The Mental Health Compass: Literacy, Well-Being, and Help-Seeking Among Teachers in a Philippine Public Elementary School

Abstract

As central figures in the teaching - learning process, teachers greatly benefit from stronger mental health and well-being support to help them continue making a positive impact for learners and communities. Despite their essential role, many teachers lack or have limited opportunities to access or participate in structured programs that promote mental health awareness and well-being. This study, using a descriptive correlational design and a quantitative approach examined mental health literacy, psychological well-being, and help-seeking attitudes among teachers in a public elementary school in the Philippines. A total of eighty-four teachers were purposively chosen to participate, with most being female (89.3%) and aged 30–60 years (89.3%), reflecting a mature and experienced group. The largest segment had 6–10 years of service (32.1%), followed by those with 16–20 years (20.2%). Most respondents were assigned to the primary level (95.2%), married (78.6%), and held a bachelor’s degree (66.7%), while 32.1% had completed a master’s degree. Findings showed mental health literacy was predominantly moderate (97.6%). Psychological well-being across autonomy, environmental mastery, positive relations, and purpose in life was generally moderate; however, personal growth was weaker, with 45.2% reporting low levels. Overall well-being was moderate for 64.3% of respondents. Attitudes toward seeking mental health services were mostly moderate (75%), though 17.9% displayed very negative attitudes. Inferential and regression analyses found no significant demographic differences or predictive relationships among mental health literacy, well-being, and help-seeking attitudes. These results highlight the need for integrated, school-based interventions to enhance mental health knowledge, well-being, and help-seeking behaviours among teachers.