Mental Health and Emotional Well-Being of Education Students

Abstract

Education students face various challenges and depressive situations from their admission to their practice teaching experience. This case study examined how an institution addressed the issues on mental health and well-being of the students through its policy initiatives and sought to identify which policy alternative is best to address mental health issues and psychological distress among education students. To develop a comprehensive understanding of the institution’s position and ensure trustworthiness of the results, a methodological triangulation was done. Themes were generated from the data collected through document analysis, observations, and interviews. Results revealed the inadequacy of the provisions of the university code and student handbook to address mental health issues of students, the absence of a clear program and school prevention support, and the existence of Waray habits which restrain a proactive approach to solve similar issues. The study concludes that dealing with these issues on a case-to-case basis necessitates the provision of parameters to guide its stakeholders. From among the five policy options analyzed, the study recommended the development of a comprehensive campus-based mental health and well-being program that will ensure students’ mental and emotional preparedness in facing the rigors of their chosen profession.

The Moderation Effect of Role Ambiguity in Relationship of Role Conflict and Occupational Stress After Covid-19

“…When people are forced to deal with an imbalance of roles between job and household duties, female teachers are among those who need clarification on which roles they should prioritize (Gill et al, 2021;Kanbur & Canbek, 2017). Current empirical research is more focused on the effects of the COVID-19 pandemic on the mental health and well-being of parents and students (Sanchez-Danday, 2019;Schwartz et al, 2021); student achievement during online learning (Mandasari, 2020;Nurohmat, 2020); and social support (Rashid et al, 2021), thereby increasing the pressure on female teachers. As a result, the teacher's job stress increased after implementing offline teaching after two years of online instruction.…”