Teacher-Related Factors, Implementation and Effectiveness of School-Based Mental Health Programs in Select Philippine Public Secondary Schools

This study aimed to determine the associated factors, extent of implementation, and perceived effectiveness of mental health programs in selected public secondary schools in Congressional District 1, specifically in the municipalities of Camalaniugan and Aparri, for the school year 2023–2024. Utilizing a descriptive-correlational research design, data were gathered from seven secondary schools. Findings revealed that most respondents were females, aged 31–35, married, with a Master’s degree and with a 6–10 years of teaching experience. Teachers had attended various mental health-related seminars at multiple levels, from school level to international level. Results indicated that teachers perceived significant associated risk factors affecting program implementation, yet schools were found to be highly implementing and effectively managing mental health programs. Further analysis showed that sex, educational attainment, and number of training sessions significantly influenced teachers' perceptions and implementation practices. Teachers in leadership positions and those with higher academic qualifications demonstrated more positive engagement and program outcomes. A strong positive correlation was found between the extent of implementation and the effectiveness of mental health programs. The study recommends gender-sensitive and standardized mental health training, improved access to resources, and regular program evaluation to sustain effectiveness.