SOCIO-EMOTIONAL COMPETENCIES AND EXTRA CURRICULAR

ENGAGEMENTS OF COLEGIO DE LA PURISIMA CONCEPCION

BASIC EDUCATION

A Thesis Presented to

The Faculty of the School Graduate Studies

Colegio de la Purisima Concepcion

Roxas City

In Partial Fulfillment of the Requirements

for the Degree of

Master of Arts in Education

Major in Educational Management

By

MA. ROSELYN BABY T, ARAZA

MAY 2020

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 APPROVAL SHEET

This thesis hereto entitled:

SITUATIONAL LEADERSHIP AND SCHOOL MANAGEMENT OF PUBLIC

SCHOOL PRINCIIPALS IN ROXAS CITY.

Prepared and submitted by MRS. MA. ROSELYN BABY T. ARAZA, in partial

fulfilment of the requirement for the degree of Master in Education has been examined
and is recommended for acceptance and approval for FINAL DEFENSE.

CARESSA LYNN A. SIGLOS, MAPsy., RPm.

Adviser

Approved by the Committee on FINAL DEFENSE with a grade of _________ on

_______________________.

HERMINA B. GOMEZ, Ed. D.

Chairman
CARESS LYNN A. SIGLOS NENITA A. BELUSO,
DALL Member Member

REV. FR. GLENN B. BAES, Ed. D.

Member

Accepted in partial fulfillment of the requirements for the degree of MASTER IN

EDUCATION.

NENITA A. BELUSO, DALL

Dean
School of Graduate Studies

ACKNOWLEDGMENTS

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 The researcher wishes to convey his sincerest and deepest appreciation to the

following persons whose wholehearted support and valuable contributions made the

study possible.

Nenita A. Beluso, DALL, CPC Dean of the School of the Graduate Studies, for

her words of encouragement and suggestions which led to the refinement of the

manuscript;

Dr. Herminia B. Gomez, for her reviews, advices, suggestions and approval of

this study.

Rev. Fr. Glenn B. Baes, Ed.D., for his fatherly advices and guiding the researcher

through his constructive evaluation and suggestions;

Miss Caressa A. Lynn Siglos, Thesis Adviser, for her untiring and valuable

support, inspiring thoughts, encouragement, advises and helping the researcher to

achieve his most beautiful achievement as researcher;

Dr. Elnora A. Barrios, Member of the Advisory Committee, for her suggestions

and corrections to the enhancement of the study;

Miss Asia E. Jurquina for sharing her expertise in the statistical analysis of data

and for encouraging the researcher to do the best in pursuing the study;

Rt. Rev Msgr. Cyril V. Villareal, College Rector, Colegio De la Purisima

Concepcion of Roxas City, for his unselfish support and approval to conduct this

research study;

Dr. Regina Jocelyn A. Alba, for her patience, guidance and her expertise

extended for the improvement of the manuscript;

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 Ms. Concepcion A. Dela Cruz, Assistant to the Principal, Colegio de la Purisima

Concepcion – Grade School Department, for her utmost contribution in improving the

manuscript and scholarly assistance;

The researcher’s co-teachers and friends at Colegio de la Purisima Concepcion –

Grade School Department, for the support and encouragement;

To some Basic Education students, teachers and administrators in Colegio De la

Purisima Concepcion, for giving their time in responding to the questionnaire of the

study.

To Miss Gerlie Elauria- Jago for her unfailing support and continuous

encouragement in times of struggle.

To Mr. Jay D. Bolano for his untiring support in giving time and expertise in

ICT.

Special acknowledgment for her family especially to her husband Roderick P.

Araza 1, for the untiring love, encouragement, motivation inspiration, financial, moral

and spiritual supports which enable the researcher to proceed despite of difficult meet;

All other persons who, in one way or the other were instrumental in the success

of this study and the researchers schooling; and

Above all, to the eternal loving God through the intercession of his son Jesus

Christ, through whose power and guidance had made the research endeavor a reality.

M.R.B.A.

