SOCIAL-EMOTIONAL LEARNING PROGRAMS IN PROMOTING POSITIVE CLASSROOM CLIMATE: A PHENOMENOLOGICAL ANALYSIS IN LAMBAYONG III

Social-Emotional Learning (SEL) programs play a crucial role in fostering a positive classroom climate and enhancing students' emotional well-being. This phenomenological study explored teachers' perspectives on the impact of SEL programs in Lambayong III, Sultan Kudarat, during the school year 2024-2025. A total of 10 teachers participated in semi-structured interviews and focus group discussions, with data analyzed using thematic analysis. Findings reveal that SEL programs contribute to students' emotional awareness, improved peer and teacher relationships, and positive academic and behavioral outcomes. Students reported enhanced self-regulation, empathy, and stress management, leading to reduced anxiety and increased classroom engagement. SEL initiatives also strengthened peer interactions and student-teacher bonds, fostering a sense of belonging and reducing instances of bullying. Additionally, SEL programs promoted leadership and decision-making skills, helping students take responsibility for their actions and resolve conflicts effectively. Further analysis highlights students' recommendations for sustaining a positive classroom climate through SEL. They emphasized the importance of teacher guidance and support, open communication, and structured SEL activities such as team-building exercises and peer mediation programs. The study concludes that continuous implementation of SEL programs, along with teacher mentorship, is vital in creating an emotionally supportive and inclusive learning environment. The study recommends integrating SEL into the national curriculum, institutionalizing teacher training, and incorporating SEL activities into daily instruction. Future research should explore the long-term impact of SEL on student performance and adaptability across diverse educational contexts.