Pakistan Journal of Psychological Research, 2024, Vol. 39, No.

3, 573-589

https://doi.org/10.33824/PJPR.2024.39.3.32

Mental Health Competence of Faculty

in a State University
Amabel Tangco-Siason
West Visayas State University

Nordy D. Siason, Jr.

Iloilo State University of Fisheries Science and Technology

This study aimed to determine the mental health competence of

faculty in a higher education institution in the Philippines and
explore their dominant characteristics demonstrated by their
functions, practices, and behavior. Utilizing a descriptive survey
research design, this integrates methods to comprehensively
assess the 123 purposively chosen faculty members' mental
health awareness competence. Drawing on a standardized
questionnaire (Siason, A., 2021), the research delves into faculty
competence (Kourgiantakis et al., 2023) with three sub-
categories: functions and responsibilities within the academic
environment, practices in addressing students' mental health
issues, and student perceptions of faculty attitudes toward mental
health concerns. Findings indicate a high level of mental health
competence among the faculty members who maintain a
classroom atmosphere that promotes respect for individual and
cultural differences. Faculty demonstrated proficiency in
fulfilling their roles and responsibilities, fostering a collaborative
learning atmosphere, and recognizing individual uniqueness and
preferences. This contributes to the evolving role of teachers in
making students confronting mental health difficulties feel
accepted and respected as unique people. Notably, there was a
difference in the behaviors or impressions of students as
exhibited by teachers in a public HEI when grouped according to
marital status.

Keywords. Mental health, competence, well-being, Sustainable

Development Goal 3, advocacy program

Amabel Tangco-Siason, West Visayas State University, La Paz, Iloilo City,

Philippines.
Nordy D. Siason, Jr., Iloilo State University of Fisheries Science and
Technology, Barotac Nuevo, Iloilo, Philippines.
Correspondence concerning this article should be addressed to Amabel Tangco-
Siason, Department of Psychology and Guidance, College of Education, West Visayas
State University La Paz, Iloilo City, Philippines. Email: atsiason@wvsu.edu.ph
574 TANGCO-SIASON AND SIASON, JR.

The enactment of Republic Act 11036, popularly known as the

Mental Health Act 2019, marked a significant turning point for the
Mental Health Advocacy campaigns in the Philippines. According to
the Philippine Commission on Human Rights, this legislation presents
a plan to develop a comprehensive national mental health strategy.
The purpose of this policy is to protect the rights of people requesting
psychiatric, neurologic, and psychosocial health treatments while
enhancing the delivery of integrated mental health services.
Higher education institutions must also create programs and
policies to raise awareness of mental health issues (Berwick, 2020),
provide support and services for people at risk (Priestley et al., 2022),
ensure accessibility (Harris et al., 2022) and incorporate age-
appropriate content about mental health into their curricula (Farley,
2023). One way to help people with mental health disorders obtain
treatment and psychosocial support is to put in place referral
mechanisms (Campbell et al., 2022).
The law specifies the responsibilities and functions that Higher
Education Institutions (HEIs) must fulfill. All educational levels
should incorporate age-appropriate mental health content into their
curricula (Milin et al., 2016); guidelines and standards for age-
appropriate, evidence-based mental health programs should be
established (Lattie et al., 2022); educational institutions should
implement strategies to promote mental health and well-being (Halat
et al., 2023); and mental health promotions (Barry, 2019) should be
adequately supported by licensed mental health professionals.
Teachers have a critical role in meeting students' mental health
needs since they develop educational curricula (Leeman et al., 2020)
and implement them (West & Shirley, 2024). Teachers could make
great progress in offering solutions for developing resilient and well-
adjusted kids because of their extensive professional training and the
amount of time they spend with students (Zheng, 2022). Teachers'
expertise, experience, and the accessibility of mental health services
all play a part in how effective they are in this capacity (Madill et al.,
2022).
Instructors must be able to recognize the warning signals of risk-
taking behaviors in students as a sign that they require assistance
(Singh et al., 2020). Teachers should be aware of actions that may
indicate serious mental health difficulties requiring help for children
who may not openly communicate their feelings or problems. It is
imperative to address and steer these behaviors in the direction of
prosociality (Miles et al., 2022). In addition, it is critical to help
students identify indicators of emotional distress (Oviatt et al., 2018),
 MENTAL HEALTH COMPETENCE OF FACULTY 575

