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INFLUENCE OF SOCIAL AND EMOTIONAL LEARNING AND LANGUAGE DEVELOPMENT ON KINDERGARTEN TEACHERS’ PERFORMANCE

Jurnal Ilmiah Ilmu Terapan Universitas Jambi · Vol. 9 No. 2 (2025) · pp. 653–665

DOI
10.22437/jiituj.v9i2.42508
ISSN
2580-2259, 2580-2240
Published
2025-05-25
Publisher
LPPM Universitas Jambi
Language
en
License
creativecommons.org/licenses/by/4.0

Abstract

The benefits of social and emotional learning in early childhood education have been underlined by research more and more as a critical component in influencing teachers’ methods and encouraging successful student outcomes. Thus, this study explored the kindergarten teachers’ social and emotional learning practices, strategies for teaching language development, and their relationship to teaching performance. It utilized an embedded mixed-method research design with 108 kindergarten teachers sampled from 36 schools in a selected Philippine region. Data were gathered online with a Social-Emotional Competence Questionnaire and a Teacher Survey Instructional Orientation Questionnaire. Results indicated that high teaching performance was associated with experience and position. Effective language development and SEL practices, particularly those related to social awareness, supported cognitive and emotional growth. This study found that effective language development and SEL practices also strengthened the outcome of teaching and learning. Combining language development techniques with social and emotional learning is vital to promote teacher effectiveness and the overall development of young children.

Keywords

Collaboration network of the authors

15 authors · 37 co-authorship links

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  • Universitas Jambi
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles
Jennewyne V PabloAffiliation unknown2
Regidor G GaboyAffiliation unknown2
Emily T AstreroAffiliation unknown2
Amirul MukmininUniversitas Jambi1
Florante P IbarraAffiliation unknown1
Jade O HizonAffiliation unknown1
Nikki Y CruzAffiliation unknown1
Joel M. TorresAffiliation unknown1
NANA MARDIANAAffiliation unknown1
Bania MaulinaAffiliation unknown1
Nani MardianiAffiliation unknown1
Sumiyyah SabarAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/JIITUJ/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">INFLUENCE OF SOCIAL AND EMOTIONAL LEARNING AND LANGUAGE DEVELOPMENT ON KINDERGARTEN TEACHERS’ PERFORMANCE</dc:title>
	<dc:creator xml:lang="en">Hayag, Minigilda C</dc:creator>
	<dc:creator xml:lang="en">Collantes, Leila M</dc:creator>
	<dc:creator xml:lang="en">Pentang, Jupeth</dc:creator>
	<dc:subject xml:lang="en">Language Education</dc:subject>
	<dc:subject xml:lang="en">Professional Development</dc:subject>
	<dc:subject xml:lang="en">Scientific Literature</dc:subject>
	<dc:subject xml:lang="en">Teaching Performance</dc:subject>
	<dc:description xml:lang="en">The benefits of social and emotional learning in early childhood education have been underlined by research more and more as a critical component in influencing teachers’ methods and encouraging successful student outcomes. Thus, this study explored the kindergarten teachers’ social and emotional learning practices, strategies for teaching language development, and their relationship to teaching performance. It utilized an embedded mixed-method research design with 108 kindergarten teachers sampled from 36 schools in a selected Philippine region. Data were gathered online with a Social-Emotional Competence Questionnaire and a Teacher Survey Instructional Orientation Questionnaire. Results indicated that high teaching performance was associated with experience and position. Effective language development and SEL practices, particularly those related to social awareness, supported cognitive and emotional growth. This study found that effective language development and SEL practices also strengthened the outcome of teaching and learning. Combining language development techniques with social and emotional learning is vital to promote teacher effectiveness and the overall development of young children.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2025-05-25</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/JIITUJ/article/view/42508</dc:identifier>
	<dc:identifier>10.22437/jiituj.v9i2.42508</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Ilmu Terapan Universitas Jambi; Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025; 653-665</dc:source>
	<dc:source>2580-2259</dc:source>
	<dc:source>2580-2240</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/JIITUJ/article/view/42508/20883</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Minigilda C Hayag, Leila M Collantes, Jupeth Pentang</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>