iii

ABSTRACT

Title : A MODEL GUIDANCE PROGRAM FOR PRIVATE

SECONDARY SCHOOLS

Researcher : Ruel P. Daliva

Institution : Tarlac State University

Degree : Master of Arts in Education

Major : Guidance and Counseling

This research was directed to evaluate the guidance program in terms of the

organization primarily the qualification, competencies of staff and the facilities. It was

also directed to determine how adequate were the guidance services delivered and the

problems in the delivery of the guidance services.

This study is a descriptive research which used interview guide and questionnaire,

and site visit for observation in the data collection.Observational checklist was used to

observe the facilities available in the guidance office.

This study proposed an organized and functional guidance program which would

meet the needs of secondary students studying in private institution.

Questionnaire was distributed to 21private secondary schools that had guidance

personnel in-charge in the guidance program in the province of Tarlac through systematic

sampling design with a random start for students and teachers.

The results of the study showed that all of the private secondary schools in the

province of Tarlac had no qualified guidance counselors and more than majority of them

were part-time guidance counselor. Furthermore, the inadequacy of guidance program

delivery was due to limited budget particularly in the procurement of standardized

psychological testing materials, publishing of career newsletter, catalogues, brochures

 iv
and pamphlets. Availability of different forms for guidance services were not available

for better assessment and keeping track on the performance of students’ progress.

In light of these findings, the following are strongly recommended:

1. A model guidance program for private secondary schools must be adapted by the

school administrators.

2. There is a need for comprehensive orientation to school administrators, teachers and

students about guidance program.

3. Appropriate guidance fee must be considered in the miscellaneous fee for the

guidance program implementation.

4. Procurement of standardized psychological testsand construction of separate testing

room in administering psychological testsare needed to be prioritized.

 v

ACKNOWLEDGEMENT

This study could not have been made possible without the help of a number of

people who motivated, inspired, assisted and supported the researcher in her entire

endeavour. The researcher wishes to express his sincerest appreciation and profound

gratitude to the following people:

To his family, Rolando, Lucia, Angie, Roland, Mary Ann, and Nestor who have

given the researcher love, support and prayers throughout the completion of this paper;

To Dr. Rodrigo M. Sicat, his adviser, for his kind heart, motivation,

encouragement and the pillar whom God has made as an instrument to complete the

study;

To Dr. Lolita V. Sicat, his statistician and critic, for her generous assistance and

valuable support in sharing her expertise in research;

To the members of the panel, Dr. Rex I. Igoy, Dr. Judy Imelda L. Igoy, Dr. Judy

Lagasca, Dr. Julieta M. Lagasca and Dr. Elsie M. Canlas for their comments,

kindsuggestions, motivations and recommendations for the improvement of the study;

To Professor Henry Tanedo, ProfessorBenny S. Soliman, ProfessorEditha

Villavicencio, ProfessorErwin Lacanlale and ProfessorGrace Hasegawa for the help and

valuable pieces of advice and recommendations for the improvement of the

questionnaire;

To Professor Criselda A. Madriaga, who extended her time and effort in reading

this research;

To all the school heads, who allowed the writer to conduct his study in their

schools;
 vi
To the guidance counselors in-charge in the guidance program, teachers and

students of different schools, for their participation and cooperation;

To his strength and motivation in pursuing this work: Mama who is with our

Almighty God for sending angels and motivations in times of discouragement and

struggle.

To the researcher’s inspiration, whose love, concern and encouragement empower

him through exhaustion.

To Ate Angie, who unconditionally supported and motivated the researcher.

To theGJC Family, who supported the researcher all throughout his journey in

accomplishing this study

Above all, to the Almighty God, the source of everything, who made all things

possible.
 vii

DEDICATION

This research study is lovingly dedicated to the two most significant

persons of my life: mama anddade, who served as my energizer. I

sincerely do love you dade and miss you so badlymama.

