Socio-Emotional Quotient Of Kindergarten Teachers: Case In Cordova District
Vench L. Villarin, Clemente M. Aropo, Era Joy M. Nunez, Armando Jose C. Obregon, Donna Mary C. Obregon, Mary Grace D. Pongasi
Student Research · 2026
Bachelor of Elementary Education
This study aimed to assess the socio-emotional quotient of kindergarten teachers in the Cordova District in relation to their profile, including age, sex, years of teaching experience, and educational attainment. Using a descriptive-correlational research design, under quantitative method. The data were gathered to determine the levels of socio- emotional competence across four domains: self-awareness, self-management, social awareness, and relationship management. Findings revealed that most respondents were female, aged 36–40, with 11–15 years of teaching experience, and had earned units toward a master’s degree, indicating a mid-career, professionally developing group. The teachers demonstrated a very high level of socio-emotional quotient, being “totally aware” in self- awareness and social awareness, and “fully capable” in self-management and relationship management. These results suggest that teachers possess strong emotional understanding, effective coping mechanisms, empathy, and the ability to maintain positive relationships in the classroom. Statistical analysis further showed that age had a significant relationship with self-management, indicating that emotional regulation improves with maturity, while no significant relationships were found between other profile variables and socio- emotional domains. The study concludes that socio-emotional competence is largely independent of demographic and professional factors and may instead be shaped by personal growth and reflective practices. Based on these findings, practical and voluntary strategies such as personal reflection, peer collaboration, classroom reinforcement tools, and participation in structured programs like the Teach Care Program are recommended to further enhance teachers’ socio-emotional development.
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