The implementation of guidance services on secondary schools in Alfonso Lista, Ifugao

Abstract

School'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.