STRENGTHENING THE MENTAL HEALTH OF THE TEACHING PERSONNEL OF

KABASALAN NATIONAL HIGH SCHOOL THROUGH PSYCHOSOCIAL SERVICE

SUPPORT (PSS)

An Action Research Under the Basic Education Research Fund

Submitted to

The School Division Research Committee

Department of Education, Division of Zamboanga Sibugay

ALJHUN M. PANTALEON

Kabasalan National High School

Kabasalan District

April 2021

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 Abstract

This study was conducted in Kabasalan National High School, Division of Zamboanga

Sibugay within the School Year 2020-2021 to know the effects of Mental Health Psycho-

social Support Service (MHPSS). The researcher used interview and observational

procedures to gather information. For interview, the type of interview April 2021rview

procedure the researcher working was an interview guide approach. There were essentials

questions asked to the participants and follow questions were asked to further probe

responses of the teachers. Mental health Psycho-social Service Support (MHPSS) is an

effective activity to cater teachers, students and stakeholders often need help in different

aspects of their lives including work, living, social, and learning environments. Respondents’

insights MHPSS prevent distress and anxieties. It helps people to everyday live to become

more self- motivated, self- control, optimism mindset, and showing compassionate with their

profession. The term psycho-social refers to the close relationship between the individual and

the collective aspects of any social entity. Psycho-social support can be adapted in particular

situations to respond to the psychological and physical needs of the people concerned, by

helping them to accept the situation and cope with it.

Keywords: Mental health Psycho-social Service Support (MHPSS), prevent distress and

anxieties, self- motivated, self- control, optimism mindset, and showing compassionate with

their profession.

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 Acknowledgment

I am over whelmed in all humbleness and gratefulness to acknowledge my depth to all

those who have helped me to put these ideas.

To my special someone Phoebe M. Lopez for making me always smile and for

reminding me to relax and to take a break;

To my ESP family head by Dr. Gerson A.Deita neighbor Julian M. Daluddong and

co-teachers thank you very much for being my outlet when I am burn out and for giving

strength to whom I can shared;

To the KNHS Research Coordinator Dr. Peter S. Bathan, for the patience in teaching

and guiding me on how to write a simple action research;

To the Division of Zamboanga Sibugay headed by Dr. Jeanelyn A. Aleman, CESO VI, for

providing me the opportunity to embark this program;

To the Schools Research Division Committee for their insights and valuable suggestions in

refining this study;

To Dr. Lhorelle L. Cabalida Secondary School Principal IV, thank you for the endless

support, kind and understanding spirit during our presentation.;

To the participants of this study shared their insights and ideas which enriched the

data of the study;

Above all,to the great Almighty, the author of knowledge and wisdom for his

countless love.

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 Table of Contents
Abstract..........................................................................................................................ii

Acknowledgment..........................................................................................................iii

Table of Contents..........................................................................................................iv

Context and Rationale....................................................................................................v

Innovation, Intervention and Strategy..........................................................................vii

Action Research Questions.........................................................................................viii

Action Research Methods...........................................................................................viii

Discussion of Results and Reflection.............................................................................x

Action Plan...............................................................................................................xviii

References....................................................................................................................19

Financial Report...........................................................................................................21

Appendix A – Interview Guide Questions...................................................................22

Appendix – B Letter to the Participants.......................................................................23

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I. Context and Rationale

Teachers play an important role in our life to become successful in career and

business. A good teacher helps students to become a good human being in society and a good

citizen of the country. Teachers know that students are the future of any nation. Teachers

should be the best minds and in psycho-social aspects to develop prominent individual in the

country (Darwin, and Luke, 2010).

The term psycho-social is used to emphasize the close connection

between psychological aspects of the human experience and the wider social experience.

Psychological effects are those that affect different levels of functioning including cognitive

(perception and memory as a basis for thoughts and learning), affective (emotions), and

behavioral. Social effects concern relationships, family and community networks,

cultural traditions and economic status, including life tasks at work

( Ager W, UNICEF, 2007).

