Articles

This quantitative descriptive-correlational study investigated how teachers' involvement in school guidance and counseling programs influences student resilience and mental well-being. Conducted during the school year 2024–2025 in DepEd Schools across President Roxas and Antipas Districts, Cotabato Province, the study involved 367 students and 157 secondary school teachers. Researchers collected data using a researcher-made survey questionnaire to assess teacher involvement and the Brief Resilience Scale and Warwick-Edinburgh Mental Wellbeing Scale for student well-being. Data analysis involved descriptive statistics and multiple linear regression. The study examined teacher involvement across roles as life advisor, discoverer of human interests and potentials, and referral and reinforcing agent. Student emotional well-being was explored through personal resilience and mental well-being dimensions. Findings revealed teachers' overall involvement in these programs, with the Referral and Reinforcing Agent role showing the highest engagement (M=3.92). Critically, this specific role significantly predicted both student resilience (β=.267, p<.001) and mental well-being (β=.137, p=.019). These results underscore the importance of optimizing teachers' guidance contributions, particularly as referral and reinforcing agents, to maximize positive student well-being and development outcomes.