SOCIO-EMOTIONAL SKILLS AND INSTRUCTIONAL READINESS OF FUTURE ELEMENTARY TEACHERS IN SELECTED TEACHER EDUCATION INSTITUTIONS: FOUNDATION FOR AN ENHANCED TRAINING PROGRAM

Future elementary teachers play a critical role in shaping young learners, necessitating both strong socio-emotional skills and instructional readiness. However, limited studies explore the relationship between these competencies among aspiring educators in Zambales. This study aimed to determine the socio-emotional skills and instructional readiness of future elementary teachers in selected Teacher Education Institutions in Zambales during the second semester of Academic Year 2024-2025. A descriptive-correlational research design was utilized, involving 139 future elementary teachers and 139 mentors selected through total population sampling. A validated researcher-designed questionnaire was used to gather data, yielding high reliability (α = .98 to .99). Findings revealed that the respondents were predominantly 22 years old, female, from families earning P20,000 to P39,999 monthly, had one sibling, and studied for 1.0 to 1.9 hours daily. Their socio-emotional skills—self-awareness, self-management, social awareness, and relationshipbuilding—were moderately developed. Likewise, their instructional readiness—subject matter knowledge, planning and delivery, classroom management, and assessment and feedback—was moderately ready. Similar perceptions were noted among their mentors. A significant difference was observed in socio-emotional skills based on age, sex, family income, number of siblings, and study hours. No significant difference existed between self-perceived and mentor-perceived instructional readiness. A strong positive significant correlation was found between socioemotional skills and instructional readiness, while a weak but non-significant correlation was noted between socio-emotional skills and mentor-perceived instructional readiness. An enhanced training program was developed to strengthen both competencies. This study contributes to teacher education research by providing empirical evidence on the interplay between socio-emotional skills and instructional readiness, guiding targeted interventions for future educators.