GUIDELINES FOR SUPPORTING TEACHERS’ MENTAL WELL-BEING IN PRIMARY SCHOOLS UNDER PHAYAO PRIMARY EDUCATION SERVICE AREA OFFICE 1
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Abstract
This study aimed to (1) investigate the current and desired states and priority needs for supporting teachers’ mental well-being in primary schools under Phayao Primary Educational Service Area Office 1; (2) examine best practices of schools demonstrating excellence in promoting teachers’ mental well-being; and (3) develop and validate guidelines for supporting teachers’ mental well-being. Mixed methods research design was employed in three phases. The participants included 268 teachers, 4 school administrators with best practice, 1 school psychologist, and 5 experts, totaling 278 participants. Research instruments consisted of a 5-point Likert scaled questionnaire, a semi-structured interview form, and guidelines evaluation form. Data was analyzed using mean, standard deviation, Modified Priority Needs Index (PNImodified), and content analysis. The findings revealed that: (1) the overall current state of teachers’ mental well-being was at a high level ( = 3.97, SD = 0.62), while the desired state was at the highest level (
= 4.58, SD = 0.31); with the highest priority need on professional and occupational well-being (PNImodified = 0.25); (2) best practices emphasized holistic integration of work, mind, and life, with administrators playing a key role; and (3) the developed guidelines comprising three components (rationale and principles, guidelines for supporting teachers’ mental well-being and conditions for success) received validation at the highest level across all dimensions.
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