Maigue, Jerom M.Biasura, Angela L.Desear, Reniel O.Lucena, Rhoda Mae C.Munar, Godwin C.2025-06-182025-06-182025-05Maigue, J. M., Biasura, A. L., Desear, R. O., Lucena, R. M. C., & Munar, G. C. (2025). Socio-emotional learning competencies and strategies of pre-service teachers in dealing with hyperactive early childhood learners: a mediating effect of emotional intellegence [Unpublished Undergraduate thesis]. Don Mariano Marcos Memorial State University - South La Union Campus, Agoo, La Union.https://lakasa.dmmmsu.edu.ph/handle/123456789/134This research focused on the socio-emotional learning (SEL) skills, teaching strategies, and emotional intelligence of pre-service teachers when working with hyperactive young learners. The study used both descriptive and correlational methods, with data collected through questionnaires that measured key SEL areas such as responsible decision-making, self-awareness, self-control; social skills, and social awareness. Their findings showed that the participants strongly recognized and applied these SEL competencies, especially in promoting self-control and encouraging social interaction. Emotional intelligence also received high ratings, with the highest scores seen in inclusivity, motivation, and building meaningful connections with learners. The results of the correlation analysis showed significant links between SEL competencies, strategies, and emotional intelligence, suggesting that those with higher emotional intelligence are more likely to apply effective SEL practices. Furthermore, emotional intelligence particularly in recognizing emotional differences and promoting inclusivity was found to help bridge the gap between SEL knowledge and teaching strategies. The study highlights the importance of preparing future teachers through training programs that strengthen emotional intelligence and equip them with practical SEL tools for supporting hyperactive learners in inclusive classroom settings.enThesis