Investigating the Implication of Socio-Emotional Learning Activities in Developing Peer Relationships among Elementary Teachers in Norala

Abstract

In recent years, socio-emotional learning (SEL) has gained global recognition as a critical foundation for fostering healthy peer relationships, promoting inclusive classroom environments, and supporting the well-being of both students and educators. This study employed a quantitative, descriptive-correlational design to investigate the implications of SEL activities in developing peer relationships among elementary teachers in Norala, Division of South Cotabato, during the school year 2025–2026. Specifically, it examined the extent of SEL implementation and its relationship with teachers’ peer interactions. Findings revealed that the implementation of SEL activities among teachers was carried out to a very great extent, indicating that schools actively integrated a broad range of practices aimed at fostering teachers’ emotional and social growth. Through activities that focused on empathy, self-reflection, collaboration, and conflict resolution, teachers were able to enhance their interpersonal skills, emotional regulation, and group dynamics. Further, elementary teachers demonstrated excellent levels of peer relationships, reflecting strong professional connections characterized by trust, open communication, collaborative support, and effective conflict management. Such positive interactions contribute to a supportive school culture where educators feel valued, comfortable, and motivated to engage collaboratively. However, correlational analysis revealed a weak positive relationship between SEL implementation and peer relationships, suggesting that while SEL activities contribute to improving interpersonal dynamics, other factors—such as school culture, leadership practices, and individual dispositions—likely play a more decisive role in shaping strong collegial bonds. The study concludes that extensive SEL implementation supports teachers’ social-emotional development and maintains a positive professional environment, yet additional strategies are needed to strengthen peer relationships. Recommendations include structured professional development on advanced SEL strategies, establishment of formal peer-support systems, policy incentives for schools demonstrating measurable SEL outcomes, and further research exploring factors that mediate the relationship between SEL activities and teacher collaboration. Keywords: Socio-Emotional Learning, Peer Relationships, Elementary Teachers, Teacher Collaboration