Mental Health Action Practices and Classroom Interactional Competence in Public Elementary Schools

Abstract

This study aimed to investigate the significant relationship between mental health action practices and classroom interactional competence among public elementary school teachers. A descriptive-correlational research design was employed, with a sample of 200 teachers from public elementary schools in the region. Data were gathered using standardized questionnaires administered through face-to-face surveys. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings revealed that mental health action practices and classroom interactional competence were very extensive among teachers. Correlation analysis indicated a significant relationship between mental health action practices and classroom interactional competence. Moreover, the study identified that the domains of mental health action practices, including emotional capability, problem-solving capacity, motivation, and opportunity, significantly influenced classroom interactional competence. It is recommended that school administrators continue to prioritize mental health action practices by offering professional development programs that focus on enhancing teachers' emotional awareness, problem-solving abilities, motivation techniques, and the creation of supportive classroom environments. By strengthening these mental health practices, teachers will be better equipped to foster positive interactions and create a conducive learning atmosphere. This approach can ultimately enhance classroom interactional competence and improve the overall well-being of students, leading to better educational outcomes.