Effects of Psychosocial Support Mechanism on the Work Performance of Teachers in Selected Catholic Schools

The study aimed to determine the extent of effects of psychosocial support mechanisms on the work performance of teachers in selected catholic schools in Manila Archdiocesan and Parochial Schools Association (MAPSA) – Antipolo Educational System during the School Year 2024-2025. The respondents of the study were the total population of teachers in the said schools, consisting of 170 teachers. A descriptive correlational research design was applied, utilizing a researcher-made questionnaire checklist as a tool in gathering the needed data on the extent of effects of psychosocial support mechanisms on the work performance of teachers as perceived by themselves with respect to psychological and emotional well-being, professional performance and productivity, human relations, working environment, and academic advancement. The study revealed that the teacher's psychosocial support mechanisms have a high effect on the work performance of teachers with respect to the cited aspects, with the obtained composite weighted mean of 3.66, implying that when teachers feel emotionally secure, socially valued, and professionally supported, their overall performance significantly improves, creating a ripple effect on student learning outcomes and school success. Also, there is no significant correlation between the extent of effects of psychosocial support mechanisms and the level of work performance of teachers, as the correlation coefficient obtained probability values more than .05. The study concluded that teachers’ psychosocial support mechanisms remain largely consistent regardless of demographic variables. Also, the findings clearly demonstrate that teachers’ level of work performance is not significantly associated with their psychosocial support mechanisms, indicating that variations in psychosocial support do not directly influence their professional performance. It was recommended that school administrators prioritize the integration of psychosocial support into their systems by creating safe spaces, fostering open communication, and training school leaders to be empathetic.