Teachers’ Perception on the Effectiveness of Mental Health Activities and Learning Motivation among Learners

This research aimed to determine teachers’ perceptions of the effectiveness of mental health activities in improving the motivation to learn of elementary learners at Maramag Central Elementary School during School Year 2025–2026. In particular, it aimed to determine the perceived effectiveness of mental health activities across emotional, behavioral, and social aspects. It also aimed to determine the perceived improvement in learners’ motivation to learn, in terms of academic performance, engagement and participation, behavioral changes, and retention and understanding. The research design adopted was descriptive-correlational. The study employed frequency counts, percentages, means, standard deviations, and the Pearson Product-Moment Correlation Coefficient to collect and analyze data and determine the level of perceived effectiveness and examine relationships among variables based on teachers’ responses. The findings showed that teachers viewed the mental health activities as highly effective across the emotional, behavioral, and social domains. This implies a strong and positive implementation of the activities in the school setting. In addition, teachers observed that learners’ academic performance improved significantly, learners became more engaged and participated actively in class, their behavior improved, and they retained lessons more effectively. Further analysis revealed a statistically significant relationship between the effectiveness of mental health activities and the extent of improvement in learners’ learning motivation. This indicates that higher perceived effectiveness of mental health activities is associated with greater improvements in learners’ academic performance, engagement, behavioral development, and retention. The results suggest that structured mental health programs play a crucial role in strengthening learners’ overall motivation and academic growth. Therefore, it is recommended that mental health initiatives be continuously enhanced and institutionalized to sustain learners’ holistic development and long-term academic success.

teachers’ perception, mental health activities, learning motivation, academic performance, elementary learners

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