Mental Health and Teachers' Commitment Using an Explanatory Sequential Design

This study aims to determine what quantitative results need further explanation to determine what school program can be initiated to boost teachers' work satisfaction in improving teaching commitment amidst the mental health experience of public school teachers teaching in Matina Central Elementary School, Matina District, Davao City Division. 82 public school teachers were identified as respondents through a simple random sampling technique, and five (5) participants were purposively selected for the in-depth interview. The study utilized a mixed-methods sequential explanatory design. Two data collection methods were used: the quantitative and the qualitative phases. After the quantitative data analysis, the results revealed that the level of teacher commitment in terms of commitment to school, commitment to students, commitment to teaching, and commitment to the profession was moderate, which means that it was sometimes evident. Moreover, based on the result, the level of the mental health of teachers in terms of lifestyle habits, work satisfaction, social relations, and financial struggles was moderate, which means that it was sometimes evident. In addition, the quantitative findings were supported by the qualitative findings. Thus, it was found that the school program that boosts teachers' work satisfaction in improving teaching commitment amidst mental health experience of teachers revealed three major themes: recognizing and rewarding positive working conditions, and increasing opportunities for growth.