Ruel
 viii

TABLE OF CONTENTS
Page
APPROVAL SHEET ............................................................................................................i
TITLE PAGE .......................................................................................................................ii
ABSTRACT ......................................................................................................................iii
ACKNOWLEDGEMENT ...............................................................................................v
TABLE OF CONTENTS ............................................................................................viii
LIST OF TABLES ..........................................................................................................x
LIST OF FIGURES ........................................................................................................xii

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Introduction ................................................................................. 1
Statement of the Problem ..........................................................5
Significance of the Study ..........................................................6
Scope and Delimitation of the Study ..............................................8
Definition of Terms ......................................................................8

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature ....................................................................13

Related Studies ....................................................................28
Foreign Studies ....................................................................28
Local Studies ................................................................................33
Conceptual Framework ........................................................39

3 METHODS OF STUDY AND SOURCES OF DATA

Research Design ....................................................................41

Respondents of the Study ........................................................41
Sample Design ....................................................................43
Research Instrument ....................................................................43
Methods of Gathering Data ........................................................44
Statistical Treatment of the Data ............................................45

4 PRESENTATION, ANALYSIS AND INTERPRETATION OFDATA

1. Evaluation of the Guidance Program

1.1 Organization (Staff/ Qualification/
Competencies/ Facilities) ................................................46
 ix

1.2 Guidance Services ........................................................53

1.2.1 Individual Inventory Services ................................53
1.2.2 Information Services ............................................57
1.2.3 Counseling Services ............................................61
1.2.4 Follow-Up Services ............................................68
1.2.5 Testing Services ........................................................73
1.2.6 Career Services ........................................................77
1.2.7 Placement Services ............................................81
1.2.8 Research and Evaluation Services ....................83
2. Adequacy of the Guidance Services Delivered ....................87
3. Problems Encountered in the Delivery of
Guidance Organization and Services ................................90
4. The Model Guidance Program
For Private Secondary Schools ............................................95

5 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary of Findings ..................................................................117

Conclusions ..............................................................................126
Recommendations ..................................................................127

BIBLIOGRAPHY ..........................................................................................129

APPENDICES

A. Letter of Request to Principal ......................................................133

B. Survey Questionnaire ..................................................................134

C. Observation Checklist ..................................................................141

D. Physical Structure of the Guidance and Counseling Office...............142

E. Sample Guidance Program ......................................................143

F. Four Components of Guidance and Counseling Program ................148

G. Forms ..........................................................................................149
 x

LIST OF TABLES

Table Page
1 List of All Private Secondary Schools
in Tarlac Province and Sample Respondents ........................................................42

2 Academic Requirements of Guidance Personnel ............................................47

3 Status of Work as Guidance Counselor ........................................................49

4 Professional Organization Affiliation/ Membership.............................................49

5 In-Service Training Related to Guidance Services ...............................................50

6 Facilities of the Guidance Office ....................................................................51

7 Forms for Individual Inventory Service................................................................53

8 Evaluation of the Individual Inventory Service....................................................56

9 Reading Materials and Facilities for Information Service....................................58

10 Evaluation of Information Service........................................................................60

11 Available Function and Forms in Counseling Service.........................................62

12 Evaluation of the Counseling Service...................................................................65

13 Forms for Follow-Up Service...............................................................................69

14 Evaluation of Follow-Up Service.........................................................................71

15 Available Psychological Tests and

Testing Room in Testing Service..........................................................................74

16 Evaluation of the Testing Service.........................................................................76

17 Materials Available in Career Service..................................................................77

18 Evaluation of Career Service................................................................................79

19 Forms and Materials in Placement Service...........................................................81

20 Evaluation of Placement Service..........................................................................82

21 Forms in Research and Evaluation Service..........................................................84

 xi

22 Evaluation of Research and Evaluation Service...................................................86

23 Adequacy of Guidance Services Delivered..........................................................88

24 Problems in the Delivery of

the Guidance Organization and Services ..............................................................91
 xii

LIST OF FIGURES

Figure Page

1 The Paradigm of the Study ................................................................................40

2 Organizational Structure .......................................................................................47

 Republic of the Philippines
TARLAC STATE UNIVERSITY
COLLEGE OF EDUCATION
Lucinda Campus, Tarlac City
Tel. No. (045) 611-0082; Fax No. (045) 982-0110
Re-Accredited Level IIIby the Accrediting Agency of Chartered Collegesand Universities of the Philippines (AACCUP), Inc.

APPROVAL SHEET

This thesis of RUEL P. DALIVA entitled A MODEL GUIDANCE

PROGRAM FOR PRIVATE SECONDARY SCHOOLS, which is prepared and
submitted in partial fulfillment of the requirements for the degree Master of Arts in
Education Major in Guidance and Counseling, is hereby accepted.

