MENTURO: MAPEH TEACHERS’ INFLUENCE ON STUDENTS’ PSYCHOLOGICAL

WELL-BEING

GERAMMY B. ESTABILLO

A THESIS SUBMITTED TO THE COLLEGE OF GRADUATE STUDIES OF SULTAN

KUDARAT STATE UNIVERSITY, ACCESS CAMPUS, EJC MONTILLA, TACURONG
CITY, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE SUBJECT
QUALITATIVE RESEARCH

MASTER OF ARTS IN TEACHING MAPEH

OCTOBER 2023
 CHAPTER I

INTRODUCTION

Background of the Study

The study focuses on the influence of MAPEH (Music, Arts, Physical Education,

and Health) teachers on students' psychological well-being. MAPEH is a subject taught

in schools that aims to develop students' skills, knowledge, and attitudes towards music,

arts, physical education, and health. The role of MAPEH teachers goes beyond

teaching curriculum content; they also have the potential to impact students'

psychological well-being through their teaching methods and interactions.

Through enhancing emotional well-being, MAPEH teachers can create a positive

and supportive learning environment that promotes emotional well-being among

students. Their teaching strategies and interpersonal skills can influence students' self-

esteem, motivation, and overall emotional health.

In addition, it also aids in promoting confidence and self-expression: Through

various art forms and physical activities, MAPEH teachers can help students develop

self-assurance and self-countenance. These skills are crucial for students' interpersonal

relationships, academic performance, and overall psychological development.

Meanwhile, building resilience and coping skills is additionally developed by

MAPEH teachers who facilitate activities that promote resilience and equip students

with effective coping mechanisms. By engaging in physical activities, music, and other

art forms, students can develop resilience and learn to manage stress and challenges.
 Fostering social Connections in MAPEH classes as well provide opportunities for

students to engage collaboratively, fostering social connections and a sense of

belonging. With this, teachers can facilitate teamwork, communication, and cooperation

among students, which positively impact students' social and emotional well-being.

Moreover, supporting mental health is at the same time a factor in the increasing

prevalence of mental health concerns among students, MAPEH teachers play a vital

role in supporting and identifying students who may be experiencing mental health

issues. Their knowledge and observance of student behavior can contribute to early

identification and appropriate intervention.

Understanding the influence of MAPEH teachers on students' psychological well-

being then is crucial for creating supportive and effective learning environments. By

recognizing the significant role of MAPEH teachers in shaping students' overall

development, appropriate interventions can be implemented to enhance students'

psychological well-being and educational outcomes.

 Conceptual Framework

Teachers’ influence and students’ psychological well-being are increasingly seen

as intertwined (Zakaria et.al, 2021). In this study, a qualitative process of assessment

will be used to explore how MAPEH teachers’ influence students’ psychological well-

being.

This study will particularly examine influences of MAPEH teachers to students’

psychological well-being through teacher-student relationship built, teaching

approaches and strategies employed to engage students and promote their

psychological well-being, emotional support and well-being promotion which play a

crucial role in providing emotional support to students, personal development and self-

efficacy which are essential components of psychological well-being and social

integration wherein MAPEH teachers facilitate, giving opportunities for students to

engage in extracurricular activities, performances, and community projects.

Statement of the Problem

The main goal of the study is to describe the influence of MAPEH teachers to

students’ psychological well-being.

Specifically, it seeks to answer the following questions:

1. How do students perceive their relationship with their MAPEH teachers in

realation to promoting their psychological well-being?

2. What are the methods and strategies used by MAPEH teachers to promote

students' psychological well-being?

3. How do MAPEH teachers facilitate resilience-building and coping skills among

students?

4. What are the roles of MAPEH classes in fostering social connections and a

sense of belonging among students?

5. What are the roles of MAPEH teachers in supporting students' mental health and

early identification of mental health issues?

Scope and Delimitation

This is a descriptive qualitative study on the influential experiences of

students with their MAPEH mentors. From the learners who expressed their

willingness to participate in the study upon invitation, one participant per grade

was selected to ensure that each level would be represented in the study. With

this, it involved six students representing the seven grade levels who are all
 enrolled in MAPEH classes in each grade level in Sta. Maria High School, Mlang

North Cotabato.

A researcher-made Interview Guide will be developed by the researcher

and will be checked by the master teachers within the division will be used in the

study.

Moreover, in-depth interview will be employed to gather the information

needed in the study. Meanwhile, generic thematic analysis will be utilized to

analyze the data that were sourced out from the participants’ interview. The study

will be conducted in October 2023 to March 2023.

