Integration of Socio-Emotional Learning (SEL) and its Correlation to Values Development as Perceived by Teachers and Parents in Zamboanga City

SEL equips children and young people with essential life skills such as self-awareness, emotional regulation, empathy, responsible decision-making, and relationship-building. These competencies not only support academic achievement but also promote mental well-being, positive behavior, and resilience, preparing learners to navigate challenges both inside and outside the classroom. This study analyzed SEL integration of kindergarten parents and teachers in Zamboanga City and how this can be correlated to values development, particularly the SEL involvement in schools. Parents (n=64) and teachers (n=30) were sampled from elementary schools in the city and were surveyed using a validated SEL questionnaire. Findings revealed that parents and teachers had very high-level understanding of SEL concepts for self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. They also showed high involvement in SEL through schoolwide climate and authentic relationships. Non-parametric analysis revealed that no significant difference on SEL integration and SEL involvement according to sex. Educational attainment might influence SEL integration and SEL involvement. Parents had higher levels of SEL integration and SEL involvement as compared to the teachers. Lastly, understanding of SEL concepts can be positively correlated to parents’ and teachers’ SEL involvement. Nevertheless, there is a need to build systematic activities, collaborative discussions, and real-life applications that would strengthen parent–teacher partnerships and ensure consistent support for children’s holistic development.