Teachers’ psycho-social aspect should be trained in order to be fitted to the needs of

the learners. The Bureau of Human Resource and Organizational Development (BHROD)

Employee Welfare Division (EWD) and DRRMS with the assistance of the National

Education Academy of the Philippines (NEAP) also provides psycho-social support and

training on wellness to teachers and non-teaching personnel. Putting priority on the

promotion and protection of their mental health and general welfare in the time of the

COVID-19 pandemic, the provisions of psycho-social support tackles on validating and

normalizing feelings, identifying common and extreme stress reactions, identifying their

current needs, and expressing their needs on others.

The Psycho-social Support and Training on Wellness will run until September 11 with

topics that include self-care, intellectual and financial wellness, environmental wellness,
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social and vocational wellness and other dimensions of wellness which will be led by

professionals in psycho-social support.

Mental health is an integral and essential component of health. The WHO constitution

states: "Health is a state of complete physical, mental and social well-being and not merely

the absence of disease or infirmity." An important implication of this definition is that mental

health is more than just the absence of mental disorders or disabilities. There is NO Health

without Mental Health” (WHO) (www.who.int/news-room/fact-sheets/detail/mental-health-

strengthening-our-res).

Speaking of the volatile mental health of Filipinos, Chrisha Ane Magtubo (2016)

writing for www.today.mims.com, compiled and shared the following available data: 7-20%

of Adult Filipinos suffer from some form of psychiatric disorder, 10-15% for their

counterpart among Filipino youth. Additionally, there are 88 cases of mental health problems

for every 100,000. In terms of suicide, the research of Redaniel et al, (2011) shows that from

1984 to 2005, suicide incidence increased from 0.23 to 3.59 for every 100,000 Filipino males,

and 0.12 to 1.09 for every 100,000 Filipino females. The most recent data provided for by the

World Health Organization (WHO, 2018) is that as of 2016, around 3.2 Filipinos in general

for 100,000 population committed suicide; with 4.3 for every 100,000 males and 2.0 for

females of the same population. Further data led the Statista Research Department (2020) to

assert suicide is the third leading cause of teen deaths among non-disease causes. This

predicament only heightens the call for better mental health services from both the public and

private sectors.

Mental health awareness and better mental health services, a comprehensive research

study by Lally, Tully, and Samaniego (2019) shows that the country is currently understaffed

with only a little more than 500 psychiatrists in the entire nation. Added to this, the study also

shows that the ratio of mental health workers per 100,000 population is only between 2-3.
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 As of now, there are still no available statistical figures on how many teachers and/or

personnel who are able to undergo trainings and seminars on mental health.

In lieu to this, the Department of Education (DepEd) expresses its ardent recognition

of the importance and the need for mental health awareness especially that of its front-liners

(teachers) who will be directly dealing with the learners. Realizing the additional stress on the

mental health of the learners that this pandemic brought about, on July of this year DepEd,

thorough its Disaster Risk Reduction and Management Service (DRRMS) launched the

Mental Health Psychological Support System (MHPSS) seminars. There were two

batches/sessions, the first was on July 13, for non-teaching personnel and the second was last

July 14-16 for the teaching personnel. DepEd launched said series of seminars as the

intervention and innovation strategy to address this problem.

II.Innovation, Intervention and Strategy

Innovation. The Department of Education, through its battle-cry of Sulong

Edukalidad, has expressed its policy and intent of upskilling its main front-liners—the

teachers, in addressing the problems of delivery of quality education, according to Sec.

Leonor M. Briones, relayed in the News by Bajenting (2019). As previously mention, DepEd

conducted as series of Mental Health Psycho-Social Support System seminars to upskill

teachers and improves their professional competence in connection to and in addressing the

mental health situation of the Filipino youth.

The researcher then proposes to conduct this Action Research to gauge the

effectiveness of the conducted Action/Intervention, the Mental Health-Psycho-Social Support

Seminar, that the school administration hosted from July 6, to August 6, 2020. This is in the

hope of documenting a concrete qualitative-quantitative description and measurement of how

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much of a difference the said seminar was able to put into effect and add to the professional

competency of the attendees in terms of their cognitive, affective and psycho-motor domains.

Intervention. The mental health psycho-social activity will serve as an intervention of

the study. Moreover, it would be done regularly during In Service Training (INSET) by

department to develop a healthy mind and beings which would later create an impact to the

learners.

Strategy. As strategy in the implementation of the innovation, head teachers are

informed to include this activity every In-Service Training InSet. There shall be monitoring

of its implementation and reporting of its result.