Significance of the Study

The results of the study are considered significant to the following perspectives:

Findings derived from this study may lead in coming up with a more responsive

delivery of the MAPEH instruction as a platform in improving psychological well-being

upliftment among learners.

The Schools Division of Cotabato Province through the Policy, Planning and

Development Officer may develop interventions and innovations intended to strengthen

MAPEH teachers’ psychological support to the learners and MAPEH instruction in

general.

DepEd, for the betterment and improvement in using MAPEH curriculum in

every school in the region and the country in general to promote students’

psychological well-being
 The school administrators, for them to be able to serve as leaders and

motivators efficiently and effectively to their MAPEH teachers in terms of delivering

instruction and psychological support to their learners.

The learners, for them to be more efficiently served by their teachers as to the

provision of basic psychological support, especially in MAPEH classes.

The MAPEH teachers, for them to be more proficient in teaching the learners

and performing their related functions by providing psychological support for the

school children.

The future researchers, for them to be able to conduct better and more

profound research studies to improve the integration of psychological support to

learners in MAPEH classes within the Department of Education, thereby promoting

better delivery of basic services among schoolchildren.

Finally, to the researcher, to become more inspired to give her best in any

endeavor particularly in continuously finding means to serve the Department of

Education through self-endowed studies intended to help and serve the community

and the learners at their best.

Operational Definition of Terms

The following variables are defined according to their uses in the study.

emotional support refers to the influential support given by MAPEH mentors to their

students which significantly affects learners’ psychological well-being

personal development and self-efficacy refers to the development areas of learners

leading to the promotion of individual welfare and sense of usefulness as

influenced by MAPEH teachers

psychological support refers to the influential support given by MAPEH teachers to

back up students to improve their psychological well-being and learning in general

social integration refers to the relationship built in between MAPEH teachers and

learners leading teachers to facilitate, and give opportunities for students to

engage in extracurricular activities, performances, and community projects

student’s psychological well-being refers to the state of students’ mind essential to

good health in general and quality learning as influenced by MAPEH teachers

teacher-student relationship refers to the connection built in between MAPEH

mentors to their learners leading toward students’ psychological well-being

development

teaching approaches and strategies refer to teacher’s mechanisms used in

instruction and influencing learners such as pedagogical methods and teaching

schemes to improve students’ learning outcome and psychological welfare

well-being promotion refers to the MAPEH educational programs intended for the

upliftment of the learners’ psychological benefits

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This section of the study reviews the theories, principles and concepts, as well as

the related literature and studies that contributed to the overall conceptualization of the

research work. Included are the terms contextually defined and significantly used in the

research.

MAPEH Teachers Psychological Influence to Students

It is essential to comprehend how MAPEH teachers affect students'

psychological health in order to establish helpful and productive learning environments.

By acknowledging the substantial influence MAPEH instructors have on students' entire

development, the right measures may be put in place to improve students' psychological

health and academic results.

Research has shown that teachers' support, encouragement, and positive

relationships with students can contribute to their overall well-being and mental health.

Teachers who create a safe and inclusive learning environment, provide emotional

support, and promote positive social interactions can have a positive impact on

students' psychological well-being.

According to research, instructors' encouragement, support, and pleasant

interactions with pupils might improve their general well-being and mental health.

Students' psychological health can benefit from teachers who foster a welcoming,
inclusive learning atmosphere, offer emotional support, and encourage constructive

social connections.

Juslin (2013), discusses the evidence for the role of music in promoting

emotional well-being. Specifically, the ability of music to elicit emotional responses and

promote social connections, which both contribute to enhanced emotional well-being. It

has demonstrated how music can have a positive impact on mood regulation, stress

reduction, and emotional expression.In addition, it notes the potential role of MAPEH

teachers in promoting emotional well-being through music education. It highlights the

importance of creating a supportive and inclusive learning environment and notes that

music can be used to facilitate social connections and emotional expression.

Furthermore, it suggests that students who receive quality music education are more

likely to develop emotional intelligence, which can lead to greater emotional well-being.

