Grace A. Akalal, DPA (Author)
Abstract
This study explored the extent of social-emotional communication among employees of selected line agencies in Sulu, focusing on horizontal (peer-to-peer) and vertical (supervisor-subordinate) communication. Guided by the Social-Emotional Learning (SEL) theory, the research aimed to determine whether employees’ perceptions of social-emotional communication varied according to demographic characteristics such as gender, age, length of service, status of appointment, and educational attainment. Using a descriptive-correlational design, data were gathered from 200 purposively selected employees across ten government agencies in the province. A structured and validated questionnaire adapted from Wang (2011) served as the primary instrument. Findings revealed a high tendency for horizontal social-emotional communication, indicating strong peer-level interactions characterized by positivity and cooperation. However, vertical communication showed only a moderate tendency, suggesting hesitation or uncertainty in emotionally expressive interactions with superiors. Statistical analyses confirmed no significant differences in communication patterns across most demographic variables, except educational attainment, which showed a significant difference in perceptions of horizontal communication. These results reflect the influence of cultural values like pakikisama and hiya in shaping communication dynamics in hierarchical organizations. The study underscores the importance of fostering emotionally intelligent communication across all levels of public sector organizations. Recommendations include integrating SEL-informed training programs, enhancing leadership communication practices, and promoting inclusive, feedback-rich environments to improve both vertical and horizontal communication flows.
Keywords: social-emotional communication, horizontal and vertical communication, public sector employees, demographic variables in communication
DOI: http://doi.org/10.69651/PIJHSS0403308
Recommended citation
Akalal, G.A. (2025). Social-emotional communication among employees of selected agencies in Sulu. Pantao (The International Journal of the Humanities and Social Sciences), 4 (3), 3404 – 3410. http://doi.org/10.69651/PIJHSS0403308
Read the full text
References
Agoylo, J. C., Oclarit, F. P., & Alfaro, C. G. M. (2024). Enhanced social-emotional learning (ESEL): An intervention to mitigate work-related stress among teachers. Wisdom Journal of Humanities and Social Sciences.
Caparoso, J. (2024). Building a constructivist classroom: How social-emotional competence and school climate influence teachers’ pedagogical competence. ResearchGate.
Ching, G. S., &Malabanan, J. C. (2025). Adapting to online education: Social and emotional learning and teaching efficacy among Filipino teachers post-pandemic. ResearchGate.
Datu, J. A. D., &Restubog, S. L. D. (2020). The emotional pay-off of staying gritty: Linking grit with social-emotional learning and emotional well-being. British Journal of Guidance & Counselling, 48(3), 351–365. https://doi.org/10.1080/03069885.2019.1632419
Geraga, G. S. (2024). How social-emotional competence and school climate influence teacher performance. ResearchGate.
Justice, J. B. (2008). Purpose and significance of research design. In M. Lewis-Beck, A. Bryman, & T. Futing Liao (Eds.), The SAGE encyclopedia of social science research methods. Sage Publications. https://doi.org/10.4135/9781412950589
Mingoa, T., Hernandez, K., Paguio, D., Rice, A., &Tapales, M. R. (2024). Filipino teachers’ understanding and promotion of social-emotional skills and resilience. Child Research Net.
Muring, K. (2022). Social competence and emotional intelligence in relation to work commitment among school administrators. ResearchGate.
Palero, J. B. (2025). Social emotional learning programs in promoting positive classroom climate: A phenomenological analysis in Lambayong III. ICCEPH.
Wang, Y. (2011). The role of communication in enhancing employees’ organizational commitment: Exploring the relationship between social-emotional-oriented communication, work-oriented communication and organizational commitment in China (Master’s thesis, University of Jyväskylä). https://jyx.jyu.fi/handle/123456789/37081