III. Action Research Questions

This action research sought to determine in qualitative terms the effect that the

localized/school-based Mental Health Psychological Support System (MHPSS) Seminar has

on the Teachers of Kabasalan National High School. Specifically, the study aims to answer

the question:

1. What is the effect of the Mental Health Psychological Support System (MHPSS)

Seminar on the teachers’ professional competence?

IV. Action Research Methods

Research study is a qualitative design and of phenomenological as it sought to study

the phenomenon of the seminar and how effective it has been in improving the knowledge

and skills of the participants in term of rendering mental health services at the laymen’s level.

Participants

The subject of this study randomly selected one (1) teacher per department in junior

high school which has eight (8) learning areas and one (1) senior high school with a total of

ten (9) respondents.

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. The researcher used interview guide approach to gather the data and qualitative data-

gathering method for analyzing and interpreting of data.

Table 1. Population of the Respondents of Kabasalan National High School

Junior High Learning Areas Focus Group Discussion

Social Sciences/Araling Panlipunan 1
English
1
Mathematics
1

Filipino 1
Edukasyon sa Pagpapakatao (ESP)
1
Science
1

Technology Livelihood Education 1

Music, Arts, Physical Education and Health (MAPEH) 1

Senior High
1
TOTAL 9

B. Data Gathering Method

The data-gathering was established using transcript and documentation through In-

depth interview.

As for the interview guide, the researcher approached 9( nine) respondents for their

opinions and ideas through video recording as for documentation.

C. Data Analysis Plan

The researcher sorted the data through similar themes to come up the major themes.

As for the by-product of the interview guide approach, the transcript of the discussion

and the audio-video recording has been treated with documentary analysis and scrutinized

with review of literature and related studies.

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V. Discussion of Results and Reflection

This chapter presented, analyzed and interpreted the gathered data from the

participants of the study. The experiences of the teachers during conducted the PSS

determined the effects of mental health. Data were coded and determined the relevance in the

experiences of the participants. Further, the presentation of personal identity was coded to

ensure the confidentiality of their responses.

Facilitating instruction during pandemic

Teachers amidst COVID-19 encountered various challenges how to facilitate

instructions address both learners and parents includes: self-motivated, self- control, have

passion enthusiasm at work and optimism mind-set.

Self-motivated. This refers the ability to drive oneself to take initiative and action to

pursue goals and complete tasks. It's an inner drive to take action to create and to achieve. It

also implies that strategic was vague in dealing the pandemic. Participant 1and 4 shared:

“As a teacher who underwent PSS. I was able to stretch and lengthen my

patience when it comes to facilitating instruction especially now that we have

pandemic. I gained more positivity. I was able to widen my understanding as

to the people’s they are going through.” P-1

“Because of mental health PSS I realized that the most important thing than

giving clear instructions to our students and parents is the moral support that

we give to them during these difficult times. Facilitating and giving

instructions during this pandemic became easier because of the positive

outlook as an effect of MPSS” P-4

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 The data revealed that teachers strengthening and lengthening patience to the learners

and parents in times were dealing the corona virus hence; they are new to this kind of

situation. As a teacher it should be shown self-motivated to face the reality of new normal

situation.

Moreover, according to soulsalt (2019) motivation is the ability to drive oneself to

take initiative and action to pursue goals and complete tasks. It’s an inner drive to take action

— to create and to achieve.

Self-control. The ability to control behaviors in order to avoid temptations and to

achieve goals. It is a cognitive process, one that is present for self-regulating behavior in

pursuit of personal goals. Some of the teachers experienced negative behaviors in dealing of

students, parents and colleagues. Participant 2 explained:

“After the PSS, I learned that it’s all about “time management” in order to

avoid stress when it comes to facilitating instructions to our students who

cannot be with us physically. It made me realized that pandemic isn’t joke. It

truly requires to be positive no matter how difficult the situation. I learned to

understand what everyone is going through”. P-2

Participant 5 and 8 also revealed:

“For me, the conduct of mental health PSS helped me widen my

understanding to the different situations my students are facing. It taught me

the right way on how to deal with stress so I can be more productive with

regards to facilitating instructions.” P-5

“Facilitating instruction in this time of pandemic is challenging for me

because it demands more time and effort. I have the fooling of anxiety and fear

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 on conquest this Covid-19 up to the point where I started to doubt my capacity

in handling this situation. Fortunately, there came of PSS. The activities it

contains help me released the negative thoughts in my mind. Also, to embrace

my imperfection as part of my growth and continue to value my mental health

to stay optimistic and focused” P-8

It revealed that it should know how to control the time management, dealing with

stress and fooling of anxiety and fear.

