Master of Arts in Guidance Counseling
Permanent URI for this collectionhttps://dspace.uc-bcf.edu.ph/handle/123456789/77
Browse
10 results
Search Results
Item The implementation of guidance services on secondary schools in Alfonso Lista, Ifugao(2018-07) Culimay, Eloise Amor ChummacSchool's have a great need of guidance and counseling services to help in the development of their students in every aspect of their lives. Students are faced with a lot of challenges which impedes this aimed holistic development. Implementation of these services have an important part in preventing the harmful effects and outcomes of these challenges. Through this study, schools will be aware on the perception of students on the implementation of the guidance services, which will serve as a feedback. The identified points of improvements will serve as basis in action and strategies to be taken by the school management. Students will benefit through the possible improvements that could be done and researchers may have an initial data for future researchers. Most importantly, guidance designates will receive feedback and will be assisted through the recommendations made from the results of the study. This research aimed to know the extent of implementation of the different guidance services as perceived by the students. Specifically, the researcher intended to know the following: the extent of implementation of the guidance services as perceived by the students along with a; individual inventory and information b; counseling c; follow-up and referral d; facilities; the difference on the extent of implementation of the guidance services when compared according to a; school size b; educational qualification of the guidance designate; and hypothesis: There is a significant difference on the extent of implementation of the guidance services when compared according to the identified variables. The problems encountered by the guidance designates in the implementation of the guidance services. The following are the findings based on the analysis: 1. Generally, there was a moderate extent of implementation of the the different guidance services in the secondary schools of Alfonso Lista, Ifugao. 2. a. Among the four guidance services, the extent of implementation of the individual inventory and information services and facilities vary significantly when compared to school size. b. On the other hand, only the implementation of facilities vary significantly when compared according the educational qualification of the designate. 3. The common problems mostly encountered by the guidance designates were issues on the poor awareness of the students on the guidance services, student's unwillingness to share their problems, lack of skills and training's of the guidance designates and the lack of reading and reference materials. Issues on support from staffs and administration was least rated as a problem. Issues on double roles, being a perfect of discipline and a guidance designate was also added aside from the problems mentioned on the checklist. Based on the findings, the following conclusions have been drawn : 1. Secondary students in Alfonso Lista perceived and experienced the implementation of the different guidance services to a moderate extent. 2. School size had an influence, only in the individual inventory and information service, where small schools have an advantage in implementation while big schools have an advantage on the provision of guidance facilities. The influence of Education qualification was observed only in the implementation of facilities where the guidance designate with masteral units in G&C and with bachelor's degree only have an advantage. 3. Majority of the guidance designates encountered problems on the students' poor awareness of the guidance services unwillingness to share their problems. They are also are in need of trainings and budgetary support for the provision of counseling rooms/office and materials that could be used in informing students. In relation to the findings of the study, the following are recommended: 1. Aside from the rules and regulation, also add group dynamic activities to establish rapport between the guidance designate and the students. 2. In the opening of classes, the guidance designate could send letters to the different agencies in the local government units, asking for possible information drives and programs that they can extend to the schools. 3. School administrators can encourage the teachers to conduct homeroom periods to help in guiding their students. 4. The school can require students to at least provide a long folder (new or recycled) with their name written on its during enrollments for their own individual record file. 5. Schools are encouraged to provide short talks on parenting for the parents or the guidance guardians for them to know more techniques in dealing with their children. 6. The researcher recommends a drafting of guidelines on the roles of designated guidance teachers, considering the limit of what they are allowed to do. 7. Trainings on the counseling skills to be provided to the guidance designates and topics that also consider the personal condition of the guidance designates (stress management, personal biases). 8. Allot budget in constructing or providing a separate counseling room for every school which is designed to allow privacy and comfort for the clients of the guidance office. 9. Follow-up researchers on guidance services should be on the part f teachers and school heads on the different guidance services.Item Burnout experiences among school counselors in Baguio City(2014) Uy, Luzviminda L.This is a narrative study on the concept and process of burnout as experienced by school counselors in Baguio City. Respondents were twelve counselors who admitted that they have experienced burnout. The descriptive phase of the study summarized the narrative of each respondent and arranged the narratives by identifying three key features: the Beginning, the Middle and the End. The interpretative phase of the study analyzed the narratives as a whole and classified these narratives into three categories: Progressive, stable and regressive narratives. Progressive narrative is a narrative structure, which shows that the counselor's experience of burnout provided them new opportunities for personal and professional development. Stable narrative shows that the counselor's experience of burnout is still on going and the counselor is continually learning how to deal with burnout more effectively. Regressive narrative is a narrative structure that refers to those counselors whose lives have not changed or negatively changed after they experience burnout. The results of the study showed that burnout develops as job satisfaction decreases. Burnout does not develop immediately