with school climate. The study recommended that educational institutions prioritize the development of teachers' social-emotional competencies, notably self-awareness and self-management, to foster positive student relationships and improve pedagogical effectiveness. Professional development programs should focus on emotional intelligence and reflective practices, while schools should create structured, supportive learning environments that facilitate engagement and collaboration.
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IEEE
Jonel L. Caparoso, GERLIE ROSE C. MAGDATO, GLADYS S. ESCARLOS, HERO JUN B. VALENDEZ, ANDRELYN B. NACARIO, ELSIE G. GERAGA, "BUILDING A CONSTRUCTIVIST CLASSROOM: HOW SOCIAL-EMOTIONAL COMPETENCE AND SCHOOL CLIMATE INFLUENCE TEACHERS’ PEDAGOGICAL COMPETENCE", International Journal Of All Research Writings, vol. 6, no. 5, pp. 182-194, 2024.
MLA Jonel L. Caparoso, GERLIE ROSE C. MAGDATO, GLADYS S. ESCARLOS, HERO JUN B. VALENDEZ, ANDRELYN B. NACARIO, ELSIE G. GERAGA "BUILDING A CONSTRUCTIVIST CLASSROOM: HOW SOCIAL-EMOTIONAL COMPETENCE AND SCHOOL CLIMATE INFLUENCE TEACHERS’ PEDAGOGICAL COMPETENCE." International Journal Of All Research Writings, vol 6, no. 5, 2024, pp. 182-194.
APA Jonel L. Caparoso, GERLIE ROSE C. MAGDATO, GLADYS S. ESCARLOS, HERO JUN B. VALENDEZ, ANDRELYN B. NACARIO, ELSIE G. GERAGA (2024). BUILDING A CONSTRUCTIVIST CLASSROOM: HOW SOCIAL-EMOTIONAL COMPETENCE AND SCHOOL CLIMATE INFLUENCE TEACHERS’ PEDAGOGICAL COMPETENCE. International Journal Of All Research Writings, 6(5), 182-194.
BUILDING A CONSTRUCTIVIST CLASSROOM: HOW SOCIAL-EMOTIONAL COMPETENCE AND SCHOOL CLIMATE INFLUENCE TEACHERS’ PEDAGOGICAL COMPETENCE
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BUILDING A CONSTRUCTIVIST CLASSROOM: HOW SOCIAL-EMOTIONAL COMPETENCE AND SCHOOL CLIMATE INFLUENCE TEACHERS’ PEDAGOGICAL COMPETENCE

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