Exploring Socio-Emotional Learning: A Phenomenological Study on the Relevance of Teaching Experience in Science in Crafting a Professional Development Model
DOI:
https://doi.org/10.46328/ijres.1287Keywords:
Social and Emotional Learning (SEL), Science Teachers' Experiences, Professional DevelopmentAbstract
As the educational system is being transformed by challenges and opportunities, supporting the students in the underexplored domain of social and emotional learning becomes vital. This study explores the lived experiences of science teachers from varied lengths of teaching experiences and their perceived key areas that are vital in the development of programs for the promotion of social-emotional learning of the students. Science teachers from varied levels of experience were the participants of the study for the phenomenological design. A validated semi-structured interview guide has been utilized during the focus group discussion. The findings of the study revealed that different levels of teaching experiences influence key areas from which teachers are to be supported for them to ultimately contribute to enhancing practices and outcomes in education. With the study being participated in by science teachers, the study is primarily focused on the experience of the science teachers, it is potentially limiting its applicability of the findings to teachers of other disciplines other than science. Addressing this may contribute to a more comprehensive understanding of SEL and holistic development to transform educational outcomes in Filipino classrooms.
References
Mangaliman, F. (2025). Exploring socio-emotional learning: A phenomenological study on the relevance of teaching experience in science in crafting a professional development model. International Journal of Research in Education and Science (IJRES), 11(2), 409-428. https://doi.org/10.46328/ijres.1287
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal of Research in Education and Science
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.
The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Research in Education and Science (IJRES), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.
Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
