TEACHERS' BELIEFS AND PRACTICES OF SOCIAL AND EMOTIONAL LEARNING: IMPLICATIONS ON KINDERGARTNERS' ENGAGEMENT IN MULTI-GRADE CLASSES IN INDIGENOUS PEOPLES EDUCATION (IPED) SCHOOLS

In the context of inclusive and culturally responsive early childhood education, fostering Social and Emotional Learning (SEL) has become increasingly essential, especially in diverse and multi-grade classrooms. This study investigates the relationship between kindergarten teachers’ beliefs and practices in Social and Emotional Learning (SEL) and the cognitive, affective, and behavioral engagement of kindergartners in multi-grade Indigenous Peoples Education (IPED) classrooms in Agusan del Sur, Philippines. Grounded in Vygotsky’s Sociocultural Theory, the study highlights the importance of teacher guidance and social interaction in early childhood education, especially in culturally diverse and multi-grade settings. A descriptive-correlational research design was used, involving 60 teachers and 300 kindergartners. Data were collected through validated survey questionnaires assessing teachers’ SEL beliefs and practices and pupils’ engagement levels. Ethical protocols, such as informed consent and data confidentiality, were strictly followed. The findings revealed that teachers had very high beliefs and high practices in SEL, indicating a strong commitment to fostering a supportive learning environment. Kindergartners exhibited high engagement, particularly in affective and behavioral domains. Statistical analysis using Spearman’s Rho showed a significant positive relationship between teachers’ SEL beliefs and kindergartners’ affective and behavioral engagement, but no significant correlation with cognitive engagement. Furthermore, teachers’ SEL practices were significantly linked only to affective engagement. Additionally, the study emphasizes the critical role of culturally responsive SEL practices, highlighting the need for tailored strategies that align with the cultural context of Indigenous students. The study concludes that while teachers’ SEL beliefs and practices positively influence emotional and behavioral engagement, further support is needed to enhance cognitive engagement in multi-grade IPED classrooms.