but is experienced at different degrees through a period of time. Alongside the experience of burnout is the experience of coping. Coping is concurrently experience with burnout in a variety of ways and at different levels of magnitude. Initially the three narrative categories were used to classify the kinds of narratives presented but the researcher found out that the concurrent coping response to burnout of each counselor was also a determinant of the kind of narrative presented. Progressive coping response was an attempt to deal with the burnout as soon it started and was already strong from the start. Counselors who told the progressive narratives used more of the problem focused response, and dealt with burnout responsibly. Counselors who told stable narratives used more of the emotional focused coping response, they adopted temporary coping styles, and thus burnout was still on going as of the time of the interview. Finally, counselors who told regressive narratives used coping response, which were weak from the start of the burnout, thus burnout ruled over them, leaving them negatively affected and dissatisfied with their jobs.Item Professional quality of life and coping strategies of guidance counselors(2014-04) Mongalini, Chris Paul A.There is this common misconception that guidance counselors are somewhat immune from intellectual and emotional strains. An embedded idea that counselors, with all the trainings and education, should be able to overcome such problems without seeking professional assistance. More so, this idea seems to be shared by both the public community and the helping community as well. However, recent studies are starting to show that guidance counselors too could be vulnerable to fatigue and impairment. Now the question that this study aimed to answer is this: is the counseling community here in Baguio City and La Trinidad and to an extent, the country, facing the same vulnerability to fatigue and impairment? If so, are there programs available for its prevention? In pursuit of a definitive answer, this research is conceived to center on the current status of counselor wellness through an examination of the professional quality of life---feelings in relation to their work as a helper: satisfaction or fatigue-7-of practicing registered guidance counselors in Baguio City and La Trinidad and the coping strategies that they use to act on fatigue whenever they come to experience it. Indeed, this research is also of the objective of raising awareness to both the public and counseling communities of the importance of promoting programs intended for the maintenance of counselor wellness to help in the preservation of their abilities to efficiently perform their duties. The ultimate goal though is the making of a wellness program, based on the gathered data, to ensure maintenance of counselor wellness and keep a work-life balance among the counseling constituents. The researcher aims to find the professional quality of life of practicing registered guidance counselors (RGC) of Baguio City and La Trinidad and determine the wellness programs that they use to handle fatigue. The study specifically aims to find: 1. What is the professional quality of life of practicing RGCs in Baguio City and La Trinidad along: a. Compassion Satisfaction; b. Burnout; and c. Secondary Traumatic Stress? 2. What is the difference of practicing RGCs' professional quality of life when grouped according to: a. Years of experience b. Age c. Civil status d. Ethnicity Hypothesis: There is a significant difference to the practicing RGCs' professional quality of life when grouped according to years of experience, age, civil status and ethnicity. 3. What are the coping strategies employed by practicing RGCs of Baguio City and La Trinidad to handle counselor fatigue? 4. What wellness program could be proposed to the registered guidance counselors? The professional quality of life of guidance counselors were found by computing for the mean scores to each of the scales of the Professional Quality of Life-Version 5 (ProWL-V) scale. Results were then tallied according to respondent years of experience, age, civil status and ethnicity and were treated via analysis of variance (ANOVA) and t-tests. Data was gathered from the Coping Strategies Checklist by summing up scores for the frequency of the respondents' responses. The following are the major findings of the study: 1. The respondents tallied low in Burnout (mean = 18.88) and Secondary Traumatic Stress while marking high in compassion satisfaction. 2. There was found a significant difference between the respondents' scores in burnout when grouped according to years of experience. None were found in the same group in terms of secondary traumatic stress and compassion satisfaction. No other significant differences were found to the scores in the three scales of the ProQ0L-V when grouped according to age, civil status and ethnicity. 3.Respondents respond to fatigue by consulting with a support group (92%), taking breaks in-between work (92%), eating (64%), socializing (64%), listening to music (64%), reading books (60%), watching movies and playing games (60%), sleeping (60), and employing relaxation and breathing techniques (52). Preventive strategies employed were: offering a morning prayer (88), taking adequate food and rest (80%), going to personal retreats and vacations (68), attending seminars (60%), trainings (58%) and reading self-help and inspirational books (52%). 4. The respondents had any definitive wellness programs for counselors. However, it was found that the respondents consider their coping strategies as rudimentary form of personal wellness programs. In light of the findings of the study, the following are the conclusions: 1. The practicing registered guidance counselors of Baguio City and Benguet finds gratification and satisfaction from their work. 2. Rookie counselors pose a higher vulnerability to burnout. Age, civil status and ethnicity do not draw significant difference on the professional quality of life of guidance counselors. 3. The practicing registered guidance counselors of Baguio City and Benguet use a variety of reactive and preventive coping strategies to handle fatigue. 4. A proposed comprehensive wellness program for counselors is recommended to maintain effectiveness and efficiency on performing their duties. In relation with the findings and conclusions of this research, the following are recommended: 1. Administrations of institutions employing the services of professional guidance counselors have to provide ample programs to support the maintenance of wellness among the counseling personnel for the continuance of effectiveness and efficiency in their services. 