According to (Kendra Cherry 2020) practicing self-control allows you to improve it over

time. However, self-control in the short-term is limited. Focusing all of your self-control on

one thing makes it more difficult to exercise your self-control on subsequent tasks throughout

your day.

Have passion and enthusiasm at work. This refer has passionately work from their

heart and enthusiastic having a good attitude and getting satisfaction from getting things

done.

Participants 3 and 9 discussed:

“During this time of pandemic, I admitted that as a teacher face many

challenges especially in facilitating instruction to my beloved students. But

through mental health PSS conducted here in school I was able to cope up

with this and happy to served and strengthen my understanding for the welfare

of my students.” P-3

“As the source of the knowledge or rather as a teacher. I am really glad that I

was able to get involved in the mental health PSS for teacher as it helps me to

be more sensible for the health, safety and well-being if my learners and as

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 well as to the parents with the emergencies of the pandemic the task of the

teacher become more challenging. I’ve to realize that I should be more

considerate, patience and show kindness to my learners.” P-9

The data showed that one of the experiences of the teachers is the enforcing of good

rapport with students and teachers.

According to Biobaku S. (2018) passion for work is the intense enthusiasm and

excitement for what you do. (https://www.jobberman.com/blog/passion-for-work/2018).

Optimism mind-set: Bring more positive emotions in your life as well as the growth

mindset to adopt. Whatever the circumstances in our life it should be never give up and step

backward

Participants 6 and 7shared:

“The effects are that I was able to gain positive outlook in facilitating parents

and student’s despite of the pandemic.” P-6

“As a teacher who underwent PSS, I became an open-minded and optimistic

person when it comes to facilitating instruction during pandemic. It helps me

enlightened the importance of continuing education of the learners and were

able to embrace the new normal” P-7

The data revealed that teachers were doing their task in giving modules and activity

sheets to the learners even a lot of complain regarding the new normal of situation. But still

positive looking forward to facilitate the learners.

According to Kidshealth.org (2019) It turns out that an optimistic attitude helps us be

happier, more successful, and healthier. Optimism can protect against depression — even for

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people who are at risk for it. An optimistic outlook makes people more resistant to stress.

Optimism may even help people live longer.

Performing your duties and responsibilities according your designation

Teachers experienced challenges amidst COVID-19 but the teachers never tired to

execute the duties and responsibilities perform well: Among these were: compassionate with

their profession, work hard strategically, showing kindness and patience, and self-pressure.

Compassionate with their profession: This refers to Practicing and showing

compassion has the ability to spread harmony in any environment, making it ideal for the

workplace. Participants 1 and 3 revealed:

“As a teacher, there were times that I cannot avoid getting irritated and

impatient especially when it comes to entertaining queries from parents and

students. And I blame COVID for that. But I am thinking. I am not the only

person emotionally and mentally affected by the pandemic. So, I go back to my

composure and threat parents and students with patience and less irritation.

At the end of the day, it is my obligation to cater their names the best way I

can.” P-1

“Well, there were that I felt tired and irritated in performing my duties and

responsibilities as a teacher because of so many papers works and other

things that I need to accomplished not only for myself but also for other’s but

then I always bear in mind that If you were told to do on certain thing as work

that inclined with your profession, do it heartily and take it as a challenge.”

P-3

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 The data showed that compassionate with their profession teachers of Kabasalan

National High School handling the job correctly according mandated by department of

Education.

Professionals are governed by codes of ethics and profess commitment to

competence, integrity and morality, altruism and the promotion of the public good within

their expert domain (Evetts, 2011).

Work hard strategically. When it comes to strategically, we often focus on how long

something takes to complete; as opposed to what we actually accomplished in a day.