create workable alternatives to handle emotionally taxing situations,

and acquire self-calming techniques (Khatib & Abo-Rass, 2022). In
addition to helping pupils with their academic endeavors, a teacher's
role encompasses promoting their general wellbeing (Zurbriggen et
al., 2023). Adopting a whole-child approach highlights the value of
treating and relating to kids as whole people, appreciating each one of
their skills, and assisting with their whole development (Darling-
Hammond et al., 2020). Teachers may guarantee that students grow
into healthy individuals with the necessary abilities to deal with the
problems of an uncertain world by meeting their needs holistically
(Cantor et al., 2021).
According to Harvard University's National Scientific Council on
the Developing Child (2007), wise investments in families and
children pay off in the form of a lifetime of production and civic
responsibility for the following generation. Emphasizing holistic child
development is essential in the post-pandemic situation, with special
attention paid to the mental health area. According to the World
Health Organization (2022), mental health is characterized as a
condition of mental well-being that enables people to successfully
manage life's challenges, acknowledge their own potential, perform
well in school and at work, and actively participates in their
communities. As children go from early childhood to preschool and
early primary school, it is essential to provide them with regular, high-
quality assistance for their learning and development, according to the
National Academies of Sciences, Engineering, and Medicine (2015).
It is necessary for all professionals who work with children to have a
common knowledge and skill set in order to achieve this consistency
and quality.
Experts in child care and education across age groups and
contexts ought to be well-versed in developmental science and its
content (Darling-Hammond et al., 2020); adept at methods that
support children's personalized learning and development trajectories
(Wu et al., 2021); cognizant of the challenges associated with working
with a variety of child populations (Hummelstedt et al., 2021); able to
cooperate with families and other professionals (Epstein et al., 2018);
and capable of participating in ongoing professional development to
stay current and improve their practices (Thompson et al., 2020).The
importance of students' mental health and well-being has grown
significantly (Nurunnabi et al., 2020). As students overcome
challenges in their personal development, overall quality of life, and
academic performance, addressing mental health issues among young
individuals becomes crucial (Ebrahimi et al., 2021). Educators play a
vital role in integrating mental health education into the curriculum,
576 TANGCO-SIASON AND SIASON, JR.

offering immediate support through the inclusion of topics such as

stress management, coping mechanisms, and self-care practices (Gass,
2021). Through these efforts, teachers can empower students with the
knowledge and skills needed to navigate their mental well-being.
According to Pressley's research (2021), individual factors, job nature,
and family situations can all have an impact on temporary work
absences. There is a dearth of research assessing therapies for going
back to work, even though numerous articles have described
moderately successful approaches in reducing teacher stress.
Furthermore, according to the World Health Organization, mental
health illnesses will be the main contributor to disability worldwide by
2030, a prediction that has been supported by previous research
(Bartha, 2018).
Mental health includes more than just not having mental health
problems (Canadian Mental Health Association, 2021). Mental health
disorders and difficulties can show themselves as a range of thoughts,
feelings, and behaviors that can affect social interactions,
employment, family, and school life. Furthermore, Corrente's study
(2022) shows that instructors are becoming more conscious of mental
health issues; nonetheless, more work needs to be done to address
these issues and support individuals who are struggling (Brunzell et
al., 2018).
The dominant narrative emphasizes how crucial it is to keep an
eye on and improve the mental health and wellbeing of teachers since
it can have an impact on the mental health and wellbeing of students
(Sandilos et al., 2023). Teachers' stress levels and mental health are
important aspects that affect their performance as holistic classroom
managers and leaders, as Asio and Bayucca's study from 2021
indicates that teachers are the front-runners in the Department of
Education and are essential to provide students with the curriculum,
services, and skills mastery.
The growing and pervasive concern about mental health in
Higher Education Institutions (HEIs) serves as the foundation for this
study. This academic work, which is a descriptive research study,
includes empirical data about mental health literacy (Aluh et al.,
2019), young adults' mental health (Singh & Mishra, 2020), and
positive mental health (Teixeira et al., 2022). This study's main goal is
to evaluate the faculty members' competency in mental health within a
public higher education institution in the Philippines. This study
presents the profile of the respondents and the mental health
competence of faculty towards a support program on Sustainable
Development Goal 3, focusing on good health and well-being.
 MENTAL HEALTH COMPETENCE OF FACULTY 577

Objectives

Specifically, the present research sought to answer the following

objectives:
1. To find out the level of mental health competence of the
faculty in a public higher education institution;
2. To identify the dominant characteristics of mental health
competence of faculty as demonstrated by their functions,
practices, and perceived student behaviors; and
3. To determine the significant differences on the mental health
competence of faculty as demonstrated by their functions,
practices, and behaviors by students when grouped according
to gender, marital status, and income classification per month.

