The Dimensions of Teacher Self-Efficacy in Mental Health Support: An Exploratory Sequential Study

This study explored the dimensions of teacher self-efficacy in mental health support among Region XI teachers and aimed to develop a context-specific scale. An exploratory sequential mixed-method approach was used. Through purposive sampling, 18 and 308 teachers were chosen to participate in the study. Twelve themes emerged from the qualitative phase, namely: early identification, referral and collaboration, confidence and comfort, intervention strategies, training and support, personal self-care, balancing roles, parent partnership, crisis handling and safety, inclusivity and equity, role perception and commitment, and system awareness and policy. Through exploratory factor analysis (EFA), six factors were identified: Mental Health Awareness and Recognition; Referral, Communication, and Collaborative Support; Classroom-Based Mental Health Support Practices, Professional Preparedness and Capacity Building, Teacher Self-Care and Emotional Regulation, and Role Clarity, Responsibility, and Crisis Response. Confirmatory factor analysis (CFA) supported this six-factor structure as a parsimonious and better-fitting model based on established fit indices. The final validated instrument consisted of 17 items demonstrating acceptable factor loadings and reliability coefficients. No significant differences were found when grouped according to age and years of teaching experience, while selected dimensions found significant differences according to gender. Overall, the quantitative findings confirmed the qualitative themes, demonstrating building confirmation in the data integration process.