Participant 2 and 4 shared:

“I became more patient and flexible. There are times I get stressful in doing

our duties and responsibilities as a teacher. I learned to cope up thinking that

little chicken/students are more in need than us in this pandemic. I learned to

set boundaries when it comes to paper works and household responsibilities.”

P-2

“I realized that every individual has their borders in life. Because of MHPSS,

I learned to be more patient, to be more kind, and understanding to my

colleagues.” P4

The data showed that there were teachers work hard strategically behind to this

COVID-19 pandemic.

According to Peter Drucker (2017) to be fair though, hard work is only going to get

you so far with strategic planning.

Showing kindness and patience: Kindness of heart, exemplified through benevolent

behavior, compassionate words, and patient to students, parents and people around us.
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Participant 5 and 6 shared:

“As a teacher, I was able to perform my duties and responsibilities better

because I was trained already on how to release various negative emotions

that hinders productivity.” P-5

“As a teacher, I am also affected of the pandemic emotionally. But because of

PSS learned how to be more patient in dealing with the students and parents

and or performing duties and responsibilities. P6

Data disclosed that teachers were emotionally stressed COVID 19-pandemic but still

the love and patients to the learners and parents still priority.

Kindness is produced (or grown) within our lives as [or while] we live and walk in the

Spirit. (Galatians 5:25)

Self-pressure. Due to a lot of tasking to comply.

Participants 7, 8, and 9 said:

“As a teacher, we really can’t deny the fact that we are bombarded with

works, duties and responsibilities. Sometimes, I felt that our works are do

exhausting already. But because of PSS, I was able to understand our works

as a teacher and learned to love my work. Instead of complaining, I just

thought these duties and responsibilities were given to me because they

believed in my strength and capabilities.” P-7

“To be designated as a reading coordinator means a lot to me. I would not

deny that it brings much pressure on me. Through PSS, I was able of toxic

thinking I have and it able to live with peace & vigor in dealing my duties and

responsibilities every day. P-8

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 “This public health emergency COVID 19 Pandemic gives me challenge to do

my task. However, I learned on how to embraced, accepted and explored some

new stuff.” P-9

The data showed that teachers face enough stress in life without putting more on

ourselves, but that's exactly what many of us do, in one way or another, sometimes without

even realizing it. 

According to Adriaanz (2002) generally arises due to the interaction between

individual (e.g., social and emotional difficulties, low self-esteem, peer rejection, academic

failure and environmental).

Working with your colleagues:

Teachers building positive workplace relationships are vital for career success.

Relationships can positively or negatively affect your satisfaction with the job, your ability

to advance and gain recognition for your achievements. When you build positive

relationships, you feel more comfortable with your interactions and less intimidated by

others. These are follows: Positive perception, willing to extend help, keeps a certain

distance, and positive affirmations.

Positive perception: This refers means thinking in an optimistic way, looking for

solutions, expecting good results and success, and focusing and making life happier. It is a

happy and worry-free state of mind, which looks at the bright side of life.

Participants 1, and 2 shared:

“I gained more positivity. I see to it that I’ll just mingle people or colleagues

who has positive outlook in life and can bring happiness to me. I now

distanced myself from negative and toxic people.” P-1

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 “I learned to become more positive and threat my colleagues fairly. I set

boundaries for those people who are threats of my inner peace and try to

create good vibes to others” P-2.

The data revealed that teachers have understood how to become happy and more

productive.

According to University of Toronto found in research (2019) that physical activity

helps to fight depression. Research shows exercising daily releases, good mood endorphins,

which makes your mood better. Exercise has both physical and mental benefits. It will keep

you in better shape and boost your self-esteem.

Willing to extend help: This refers willing to extend extra effort those who need help.

Participants 3, 4 and 7 shared:

“I always ensure a harmonious relationship with my colleagues and see to it

that I cannot hurt them because I believed that a healthy environment led us to

a positive on look in life.” P-3

” Performing our duties and responsibilities becomes easier because of the

positive outlook as a result of MHSS. It helps me to lessen the stress I feel

because I know other people willing to support and help me.” P-4

” Through this PSS, I’ve learned how to deal with my colleagues positively and

help them to the best of my ability.” P-7

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 The data revealed because of PPS teachers have a positive outlook to lessen the stress

in terms of pandemic situation.

According to Recto L. Mercene (2015) they not only provided food, clothing and

temporary housing but, more importantly, the warmth of humanity’s kinship to get them

through that difficult time.

