Level of Mental Health Literacy of Public Elementary Teachers

Mental health literacy among teachers has become increasingly important as educators assume greater responsibility in recognizing and responding to learners' mental health concerns within school settings. This study assessed the level of mental health literacy among public elementary school teachers and developed an intervention program based on the identified needs. A quantitative, descriptive research design integrating descriptive-survey, descriptive-evaluative, and descriptive-comparative approaches was employed. Using stratified random sampling, 152 public elementary school teachers from 31 schools in the Fourth Congressional District of the Schools Division of Quezon participated in the study. Data were collected using an adapted version of the Mental Health Literacy Scale (MHLS) and analyzed using descriptive statistics, independent samples t-test, one-way ANOVA, Mann–Whitney U test, and Kruskal–Wallis H test. The findings revealed that teachers exhibited an overall low level of mental health literacy. Information-seeking knowledge obtained the highest ratings, whereas help-seeking behavior attitudes emerged as the weakest domain. Significant differences were observed in disorder recognition, knowledge of available professional help, and information-seeking knowledge when respondents were grouped according to sex. Civil status significantly influenced one dimension of help-seeking attitudes, while the number of relevant mental health trainings attended significantly affected help-seeking attitudes and overall mental health literacy. No significant differences were found across age groups. The findings indicate that professional training is a critical determinant of teachers' mental health literacy and highlight the need for sustained capacity-building initiatives within schools. Based on the identified gaps, the Rebuilding HealthY Mental-Emotional Self (RHYMES) program was developed to strengthen teachers' knowledge, attitudes, self-care practices, and referral competencies. The study contributes empirical evidence supporting the integration of comprehensive mental health literacy programs into teacher professional development to promote mentally healthy, inclusive, and supportive school environments.