Teacher's Mental Health as Correlate to Teaching Performance

The study investigated the relationship between teachers' mental health and teaching performance. This study utilized a descriptive-correlational research design. This study was conducted at North I District Dalipuga, Iligan City, where seventy-nine (79) teachers from fourteen (14) elementary schools served as participants. The data were analyzed using frequency and percentage distributions, mean and standard deviation, and Pearson's Correlation. Based on the study, nearly half of the respondents were 30-34 years old, were female, and held the Teacher I position. The significant relationships between age and the work health aspects were work-physical health, work purpose, and work-personal aspects. There was no significant relationship between sex and work health aspects. Only the job objective and work personal characteristics showed a significant correlation with respondents' civil status and components of their work-related health. The results showed that instructors had good mental health independent of their age, gender, rank, or level of teaching experience. Additionally, it was discovered that a teacher's mental health status had a significant impact on their ability to function in the classroom if it was neglected. Furthermore, it was important that teachers first consider their own mental health and wellbeing, for their benefit and for the whole community. The results of this study served as a basis for formulating a teacher’s intervention program on mental health.