Keep distance. This refers to stay away toxic mindset

Participants 5, and 6 revealed:

“Mental health PSS helped me understand my colleagues more. It taught me

to become extra sensitive and conscious with my actions could possibly affect

the day of my colleagues” P-5.

“It prevents psychiatric disorders such as depression, anxiety and post-

traumatic stress-disorder.in working with colleagues, I learned how to

distance myself from negative vibes to prevent anxiety. I am more on

positivity.” P-6.

The data revealed through PSS can help lessen depression and other anxieties.

According to Mary Beth Connolly Gibbons, PhD (2016) depression results from a

chemical imbalance, but that figure of speech doesn't capture how complex the disease.

Affirmations. Refers to positive reminders or statements that can be used to encourage

and motivate yourself or others.

Participants 8 and 9 shared:

“I always feel intimated in mingling with my colleagues. I feel like I am not

belonging to this type of workplace. It seems that in every mistake I did I am

being judged and bullied. In every wrong moved I took; I feel like I am not

entitled for correction. Up to the point where I pitied myself for being one
19
 such of a kind. But through PSS, I started to love myself and value my

existence. PSS opens the door of letting go the hatred and appreciates the

essence of having colleagues with individual differences yet working on my

goal” P-8

“This pandemic it also gives a good impact to me. Because it helps me to be

more open and have a time to my colleagues. I found new friends in the

workplace. It’s fun to be with healthy, friendly and genuine smile from the

people you work with. It’s better than ever before.” P-9

The data revealed it is nice to work with that positive mindset.

According to Susan White 2017 power of positivity helps you in creating and

transforming energy into reality. Positive mindset helps you to seek happiness, health and a

happy ending regardless of the situation.

VI. Action Plan

Activities Target Date Person’s Involved

Pre-Implementation Phase

1.Letter sending-To inform the November 2020 School Head

School Head and the Teachers Teachers

on the conduct of the research

2.Orientation- To orient the December 2020 Teachers

Teachers about their

participaion on the conduct of

research

Implementation Phase

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1.Observation- To orient the February 2021 Teachers

teachers about their participation

on the conduct of research.

2.Interview-To interview March 2021 Researcher

Teachers regarding the effect of Teachers

PSS

Post-Implementation Phase

1.Data Interpretation-To April 2021 Researcher

interpret and analyze the data

gathered.

VII. Plans and Dissemination and utilization

The process in the dissemination of the result will be done right after the final paper

will be completed .LAC sessions of teachers will be utilized in the distribution of the research

and give one copy of the research paper per learning resources center. The provision of a

copy of the final paper also will be done as resource material and reference to the teachers

and learners.

VIII. References

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Jobberman Nigeria. Available at: https://www.jobberman.com/blog/passion-for-
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Casimiro-Querubin, M. L. & Castro-Rodriguez, S. (2002). Beyond the Physical. The

State of the Nation’s Mental Health: The Philippine Report. Melbourne: Centre for
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Hanisch, S.E., Twomey, C.D., Szeto, A.C.H. et al. (2016). The Effectiveness of
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Harvard Business Review. (2002). Reawakening Your Passion for Work. [online] Available
at: https://hbr.org/2002/04/reawakening-your-passion-for-work.

https://www.deped.gov.ph. July 17, 2020. Deped Recognizes Mental Health and Well-being
of Personnel, Conducts MHPSS (Mental Health Psychological Support System)
Provisions. Retrieved on October 13, 2020 from https://www.deped.gov.ph.
May 27, 2020. DepEd

Reinforces Mental Health and Child Protection for Elementary Learners, Launches Drrms
Booklatan. Retrieved on October 13, 2020 from
https://www.deped.gov.ph/2020/05/27/deped-reinforces-mental-health-
and-child-protection-for-lementary-learners-launches-drrms-booklatan/

https://www.deped.gov.ph/2020/07/17/deped-recognizes- mental-health-and-wellbeing-of-
personnel-conducts-mhpss-provisions/

Kidshealth.org. (2019). Optimism (for Teens) - KidsHealth. [online] Available at:

https://kidshealth.org/en/teens/optimism.html.

