School Head and Teachers’ Perceptions of Mental Health and Safety Support Practices: Basis for a School Management Enhancement Plan

Neziel Basilisco; Jam Mariel Bulawan; Renely Gozon; Precis Charisse Frances Rana; Bruce Remedio; Josephine Vale; Jona Gingoyon; Leonora Rosales; Wevilyn Salimbangon; Dony Dagodog

doi:10.36948/ijfmr.2026.v08i05.90109

School Head and Teachers’ Perceptions of Mental Health and Safety Support Practices: Basis for a School Management Enhancement Plan

Author(s)	Neziel Basilisco, Jam Mariel Bulawan, Renely Gozon, Precis Charisse Frances Rana, Bruce Remedio, Josephine Vale, Jona Gingoyon, Leonora Rosales, Wevilyn Salimbangon, Dony Dagodog
Country	Philippines
Abstract	Schools increasingly require coordinated mental health and safety systems that protect well-being, strengthen preparedness, and sustain supportive learning environments. Yet effective implementation depends on how school personnel perceive the adequacy, accessibility, and consistency of these supports. This study examined school heads’ and teachers’ perceptions of mental health and safety support practices in two public integrated schools and used the findings as the basis for a School Management Enhancement Plan. A quantitative descriptive-comparative design was employed involving 32 respondents, comprising two school heads and 30 teachers. Data were gathered through an adapted four-part questionnaire and analyzed using frequency, percentage, weighted mean, independent-samples t-test, and one-way ANOVA at the 0.05 significance level. Results showed that mental health and safety support practices were implemented to a Great Extent overall (WM = 3.21, SD = 0.54), with school culture rated highest (WM = 3.29) and mental health resources lowest (WM = 3.13). Respondents were generally satisfied with implemented programs (WM = 3.16, SD = 0.54). No significant differences emerged between school heads and teachers or across age, gender, educational attainment, length of service, and training exposure. Implementation concerns were Serious overall (WM = 3.13), particularly limited trainings and seminars and the lack of trained mental health personnel. The findings underscore the need for sustained capacity-building, stronger specialist and referral support, and improved resource provision, providing an evidence-based foundation for more responsive, coordinated, and sustainable school-level mental health and safety support systems.
Keywords	mental health and safety support practices, school management, school culture, teacher perceptions, capacity-building, quantitative descriptive-comparative design
Field	Sociology > Education
Published In	Volume 8, Issue 5, September-October 2026
Published On	2026-10-19
DOI	https://doi.org/10.36948/ijfmr.2026.v08i05.90109

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School Head and Teachers’ Perceptions of Mental Health and Safety Support Practices: Basis for a School Management Enhancement Plan

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