Title: Insights on Teachers' Mental Health Awareness and Capability in Central District Bayugan City Division
Authors: Sahria Mae Tuyak De Guzman, Fe M. Dela Cruz, PhD
Volume: 9
Issue: 11
Pages: 180-185
Publication Date: 2025/11/28
Abstract:
This study determined the level of teachers' mental health awareness in the Central District of Bayugan City Division and assessed their capability in recognizing and handling learners' mental health concerns. It also examined the relationship between teachers' awareness and their capability to address such concerns, intending to identify whether higher awareness is associated with greater competence and responsiveness. Employing a descriptive-correlational research design, the study provided both a structured overview of awareness and capability levels and an analysis of the statistical relationship between these two variables. Data were collected using a researcher-designed and validated survey questionnaire, which yielded excellent reliability indices (.949 for awareness and .964 for capability). Ethical standards such as informed consent, confidentiality, and voluntary participation were strictly observed. The study utilized cluster sampling, with Slovin's formula applied at a 5% margin of error to determine a sample size of 201 teachers from a total population of 406 across 14 public elementary and secondary schools. The sample represented both large and small schools, urban and remote contexts, thereby ensuring a comprehensive view of teacher capability across varied educational settings. Findings revealed that teachers demonstrated a very high level of mental health awareness, with an overall weighted mean of 4.73, interpreted as fully aware. Teachers showed a holistic understanding of mental health as encompassing physical, emotional, and social well-being, though they were less confident in recognizing severe indicators such as prolonged distress and suicidal thoughts. In terms of capability, teachers were moderately capable, with an overall weighted mean of 3.72. While they valued learner well-being and recognized its importance alongside academics, they expressed uncertainty in providing psychological first aid and immediate interventions during crises.