Gurong Pasigueño Matter: Empowering and Prioritizing Teachers

Well-Being thru Implementation of Psychosocial Support

Activities and Services
I. Context and Rationale

Teaching is one of the most demanding profession there is, and as a result, educators
frequently deal with high levels of burnout, and emotional strain. Hence, the utilization of
psychosocial services can be of assistance in the reduction of these issues, and the
improvement of emotional well-being which could even lead to better job commitment.
Adding to this, UNESCO (2020) cited that these type of activities and interventions are
designed to provide psychosocial support in order to address the psychological and social
requirements of every learner, as well as, teachers and even parents. These are typically
provided during times of crises, emergencies, or in humanitarian circumstances with the goal of
lessening the risk of vulnerability that may impact a person throughout their life.
Following this, DepEd (2021) emphasized that psychosocial support is imperative in
promoting and prioritizing well-being learners, parents, teachers, and non-teaching personnel.
Following this, a series of mental health and psychosocial support programs
were launch. Wherein, for the teaching and non-teaching personnel, the
Department unveiled TAYO Naman!: Tulong, Alaga, Yakap at Oras para sa
mga Tagapagtaguyod ng Edukasyon, an online webinar that aims to promote
self-care. Further, it aims to educate teachers on how to monitor themselves,
take care of their health, and enable them to carry out the duties and
obligations that are specific to them within the framework of the education
system's continuation.
Teachers, indeed, have significant impact on the education and growth of students
(Puertas et al., 2019). Dreer (2021) even cited that the job-related well-being of teachers,
especially positive emotions in the workplace, play an important role in teachers’ job satisfaction
and their subsequent retention. Similarly, researches even claimed that health and happiness of
teachers are predictors on the level of job satisfaction, of teachers and are favorably associated
to the climate of schools and classrooms as well as student achievement. While recent research
on teacher well-being has tended to focus on negative aspects such as stress or burnout, this
research also illustrates how important this topic is for the initial and further training of teachers
(Bardach et al., 2020; Viac and Fraser, 2020).
Having this, the researcher who is also an educator wishes to explore
underlying topics related on empowering and prioritizing teachers well-being
thru implementation of psychosocial support activities and services of
teachers in SDO Pasig for School Year 2023-2024. He hope to add value on
the plethora of studies which put utmost effort on establishing psychological
services which necessitates psychological and emotional welfare of its
personnel, thereby cultivating a constructive and encouraging environment
within the educational institution thru an advocacy called Gurong Pasigueño
Matter. This can subsequently influence the entire educational community in
a domino effect.

II. Action Research Questions

This study aims to determine the extent of the advocacy entitled Gurong Pasigueño
Matter to empower and prioritize teachers’ well-being thru implementation of psychosocial
support activities and services in SDO Pasig for School Year 2023-2024 as assessed by
teachers themselves.

Specifically, it seeks to answer the following:

1. What is the assessment of teachers on Gurong Pasigueño Matter in empowering and

prioritizing teachers’ well-being thru implementation of psychosocial support activities
and services as reflected by the results of the pre-evaluation and post-evaluation in
terms of:
1.1 student-focused;
1.2 manage daily stress; and
1.3 relationship building?
2. Is there a significant difference on the assessment of teachers on Gurong Pasigueño
Matter in empowering and prioritizing teachers’ well-being thru implementation of
psychosocial support activities and services as reflected by the results of the pre-
evaluation and post-evaluation?