Method
Sample
Sampling design is selecting an appropriate number of units from
the population of interest to provide accurate information about the
entire population. The researchers used the total population sampling
(Sharma, 2017). Total population sampling is a type of purposive
sampling technique where one can examine the entire population with
a particular set of characteristics. As shown in Table 1, the total data
collected from the 123 faculty members in a public HEI. The variables
are sex, marital status, and income classification per month which was
based on Philippine Institute for Development Studies (2022).

Table 1: Demographic Characteristics of Participants (N = 123)

Demographics Categories n %
Gender Men 26 21.1
Women 97 78.9
Marital Status Single 39 31.7
Married 83 67.5
Widowed 1 0.8
Income Classification per Month
Poor 12 9.8
Low Income 14 11.4
Low Middle Class 50 40.7
Middle Class 33 26.8
Upper Middle Income 13 10.6
High Income 1 0.8
Note. Income: (Philippine Institute for Development Studies, 2022).
578 TANGCO-SIASON AND SIASON, JR.

Measures
Participant Consent Form
The researchers explained to the participants through the Consent
Form the real purpose of the study and their cooperation by answering
truthfully the questions asked is important and assuring them their
answers were treated with the utmost confidentiality in compliance of
the Philippine Data Privacy Act of 2022 and proper concurrence to the
ethical considerations and protection of the participants.

Demographic Information Questionnaire

A demographic information questionnaire was utilized to record
and gather data on the participants' sex, marital status, and income
classification per month for profiling and further validation of the
results of the study.

Mental Health Competency Questionnaire

The researchers utilized a standardized adopted questionnaire on
mental health awareness competency from the study of Siason (2021).
Mental Health Competence Questionnaire (Siason, 2021) of faculty
was divided into three sub-categories; that is functions and
responsibilities exhibited by teachers in school; practices of teachers
in attending or responding to students who experience mental health
issues or problems; and behaviors or impressions of students toward
teachers. The instrument was submitted for pilot and reliability
testing. According to Fraenkel et al. (2012), the reliability coefficient
should be at least .70 or higher for research purposes. The Cronbach’s
alpha for mental health competence of the research instrument’s items
was found to be .92 in the current study.

Procedure

The researchers conducted specific ethical considerations by

sharing the questionnaire with a consent form to secure the voluntary
participation of each participant. Moreover, participants were also
allowed to discuss terms or constructs that may not be familiar with
them. They are also given time to understand their privacy and the
confidentiality of the data taken from them. Finally, the right to
withdraw from the research at any time without any consequences was
elaborated to all the participants. All the participants were informed
about the aims and objectives of the study. Before handing out the
 MENTAL HEALTH COMPETENCE OF FACULTY 579

research protocol, detailed research instructions were given to the

participants. The researchers informed the participants that they could
be reached anytime, mainly if questions arose regarding the study or
the survey instruments. It took the participants 15 to 20 minutes to
answer the questionnaire.

Results

Table 2 provides the scales of means to analyze the gathered data

gathered from the participants.

Table 2: The Scale of Means and its Equivalent Level of Competence

Scale of Means Description
3.26-4.00 Highly Competent
2.51-3.25 Competent
1.76-2.50 Moderately Competent
1.00-1.75 Incompetent

Examining the level of mental health competence among faculty

of an HEI, revealed that faculty members of HEI are all competent as
described in their functions and responsibilities (M =3.01, SD = .53) as
exhibited by teachers in school and practices of teachers (M = 3.04,
SD = .65) in attending or responding to students who experience
mental health issues or problems. On the other hand, in terms of
behaviors or impressions of students (M = 3.04, SD = .48) toward
teachers, faculty members exhibited highly competent.
Results based on the functions and responsibilities indicated
dominant characteristics of mental health competence of faculty in a
public HEI. On the mental health competence among faculty of an
HEI, findings showed that higher education institution faculty
members are highly competent as described in their functions and
responsibilities exhibited by teachers in school on maintaining a
classroom atmosphere that promotes respect for individual and
cultural differences (M = 3.70, SD = .57), able to identify and uphold
student's right (M = 3.49, SD = .66), aware how my cultural beliefs
and background may affect my relationships with students (M = 3.37,
SD = .67) and observe and interview students to get to know them in
an individual and personal basis for accurate assessment of their
mental health needs (M = 3.28, SD = .76).
Mental health competence among a public HEI can also be
gleaned through their existing practices of HEI faculty members
showing that the faculty members of an HEI are highly competent as
580 TANGCO-SIASON AND SIASON, JR.

