IJECE Published Articles

Abstract Purpose: This study examined the challenges and opportunities mathematics teachers encounter in integrating socio-emotional values into their instruction in the Rizal II District of the Dinagat Islands, Philippines. The study also determined whether perceptions of challenges and opportunities differed significantly when teachers were grouped according to profile variables. Method: A quantitative descriptive design was employed, involving 72 mathematics teachers from elementary and secondary schools. A validated researcher-made questionnaire with excellent reliability (Cronbach’s alpha: 0.928 for challenges; 0.935 for opportunities) was used. Data were analyzed using descriptive statistics, independent sample t-tests, and one-way analysis of variance (ANOVA) at a 0.05 level of significance. Results: Findings revealed that teachers perceived integration as highly challenging (M = 3.34), particularly in linking mathematics to ethical decision-making, incorporating fairness and justice, and addressing emotional aspects of learning. Opportunities were likewise rated highly (M = 3.32), emphasizing collaboration, empathy, resilience, and critical reflection. No significant differences were found across teachers’ demographic and professional profiles. Conclusion: Integrating socio-emotional values in mathematics is essential yet complex. Teachers recognize its importance but face systemic barriers, including rigid curricula, resource limitations, and lack of training. Nonetheless, their openness to innovate indicates a strong foundation for advancing socio-emotional integration. Implications: The study recommends strengthening teacher professional development, developing instructional resources, and aligning curriculum policies to support socio-emotional integration in mathematics. Building collaborative platforms for teachers to share best practices may also sustain innovation and contribute to holistic learner development in the Philippine context. Keywords: Socio-Emotional Values; Mathematics Education; Teacher Challenges; Instructional Opportunities; Dinagat Islands; Philippine