This study investigates the effectiveness of Homeroom Guidance Program (HRGP) in enhancing the Social-Emotional Intelligence of selected 27 Grade 10 students. This study utilizes a descriptive-quantitative approach. A standardized test named Emotional Intelligence Development Test (EIDT) administered by Asian Psychological Services and Assessment (APSA) was used to measure the social-emotional traits of students. These traits include grit, growth mindset, social awareness, self-management, self-efficacy, and self-awareness. Paired sample t-test was used to determine the effectiveness of the said program. Focus group discussion was also conducted to support the result of the study. This paper revealed that the program has low positive effect on enhancing the social-emotional intelligence of students. But there is not enough evidence to say that the difference on the social-emotional intelligence of grade 10 students after the implementation of homeroom guidance classes is significant. Furthermore, Pearsons r correlation was used to determine the relationship of each trait with the others. The following has moderate positive correlation: Self-Efficacy and Growth Mindset (), Self-Management and Grit (), Social Awareness and Self-Management (), and Self-Efficacy and Social Awareness (). Topics to be discussed, engaging activities, and allotted time for HRGP are some areas for improvement that were identified through focus group discussion. 

Homeroom Guidance

Socio-Emotional Intelligence

Action Research