Teachers’ Mental Health, Self-Efficacy, And Work Performance in The New Normal

AUTHOR(S)

Vida S. Macapinig, Christopher R. Vicera, and Claire Theresa S. Bentor

ABSTRACT

— The study aimed to determine how teachers deal with their mental health and self-efficacy and how these elements affect their work performance in the new normal. It employed a predictive cross-sectional design with 77 secondary school teachers. Frequency counts, descriptive information, and multivariate analysis were all used in the statistical treatment of data. The findings suggested that teachers’ socio-demographic profile did not affect their mental health awareness; therefore, more research is needed to identify the elements that do have an effect. Teachers’ ability to encourage students and provide an ideal learning environment where participants are physically and mentally present; capacity to apply a variety of teaching techniques to assist their pupils in mastering a subject or content; ability to conduct a smooth class, demonstrating the effectiveness of the employed educational tactics; and the ability to address student misbehaviors all had a positive and significant influence on work performance. It was suggested that instructors receive regular training, workshops, and seminars to increase their mental health awareness. Detecting prevalent mental health conditions and knowing risk factors, causes, and self-treatment approaches are particularly important.