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

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 (Ï = –0.68, p