ScienceDirect. (n.d.), has shown that teachers' well-being is related to teaching

effectiveness, student outcomes, and even educational governance. The stress faced

by teachers in their daily lives and their ability to thrive in the profession can significantly

affect their students' well-being

In addition, Frontiers. (2021) revealed that teachers can contribute to students'

psychological well-being by fulfilling their basic psychological needs in the classroom. A

positive and nurturing teacher-student relationship fosters a sense of belonging and

autonomy, which are essential for students' well-being. Furthermore, the way teachers

interact with students and the emotional climate they create in the classroom can impact

students' well-being. Positive teacher-student interactions and a supportive classroom

environment have been found to improve students' classroom well-being,

Thus, it is important to note that students' well-being is influenced not only by their

interactions with teachers but also by various factors inside and outside the classroom.

Thus, a comprehensive understanding of the multiple factors contributing to students'

psychological well-being is necessary for effective interventions and support systems.

STUDENTS’ PSYCHOLOGICAL WELL-BEING

Positive mental health, counseling, stress, and mental health measurement constitute a

few of the numerous concerns in students' well-being, according to Hernandez-Torrano et al.

(2022).

Meanwhile, Franzen in 2022 stressed out that Academic satisfaction was a stronger

mental health predictor than COVID-19 stress on the learning experience, which mainly

predicted stress and anxiety. Lower academic satisfaction scores were significantly associated

with stress anxiety while higher scores with psychological well-being Identifying as female was

strongly associated with anxiety and stress but not with depression or psychological well-being.

Lower age was associated with stress only. The nature of the academic training had a lesser

impact on mental health and the academic year had no impact.

Chapter III
 METHODOLOGY

This chapter presents the research design, the locale of the study, the

participants, the research instrument, the data gathering procedure and the data

analysis.

Research Design
The study will employ the descriptive qualitative design in describing the learning

experiences of the students enrolled in MAPEH classes of Sta. Maria High School. In-

depth interview guide on the students’ experiences will be done to gather the data

needed and will be analyzed through Generic Thematic Analysis.

Figure 1 illustrates the research design of the study, which involves the

participants’ experiences from the MAPEH classes starting with their class involvement

up to social integrations done as subject requirement , the locale and participants of the

study, as well as the research instrument, procedures and data analysis needed to

complete the study.

Locale of the Study

The study will be conducted at Sta. Ma. City High School, Schools Division of

Cotabato Province, Region XII. It is considered as the one of the divisions of

SOCCSKSARGEN.

The school has a total of 190 students with two (2) teachers teaching MAPEH

subjects. Furthermore, it encompasses four (4) grade levels from Grade 7 to Grade 10.

Technology-wise, the research area is accessible to information and communication

technologies such as internet and cellular phones connection. Figure 1 shows the locale

of the study.

Sta. Ma. High School,Cotabato

Province

Figure 1. Map of the locale of the study

 Students Experiences with
MAPEH Teachers

Locale
Involvement of students
in MAPEH Classes
Schools Division of
Cotabato Province

Experiences of learners with Participants

classmates and MAPEH
teachers

Students in MAPEH
Classes from Grades
7-10

Meaningful Experiences Research Instrument

in MAPEH Classes

Interview Guide
Questionnaire

Social Integrations Done as

Requirements in MAPEH
Data Gathering
Classes Procedure

In-depth Interview

Data Analysis

Thematic
Analysis
 Figure 1. Research Design

Participants of the Study

This study will be participated in by the students enrolled in MAPEH classes of

Sta. Ma. High School in the Schools Division of Cotabato Province.

A letter of invitation to be one of the possible participants of the study will sent to

all 190 students for school year 2023-2024. Students who willingly accepted and

responded to the invitation will be considered as potential participants of the study.

Inclusion criteria as to the distinct characteristics of the participants will not be set in this

study. However, one participant will be selected per grade to ensure that all batches

would be represented in the actual study. The affirmative letter of invitation will be

grouped accordingly, folded and placed in a container, and one will be picked per grade

level by the researcher. With this, a total of four (4) participants were included in the

study.

The students are presently enrolled in Sta Ma. High School in the Schools

Division of Cotabato Province and vary in terms of position, designation and number of

years in service. The following are distinct descriptions of each participant to link their

experiences to the themes that were unveiled in the thematic analysis.

Evelyn, Grade 7, is an enrolled student in MAPEH 7 subject. Given with a

positive outlook to cope with MAPEH subject, she grabbed the opportunity despite her

lack of self-confidence. MAPEH activities have became significantly relevant for her in

the discovery hidden skills and potentials.

Arnold, Teacher-III, is an ICT coordinator and has been in the service for 11 years. He

freely volunteered himself as a participant and being an ICT-skilled is an advantage for

him. He was able to strengthen the integration of values in teaching as influenced by

GURO21. He also shows concern in the implementation of the course requirements.

