Educational Management Practices of School Administrators in Promoting Mental Health Awareness in Sinacaban District, Division of Misamis Occidental

This study explores the educational management practices of school administrators in promoting mental health awareness in the Sinacaban District, Division of Misamis Occidental. It evaluates policies, training, curriculum integration, and their influence on teachers' mental health awareness. A descriptive-correlational research design was employed, involving surveys and statistical analyses. Respondents included administrators and teachers, with data analyzed using descriptive statistics, mean scores, and Spearman rho correlation. Findings reveal that school administrators exhibit a strong commitment to mental health initiatives, achieving a "Highly Practiced" rating across policies, training, and curriculum integration, with average mean scores of 3.505, 3.484, and 3.495, respectively. Teachers were also categorized as "Highly Aware" of mental health issues (mean score: 3.373). Despite these successes, gaps were noted in updating mental health policies and providing regular professional development. A moderate negative relationship between administrators’ practices and teachers' mental health awareness (Spearman rho: -0.562, p = 0.012) was observed, indicating room for alignment. Demographic variables (age, educational attainment, length of service) did not significantly influence administrators’ practices. The findings underscore the importance of leadership in fostering a supportive environment for mental health awareness. Recommendations include enhancing training, updating policies, and embedding mental health into the educational framework to address identified gaps. While strong practices are evident, targeted improvements can further empower administrators and teachers to sustain a mentally healthy school environment.