III. Proposed Innovation, Intervention, and Strategy

It is the responsibility of educators, school administrators, and policymakers to work

together to foster an atmosphere in which faculty members feel at ease asking for assistance
and in which the teachers' mental well-being is given high priority. If these steps taken, we can
make sure that educators have the resources they need to deliver high-quality instruction and
encourage the expansion and maturation of the subsequent generation.
 As cited by Falecki (2021), ensuring the welfare of educators within educational
institutions is a multifaceted endeavor. A strategic approach is necessary in order to ensure
such positive outcome which resulted on how teachers will be able to conform from achieving
student-focused; managing daily stress; and building relationship as result of well-organized
psychosocial support activities and services.
Following the advocacy of DepEd on this matter and with the support and intervention of
school heads, teachers, and SDO Pasig personnel, the researcher opts to establish the Gurong
Pasigueño Matter in empowering and prioritizing teachers’ well-being thru implementation of
psychosocial support activities and services for interested Pasigueño teachers. Here, a group
of 20 interested teachers will be formed through convenience sampling. Here, they should have
the interest and willingness to take part on various activities which the researcher or the SDO
may initiate that may promote psychosocial well-being of teachers. Survey questionnaire will be
given to determine pre-evaluation and post-evaluation of teachers on the matter at hand.
Specifically, the following innovations, interventions, and strategies are proposed laden
on the given sample plan:

ACTIVITIES AND TARGET RESPONSIBLE

STRATEGIES
INTERVENTIONS DATE UNIT
Psychosocial Support and  Team of advocates will be formed to As needed Guidance and
Development assist teachers and staff in need of (Year Counselling Unit,
psychosocial support consultation Round) SDO Team,
CALL A FRIEND:  Face-to-face and online psychosocial District Team,
The Psychosocial Intervention support consultation will be provided School Heads,
among teachers who need it Teacher Advocates
 Establish core-group to develop sense of
belongingness which teachers can turn
to in times of need and despair

Launch and piloting of Quarterly

institutionalized the  Series of Face-to-Face or Online Guidance and
TAYO Naman!: Tulong, Webinar in Psychosocial Support and Counselling Unit,
Alaga, Yakap at Oras para sa Development SDO Team,
mga Tagapagtaguyod ng District Team,
Edukasyon School Heads,
Teacher Advocates

Establish  Establish sports league, exercise Year Round

Ready, Set, Game!: regime, and yoga workouts that will Guidance and
Leisure and Sports Program strengthen and improve teachers’ (Could be Counselling Unit,
for Teachers physical, emotional, and even done by SDO Team,
spiritual self schedule) District Team,
School Heads,
Teacher Advocates
 Initiate Gurong  A night of fun of laughter will be End of
Pasigueño Gala Night provided among teachers so they may Quarter Guidance and
have a life outside of the school Counselling Unit,
 Rewards and appreciation will be SDO Team,
given to outstanding teachers and District Team,
those who have strived hard to School Heads,
overcome obstacles Teacher Advocates

An institution that places a high emphasis on psychosocial well-being of its teachers and
staff cultivates a favorable and nurturing culture, which can subsequently influence the entire
educational community in a good manner. Further, by participating to these activities,
professional growth of educators can be bolstered by the provision of such services, which can
assist them in the acquisition of good coping mechanisms, communication skills, camaraderie,
and stress management approaches.
Teacher’s wellbeing is reflected in a positive attitude toward teaching that stems from
supportive relationships with colleagues and students, the belief that one has the ability to teach
effectively, and the feeling that one’s personal and professional needs and expectations are
met. The social, emotional, and physical health of teachers is a shared responsibility and a
critical component of student learning and overall community wellbeing.
IV. Action Research Methods

