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Caring for Teachers, Building Performance: A Psychosocial Support in Public Elementary Schools

Ricardo Cruz Ahillon Jr(1),


(1) Greenville College
Corresponding Author

Abstract


This study examined the effects of psychosocial support mechanisms on the work performance of teachers in selected public elementary schools under the Cardona Sub-Office, Division of Rizal, during SY 2024–2025. Using a descriptive survey design, 181 teachers were selected through simple random sampling. Data were gathered using a researcher-made questionnaire and documentary analysis of Individual Performance Commitment and Review (IPCR) ratings. Statistical tools included frequency, percentage, mean, ANOVA, and Pearson correlation. Findings revealed that teachers perceived psychosocial support mechanisms to have a “Very Much Effect” across physical, mental, emotional, and social aspects. Significant differences were noted in civil status and in-service trainings, while no differences emerged for age, sex, educational attainment, position, and length of service. Teachers’ work performance was generally rated “Very Satisfactory.” However, no significant relationship was established between psychosocial support mechanisms and work performance. An action plan was proposed to enhance support systems and further strengthen teacher well-being and effectiveness.

Keywords


Psychosocial support; Teachers’ mental health; Work performance

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