2. Academic institutions offering degrees on guidance and counseling have to include the discussion of the certain vulnerabilities to fatigue and trauma into their respective curriculum. 3. Guidance counselors and their respective guidance centers and offices are recommended to incorporate in their information dissemination services a program which enables them to thoroughly discuss with various communities of the vulnerabilities of healthcare professionals, including guidance counselors, to fatigue and the importance of preserving wellness across all professions. 4. The incorporation of a wellness program for guidance counseling units is recommended. 5. The accredited and recognized organizations for guidance and counseling professionals should consider starting to include discussions about the susceptibility of their constituents to trauma and fatigue and their consequences in their practice during their annual conventions and workshops. These organizations should also encourage the use of comprehensive wellness programs among their constituents and the institutions utilizing their, services. 6. Students on the field of counseling are recommended to indulge into further readings on the subject of counselor wellness and the areas of which where the code of ethics and the law applies. 7. Further research on professional quality of life and its dynamics with guidance and counseling is recommended.Item Attitude towards conflict and performance in values education among high school students(2014-03) Cayat, Aubrill Faye M.Conflict is a natural occurrence and an inevitable part of life but then how students handle it makes all the difference. Learning to deal with conflict constructively is a life-skill essential to students. Managing conflict situations do not come naturally therefore initiating a conflict resolution through peer mediation program can be a proactive way to help students handle conflict situations constructively. When students learn to resolve their own conflicts responsibly, the atmosphere at school is more pleasant for everyone. This study was conducted to determine the relationship between attitude towards conflict and performance in Values Education among Peer Mediators. Specifically, the study addressed the following questions: 1. What is the attitude towards conflict among Peer Mediators and non-Peer Mediators along the following modes: a. Competing; b. Collaborating; c. Compromising; d. Avoiding; and e. Accommodating? 2. What is the difference on the attitude towards conflict among Peer Mediators and non-Peer Mediators along the identified modes? Hypothesis: There is a significant difference on the attitude towards conflict among Peer Mediators along the identified modes when compared to non-Peer Mediators. 3. What is the performance among Peer Mediators and non-Peer Mediators in the subject, Values Education? Hypothesis: The performance of Peer Mediators in Values Education is Very Satisfactory. 4. What is the correlation between the attitude towards conflict and performance in the subject, Values Education among Peer Mediators and non-Peer Mediators? Hypothesis: There is a significant correlation between the attitude towards conflict and performance in Values Education among Peer Mediators. 5. What enhancement program shall be proposed for full implementation of Peer Mediation? The researcher made use of descriptive research design specifically, descriptive-correlational research to objectively analyse the relationship that exist between the attitude towards conflict and performance in Values Education among peer Mediators of University of Baguio High School. This study also utilized the descriptive-comparative research design to find out the difference on the attitude towards conflict among peer mediators and non-peer mediators. In treating the data, median and mean were used for descriptive problems. t-test for independent samples was used to compare the attitude towards conflict among peer mediators and non-peer mediators and Pearson Product Moment Coefficient of Correlation (Pearson's r) was used to verify the degree of relationship that exist between the attitude towards conflict among peer mediators and their grades in Values Education. Computed values were tested against 0.05 level of significance. Based on the analysis of the data gathered, the following are the salient findings: 1. The attitude towards conflict among peer mediators and non-peer mediators vary along the five modes of conflict that were used in the study. Students trained in peer mediation primary utilized accommodating and compromising when faced with conflict situations while non-peer mediators generally preferred accommodating and competing. 2. There is a significant difference on the attitude towards conflict among peer mediators when compared to non-peer mediators along the five modes of conflict. t-test conducted on each mode revealed significant differences at 0.05 level between the groups along the identified modes. 3. The performance of peer mediators in Values Education is Very Satisfactory. 4. There is a moderate positive correlation between the attitude towards conflict and performance in Values Education among peer mediators. In the light of the findings of the study, the following are the conclusions: 1. Training of conflict resolution strategies through peer mediation have positive effects on the attitudes of peer mediators toward conflict as compared to their non-peer mediator counterparts who have inadequate knowledge on how to handle conflict situations constructively. 2. Training in peer mediation and the experiences of serving as peer mediators helped students acquire the skills of constructive conflict resolution as compared to their non-peer mediator counterparts. 3. Topics conducted during the peer mediation training complemented the lessons in the subject, Values Education. This suggests that the peer mediation training was beneficial for peer mediators to enhance their performance in the subject. 4. Peer mediators' conflict resolution skills lead to increased social and academic achievement. This further indicates that improved social skills and attitude towards conflict helped students achieve academic success. Based on the findings and conclusions, the following are recommended: 1. Peer mediation is a developing program in University of Baguio High School. To further discover the influence of peer mediation on the attitude a student has towards conflict, similar studies should be conducted in a variety of settings, urban and rural, with varied populations in the basic education level to verify and extend the findings of this study. 