Social Support System as Predictor of Student's Well-being among BEEd Students in KCAST: A Convergent Parallel Design

This study examines how to explore how social support systems influence the well-being of Bachelor of Elementary Education (BEEd) students at Kapalong College of Agriculture, Sciences, and Technology (KCAST). By employing a convergent parallel mixed-methods approach, researchers gathered quantitative data from 164 BEEd students through stratified random sampling and validated Likert-scale questionnaires. Additionally, qualitative insights were obtained via in-depth interviews and focus group discussions with 14 carefully selected participants. The findings showed that support from parents, peers, teachers, and relatives played a significant role in enhancing students’ academic, financial, physical, psychological, and relational well-being. Notably, parental support emerged as the most influential, especially in academic and financial matters, while peer support proved essential for emotional resilience. A strong positive correlation was identified between social support and student well-being (p < 0.05). Thematic analysis further emphasized the critical importance of social networks in promoting emotional stability, motivation, and academic achievement. However, some students voiced concerns about seeking help due to fears of judgment or a lack of access to dependable support. The study concludes that boosting peer mentoring, mental health resources, and family involvement is vital for enhancing student well-being and educational success.