Original Article

A Narrative Inquiry into How Socio-Emotional Learning Shapes Reading and Awareness: Accounts from Learners, Teachers, and Coordinators

Aden Zaira B. Cancino

University of Perpetual Help System DALTA, Las Piñas City, Philippines
Email: adenzairabcancino@gmail.com   

Abstract

Socio-emotional learning (SEL) has been increasingly recognized as integral to holistic education; however, its integration within reading instruction remains underexplored, particularly in Philippine public secondary schools where literacy programs tend to emphasize technical comprehension. This study examined how SEL is constructed and narrated within reading practices and how these constructions shape reading comprehension, self-awareness, and social awareness among Grade 7 learners. Employing a qualitative narrative inquiry design, the research engaged Grade 7 students, reading teachers, and reading coordinators from selected public schools in Caloocan City. Data were generated through semi-structured interviews that elicited participants’ lived experiences in SEL-integrated reading activities. Narrative accounts were analyzed using Riessman’s analytic approaches, including thematic, structural, dialogic, and performative analyses, to identify patterns in how participants sequenced and interpreted their experiences. Findings revealed that reading comprehension is emotionally mediated, collaboratively enacted, and institutionally supported. Across narratives, comprehension emerged as conditional—often disrupted by anxiety, pressure, or confusion, yet restored through emotional regulation, instructional support, and relational engagement. Three interrelated domains were inductively generated: Affective Access and Narrative Meaning (A.D.E.N.), Collaborative and Narrative Enactment (C.A.N.), and Classroom and Institutional Organization (C.I.N.O.). These domains collectively illustrate how socio-emotional processes accompany and sustain reading engagement. The study contributes a localized, SEL-informed framework that informs the development of a school-based reading program manual grounded in participants’ experiences.

Keywords

Narrative Inquiry, Socio-Emotional Learning, Reading Comprehension, Self-Awareness, Philippine Public Schools

Full Article

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Suggested APA Citation

Cancino, A. Z. B. (2026). A narrative inquiry into how socio-emotional learning shapes reading and awareness: Accounts from learners, teachers, and coordinators. QualiSearch Journal of Educational Research and Practice, 2(3). https://doi.org/10.66437/qjerp.v2i3.002    

Copyright and Licensing

This article is published under an open-access model by QualiSearch Academic Press. Authors retain copyright of their work while granting the journal the right to publish and disseminate the article for scholarly and educational purposes.

Peer Review Statement

This article underwent editorial screening and double-blind peer review prior to publication in the QualiSearch Journal of Educational Research and Practice (QJERP).

Ethical Approval Statement

This study received ethical clearance from the Graduate School of Education, University of Perpetual Help System DALTA, Las Piñas City. Approval was granted prior to data collection in compliance with the Data Privacy Act of 2012 and NPC Circular No. 2023-04. All involved institutions issued formal permission to conduct the study, and informed consent, confidentiality, and voluntary participation were strictly upheld.

Author Bio

Aden Zaira B. Cancino is a Doctor of Philosophy in Education major in English graduate from the University of Perpetual Help System-DALTA, Las Piñas City. Her research interests focus on literacy development, socio-emotional learning, and narrative inquiry in educational contexts. She has actively engaged in studies exploring the integration of affective and cognitive dimensions in reading instruction, particularly within Philippine public school settings. With experience in teaching and educational research, she is committed to developing innovative, learner-centered approaches that enhance both academic and socio-emotional outcomes. She continues to contribute to advancing research-informed practices in language and literacy education.

Correspondence

Aden Zaira B. Cancino

University of Perpetual Help System DALTA, Las Piñas City, Philippines
Email: adenzairabcancino@gmail.com