Teachers’ Interpersonal Teaching Behaviors and Social–Emotional Competence: Perspectives of Teachers and School Administrators

Abstract

Introduction: Interpersonal teaching behaviors and social-emotional competence are critical dimensions of teaching quality that influence the classroom climate, student engagement, and the overall effectiveness of instruction in higher education. Analyzing these constructs through both teacher self-reports and administrators’ evaluations offers a more comprehensive understanding of teaching quality within the context of private colleges.

Objectives: This study sought to investigate the levels of interpersonal teaching behaviors and social–emotional competence among teachers in selected private colleges in Pagadian City, Philippines, as perceived by both teachers and school administrators. Additionally, it aimed to determine whether significant differences exist between the perceptions of these two groups of raters and to explore the relationship between interpersonal teaching behaviors and social and emotional competence.

Methods: This study used a descriptive survey research design with comparative and correlational elements. The sample included 223 teachers and 37 school administrators from private colleges in Pagadian City, Philippines. Stratified random sampling was used for teachers, while total enumeration was used for administrators. Data were collected using two validated questionnaires that assessed interpersonal teaching behaviors and social-emotional competence, both showing high internal consistency (Cronbach's alpha = 0.94 and 0.92, respectively). Data analysis used descriptive statistics (mean and standard deviation), independent samples t-tests, and Pearson product-moment correlations.

Results: Findings showed teachers and administrators consistently rated interpersonal teaching behaviors and social–emotional competence as "Always Manifested." No significant differences were found between teachers' self-assessments and administrators' evaluations of these behaviors (t(186) = 0.966, p = .362) and competence (t(186) = 25.33, p = .249). A significant positive correlation existed between interpersonal behaviors and competence (r = 0.68, p < .05), indicating teachers with stronger social–emotional skills are more likely to exhibit positive interpersonal behaviors.

Conclusions: The findings show that teachers in private colleges in Pagadian City demonstrate high levels of interpersonal teaching behaviors and social-emotional competence, with alignment between self-assessments and administrator evaluations. The positive correlation between these constructs highlights their interconnected role in teaching quality and shows teachers' socio-emotional capacities link to their relational practices. These results emphasize the importance of professional development programs that strengthen both interpersonal teaching and socio-emotional competencies. Future research should include student perspectives and classroom observations to further clarify this relationship.