MENTAL HEALTH STATUS AND COPING MECHANISMS OF TEACHERS IN THE DIVISION OF QUEZON

Abstract

This study determined the mental health status and coping mechanisms of teachers in the Division of Quezon as a basis for a proposed psychosocial support program. Specifically, it described the teacher-respondents’ profile in terms of age, sex, position, and grade level; assessed their mental health status in terms of sleep, experienced well-being, bothered well-being, positive mental health, and bouncing back; determined their emotion-focused, problem-focused, and dysfunctional coping mechanisms; tested the significant relationship between mental health status and coping mechanisms; and examined significant differences in mental health status when respondents were grouped according to profile. The study used a descriptive-correlational research design with 363 Grade 4 to Grade 6 public elementary teachers from the Fourth Congressional District of Quezon. A researcher-made questionnaire was used to gather the data. Frequency, percentage, mean, Spearman rank correlation, Kruskal-Wallis H test, and Dunn post hoc analysis were applied. Findings showed that most respondents were female, aged 31–40 years, Teacher I, and assigned to Grade 5. Teachers sometimes experienced sleep, experienced well-being, and bothered well-being concerns, while positive mental health and bouncing back were often observed. Emotion-focused and problem-focused coping were highly practiced. Significant relationships were found between all mental health status areas and coping mechanisms. Age showed a significant difference only in sleep, while sex, position, and grade level showed no significant differences. The study concluded that teachers need inclusive, age-sensitive, and school-based psychosocial support to strengthen healthy coping practices and protect their mental well-being.