ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This descriptive study assessed the socio-emotional competence of Technology and Livelihood Education (TLE) teachers in Cuyapo, Nueva Ecija, with a focus on developing intervention schemes to enhance their emotional skills. The study involved TLE teachers and school administrators as respondents, utilizing a validated questionnaire developed by Cruz (2018) for data collection. Statistical tools such as frequency counts, percentages, average weighted mean, t-test, and Chi-square were used for analysis. Findings revealed that most TLE teachers were young (26-35 years old), female, married, and held bachelor’s degrees. They exhibited high socioemotional competence in Self-Awareness, Self-Management, Social Awareness, and Relationship Management. However, significant differences emerged between teachers’ self-perceptions and school heads’ evaluations of these competencies. Additionally, socio-emotional competence was significantly correlated with sex, civil status, and educational attainment, indicating that personal characteristics influence teachers’ emotional skills. Based on the findings, intervention schemes were proposed to improve socio-emotional competence. The study concluded that teachers’ socioemotional competence varies according to personal characteristics, reinforcing the need for targeted interventions. Recommendations include implementing emotional development programs, encouraging participation in stress and anger management seminars, and conducting orientation sessions on the study’s findings. Further research should explore the impact of socioemotional competence on teaching effectiveness and student outcomes, as well as the effectiveness of training programs in enhancing these competencies. Keywords — Socio-Emotional Competence, Technology and Livelihood Education (TLE) Teachers, Self-Awareness, Self-Management, Social Awareness, Relationship Management