2. It is essential to conduct follow-up, testing and interview sessions with students who participated in the program. This is to validate if the students who were trained as peer mediators retained the knowledge and skills needed to resolve conflict over time. 3. Integration of related lessons in the subject, Values Education, in the succeeding peer mediation and supplementary training sessions. Further, the effects of instruction in conflict resolution skills on student's behavior and on teacher's perception of student behavior need to be examined. 4. Integration of conflict resolution skills into the curriculum to have a better impact on the students' academic performance. Systematic and cumulative practices of resolving conflicts have to take place not only in peer mediation program but in all subject areas. 5. Peer mediation enhancement program has to be evaluated further before it will be presented to the principal and faculty members of UBHS.Item The level of satisfaction of students on guidance services(2014-03) Balanon, Rhodellia J.The Guidance Services contribute to the holistic development of students by providing support, helping them prepare for their future roles as productive members of the society. These services provide opportunities for students to understand themselves and to identify their abilities, interests, and potentials for improvement. Thus, this study aims to determine the level of satisfaction of students on the Guidance Services as to the following: Individual Inventory Service, Information Service, Counseling Service and Placement Service; and to find if there is a significant difference in the level of satisfaction with regard to sex, academic program, year level and ethnicity. The study was conducted to find out the level of satisfaction of students on the Baguio College of Technology (BCT) Guidance Services. Specifically, it aimed to answer the following questions: 1. What is the level of students' satisfaction on the BCT Guidance Services as to: a. individual inventory service; b. information service; c. counseling service; and d. placement service? 2. What is the difference on the level of students' satisfaction on the BCT Guidance Services when compared according to: a. Sex, b. Academic program, c. Year level, and d. Ethnicity? Hypothesis: There is a significant difference in the students' level of satisfaction on the services provided by BCT's guidance center with regards to sex, academic program, year level and ethnicity. 3. What action plan should be developed to improve the BCT's Guidance Services? The following are the findings of the study based on the gathered data: 1. The students were fully satisfied on the different guidance services of the Baguio College of Technology. 2. Sex and ethnicity were not significant in the respondent's level of satisfaction. 3. Academic program and year level were significant in the respondent's level of satisfaction. The following are the conclusions drawn based on the findings of the study: 1. The guidance services of BCT has been availed of and utilized effectively and efficiently by the students. The guidance services helped the students in their educational/vocational, social/emotional exploration and career planning. 2. Both male and female from highland and lowland respondents do not vary in their level of satisfaction on the guidance services of BCT, while they vary significantly when compared according to academic program and year level. All students can achieve something at high levels if given sufficient support. 3. Aside from the traditional services offered by the BCT Guidance Office, an action plan which is a sequence of steps has to be taken, or activities that have to be performed well, for a strategy to succeed. In the light of the findings and conclusions, the following are recommended: 1. The guidance counselor has to sustain the design of the guidance program and services as to continue to promote student achievement. These program and services have to be comprehensive in scope, preventive in design and developmental in nature. A comprehensive program and services that have to be standards-based and data driven, and an integral component of the school's academic mission. It has to focus on educational/vocational, social/emotional development that is delivered through classroom lessons, small group, and individual consultation 2. All students need to have equal opportunity to avail of the guidance services; they have to be provided the chance to develop the educational/vocational, social/emotional competencies needed to prepare them for life's options, which includes work, higher education, and preparation as productive citizens and lifelong learners. 3. Membership of BCT with other agencies like PMHA and Sunflower Children's Center. Diverse stakeholders shape their holistic efforts through collaborative partnerships. These partnerships give communities a structure for organizing, planning, and implementing their ideas. Collaborative partnerships are the mechanism for designing comprehensive strategies that strengthen students and families. 4. BCT has to be aware of the implications of the Guidance and Counseling Act of 2004 or the Republic Act 9258, This law basically states that "No person shall engage in the practice of guidance and counseling without a valid Certificate of Registration and a valid Professional Identification Card or a Special Permit" and that "no corporation, partnership, association or entity shall operate a guidance and counseling office, center/clinic, testing center, rehabilitation center, or otherwise engage in the practice of guidance and counseling without first securing a permit from the Board. The permit shall be issued only after it has satisfied the Board that such establishment is properly staffed by duly Registered and Licensed Guidance Counselors." 5. BCT needs full blown guidance program with definite plans that provide adequate time for counselor to assist the growing numbers of students with special needs. These are students who are substance abusers, teenage parents, and victims of abuse or neglect, depressed, suicidal, educationally disadvantaged, disabled, or potential dropouts before graduation for any reason. These students need competent counselors with caring attitudes who allot a specific amount of their time each day for responsive services.Item Career motivations of Bohemian millennials(2015-04) Alawas, Aprille DawangMillennials are the next professionals to inherit the workplace. The millennial generation is a group of young people whose birth years range from 1980 to 2000 (Rainer and Rainer, 2011). There is a great distinction in the life developmental stages of millennials, compared to the generations before them. The distinction between the millennials and the older generations in regard to upbringing is due to the fact that millennials were raised during the rise of computers, economic crisis, and culture wars. Having an unconventional upbringing, the millennials are regarded with