described in their practices in attending or responding to students who

experience mental health issues or problems by collaborating with
other teachers on solutions and additional support for them (M = 3.35,
SD = .71), and competent on reading materials to increase awareness
and acquire skills on supporting their needs (M = 3.24, SD = .75).
In addition, findings indicated behaviors and/or impressions of
students can also signify the mental health competence of public HEI
faculty members. It has been found that faculty of HEI is highly
competent as described by their behaviors or impressions of students
on feel that they accept and respect them because they acknowledge
their uniqueness as persons (M = 3.70, SD = .50), feel that they accept
and respect them because they acknowledge their uniqueness as
persons (M = 3.62, SD = .57), feel safe and secure in the classroom
and that their well-being in the classroom is given priority (M = 3.57,
SD = .56), and enjoy as they learn because of the classroom activities
and lessons that cater to their development needs and interests
(M = 3.56, SD = .60).
Additionally, a significant difference is shown particularly of the
mental health competence of a public HEI faculty’s functions and
responsibilities, practices, and behaviors or impressions of their
students. There was a significant difference in the behaviors or
impressions of students (p = .02) as exhibited by teachers in a public
HEI when grouped according to marital status. Meanwhile, results
revealed that faculty of HEIs have nonsignificant difference in their
functions and responsibilities (p = .86, p = .53, and p = .62) as
demonstrated by teachers when grouped according to sex, marital
status, and income classification, practices (p = .73, p = .36, and
p = .86) in attending or responding to students who experience mental
health issues or problems when grouped according to sex, marital
status, and income classification, and behaviors or impressions of
students (p = .99, p = .39) as revealed by teachers when grouped
according to sex and income classification respectively.

Discussions

The study aimed to assess the mental health competence of

faculty members in a Higher Education Institution (HEI), focusing on
how well they can address mental health issues among college
students in the context of post-pandemic learning. The study's findings
indicated that faculty members at a state university were deemed
competent in handling mental health concerns. Based on significant a
result of the study on the behaviors or impressions of students as
exhibited by teachers in a public HEI when grouped according to
 MENTAL HEALTH COMPETENCE OF FACULTY 581

marital status, this supports the discussion of Ofovwe et al. (2013) on

the strong association found between marital dissatisfaction and
psychological disorder that provides empirical evidence on the need to
educate married couples as well as the general public on the mental
health implication of marital discontent. Moreover, Peng and
Photchanachan (2021) demonstrated that professional mental health of
university teachers is the foundation of psychological education. In
turn, the competency of HEI teachers has a significant mediating
effect between college teachers' mental health and social support from
their families and the academic community.
Notably, the faculty demonstrated high competence in fulfilling
their functions and responsibilities, especially in creating a classroom
environment that fosters respect for individual and cultural differences
(Jean & Rotas, 2019). This competence extends to upholding their
students' rights, cultural beliefs, and individual differences. This
suggests that faculty members play a crucial role in supporting
students' mental health after the pandemic (Naff et al., 2020). This can
also contribute to teachers’ work motivation and satisfaction (Siason
Jr., 2023), while they implement their vital role in the mental health
support program for the university students.
The study's results align with the observations made by Asio and
Bayucca (2021), emphasizing the significance of teachers' mental
health and stress levels. These factors are pivotal in enabling teachers
to function as holistic managers and leaders within the classroom.
With this, the competence displayed by faculty members in this study
not only underscores their ability to handle mental health issues
among students but also positions them as essential figures in
promoting a conducive and supportive learning environment,
especially in the challenging post-pandemic context (Zajac et al.,
2022).
The study's findings underscore the importance of HEIs in the
Philippines aligning their programs and projects with sustainable
development goals (Kopnina, 2020). A key recommendation involves
supporting and encouraging faculty members to participate in training
and seminars related to mental health. This targeted approach is seen
as instrumental in enhancing the faculty's competence in assisting
students within the classroom, especially in the post-pandemic
learning context. The study aligns with previous findings, which
highlights that teacher practices promoting mental well-being in the
classroom positively impact students' feelings and perceptions.
Moreover, the study emphasizes the observed high competence
among HEI faculty members, particularly in their practices related to
582 TANGCO-SIASON AND SIASON, JR.

