Silent Battles: A Qualitative Exploration of Public Schools Teachers' Mental Well-Being

Abstract

Teaching is widely regarded as a noble profession, yet public school teachers often face significant challenges that affect their mental well-being, including heavy workloads, large class sizes, administrative responsibilities, and limited support from the community. This study explored the lived experiences of public-school teachers in managing their mental health and coping with professional pressures. A qualitative phenomenological research design was employed to gain a deeper understanding of these experiences. The participants consisted of ten licensed publics school teachers from Imelda Elementary School in Tugbok West, Davao City, purposively selected based on teaching experience and willingness to share their perspectives. The study aimed to identify the mental health challenges teachers faced, the coping strategies they applied, and the support systems that influenced their well-being. Data were collected through semi-structured focus group discussions and in-depth interviews, with all sessions audio-recorded and transcribed verbatim. Thematic analysis was conducted to systematically code the data, identify recurring patterns, and extract meaningful themes. Findings showed that teachers faced stress, emotional exhaustion, and anxiety from professional demands. They used coping strategies like peer support, personal reflection, and time management. The study underscores the need for institutional support and mental health programs.