skepticism in areas that are dominated by the older generations who describe younger co-workers as naïve arrogant nonconformists for choosing not to follow the hierarchical traditions that exist in the work place. The main aim of this study was to determine the motives in the choice of career among bohemians in Baguio City. Specifically, this study sought to answer the following: what are the characteristic traits of the respondents? ; what motives influenced the career choice of the respondents?; what problems are encountered by the bohemians in the pursuit of their career? and; what conceptual model can be formulated to depict career motivation of the Bohemians? The approach used in this study was qualitative. The descriptive-survey method was used to identify the respondents' characteristics, motivations, and challenges or problems. Twelve respondents for the study were gathered from purposive sampling. Data were collected through interview and administration of the Rokeach Value Survey. Based on the gathered data, the following are the findings of the study. 1. The characteristic traits and values of bohemian millennials are ambitious, clean, intellectual, individualistic, optimistic, open-minded, and simple. 2. The motives that prominently influence the career decisions of the bohemian millennials are their interest, relationships, desire for self-fulfillment, work environment, and work ethic. 3. The challenges faced by bohemian millennials are financial instability, lack of creative freedom, peer pressure, too much exposure to social media, and pressure to conform on established work norms. Based on the findings of the study, the following are the conclusions: 1. There are characteristics and values of bohemians, that the millennial generation may adopt. 2. The motives that prominently influence the bohemian millennials are personal fulfillment, relationships with people, and work environment. 3. The challenges of bohemian millennials are concerned with finances, expression of creativity, peer pressure, influence of social media, and work standards. Based on the findings and the conclusions of this research, the following are recommended: 1. Millennials may adopt self-actualizing lifestyles like bohemianism to further develop as professionals and as individuals. 2. Applying experiential learning that satisfies existential thought in the workplace would keep millennials motivated in their careers. To enable this, the working environment can apply the following: a. be affiliated or create an organization that would enable employees to pursue interests other than their occupations such as an art community, a basketball team, or environmental group. b. managing of major projects individually, or as leaders of a team, to enable direct exposure on what is expected in the workplace. c. group dynamics exercises in order to encourage philosophical reflection and existential thought during staff retreats or on arranged meetings. d. volunteering occasions wherein employees would, volunteer for a cause such as feeding the homeless, joining medical missions, or planting trees at an environmental conservation area. 3. To help millennials with their career challenges, better communication and mentoring should be applied in the workplace. To enable this, the working environment should practice the following: a. apprenticeship or internship programs wherein new or younger employees will train under, or be in partnership, with senior employees. b. relationship-centered workshops or conferences in order to encourage communication with millennial employees and senior employees. c. executives or managers should schedule time wherein new or younger employees have the opportunity to voice out their concerns or ideas. 4. Future researchers, who would like to conduct further studies about bohemians, have to widen the scope and increase the population of the respondents. 5. The conceptual model on the career motivations of bohemian millennials has to be reviewed in order for millennials and incoming generations to understand and reflect on the concept of being bohemian bourgeois professionals.Item Counseling effectiveness of guidance designates in public secondary schools(2017-07) Zarate, Charisse HillMan is the most complex creation made. Everything about man cannot be explained entirely by science but one thing is clear for everyone, man is a social being. Man is born among people and live with them. Acquiring certain curiosity about his surroundings of how things are and how it came to be which drives him to relate and interact with others. Due to this interaction, man will come to a realization that he has needs and must find ways to gratify or satisfy such needs. During this time, he is faced with certain kinds of situations within and out of his control. Those within his control nourishes his experience of day to day living but those out of control causes confusion, conflict and at times, he struggles within. McLeod (2009) noted in his book, "that in this world, there are many different types of experiences that are difficult for people to cope with. Most of the time, we get on with life, but sometimes we are stopped in our tracks by an event or situation that we do not, at that moment, have at that moment, have the resources to sort out" (p.l.). Others manage by solving the problem immediately, channeling their emotions to a more positive and productive outcome. Unfortunately, not all possess a strong will and personality to handle conflict and confusion. The young members of our society are more prone and vulnerable to such situations and if not handled well may evolved into depression or worse, suicide. The main aim of this study was to identify the level of effectiveness of counseling by guidance designates in public secondary schools in the city of Baguio. Specifically, it sought to answer the following questions: 1. What is the profile of the guidance designates in public secondary schools in the city of Baguio according to: a. age; b. sex; c. area of specialization; d. years of experience as guidance designate? 2. What are the most common and recurring maladaptive behaviors in public secondary schools? 3. What is the level of counseling effectiveness of the guidance designates as perceived by students in the evaluation of services and the impression of the guidance designate? In this research, the quantitative approach was utilized. The descriptive-survey method was conducted in order to identify the characteristics of the respondents who participated in the study. The quantitative-descriptive approach is ideal for study purpose of describing, recording, analyzing, and interpreting the phenomena which reflects the observation of this study. This study was undertaken in the city of Baguio specifically in 14 public secondary schools from purposive sampling. Data wee collected through administering the Guidance Designate Counseling Effectiveness Survey for students, the Demographic Questionnaire Form for guidance designates and the Counseling Effectiveness Survey for students and Registered Guidance Counselors. Based on the data gathered, the following are the findings of the study. 