Promoting Teachers’ Resilience VIS-À-VIS Mental Health Literacy and Social Support

This study examines the relationship between mental health literacy, social support, and resilience among public secondary school teachers in Hermosa, Bataan. Using a quantitative research design, standardized instruments were utilized: the Mental Health Literacy Scale (MHLS), the Multidimensional Scale of Perceived Social Support (MSPSS), and the Teachers' Resilience Scale (TRS). Data were analyzed through descriptive statistics, ANOVA, and correlation analysis. Findings indicate that teachers possess moderate mental health literacy, yet significant gaps persist in recognizing mental health disorders and help-seeking efficacy. Social support, particularly from family and colleagues, significantly predicts resilience, whereas demographic factors (age, gender, years of experience, and educational attainment) do not significantly influence resilience levels. A weak but significant positive correlation was found between social support and resilience. These findings advocate for the institutionalization of mental health literacy training, resilience-building workshops, and structured peer support programs in schools. Based on the results, a proposed year-round resiliency program aligned with the DepEd school calendar is recommended to enhance teachers’ coping strategies and professional well-being.