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 TABLE OF CONTENTS

Page

APPROVAL SHEET ii
ii iii
ACKNOWLEDGMENTS iii viii
LIST OF TABLES vii ix
LIST OF FIGURES viii x
ABSTRACT ix
-
Chapter 1 – INTRODUCTION
1
Background and Rationale of the Study…….……………………. 1 4
Statement of the Problem…………………………………………… 4 5
Hypothesis of the Study……………………………………………… 5 6
Theoretical Framework……………………………………………………. 5 7
Conceptual Framework………………………………………………… 8 Scope 8
and Delimitations of the Study……………………………… 11 9
Significance of the Study………………………………………………..10 10

v
13
23
25
 Definition of the Terms…………………………………………………… 11

Chapter II - REVIEW OF RELATED LITERATURE

Foreign Literature……..………………………………………………… 13
Local Literature...………………………………………………………… 26
Synthesis…………………………………………………………………… 29

Chapter III - METHODOLOGY

Research Design………………………………………………………….. 31
Research Participants
and Sampling Procedure….………….…………………… 32
Research Instrument Used...…………………………………………… 32
Data Gathering Procedure.…………………………………………….33
Data Analysis and Interpretation Procedure ……………………… 35

Chapter IV - PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

Level of Socio-Emotional Competencies

of the Respondents as a Whole …………………………..
Level of Extra-Curricular Engagement
of the Respondents as a Whole ………………………….. 36
Difference in the Level of Socio-Emotional
Competencies in Different
Demographics ……………………………………................ 38
Difference in the Degree of Extra-Curricular
Engagement in Different
Demographics ……………………………………………….. 40
Relationship between the Degree of
Extra-Curricular Engagement 78
and Level of Socio-Emotional
Competencies ………………………………………………… 43

Chapter V - SUMMARY, CONCLUSIONS AND

RECOMMENDATION 84
Summary……………….………………………………………………….. 54 45
Conclusions………………………………………………………………. 56 47
Recommendations……………………………………………………… 57 48 89

LITERATURE CITED AND OTHER

REFERENCES………………………………… 60
APPENDICES…………………………………………………………………….. 66
91
93
vi 94

96
102
154
CURRICULUM VITAE……………………………………………………………..
89

LIST OF TABLES

Number Page

1 Level of Socio-Emotional Competencies

of the Respondents as a Whole ………………….. 33
2 Level of Extra-Curricular Engagement
of the Respondents as a Whole ……………………… 36
3 Difference in the Level of Socio-Emotional
Competencies in Different
Demographics …………………………………………….. 38
4 Difference in the Degree of Extra-Curricular
Engagement in Different
Demographics …………………………………………. 40
5 Relationship between the Degree of
Extra-Curricular Engagement
and Level of Socio-Emotional
Competencies …………………………….……………..97 43

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 LIST OF FIGURES

Figure Page

1 Schematic diagram showing the

relationship between and among
the variables …………………………………… 8

viii
 ABSTRACT

This study aimed to determine the level of socio-emotional competencies and

degree of extra-curricular engagement of Basic Education students in Colegio de la

Purisima Concepcion.

This was a quantitative study of 398 Basic Education students in Colegio de la

Purisima Concepcion for academic year 2019-2020. The design used was descriptive-

correlational. The independent variables were the socio-demographic characteristics of

the respondents such as sex, age group and grade level. The level of socio-emotional

competencies and degree of extra-curricular engagement were the dependent variables.

The research instrument used was the questionnaire which gathered information

on the socio-demographic characteristics of the respondents, level of socio-emotional

competencies and degree of extra-curricular engagement. Statistical tools used were

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mean, Kruskal-Wallis test, Mann-Whitney test, Bonferroni pairwise comparison and

Spearman's rho. The level of significance was set at alpha 0.05. Statistical data were

computer-processed.

Level of socio-emotional competencies as a whole significantly exceeded

expectation. The level of self-awareness and social awareness also significantly

exceeded expectation while the level of self-management was regularly within

expectation.

The degree of academic related extra-curricular engagement was hardly within

expectation while the degree of non-academic related extra-curricular engagement was

occasionally within expectation.

There was no significant difference in the level of socio-emotional competencies

across all age groups since p-values were higher than alpha at 0.05.

There was no significant difference in the degree of extracurricular engagement

across all age groups and there was a significant difference in the degree of

extracurricular engagement across all grade levels.

There was a significant relationship between the degree of extra-curricular

engagement and level of socio-emotional competencies of the respondents.