A Correlational Study on Teachers' Readiness in Mental Health Promotion and Senior High School Students' Mental Health Literacy

Abstract

This study explored the relationship between teachers’ readiness to promote mental health and the mental health literacy of senior high school students using a quantitative research design involving 83 teachers and 342 students from selected institutions. Teacher readiness was assessed based on their capacity for mental health promotion, focusing on social and emotional learning, resilience, and self-efficacy, while students’ mental health literacy was measured across five dimensions: beliefs, knowledge of mental health problems, first aid skills, help-seeking behaviors, and self-help strategies. Findings showed that most students exhibited a high level of mental health literacy, and teachers demonstrated strong readiness aligned with Department of Education directives. Correlational analysis revealed significant positive relationships between specific aspects of teacher readiness—particularly resilience and self-efficacy—and students’ beliefs and self-help strategies. These results emphasize the critical role of teacher preparedness in influencing students’ mental health awareness and coping mechanisms, underscoring the importance of continuous professional development and targeted training to enhance teacher competence and create a supportive school environment that fosters student mental wellness.