Author

Trisha Marie D. Vicente*
South Carolina, United States of America

Abstract

The study assessed the level of psychosocial well-being of 312 permanent Special Education teachers in SDO Dagupan City using a quantitative descriptive survey design subjected to descriptive and inferential statistics, utilizing average weighted mean, Kruskal-Wallis H-test, and Spearman rank correlation, and investigated the psychosocial profile of respondents in terms of emotional states and character strengths, the extent of the provision of mental health and psychosocial support services (MHPSS) in terms of physical and mental resilience and administrative support, and the level of seriousness of problems encountered by special education teachers in post-COVID-19 along teaching and learning, student-related, school-related, and community-related concerns, as well as the significant relationships between MHPSS provision and profile variables, and between MHPSS provision and the level of seriousness of problems encountered; findings revealed that the majority of respondents possessed positive character strengths but showed moderate signs of depression, anxiety, and stress, were beneficiaries of MHPSS along physical and mental resilience though the maintenance and setup of a guidance office remained to be operationalized, and posed big problems along teaching and learning, student-related, school-related, and community-related areas, particularly on excessive paperwork, too many assigned tasks, learners’ behavior and poor performance, overlapping activities, lack of funds, and poor parental support, while high extent of MHPSS provision enhanced teachers’ psychosocial profile and lessened problems encountered, and teachers’ emotional states and character strengths affected their productivity levels, leading to the proposal of an occupational training program as an intervention to improve teachers’ psychological well-being and address their day-to-day challenges.

Keywords: Psychosocial Well-Being, Mental Health and Psychosocial Support Services (MHPSS), Special Education Teachers.

*Corresponding author / Email Address: dtrisha07@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021139

Recommended citation:
Vicente, T. M. D. (2026). Examining the psychological well-being, burnout, and support needs of special education teachers during the pandemic: Basis for an occupational training program. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 4021-4034. http://doi.org/10.69651/PIJHSS05021139

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