Teachers Perceived Competence in Social Skills Training and their Assessment of Students’ Peer Interactions

This study examined the relationship between teachers' perceived competency in facilitating social skills and their evaluation of students’ peer interactions at Tabon Elementary School during the School Year 2025–2026, providing a basis for a proposed Action Plan. It described the demographic profile of teacher-respondents, including age, gender, grade levels handled, subject specialization, and years of experience with diverse learners. The study assessed teachers’ self-perceived competency in guiding social skills and evaluated the quality of students’ peer interactions. Data were collected using structured survey questionnaires and analyzed using descriptive statistics, including frequencies, percentages, weighted means, and standard deviations. Pearson’s correlation coefficient examined the relationship between teachers' perceived competency and peer relationship quality. Results revealed a predominance of young, early-career teachers with limited experience. Female teachers were the majority, and English and Filipino were the most common subject specializations. Teachers' perceived competency in facilitating social skills was generally positive, with empathy rated lowest, while peer relationship quality was generally positive, with inclusion and respectful conflict resolution rated highest. Correlation analysis indicated a negligible, non-significant positive relationship, suggesting that teacher-perceived competency did not directly correspond to observable peer relationship quality. These outcomes highlight the need for structured support to strengthen teachers’ skills in social skills facilitation. Tabon Elementary School is therefore recommended to implement an Action Plan.