PSYCHOSOCIAL CAPABILITY OF PUBLIC SECONDARY MUSIC, ARTS, PHYSICAL EDUCATIONAND HEALTHTEACHERS TOWARDS THE DEVELOPMENT OF MINDFULNESS-BASED INTERVENTION

Abstract

This study intended to determine the psychosocial capability of public MAPEH teachers as the basis for the development of mindfulness-based intervention. At this time, high rates resulted in a significant percentage of low psychosocial capability concerning teachers in the field amidst the new normal. A total of 209 respondents agreed to participate in this research. Results show that generally, MAPEH teacher respondents have exhibited a low adaptive and coping capability based on their self-assessment.It is also recognized that the profile of the MAPEH respondents and their assessment of the level of psychosocial capability was substantially different, which dismissed the null hypothesis of no significant difference. This study utilized the descriptive-comparative method.Structured interviews were conducted with 20groups and their immediate superior.The research analysis concludedthat the informants assertive and retiring psychosocial capability due to factors including demands at work, age, field of specialization, school size, and other characteristics affect this symptomatology, skills and performance gaps as faced by teachers fully depend on their respective contexts, which were sub-coded. 12 out of 20 informants have no school-based psychosocial programstohelp them thrive amidst the educational crisis supporting the survey conducted to the teacher-respondents. In addition, incorporating evidence from reviews and personal correspondence, this study demonstrates that their circumstances led them to suggest appropriate strategies in dealing with psychosocial concerns i.e., exposure to mindfulness-based training, capacity-building, attention training, and emotional support. Eventually, informants also expressed their visions and profound desires to look forward with a positive goal in mind and by being guided by mindfulness-based interventions.