Mental Health Concerns and Coping Mechanisms of Selected Secondary School Teachers

This study determined the mental health concerns and coping mechanisms of selected secondary school teachers in terms of work-life balance, emotional well-being, and sleep patterns. This investigation employed a descriptive-quantitative-evaluative research design, utilizing a self-developed instrument to assess the selected secondary teachers in the Schools Division Office, Quezon Province, regarding their work-life balance, emotional well-being, and sleep patterns. This study is critical because these three variables have a significant impact on teacher effectiveness, student outcomes, and overall educational quality. Understanding these interconnected elements enables the creation of targeted interventions and support systems that promote teacher retention, well-being, and positive student learning outcomes. The Weighted Arithmetic Mean (WAM) was utilized to determine an average when the significance or impact of many data points varies. The findings revealed that mental health concerns in terms of work-life balance are affected by the teacher's ability to manage time. In terms of emotional well-being, teachers must develop the ability to manage their own emotional well-being by seeking support from a mental health professional or engaging in regular mental health check-ins. Regarding sleep patterns, noise can easily distract teachers, which in turn affects work productivity. The results also showed that the coping mechanisms of the respondents in addressing work-life balance include consulting a mental health professional or talking to a therapist whenever necessary. In terms of coping strategies for emotional well-being, Therapy or Counseling can help unpack emotional patterns and teach positive and healthy coping skills. Overall, as stress is a common part of secondary school teachers' work routine and life, it can affect sleep quality. Digital hygiene promotes better sleep patterns. It is recommended that a school-based mental health program be implemented to address the mental health concerns of the selected secondary school teachers in SDO Quezon, titled “Mindcare: Support for the Selected Secondary School Teachers' Mental Well-Being”. In addition, it is also recommended that policymakers in the Department of Education create policies that will implement flexible school or working hours that befit individual employees' needs. Importantly, the establishment of regular mental health check-ins or seeking professional help, such as scheduled periodic one-on-one or group sessions to assess teachers' emotional well-being and offer support or referral services as needed.