ROOTS OF RESILIENCE: LIVED EXPERIENCES OF SCHOOL ADMINISTRATORS IN PROMOTING MENTAL HEALTH AND WELL-BEING OF TEACHERS

Educational Administration

This study explored the lived experiences of school administrators in promoting teachers’ mental health and well-being in selected public schools in Nabunturan West and East District, Davao de Oro. The study aimed to understand the experiences, strategies, challenges, coping mechanisms, and insights of school administrators in promoting teachers’ mental health and well-being. A qualitative phenomenological research design was employed to capture the participants lived experiences. Seven school administrators from selected public schools were purposively chosen as participants. Data were gathered through in-depth interviews using a researcher-made interview guide and analyzed through thematic analysis. The findings revealed that school administrators considered promoting teachers’ mental health both necessary and challenging. Open communication, emotional support, appreciation, and collaborative leadership practices were identified as important strategies in fostering a positive school climate. Participants also encountered difficulties such as heavy workloads, limited resources, insufficient mental health training, and balancing administrative duties with teachers’ welfare. To address these challenges, administrators relied on resilience, collaboration, reflective practices, peer support, and spiritual grounding. The study further highlighted that supportive leadership and a positive school environment contributed significantly to teachers’ motivation, emotional stability, and professional commitment. The study concluded that school administrators play a vital role in sustaining teachers’ mental health and well-being through empathetic, supportive, and relationship-centered leadership practices. Strengthening mental health programs, leadership training, and institutional support systems is recommended to create healthier and more resilient school environments.

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