1. In 14 public secondary schools in the city of Baguio, there are five (5) males and nine (9) female designates. Two (2) are within 20-29 years of age, nine are within 30-39, Two are within 40-49 and one is within the 50-59 age bracket. Thirteen (13) designates major in Edukasyon sa Pagpapakatao and one major i math in terms of there area of specialization. Eleven (11) designates have at least a year to fifteen (15) years of experience and the remaining three have been given the designation for more than sixteen (16) years. 2. The following maladaptive behaviors wee ranked and reported by the different guidance designates based on their records and logbooks. Absenteeism, tardiness, improper wearing of uniform and improper haircut, bringing and drinking of liquor within the school premises, and bullying (cyber bullying and physical bullying). 3. Guidance designates are very effective in rendering their counseling service in a courteous and helpful manner positively affecting different areas of the student's life from achievement to social and familial relationships. Sanctions given were appropriate based on the Child Protection Policy as mandated by the Department of Education. The guidance designate is deemed an essential personnel of the school by the student. Based on the findings of the study, the following are conclusions: 1. The typical profile of a guidance designate in a public secondary school is a female within 30-39 years of age with at least a year to 15 years of experience as a guidance designate and majors in Edukasyon sa Pagpapakatao. 2. Guidance designates experience the same maladtive behaviors in their respective schools. 3. Guidance designates can also render counseling services very effectively like the Registered Guidance Counselors. Based on the findings and the conclusions of this research, the following are recommended: 1. In appointing teachers to be guidance designates in schools where there are no Registered Guidance Counselors; age, sex, years of experience and area of specialization should not only be the sole basis in the selection process. 2. School heads or principals in the secondary public schools may request trough channels to the Department of Education the hiring of Registered Guidance Counselors per school because it is difficult for guidance designates to handle more than 500 students of diverse backgrounds and concerns. 3. A functional guidance program for guidance designates should be in place in every school. Others: 1. During trainings, seminars and workshops on guidance, the Department of Education, the Department of Social Welfare and Development, police, drug enforcers and other related agencies should work hand and hand so as to come up with practical and feasible precautionary measures and solutions to deal with maladaptive behaviors developing among secondary public school students. 2. Guidance designates should enroll units in Masters in Guidance Counseling to gain more knowledge and skills to accomplish their roles as designates. 3. The Department of Education should conduct trainings to Guidance Designates more often not only on am annual basis because the needs of our learners change often due to the rapid advancement of technology. 4. Future researchers, who would like to conduct further studies about guidance designates, have to widen the scope and increase the population of the respondents by including those in the elementary level. 5. The program for guidance designates should be geared towards understanding the job description, roles and function and services offered, which has to be reviewed in order for future designates and researchers to confirm findings.Item Job satisfaction and job burnout among guidance counselors in Baguio City(2014-04) Wagang, Joan Hertimia B.Guidance and Counseling is a helping profession that can be rewarding and at the same time exhausting. The activities involved can be physically and emotionally exhausting causing Guidance Counselors to experience job dissatisfaction and job burnout. The national government realized the importance of Guidance Counselors in terms of nation building, thus, RA 9258 or Guidance and Counseling Act of 2004 was submitted which aimed to professionalize Guidance Counselors in our country. This is a major step towards helping the Guidance Counselors but local and national schools should still continue and strive to help improve the delivery of guidance services by looking into the factors affecting the performance of the Guidance Counselors specifically on job satisfaction and job burnout. Several studies were made abroad on the relationship of burnout and job satisfaction but few Filipino literatures on the view of guidance counselors are published, thus, the researcher would like to contribute to the existing body of knowledge which can also help enlighten administrators and Guidance Counselors on improving their craft. This research is a descriptive-correlation study which aims to determine the existing relationship of job satisfaction and job burnout among 61 Guidance Counselors in Baguio City. Specifically, it aims to answer the following questions: 1. What is the respondents' level of job satisfaction when compared to the following job satisfaction factors: a. Work-related factors; b. Economic and Financial Factors; c. Staff Promotion and Development Factors; and d. Social Factors? 2. What is the level of job burnout among Guidance Counselors in Baguio City? 3. What is the significant difference of job satisfaction when compared according to: a. Sex; b. Job Eligibility; c. Educational Attainment and d. Years of service? Hypothesis: There is a significant difference on the level of job satisfaction when compared according to sex, job eligibility, educational attainment and years of service. 4. What is the significant difference of job burnout when compared according to: a. Sex; b. Job Eligibility; c. Educational Attainment and d. Years of Service? Hypothesis: There is a significant difference on the level of job burnout when compared according to sex, job eligibility, educational attainment and years of service. 5. What is the relationship between job satisfaction and job burnout among the respondents? Hypothesis: There is a significant relationship between job satisfaction and job burnout among the respondents. 