Abstract
This research would investigate the level of Social Emotional Learning (SEL) competencies among Senior High School learners, analyzing their demographic profile and exploring the relationships between various profile variables and SEL competencies. Utilizing statistical tools such as mean, standard deviation, and correlation, this study offered a comprehensive understanding of the SEL landscape among senior high school students. The study revealed a detailed demographic profile, highlighting predominant age groups, gender distribution, grade levels, and academic tracks among the participants. Furthermore, it uncovered varying proficiency levels in SEL competencies across different indicators, showcasing both strengths and areas for improvement. Statistical analyses would demonstrate significant relationships between demographic variables and SEL competencies. Correlation analysis revealed nuanced associations, indicating the impact of age, gender, grade level, and academic track on students' social and emotional development. Specifically, while age did not exhibit a significant relationship with SEL competencies, gender, grade level, and academic track emerged as significant predictors, emphasizing the importance of considering diverse factors in SEL interventions. In conclusion, this study would provide valuable insights for educational stakeholders, policymakers, and educators. Recommendations include tailored interventions to address specific demographic needs, integration of SEL components into the curriculum, teacher training on SEL pedagogy, and promotion of gender-inclusive practices. Future research directions encompass longitudinal studies to explore developmental trajectories and qualitative inquiries to elucidate contextual influences on SEL outcomes. Overall, this study contributes to evidence-based practices in promoting holistic development among senior high school learners, fostering their success in academic and personal spheres.