a. Participants and/or other Sources of Data and Information

This study aims to determine the extent of the advocacy entitled Gurong Pasigueño
Matter to empower and prioritize teachers’ well-being thru implementation of psychosocial
support activities and services in SDO Pasig for School Year 2023-2024.
The main source of data on this study will be a researcher-modified survey questionnaire
that will provide details on pre evaluation and post evaluation of 20 teacher-respondents who
enjoined thru convenience sampling. These individuals should be bonified public teachers from
SDO Pasig performing the duties and responsibilities anchored on Department of Education.
Hence, they are fit for this study for they are the ones who experience the burn-out and
stressors of being in the educational field.
b. Data Gathering Methods
A researcher modified instrument will be used as parameter of this study. This will
anchored on Falecki (2021)’s strategic approach in ensuring the welfare of educators within
educational institutions. The intervention activities will be done for a quarter right after the first
facilitation of pre-evaluation to know what kind of activities should employ to cater the
psychosocial needs of the teachers.
 Post-evaluation will be given after sample activities are laden among interested
participants. Here, teacher-respondents will identify changes and development reinforced after
taking part of different activities and services under Gurong Pasigueño Matter that may lead on
empowering and prioritizing their well-being.
c. Data Analysis Plan
The proponent will use quantitative descriptive research method focusing on teachers of
SDO Pasig who will take part due to convenience sampling. They will be immersed on Gurong
Pasigueño Matter to see how they may develop themselves in empowering and prioritizing their
well-being thru implementation of psychosocial support activities in a span of a quarter during
School Year 2023-2024.
To gather necessary data, survey-questionnaires with Four Point Likert Scale will be
used to determine pre evaluation and post evaluation of the said intervention among teachers.
Necessary statistical treatment such as mean and standard deviation will be used to determine
difference on the assessment of respondents.

V. Action Research Work Plan and Timelines

VI. Cost Estimates

ELIGIBLE
ACTIVITY EXPENDITURES QUANTITY COST
1. Bond Papers Supplies 30 reams ₱ 5,250.00
2. Other necessary school 175
supplies Supplies Students ₱ 1, 250.00
Reproduction, printing 175
3. Printed Learning Materials and binding costs Students ₱ 2,500.00
4. Load and Data Connection Communication
of Teachers expenses 10 Teachers ₱ 3, 000.00
5. LR Pasabay, and Home Domestic travel 10 LR
₱ 2, 000.00
Visitation Travel Expenses expenses Pasabay
6. Maintenance of Community 10 LR
LR Kiosks Materials Kiosks ₱ 1, 000.00
₱ 15, 000.00
TOTAL

VII. Plans for Dissemination and Utilization

DISSEMINATION ACTIVITIES Nov Dec. Jan. Feb. Mar Apr.

2023 2023 2024 2024 2024 2024
1. Present Gurong Pasigueño Matter
 2. Validate Gurong Pasigueño Matter
3. Finalize Gurong Pasigueño Matter
4. Orient Schools Stakeholders on the School
Intervention Program on Gurong Pasigueño
Matter
5. Conduct Focused Group Discussion (FGD) and
Learning Action Cell (LAC) session on the
vitality of Gurong Pasigueño Matter

6. Make Adjustment on the existing

Psychosocial Services and Activities

7. Incorporate the adjustment to the improved plan

for Gurong Pasigueño Matter

8. Encourage Stakeholders to Participate in

Strengthening Gurong Pasigueño Matter

9. Showcase the Best Practice on Gurong

Pasigueño Matter

10. Recognize the Outstanding Implementer of

Gurong Pasigueño Matter during Gala Night
11. Present the Best Practice to Sub-Office or Division

VIII. References

UNESCO (2020). Meeting report: Psychosocial support to teachers during Covid 10 crisis.
Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000374317
DepEd (2021). DepEd to roll out mental health and psychosocial support programs for
2021. Retrieved from https://www.deped.gov.ph/2021/02/09/deped-to-roll-out-
mental-health-and-psychosocial-support-programs-for-2021/#:~:text=For%20more
%20details%20on%20the,landline%20(02)%208637%204397.
Bardach, L., Klassen, R. M., & Perry, N. E. (2022). Teachers’ psychological characteristics:
Do they matter for teacher effectiveness, teachers’ well-being, retention, and
interpersonal relations? An integrative review. Educational Psychology Review,
34(1), 259-300.
Viac, C., & Fraser, P. (2020). Teachers’ well-being: A framework for data collection and
analysis.
Puertas Molero, P., Zurita Ortega, F., Ubago Jiménez, J. L., & González Valero, G. (2019).
Influence of emotional intelligence and burnout syndrome on teachers well-being: A
systematic review. Social Sciences, 8(6), 185.
Dreer, B. (2021). Teachers’ well-being and job satisfaction: The important role of positive
emotions in the workplace. Educational studies, 1-17.