Social Adjustment and Academic Performance of Grade One Pupils

Abstract

This study determined the extent of social adjustment and its relationship to the academic performance of Grade One pupils in selected public elementary schools in the Schools Division Office of Rizal during the School Year 2025–2026. Specifically, it assessed pupils' social adjustment in terms of teacher–pupil relationship, peer relationship, and emotional adjustment, examined the academic performance of Grade One pupils, and determined whether significant differences existed in teachers' perceptions when grouped according to selected demographic variables. It also investigated the relationship between pupils' social adjustment and academic performance. The study employed a descriptive survey research design complemented by documentary analysis. A researcher-made questionnaire-checklist served as the primary data-gathering instrument, while pupils' average grades were used to determine academic performance. The respondents consisted of the total population of 50 Grade One teachers from eleven public elementary schools in the Municipality of Baras, Rizal. Data were analyzed using appropriate descriptive and inferential statistical tools. Findings revealed that most respondents were 31 years old and above, female, married, pursuing graduate studies, holding Teacher I positions, with more than six years of teaching experience, and had attended school-level in-service trainings. Teachers assessed the social adjustment of Grade One pupils in terms of teacher–pupil relationship, peer relationship, and emotional adjustment as "Sometimes." No significant differences were found in teachers' perceptions when grouped according to age, sex, civil status, educational attainment, length of service, position title, and in-service trainings attended. Documentary analysis further showed that Grade One pupils obtained Very Satisfactory academic performance. Moreover, no significant relationship was found between pupils' social adjustment and their academic performance. The study concludes that teachers' demographic characteristics do not significantly influence their perceptions of pupils' social adjustment and that social adjustment, as perceived by teachers, is not significantly associated with pupils' academic performance. It recommends strengthening teacher and parent collaboration, implementing intervention programs to enhance pupils' social adjustment, providing professional development for teachers, and conducting further studies incorporating additional variables