stdClass Object
(
    [id] => 17896
    [paper_index] => 202510-06-024528
    [title] => THE ROLE OF TEACHER AND PUPIL RELATIONSHIPS IN ENHANCING SOCIAL-EMOTIONAL LEARNING
    [description] => 
    [author] => Monethe P. Buerano, Lloyd L. Alzola
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra24528
    [year] => 2025
    [month] => October
    [volume] => 12
    [issue] => 10
    [file] => fm/jpanel/upload/2025/October/202510-06-024528.pdf
    [abstract] => The holistic development of every pupil is one vital aim of every educational institution. Teacher-pupil relationships must be given importance for dynamic changes in the educational system. This study explored how to enhance social-emotional learning through a narrative inquiry method involving 20 teachers from Kindergarten to Grade 6 in the selected elementary school in Lucena City. The study delves into the teacher-pupil dynamics, strategies to build and maintain positive relationships, its outcome, and a suggested SEL program.
	The findings revealed that teacher-pupil dynamics, which includes establishing connections, being approachable and available and communicating with pupils, contributes positively to pupils' well-being. Teachers also emphasized the need to maintain positive relationships with pupils, particularly by employing student-centered discipline, using respectful language, promoting warmth and support, and encouraging cooperative learning. It affects social-emotional learning outcomes since these strategies promote positive social behavior, helps reduce problems, ensure less emotional distress and support better academic performance. Developing a social-emotional learning intervention program by including these strategies was also a priority. Addressing pupils’ social-emotional learning would help them reach their maximum potential. Teachers' strategies and activities are recommended to support them, focusing on enhancing their personal growth, social skills, and emotional development.
The study recommends that school administrators invest in professional development for teachers by including the SEL program. Teachers should invest in creating positive relationships and implementing different strategies. Parents must support the emotional and social learning of the students by being understanding and role models. Pupils need to participate actively, improve themselves, and seek help. Future researchers should explore the effectiveness of training teachers in providing SEL strategies and research how family involvement support contributes to enhancing pupils’ social-emotional learning.

    [keywords] => Outcomes, Social-Emotional Learning, Social-Emotional Learning Program, Strategies, Teacher and Pupil Relationships
    [doj] => 2025-10-26
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 13
    [journal_id] => 6
    [googlesearch_link] => 
    [edit_on] => 2025-10-26 11:06:06
    [is_status] => 1
    [journalname] => EPRA International Journal of Environmental Economics, Commerce and Educational Management 
    [short_code] => IJCM
    [eissn] => 2348-814X
    [pissn] => 
    [home_page_wrapper] => images/products_image/6.ECEM.png
)
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