Social-Emotional Learning in Grade 1 Good Manners and Right Conduct: Teacher Readiness and Perceived Student Outcomes

Abstract

This study examines the intersection of the Social-Emotional Learning or SEL and Good Manners and Right Conduct or GMRC of the Philippine basic education. This research made use of the CASEL framework and MATATAG curriculum reform. The study highlights selected insights from the teachers and classrooms, utilizing the Walt and Gilson’s Policy Triangle Framework which is focused on the factors of teachers’ preparedness, instructional practices, and student learning. Qualitative descriptive research design was utilized. Data were gathered through document analysis and classroom observations from 2022 to 2025 and teacher interviews to gain an in-depth understanding of teachers’ perspectives and challenges. Thematic analysis and interpretive data analysis were done to identify similarities and differences. Four themes emerged from the study which include teachers’ preparedness, challenges in teaching SEL-GMRC, SEL-GMRC integration, and impacts on student behaviors. Findings suggest that the integration of SEL-GMRC contributes to empathy, cooperation, and emotional classroom management with limited sustainability. SEL-GMRC has tremendous potential in improving student conduct. However, the practice faces challenges like inadequate teacher training, time constraints, and resource allocation. Teachers’ readiness and application of SEL strategies during instruction differ from one class to another because of various factors like the number of students per class and teacher-student ratios. Likewise, the lack of appropriate technology limits teachers’ use of SEL-GMRC, particularly in remote areas. The study recommends that the Department of Education should consider offering capacity-building activities for teachers on SEL-GMRC, developing relevant learning packages for teachers, students, and administrators, putting in place monitoring and evaluation systems to measure student outcomes, and ensuring equity in resources and opportunities. The study found that the integration of SEL-GMRC requires a learner-centered and holistic approach. Additionally, it will contribute immensely if it is incorporated into digital platforms where most users interact. Contextual factors should be considered when promoting soft skills or emotional learning in school settings. Teachers should be encouraged and supported to offer quality lessons and promote student voice and citizenship in achieving equitable and empowered education in alignment with the goals of the Philippine constitution. In conclusion, as a nation that values democracy and citizenship education, the SEL-GMRC integration offers both opportunities and challenges. It is impossible to overstate the necessity of ongoing, methodical capacity-building initiatives at the local educational agency level in order to fortify the system and maintain advancement toward moral and educational goals.