Job Stress, Mental Health Conditions and Coping Mechanisms: A Basis for School Mental Health Program

Abstract

The COVID-19 pandemic imposed unprecedented challenges on the educational system and significantly affected the psychological well-being of school personnel. This study determined the level of job stress, mental health conditions, and coping mechanisms of secondary school personnel in the Schools Division of Iloilo Province during School Year 2020–2021 as a basis for developing a school mental health program. The study employed a descriptive–correlational research design involving purposively selected teaching and non-teaching personnel. Data were gathered using a researcher-made questionnaire validated through the Good and Scates Criteria and tested for reliability using the test–retest method. Statistical tools used included frequency and percentage, mean, Mann–Whitney U Test, Kruskal–Wallis H Test, and Spearman’s rho. Results revealed that secondary school personnel were highly stressed overall (M = 3.85), with time management and learners’ behavior identified as the strongest sources of stress. Despite high stress levels, respondents demonstrated good mental health conditions (M = 4.09), indicating resilience and adaptive functioning. The coping mechanisms of school personnel were rated high (M = 4.11), with social and behavioral strategies such as maintaining relationships with colleagues and communicating with family and friends being the most frequently utilized. Significant relationships were found among job stress, mental health conditions, and coping mechanisms. Job stress was negatively correlated with mental health conditions (ρ = –0.68, p < .05) and positively correlated with coping mechanisms (ρ = 0.71, p < .05), while mental health conditions showed a strong positive relationship with coping mechanisms (ρ = 0.75, p < .05). The findings indicate a paradoxical pattern in which school personnel experience high job stress yet maintain good mental health through effective coping strategies. This supports the Cybernetic Theory of Stress and the Inverted-U Theory, which emphasize self-regulation and optimal stress levels for performance. Based on the results, the study proposes the development of a comprehensive school mental health program focusing on workload management, emotional regulation, and strengthening social support systems among school personnel.