International Journal of Research Studies in Education
Special Luminary Issue
2024
Volume 13 Issue 15
Available Online: 1 October 2024
Author/s:
Casa, Julie Ann V.*
Bayanihan Elementary School, Philippines (Julienne.valdoz@deped.gov.ph)
Eulogio “Amang” Rodriguez Institute of Science and Technology, Manila, Philippines
Astorga, Eriberto Jr. R.
Eulogio “Amang” Rodriguez Institute of Science and Technology, Manila, Philippines (erastorga@earist.edu.ph)
De La Salle University-Manila
National University-Manila
Abstract:
The study’s primary aim is to evaluate the existing mental health and psycho-social support practices within the Congressional District 1 Schools Division of Quezon City. This evaluation seeks to pinpoint potential gaps and lay the groundwork for designing an intervention specifically tailored to the unique requirements of this educational division. Its objective is to improve students’ well-being, academic performance, and future prospects by enhancing mental health support systems. The research utilized a descriptive design and involved the distribution of a survey questionnaire to district supervisors, school administrators, teachers, and GPTA officers. Respondents evaluated various indicators of school mental health practices, including the provision of a secure environment, community-based social support, counseling services, and stress reduction initiatives. Statistical methods were applied to analyze the data and ascertain the current state of mental health support while identifying areas necessitating improvement. The assessment unearthed several key findings. Overall, there were differences in how various respondent groups perceived mental health and psychosocial support practices. Supervisors and school administrators rated the indicators positively (agree), whereas teachers and GPTA officers provided moderately agreed ratings. The grand mean scores for motivation, development, stress, self-efficacy, work relationships, and work satisfaction were 3.52, 3.65, 2.96, 3.69, 3.55, and 3.51, respectively. Psychosocial support practices were moderately practiced, with safe environment provision rated at 3.14, community-based social support at 3.31, and counseling at 3.04. Notable differences emerged in motivation, development, self-efficacy, and work relationships among the respondent groups, highlighting the necessity for targeted interventions to align perceptions and practices across the division. The study concludes that while the current mental health and psycho-social support practices in Congressional District 1 Schools Division serve as a good starting point, there is a clear need for improvement. The proposed intervention measures, which include enhanced counseling services, stress reduction initiatives, and holistic employee development programs, hold the potential to foster a more supportive and conducive environment for both students and staff. These improvements are pivotal for promoting a comprehensive approach to mental health and well-being within the school community.
Keywords: psycho-social, school mental health, self-efficacy, socio-emotional growth, stress reduction initiatives
DOI: https://doi.org/10.5861/ijrse.2024.24825
Cite this article:
Casa, J. A. V., & Astorga, E. J. R. (2024). School mental health and psychosocial support practices in congressional District 1 Schools Division of Quezon City: Basis for an intervention measure. International Journal of Research Studies in Education, 13(15), 107-122. https://doi.org/10.5861/ijrse.2024.24825
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