Mental Health Competence of Faculty In a State University

This study aimed to determine the mental health competence of faculty in a higher education institution in the Philippines and explore their dominant characteristics demonstrated by their functions, practices, and behavior. Utilizing a descriptive survey research design, this integrates methods to comprehensively assess the 123 purposively chosen faculty members' mental health awareness competence. Drawing on a standardized questionnaire (Siason, A., 2021), the research delves into faculty competence (Kourgiantakis et al., 2023) with three sub-categories: functions and responsibilities within the academic environment, practices in addressing students' mental health issues, and student perceptions of faculty attitudes toward mental health concerns. Findings indicate a high level of mental health competence among the faculty members who maintain a classroom atmosphere that promotes respect for individual and cultural differences. Faculty demonstrated proficiency in fulfilling their roles and responsibilities, fostering a collaborative learning atmosphere, and recognizing individual uniqueness and preferences. This contributes to the evolving role of teachers in making students confronting mental health difficulties feel accepted and respected as unique people. Notably, there was a difference in the behaviors or impressions of students as exhibited by teachers in a public HEI when grouped according to marital status.