Social support and bidimensional mental health among primary-level teachers during COVID-19 crisis

ABSTRACT

Despite the emerging attention on the impact of the COVID-19 on adverse psychological outcomes, limited studies have focused on bidimensional mental health (i.e., well-being aspects and negative emotional states) among teachers in developing nations. This study examined the impact of the different types of social support (i.e., receiving and giving emotional and instrumental support) on the bidimensional mental health of teachers in the Philippines during the COVID-19 crisis. Using a cross-sectional survey, this study recruited 180 primary-level teachers teaching in online distance learning settings. Sequential regression analyses revealed that receiving emotional and instrumental social support predicted more significant levels of psychological well-being. Moreover, receiving instrumental support predicted lower levels of perceived stress. However, giving emotional and instrumental social support was not associated with psychological well-being and perceived stress. These findings remained true above and beyond COVID-19 infection in the family and awareness of COVID-19 cases in the community. This study highlighted that, compared with giving, receiving emotional and instrumental social support were more salient antecedents of teachers’ bidimensional mental health during the COVID-19 crisis in the Philippines. Limitations and implications for the promotion of teachers’ mental health during a global health crisis were discussed.

KEYWORDS:

• Bidimensional mental health
• social support
• teachers
• Philippines
• COVID-19

Acknowledgments

Special thanks to the teachers who participated in the study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data associated with this study will be made available from any party upon reasonable request.

Additional information

Notes on contributors

Bianca Erine C. Casanova

Bianca Erine C. Casanova graduated with a degree in Elementary Education major in Special Education and is a postgraduate student at De La Salle University, Manila under the program, Master of Arts in Education major in Early Childhood Education. She is currently a preschool teacher in a play-based school in Quezon City. Her research interests consist of the role of mental health among children, teachers, and administrators in the early childhood setting and the utilization of arts, music, and movement toward their mental health.

Celina Angela C. Felix

Celina Angela C. Felix graduated with degrees in Psychology and Guidance & Counseling. She is currently a postgraduate student at De La Salle University-Manila taking up a Master of Education major in Early Childhood Education. She is a preschool teacher by profession. Her research interests include promoting play-based learning in the Philippines and exploring factors that affect the mental health of educators.

Nina Danielle Z. Balingit

Nina Danielle Z. Balingit graduated with a degree in Early Childhood Education and is currently taking her post-graduate studies in Special Education in De La Salle University. At present, she is a Curriculum Developer. She is also a firm believer in progressive education and play-based learning. Her research interests include promoting inclusivity in the early childhood classrooms and looking into how to bring in progressive education into more classrooms in the Philippines.

Andrea Mae F. de Vera

Andrea Mae F. de Vera is a postgraduate student in De La Salle University, Manila, Philippines. A special education interventionist for 8 years, while doing a private practice in giving academic intervention in rehabilitation clinics in Bulacan and Manila. At present, she is a special education teacher in a government institution specializing in resource room program and early intervention program for diverse children with exceptionalities. Her research interests include promoting and implementing inclusive education practices for children with special needs, and bridging the gap into practice on inclusive education policies and implementation in Philippine Education context.

Mary Dennilene M. Briones

Mary Dennilene M. Briones is a post-graduate student at De La Salle University, Manila, Philippines. She was deployed and taught grade school students for two years in Aklan, Western Visayas. Her research interests include the role of non-cognitive factors in classroom-based research, and the application of educational psychology toward informing policies in the Philippine education system.

John Jamir Benzon R. Aruta

John Jamir Benzon R. Aruta is a Senior Lecturer at the Department of Psychology, Sunway University in Malaysia. He also has a private practice in counseling and psychotherapy. His research interests include the role of culture on mental health and the application of psychological principles toward environmental sustainability.