Lally, John, Tully, John and Samaniego, Rene. (2019). Mental health services in the
Philippines. BJPsych Int. 2019 Aug; 16(3): 62–64. doi:
10.1192/bji.2018.34

Magtubo, Chrisha Ane. (2016). Mental Health in the Philippines: By the Numbers.
Retrieved on October 13, 2020 from https://today.mims.com/mental-health-in-the-
philippines--by-the-numbers

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Mercene, R. (2015). Always ready and willing to extend a helping hand | Recto Mercene.
[online] BusinessMirror. Available at:
https://businessmirror.com.ph/2015/07/11/always-ready-and-willing-to-extend-a-
helping-hand/ [Accessed 3 May 2021].

Mocon-Ciriaco, Claudeth. (Nov 05, 2018). DepEd Vows to Continue Mental Health
Advocacy Among Constituents. Retrieved on October 22, 2020 from
https://businessmirror.com.ph/2018/11/05/deped-vows-to- continue-mental-health-
advocacy-among-constituents/

Nguyen, Grace. (November 29, 2016). Seminars Aim to Better Mental Health. The Red
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health/

Pan, Pedro. (2020). Filipino Teacher Commits Suicide Due to Depression. Retrieved on
October 23, 2020 from https://pinoythaiyo.com/2020/06/04/filipino-teacher-
commits-suicide- due-to-depression-2/

Redaniel M. T., Lebanan-Dalida M. A. & Gunnell D. (2011). Suicide in the

Philippines: Time Trend Analysis (1974-2005) And Literature Review.
BMC Public Health, 11, 536. Redaniel et al. BMC Public Health 2011,
11:536,http://www.biomedcentral.com/1471-2458/11/536

Reyes, Ronald O. (2020). Public School Teacher Hangs self in Leyte.Retrieved on October
23, 2020 from https://
www.sunstar.com.ph/article/1873748/Tacloban/Local-News/Public-
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SoulSalt. (2019). The Key to Self-Motivation: Stay Driven and Meet Your Goals. [online]
Available at: https://soulsalt.com/self- [Accessed 3 May 2021].

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2016. Taken on October 13, 2020 from Tolentino,

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October 2004.

Financial Report

Phase Expenses Amount Remarks

23
1 Gathering of P300.00
information

2 Printing of Research P1,000.00

3 Data Gathering P400.00

4 Finalization of P1,000.00
Research

5 Research Production P1,500.00

Total P4,200.00

Appendix A – Interview Guide Questions

Republic of the Philippines

24
 Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga Sibugay
Kabasalan National High School
F.L. Peña, Kabasalan, Zamboanga Sibugay

Name:__________________________Department:____________

IN-DEPTH INTERVIEW GUIDE QUESTIONS (9 RESPONDENTS INVOLVED)

1 REPRESENTATIVE BY DEPARTMENTAND 1 SHS. (VIDEO RECORDING)

1. What are the effects of Mental Health PSS in:

a. facilitating instruction during pandemic:

b. forming your duties and responsibilities according to your designation;

c. working with your colleagues

Appendix – B Letter to the Participants

Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
25
 Division of Zamboanga Sibugay
Kabasalan National High School
F.L. Peña, Kabasalan, Zamboanga Sibugay

Dear fellow teachers,

Good day!

I, the undersigned, ALJHUN M. PANTALEON, is conducting an action research

entitled ‘STRENGTHENING THE MENTAL HEALTH OF THE TEACHING

PERSONNEL OF KABASALAN NATIONAL HIGH SCHOOL THROUGH

PSYCHOSOCIAL SERVICE ’. This is to determine in brief terms what effects, if any, that

the said seminar has on you as its participants.

In connection to this, I would like to ask for your support and assistance by being a

respondent to this researcher-made test. This test is to specifically determine what knowledge

you have learned from undergoing in the Psychological Service Support seminar.

Rest assured that this test does not affect your professional standing in the school and

its results cannot be held against you. This is for purely academic purposes and you are free

to disengage from being the respondents any time during the conduct of the research.

Moreover, should you decide to conceal your identity as a respondent, you are very much

free to do so.

Thank you for attending to this matter, more power to you. Sulong Edukalidad!

Sincerely,

ALJHUN M. PANTALEON

26
Researcher ATTESTED BY:

LHORELLE L. CABALIDA

SSP-III

27