addressing students experiencing mental health issues (Ormiston et al.,

2021). Creating a collaborative learning environment is a significant
factor in achieving this competence. Previously it has been found that
the crucial role of teachers in creating spaces and practices that
enhance students' well-being through collaborative efforts with the
school learning community (Yu & Chao, 2023). Furthermore, the
study identifies the need for supplementary instructional materials to
support faculty members' mental competence (Zizka, & Probst, 2022)
emphasizing the importance of investing in resources that aid this
endeavor. The recommendation extends to engaging in public-private
partnerships as a strategic initiative (Joudyian et al., 2021). This
collaboration is crucial for ensuring that all stakeholders within the
university community benefit from quality health and well-being,
serving as support mechanisms for Sustainable Development Goal 3
which focuses on preventing needless suffering from preventable
diseases and premature death by addressing key targets that boost the
health of a country's overall population.
This study strongly advocates a holistic approach, encompassing
faculty development, collaborative learning environments, and
strategic partnerships, to bolster the mental health competence of
faculty members within the university context (Besse, et al., 2022). By
embracing such a multifaceted strategy, the research posits a
significant contribution to the broader goals of sustainable
development in the academic realm. The study underscores the crucial
importance of integrating mental health support, especially in
response to the evolving challenges posed by the post-pandemic
educational landscape, highlighting the need for not just academic but
also emotional and psychological support to foster a supportive and
inclusive learning environment (Aithal & Aithal, 2023).
A noteworthy finding from the research is the faculty members'
demonstration of highly competent practices in acknowledging
students' uniqueness and preferences. Teachers were observed to
prioritize students' safety, protection, and recognition of their interests.
This approach is pivotal, as faculty members in HEIs are crucial as
secure attachment figures for students (Vallotton et al., 2019). The
study suggests that students are more likely to establish trusting
relationships with their teachers when they feel valued for their
intrinsic qualities rather than purely academic achievements. This
trusting relationship, rooted in trust and confidence, is deemed
essential for holistic learning to thrive, as highlighted by Siason
(2021).
The study aligns with the concept that emphasizing individuals'
well-being yields tangible benefits, such as increased productivity and
 MENTAL HEALTH COMPETENCE OF FACULTY 583

a healthier disposition in life (Maccagnan et al., 2019). This

connection between well-being and positive outcomes supports the
notion that supporting Sustainable Development Goal 3 involves
nurturing individuals who contribute productively to society. In
essence, the study supports an approach that addresses not only
academic needs but also prioritizes students' emotional and
psychological well-being, recognizing the interdependence of these
factors in fostering a conducive learning environment.
This research emphasizes the significance of a comprehensive
approach to faculty development, collaborative learning environments,
and strategic partnerships in promoting mental health competence. It
sheds light on the role of faculty in providing secure attachment for
students and emphasizes the importance of recognizing students for
their individuality. This holistic perspective aligns with the broader
goals of sustainable development and underscores the
interconnectedness of academic success and emotional well-being in
the university context.

Limitations and Suggestions

Despite the innovative nature of the topic, the sample size in this
study is insufficient to generalize its findings nationally. To enhance
the potential for broader applicability to university students in the
future, it is advisable to employ a larger sample size in subsequent
research. There is a recommendation to focus on specific aspects of
mental health among university students in future studies. Notably, the
data collection for this study occurred exclusively in a single higher
education institution in a rural area. Hence, it is conceivable that
university students and faculty members in other municipalities and
cities may present distinct perspectives and experiences regarding
mental health. Accordingly, future research endeavors should
investigate whether the mental health competence of university faculty
members in various municipalities and cities yields similar results.
Future researchers are encouraged to adopt a more comprehensive
scope that captures the mental health competence of faculty members
in diverse university settings.

Implications

The study illuminated the mental health challenges university

students face by emphasizing the importance of enhancing teachers'
mental health competence to comprehend the predictive role of this
paradigm in academic success. The findings of this research are
584 TANGCO-SIASON AND SIASON, JR.

poised to assist educational institutions in developing insights into the

nature of mental health issues among university students and
understanding how professors can effectively alleviate anxiety while
fostering an inclusive and conducive learning environment. The
results of this study have strong implications for the policy and
program implementation of a state university in ensuring healthy lives
and promoting wellbeing in the entire university. The findings are also
essential as this higher learning institution advocates for Sustainable
Development Goal 3, which focuses on ensuring healthy lives and
promoting well-being. The data from this study will be instrumental
and be used as a basis of the Strategic Performance Management
System for policy making and for the adoption of mental health
programs such as online psychosocial first aid training for teachers
and the dialogues-of-the-heart program participated by parents and
university students to address their mental health concerns.

Conclusion

Findings showed that the state university’s faculty members have

demonstrated a competent level of mental health awareness.
Therefore, this mechanism should be sustained as the university's top
priority program to elicit more human-centered support initiatives.
Considering their marital status and/ or social relationships, faculty as
mental health advocates need to support not only the academic
pursuits but also to nurture the students' personal wellbeing. Likewise,
parents are encouraged to participate and be involved in school
activities relative to mental health awareness and advocacy as they are
the university’s strongest partners in advancing students’ healthy
mental state and well-being.

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Received 03 November 2023

Revision received 05 February 2024