6. What action plan may be developed to enhance job satisfaction and minimize job burnout among Guidance Counselors in Baguio City? The following are the major findings of the study: 1. Guidance Counselors in Baguio City have a very high level of job satisfaction on the work and social dimensions and high level of job satisfaction on the area of economic/financial and staff promotion and development. 2. Guidance Counselors in Baguio City have a low level of job burnout. 3. There is significant difference on the respondents' level of job satisfaction when compared according to job eligibility and educational attainment. 4. There is no significant difference on the respondents' level of job burnout when compared according to sex, job eligibility, educational attainment and years of service. 5. There is a moderate inverse correlation between job satisfaction and job burnout among the Guidance Counselors in Baguio City. In light of the findings of the study, the following are the conclusions: 1. Guidance Counselors in Baguio City are Contented with their job. 2. Guidance Counselors in Baguio City are rarely burnout. 3. Job Eligibility and Educational Attainment do influence job satisfaction while Sex and Years of service do not influence job satisfaction of the Guidance Counselors in Baguio City. 4. Sex, Job Eligibility, Educational Attainment and Years of Services are not the determinants of Job Burnout among the Guidance Counselors in Baguio City. 5. Job Satisfaction has an influence on job Burnout In relation with the findings and conclusions of this research, the following are recommended: 1. The School Administrators and Guidance Directors (if applicable) have to conduct/maintain a yearly survey on job satisfaction, allow and require the Guidance Counselors to attend educational up trainings to increase the level of job satisfaction among the Guidance Counselors in Baguio City. 2. The School Administrators have to conduct physical and mental activities/sessions in coordination with other departments every month to keep the Guidance Counselors physically and mentally fit to face the demands of their job. 3. The school administration has to strictly implement RA 9258 wherein only registered Guidance Counselors have to be taken and employed registered and non-registered Guidance Counselors have to continue their Masteral or Doctoral degree to increase the level of job satisfaction. 4. Guidance Counselors regardless of sex, job eligibility, educational attainment and years of service have to work together to finish their goals and objectives to lessen job burnout. 5. School Administrators or Guidance Directors have to review and make use of the proposed action plan to help increase job satisfaction and lessen job burnout. 6. For the next researchers to have a study on how effective a Guidance Counselor is when compared according to job eligibility (registered vs. non-registered)to encourage Guidance Counselors to pursue their license. 7. It is also recommended to consider a larger population and locale of the study to get a larger view on how job satisfaction influence job burnout. 8. For the National and Local Government to strictly implement RA 9258 to all educational institutions from primary to tertiary levels to give justice to the professionalization of Guidance and Counseling and to give more opportunities to those who already have license.Item Migration as a factor to career choice(2018-12) Tuguinay, Josephine DanglayNowadays, people come and go. The movement of people across local and international boundaries continues to be one of the important global challenges for its generates enormous personal, economic, social, spiritual or religious, political and cultural implications. Bulayungan (2012) said that somsome scholars say that we are indeed in the so-called "age of migration" or some would call it "culture of migration". Additionally, migration is becoming a part of the way of life of Filipinos for it has influences on the different aspects of life of people and society. On the personal impact of migration, people tend to make decisions based on their personal goals and dreams in life like providing the needs of their families; building a house. sending children or siblings to school, saving money to start a business or their childhood dreams of travelling outside the Philippines and maybe paying debts and mortgages. And individuals see migration or going overseas as a way of fulfilling these personal goals and dreams. The study determined migration as factor to career choice. Thirty-six (36) Senior High School students were purposively chosen as respondents. Descriptive method was used. To determine migration a factor to career choice, the following questions were answered by the researcher: 1. What are the primary reasons for migration based on the perceptions of Senior High School students along with: a.) leaving the Philippines? b.) going abroad? 2. What are the primary reasons for the career choices of the respondents? 3. What is the influence of migration to career choice of the respondents? The following are the major findings of the study: 1. The primary push reasons for migrating are low salary, graft and corruption; high prices of basic commodities, peso-dollar exchange rate, poor support of gov't regarding health and social programs, lack of books, desks and other school materials poor teaching methods and environment, and misuse of power. The primary pull reasons for migrating are environment, good quality education, high pay/salary, good quality of health & care services, send family members to school, and widen understanding about other cultures. 2. The primary reasons for career choices of the respondents are employability, financial resources or support, family suggestions and follow career choice of family or relatives. 3. The respondents choose their career based more on employability however, not primarily for overseas employment. In light of the findings of the study, the following are the conclusions of the study: 1. Migration is motivated by the desire to improve standard of living in home country and to avail of the higher and better quality of opportunities in the country of destination. 2. Career choice is motivated by economic and family reasons. 3. Migration has no significance on career choice but it is considered as a viable option for employment. In relation with the findings and conclusions of this research, the following are recommended: 1. An information educational campaign on migration and career to be conducted the community specifically the students in Kiangan, Ifugao. 2. For government agencies like DedEd, DOLE, CHED, POEA and DFA with partnership with the local government unit to heighten and update information dissemination on education specifically on the K-12 program, scholarship programs, and career-setting. 