RATIONALE

Teachers regularly have to juggle many competing demands. As a result, they

can easily put other people’s mental health and wellbeing needs ahead of their own.

Public school teachers are bombarded with work-related assignments such as

reports, instructional materials, school designations and other related tasks apart

from their usual six hour teaching load every day. This work situation leads to the

dwindling performance of teachers. Given this workload, actual teaching tasks are

being sidelined by the multitude of other responsibilities and roles teachers play.

Moreover, this global pandemic brought worries, fears, and uncertainties

amongst teachers, which steered them out of people, work, and gatherings. Hence,

this situation also taught teachers bravery, camaraderie, and unity to help, support,

and control this global threat. Teachers need to have a clear mindset and

psychological understanding to be prepared and ready for the new normal.

However, it's important that teachers take the time to prioritize their own

mental health and wellbeing, for their benefit and that of the whole school

community. Mental health and wellbeing activities for teachers should be ongoing

and holistic.

Moreover, to addressed this problem, the Hagonoy II District launched a

mental health campaign intended to help teachers during the pandemic which is

named “Project Padayon” which is a free mental health consultation and

“Kamustahan Sessions” to help with coping, understanding and facilitating

teachers’ self-growth and healing. The task is to provide psychological services to

teachers who are in distress in this pandemic.

 RESULT FROM THE ACTIVITY

The collected data includes the details of the kamustahan session which are
the total number of clients assigned to the responders and the estimated the
number of those who successfully undergone a session/s and non-attendance.
Also, the basic information of the client such as demographic profile and their
primary concerns. Other than that, the approximate time per session and the
number of sessions conducted was also appraised.

Total Number of Participants

Figure 1. Undergone a Kamustahan Session/s.

NUMBER OF CLIENTS

38%

Undergone a Session/s: 75

62% Non-attendance: 120

Figure 1 shows the number of participants who have undergone a

Kamustahan Session/s. From a total number of 195 participants, 62% or 120
participants are being identified as non-attendance as they fail to attend or be
present in the schedule that has been set. While 38% or 75 participants are being
identified as present as they have undergone one or more sessions.
Basic Information of the Participants

This part indicates the demographic profile of the participants in terms of age,
gender and profession.

Table 1. Demographic Profile of the Participants.

f %
Age
10 - 19 years old 9 4.62
20 - 29 years old 158 81.0
3
30 - 39 years old 26 13.3
3
40 - 49 years old 1 0.51
50 - 59 years old 1 0.51
60 – 69 years old 0 0
Gender
Female 55 28.2
1
Male 140 71.7
9

Table 1 shows the demographic profile of participants in terms age and

gender. This includes the frequency and percentage of the collected data. In terms

of age 4.62% are between 10-19 years old, 81.03% are in the age range of 20-29

years old, 13.33% are between 30-39 years old, and both 0.51% are in the age

range of 40-49 years old and 50-59 years old. For the gender, most of the

participants are male with a frequency of 140 and a percentage of 71.79%. And

the 28.21% with a frequency of 55 are the female participants.

Concerns of the Teachers

This part includes the different concerns of the participants in which others
were experiencing multiple concerns.

Figure 2

CONCERNS

Adjustment Anxiety
Depression Family
Problem PTSD
Relationship Issues
Academic Pressure
Financial Problems
Insomia
Gender Identity

Figure 2 shows the different concerns of the participants in which the most
common concerns of the participants are adjustment issues with the total number
of 116 or 55.23%. Next to that is anxiety related problems with total number of 33
or 15.71%. The third most seen concern of the participants is regarding the issue
of family problem with the total of 18 or 8.57%. Another participants’ concern is the
academic pressure with a total number of 15 or 7.14% in which it was followed by
relationship issues as it has an overall number of 8 or 3.8%. It also shows that,
depression is also present in some participants since it has a total number of 7 or
3.33%. The concerns of the participant in both gender identity and financial
problem have a total number of 3 or 1.43%. It was also present that the PTSD and
longings for family has the same total number of 2 or 0.95%. The least concern
was the stress, life issues and insomnia as it both covers a total number of 1 or
0.47%.
Average Number and Minutes of Sessions

In this part of the accomplishment report. We tally and total the numbers of
sessions and the minutes per session in every client that was handled.

The following are the compiled and totaled results:

Figure 3

NUMBER OF SESSIONS

5% 3%
6%

5% 1

3% 2
3
4
5

78% 6 & above

Figure 3 refers to the frequency of sessions that every allotted to the client.
In which we tally 78 % of the participants had one session, 3% had two sessions,
5% had three sessions, 6% had four sessions, 5% had five session and lastly 3 %
had six and above session. Numerically, there had a 76 total sessions for the past
three months. Account for the 78% of client that had one session, it is because
most participants does not exhibit signs of Psychopathology and does not need a
follow check-up. Some of these participants are also unavailable for a second
session due to their nature of work and several participants made it clear that they
are not interested by simply disappearing and not answering the call.

Figure 4

Minutes per
Session

6% 12%

1 to 10
18%
11 to 20
21 to 30
31 to 40
27%
41 to 50
11%
51 to 60
61 above

11%
15%

Figure 4 states the minutes that the responder had consumed per client in
every session. Statistically, the number of the participants that were processed and
those who had a session are 124. In which, 1 to 10 consumed minutes in a
session are 12% of the total participants, 11 to 20 minutes had 27%, 21 to 30
minutes had 15%, 31 to 40 minutes had 11%, 41 to 50 minutes had 11%, 51 to 60
minutes had 18% and lastly 61 above minutes had 6%. Conclusively, the 11 to 20
minutes has the highest minutes spend in the session with percentage of 27%, it
can be due to the different personalities and concerns of the participants wherein
some of them are comfortable to share while a lot of them are hesitant in sharing
their thoughts and stories.
Conclusion
Based on the results of the study, the following conclusions were made:
1. In terms of the mental health status, participants experience difficulty and
irregular sleeping patterns.
2. In the context of stress level, teachers always experience it.
3. Anxiety among women participants are the major concern.
4. Family Problems contributed to the stress level of the participants.

Implication for Mental Health Programs in Schools

The mental health and stress level of teachers are two important factors that

allow them to become holistic classroom managers and leaders. Teachers are the

front lines of the Department of Education (DepEd) in delivering its curriculum,

services, and skills mastery to the learners. Putting them on the frontlines of the

education system, the government must consider their physical, mental, social, and

psychological well-being, and education officials must ensure that they have the

necessary knowledge, cognitive perspective, skills enhancement, and technical

competence to serve learners with different needs. Their mental understanding

should be sound, and their level of stress must be tolerable.

Moreover, with the findings of the study, school heads should have concrete

programs on wellness, fitness, and lifestyle well-being of teachers and personnel to

maintain a healthy lifestyle and positive mind set at work.

DOCUMENTATION
PRE IMPLEMENTATION ACTIVITY
KAMUSTAHAN SESSIONS WITH PSYCHOLOGIST
POST IMPLEMENTATION ACTIVITY