Social Emotional Learning and Learner Engagement in Rural Elementary Schools

This study examined the relationship between social-emotional learning and learner engagement among elementary learners in three rural schools in Banaybanay, Davao Oriental. A quantitative research design was used, involving 89 learners selected through stratified sampling. Data were collected using a survey questionnaire that measured the domains of social-emotional learning, including self-awareness, self-management, social awareness, and self-efficacy, alongside behavioral, emotional, and cognitive engagement to assess learner engagement. Findings revealed high levels of social-emotional learning, particularly in self-awareness and self-efficacy. Learners demonstrated a strong understanding of emotions, empathy, and confidence in their academic abilities. Learner engagement was also high, characterized by consistent participation, motivation, and the effective use of cognitive strategies during learning activities. A significant relationship was found between social-emotional learning and learner engagement. Among the domains, self-efficacy had the most significant influence, suggesting that confident learners are more engaged and persistent in academic tasks. Based on these findings, it is recommended that schools and educators integrate social-emotional learning strategies into classroom activities. Strengthening learners’ self-efficacy and emotional skills can foster deeper engagement, improve academic outcomes, and support holistic development.