Social Media Use and Its Impact on the Mental Well-Being of Early Grade Teachers
DOI:
https://doi.org/10.5281/zenodo.23925079Keywords:
Social Media Use, Mental Well-Being, Early Grade Teachers, Emotional Well-Being, Psychological Well-Being, Digital Wellness, Teacher Mental Health, Professional Communication, Work-Life Balance, Digital Wellness ProgramAbstract
This study examined social media use and its relationship with the mental well-being of early grade teachers at Maluay Central Elementary School in Maluay, Zamboanguita, Negros Oriental. Employing a quantitative research approach, the study involved 11 Kindergarten to Grade 3 teachers selected through total enumeration sampling. Data were collected using a structured survey questionnaire administered through Google Forms and analyzed using descriptive statistical methods, including frequency, percentage, and weighted mean. The study assessed respondents’ sociodemographic characteristics, frequency of social media use, and mental well-being in terms of emotional, psychological, and overall well-being. Findings revealed that all respondents were female and that Messenger (WM = 4.73) and Facebook (WM = 4.36) were the most frequently accessed social media platforms, followed by YouTube (WM = 3.73). The results presented in the detailed analysis indicated high emotional well-being (WM = 3.57), moderate psychological well-being (WM = 2.95), and high overall well-being (WM = 3.50), with a composite weighted mean of 3.34, interpreted as moderate. Respondents generally perceived social media as beneficial for maintaining personal connections, communicating with colleagues, accessing professional resources, and obtaining emotional support. However, social media was perceived as less helpful in managing difficult emotions and work-related psychological pressures. The findings highlight the importance of responsible social media engagement, healthy digital boundaries, and institutional support for teachers' mental well-being. Accordingly, the study proposed a Digital Wellness and Mental Health Enhancement Program to encourage balanced social media practices, strengthen psychological support, and promote teachers' personal and professional well-being. Given the limited sample and descriptive findings, causal effects and statistically significant relationships cannot be established from the reported results.
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