Design of a Self-Care Module for School Teachers: Its Basis and Enhancements

This study investigated the contextual scenarios of teachers at Bicol Regional High School in Ligao, Albay. This study investigated the contextual scenarios of teachers during the pandemic by looking into the varied problems and issues encountered, then designed and developed a prototype of an intervention. The study employed mixed methods, which employed qualitative and quantitative research approaches. Thematic analysis was used to examine qualitative data, while frequency and percentage were used to analyze quantitative data. Data were gathered from 21 respondents using a survey of the issues and problems encountered by the teachers, Depression, Anxiety, and Stress Scale-21 (DASS-21), and the Self-Care Analysis. The collected data was analyzed using Statistical Package for Social Sciences (SPSS) and thematic analysis. The finding reveals that six themes emerged: 1.) limited mobility, 2.) anxiety, 3.) avoidance, 4.) financial difficulties, 5.) homeschool dissatisfaction, and 6.) challenges of children with distance learning. Data also indicated that teachers were experiencing different levels of stress, anxiety, and depression. Teachers agreed that self-care is needed to improve mental health to ensure students’ academic achievement. Based on these findings, an intervention was recommended. – A Self-Care Module. A modified version of the ADDIE Model for module development. During the design phase, the blueprint was created. It included an overarching goal, objectives, activities, resources, and assessments in the physical, emotional, psychological, professional, and personal self-care plan. After validation with three experts, the Self-Care Module 2.0 was developed, which is the output of the study. This output is highly recommended for teachers to develop and sustain positive mental health. The online module can be accessed via shorturl.at/bgJP1.