3. For families to be actively involved in the education and decision-making particularly on career of their children by attending active dialogue and conference with the school guidance counselor and/or teachers. 4. For schools in Kiangan, Ifugao to create and implement an updated and working guidance program for their students. 5. For other researchers to conduct further studies on the migration plans and career choices of those who are enrolled in courses which are listed as in-demand abroad like Engineering and Architecture as well as those enrolled in locally marketable courses like Criminology. Subj: Local 690 _a Thesis.Item Status of the implementation of guidance services in Cordillera Career Development College(2019-07) Ofo-ob, Annielyn B.Guidance services are individualizing, personalizing, and specializing elements in education. Their existence is to assist an individual realize and actualize his best self for his and society's benefit. Each human being is treated as unique, having specific needs, and assistance is Provided on the basis of recognizing these individual differences. The individuals are helped in making wise choices, plans, interpretations, and adjustments. The study aims to determine the status of guidance Services offered by the Guidance Office (GO) of the Career Development College (CCDC) as to individual inventory, information, counseling, placement, and testing and to find if significant difference exists in ...1.1e extent of awareness and level of satisfaction of CCDC respondents when they are compared according to sex and year level. The study was conducted to determine the status of guidance services in CCDC. Specifically, it aimed to answer the following questions: 1. What is the extent of awareness of the respondents on the guidance services along a. individual inventory; b. information; c. counseling; d. placement; and e. testing? 2. What is the level of satisfaction of students in the implementation of guidance services of along: a. individual inventory; b. information; c. counseling; d. placement; and e. testing? 3. What is the difference of extent of awareness and level of satisfaction of the guidance services when respondents are grouped according to sex and year level? Hypothesis: There is significant difference in the extent of awareness and level of satisfaction of the guidance services when respondents are grouped according to sex and year level. The following are the findings of the study based on the gathered data: 1. Students are aware of the different guidance services of CCDC along individual inventory, information, counseling, placement and testing. 2. The students have a high level of satisfaction on the guidance services of CCDC along individual inventory, information, counseling, placement and testing. 3. There is no significant difference in the awareness of the students on the guidance services of CCDC along individual inventory, information, counseling, placement and testing when they are grouped according to sex. There is no significant difference in the awareness of the students on the guidance services of CCDC along individual inventory, information, counseling, placement and testing when they are grouped according to year level. However, a significant difference exists along counseling and testing services. 4. There is no significant difference in the satisfaction of the students on the guidance services of CCDC along individual inventory, information, counseling, placement and testing when they are grouped according to sex. There is no significant difference in the satisfaction of the students on the guidance services of CCDC along individual inventory, counseling, placement and testing when they are grouped according to year level. However, a significant difference exists along counseling and testing services. However, a significant difference exists along information service. 1. The students of Cordillera Career Development College (CCDC) have adequate awareness on the guidance services. 2. The Guidance Office of Cordillera Career Development College (CCDC) is able to satisfy the needs of the students in relation to guidance services. 3. Sex of the students does not affect their awareness and satisfaction of guidance services. Year level is a factor on the awareness of the students on counseling and testing services. It is also a factor on their satisfaction on the information service. Based on the general findings and conclusions, the researcher recommends the following: 1. The guidance counselors must take advantage of the awareness of the student to enhance guidance and counseling services in the institution by strengthening the advocacy of the GO through social media, seminars and other activities that will gain the attention of the students. The institution should provide all the resources needed for effective implementation of the guidance program The guidance personnel must be gender sensitive in the implementation of the guidance services. All programs and activities pertaining to guidance and counseling may involve both male and female students.2. The guidance office must equally provide program and services that will cater to the needs of the students under each year level. This can be done through strengthening the orientation and campaign programs of the institution. Orientations programs may be conducted at least twice every semester for students, faculty, and non-teaching staff and once every semester for the parents or guardian. In addition, the school administrator must purchase tools in order to update the testing materials of the Guidance Office.3. The Guidance Office may extend student orientation sessions, organize more support service like department workshops and training sessions, and develop more specialized modules or training. 4. The guidance counselors may continually pursue professional growth and development to update them with the prevailing trends in counseling techniques. They are encouraged to pursue graduate studies in guidance and counseling and take and pass the board examination for guidance counselors. 5. Guidance counselors must strengthen the linkages with government and non-government organizations that could cater the welfare of the students such as the Department of Social Welfare and Development (DSWD), Philippine Mental Health Association (PMHA)and government agencies for the information about employment and scholarship like Commission on Higher Education (CHED), Philippine Overseas Employment Administration (POEA), Department of Labor and Employment (DOLE), Technical Education and Skills Development Authority (TESDA), and others. 6. Other Researchers may conduct further studies on the status of the implementation and satisfaction of students on guidance services in basic education as well as in other public and private higher education institutions.