TEACHERS' STATE AND TRAIT ANXIETY LEVELS AT A PHILIPPINE EDUCATIONAL ACADEMY: AN ASSESSMENT FOR THE RECOMMENDATION OF A MANAGEMENT PLAN FOR A TEACHER’S MENTAL HEALTH SUPPORT SYSTEM
School officials, coworkers, and educational institutions all play an important role in supporting teachers' mental health and addressing anxiety-related concerns. Providing professional development programs on stress management, enacting supportive policies and procedures, and providing access to counseling or mental health resources can all contribute to a pleasant and supportive work environment for teachers? Open communication channels, as well as opportunities for collaboration and peer support, can also help teachers reduce anxiety and improve their general well-being. In line with these, this study aimed to measure teachers' state-trait anxiety levels and to develop a management plan for a teacher support system. Based on the results, teacher-respondents show a moderate level of anxiety. In addition, there were no significant differences in A-state anxiety levels based on age, gender, length of service, or highest educational attainment. Except for age, a similar conclusion was observed for A-trait. Furthermore, there was a strong association found between instructors' anxiety levels and their responses in terms of A-state and A-trait, indicating that as state anxiety scores increase, trait anxiety ratings increase as well, and vice versa. Understanding the relationship between state anxiety, trait anxiety, and teachers' experiences is crucial for supporting their mental health and maintaining a conducive learning environment. These challenges can be solved by carefully designing a management plan for a teacher's mental health support system that is based on research and teachers' viewpoints.
Anxiety, Mental Health, State and Trait Anxiety, Teachers, Support System