Arnold, Teacher-III, is an ICT coordinator and has been in the service for 11

years. He freely volunteered himself as a participant and being ICT-skilled is an

advantage for him. He was able to strengthen the integration of values in teaching as

influenced by GURO21. He also shows concern in the implementation of the course

requirements.

Faye, Teacher-III, is a school librarian and has been in the service for 8 years.

She declined GURO21 twice due to the burden of her workloads. Though she

experienced a lot of frustrations along the course, she was still able to understand the

learning needs of her learners in the light of 21st century education.

Jenny, Teacher-I, has been handling a multi-grade class for almost 8 years.

Although the facility in English language and weak internet connection became major

concerns for her in the course, she was able to manage them with persistence. She

also became active in the integration of ICT use in the classroom.

Johnny, Master Teacher-I, has been in the service for 24 years. He is a pioneer

graduate of GURO21 in their school. His deteriorating vision due to his age hampered

his performance during the chat session and preparation of digitalized instructional

materials. However, with passion and commitment, he was still able to manage it and

even led the sharing of SLAC session about the things learned in the course.

Lannie, Teacher-I, who is also in the service for 8 years and a grade 3 adviser,

was influenced by GURO21 to have a technology-aided classroom. With this, she took
initiative to lead the Homeroom PTA Officers in producing LED TV to be utilized in

classroom instruction.

Rachelle, Teacher-II, who has been in the service for 12 years, saw the chance

in GURO21 to be updated in terms of teaching since she has been performing

administrative tasks for 5 years. Together with her passion in the course, she was able

to initiate a tutorial class on basic computer skills during her vacant time.

Research Instrument

The researcher utilized a researcher-made Interview Guide (Appendix A) for the

participants. The draft for the Interview Guide was referred to the experts who are

identified as Flexible Learning Tutors of the GURO21 and at the same time professors

at Notre Dame of Marbel University for checking. It was also presented to the Senior

Education Program Specialist of the Division of Tacurong who is in-charge of the

SEAMEO INNOTECH’s GURO21 professional development for teachers. Based on the

comments and suggestions of the experts, the interview guide was revised and

finalized.

The developed interview guide was dry run to the teachers who are also

graduates of GURO21 Course 1 from other divisions and were not involved in the actual

study. It was done to ensure that the scopes of essential aspects of the objectives of the

study were covered. Such coverage, as included in the interview guide, focused on how

the participants became part of the online course; their experiences with their FLT, co-

learners and with the use of technology; the challenges and gains they earned from the

online course; and, the recommendations that they can give out of their experiences

from the online course.

Data Gathering Procedure

The researcher visited the seven (7) participants, who were randomly sampled

per batch, to introduce the researcher and her background, explain the intent of the

research, define how data would be collected and analyzed, and to build rapport with

each participant. It was also in this phase when the researcher had given the informed

consent form (Appendix D) to the participant, which thoroughly defined the process of

this study.

In-depth interviews served as the researcher’s data collection strategy which

lasted for an average of one hour. Cellular phone was used to record the interview with

the consent of the participant. After interviewing the seven participants, the interview

transcripts were prepared and reviewed by the researcher.

Data Analysis

In the analysis of the data gathered, the researcher utilized the generic thematic

analysis which involved series of activities or procedures.

Transcribing the interviews used for thematic analysis was the first activity done

by the researcher. Horizonalization occurred when the researcher had highlighted the

statements or texts found to be significant on how the participants experienced the

study. Consequently, out of the significant statements by the participants, the

researcher formulated clusters of meanings to generate themes.

The researcher then wrote the textural description or the relevant topics that

were expressed by the participants regarding the research study. The textural

descriptions were utilized to construct the structural description or how the participants

experienced those things. Finally, according to the textural and structural analysis, the
researcher then proceeded in identifying the essence or the common elements

repeated by every research participant.

Ethical Considerations
The most salient ethical issue considered in this study involved the participants’

identities and information associated with them. From an ethical perspective, the

interview data collection process was not anonymous since the participants who

completed the GURO21 flexible learning course were already identified prior to the

conduct of the study. Nevertheless, their identities were kept confidential. Most

importantly, the interview data information was also taken care of confidentially.

Participants were assured of the confidentiality both before and after the interview

sessions. To further ensure confidentiality, all the participants’ names were changed.

After the interviews were transcribed (Appendix E presents a sample transcript of

a participant), all identifying comments and names were changed in the actual

transcripts to protect the identities of both participants and any individuals mentioned in

the interviews.