MENTAL HEALTH LITERACY, PERCEIVED SOCIAL SUPPORT, AND PSYCHOLOGICAL DISTRESS: A HIERARCHICAL REGRESSION ANALYSIS

Author: Philippines

Abstract

This study investigated mental health literacy (MHL), perceived social support, and psychological distress among 138 Filipino special education teachers from private and public schools in Cavite, using validated instruments: the Mental Health Literacy Scale, Multidimensional Scale of Perceived Social Support, and Kessler Psychological Distress Scale. Participants showed high perceived social support (M = 5.89, scale 1-7), strongest from significant others (M = 5.95), then family (M = 5.89) and friends (M = 5.81), signaling strong relational protections against stress. MHL was moderate (M = 3.27, scale 1-5), indicating fair knowledge of disorders, causes, self-help, and resources, but room for enhancement. Distress levels reflected mild severity (M = 21.37, scale 10-50), typical of routine stressors rather than severe pathology. Hierarchical regression treated distress as the outcome. Model 1 found social support explained 6.2% of variance (R² = .062, F(1,136) = 8.914, p = .003; β = -.248), confirming modest protective effects. Model 2 incorporated MHL with no added variance (ΔR² = .000, F(1,135) = .038, p = .846; β = -.066), yet the full model stayed significant (R² = .062, F(2,135) = 4.445, p = .014). Correlations matched expectations: social support (r = -.248) and MHL (r = -.066) inversely linked to distress. Findings validate social support's buffering role in demanding roles, though limited effects suggest influences like workload. Moderate MHL highlights needs in recognition and stigma reduction. Results endorse interventions, peer networks, MHL workshops, policy wellness programs to build resilience, encourage help-seeking, and strengthen mental health support for special educators in under-resourced Philippine contexts, safeguarding teacher wellness and student success.