RODRIGO M. SICAT, Ph.D., RGC

Thesis Adviser

THESIS COMMITTEE

REX I. IGOY, Ph.D., RGC

Chairman

ELSIE M. CANLAS, Ed.D., RGC JUDY IMELDA L. IGOY, Ph.D., RGC

Member Member

JULIETA M. LAGASCA, Ed.D.

Member

Accepted and approved in partial fulfilment of the requirements for the

DegreeMaster of Arts in Education Major in Guidance and Counseling.
Comprehensive Examination passed.

JULIETA M. LAGASCA, Ed.D

Dean, College of Education
 1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Man has many struggles upon his journey in fulfilling his destiny. In his struggles

more often he commits mistakesthat lead to anxiety, frustrations and depressions.

Sometimes, something goes wrong with a person – with his

relationship among his family members, in the community, in his
workplace. Man needs someone to tell him where he went wrong. He
wants somebody to help him to see for himself why he has reached in
such a way toward somebody.Mendoza (2005)

Since man is a social being, he needs to involve himself to the different institution

in society to influence and be influenced. Despite the strictly followed plan, there will

always be unexpected situations that will arise. He may have difficulty adapting and

adjusting as problems not properly responded could make man‟s life difficult.

Engrossed, confused and devastated, man tries to find solution or situation that

will ease and lessen his burden and feel the comfort and care of the people around him.

As the saying“Shared pain is half the pain and shared joy is twice the joy.”Man finds a

place where his feelings and emotions could be understood without the feeling of being

judged or condemned. Cinco (2008) explained that when the youth are confused,they can

seek assistance from teachers, guidance counselors and other student personnel services

providers to make intelligent moves as they catch new values, acquire learning styles, and

eventually arrive at a better understanding of themselves to relate well at home, in the

school, or in the community. Students encounter certain problems and difficulties inside

and outside of the school. These problems affect them psychologically, emotionally,

mentally and spiritually. They should be properly responded and assisted by not just
 2

simply adults but those who were trained to deal with life issues. And this is the perfect

time for the guidance counselors to assist them in whatever possible way which will lead

them eventually in achieving the positive goals and objectives.

The role of the basic institutions of society is to help the individual develop his

full potentials,understand his actions and attitudes and develop his inner self and become

aware of the different opportunities and choices through the help of the family, church,

and school. As Palmer (2009) explainedschool advances culture through knowledge,

helps to prevent socio-economic inequities, breaks through boundaries of human

ignorance and fear, helps societies to avoid repeated historical mistakes, and serves as a

check on the government by keeping citizens informed of civic affairs.

Mendoza (2005) explained that guidance is an integral part of education that

offers assistance to individuals so that they would make intelligent decisions and

adjustments in life. Its fundamental aim is to help a person enhance the best in him – to

help a person adjust to situations as he progresses. Furthermore, guidance is to see

through oneself. By becoming familiar with one‟s interest and capabilities, the person is

led to learn more about himself.

Mona Valisno is in support of the vital role of guidance in schools when she said:

If an institution of learning is to serve the best interest of mankind,

training in all aspects of personality should be its primary and essential
function. Such training includes decision-making, handling all sorts of
problems and making adjustments to varied situations. The tasks is to
strengthen the powers of all individuals by promoting all the factors that lead
to a worthy character and prevent promiscuous reactions to problems which
may be fixed in character (2001).

Putting it in the right context, guidance has special and unique contribution

toeducation. By its nature, foundation and the function of extensive services, the

guidance program is the line of „helping profession.‟ Its ultimate goal is student learning
 3

and achievement. The three main domains of guidance programs embrace: a. academic

development; b. personal and social growth; and c. career development. The integration

of guidance program into the educational system pushes the boundaries to achieving and

developing the individual holistically.

The program is being implemented and serves as a good partner of the school in

solving some school problems. School personnel, students and teachers, with/ or without

their knowledge, are being served by this program. A functional guidance program

should be established to help school children select activities, friends, guide them in their

work in school and at home, to help them solve their personal problems, and to assist

them in the selection of their job someday.

Seeing the need, importance and function of the guidance services, it is a partner

of the school institutions in developing and construction of extensive and comprehensive

plan of the educational system.Authorities of the Department of Education proclaimedthe

RA No. 9258 or known as the Guidance and Counseling Act of 2004. According to this

law, guidance and counseling is the profession that involves the use of an integrated

approach to the development of a well-functioning individual primarily by helping an

individual to utilize his potentials to the fullest and plan his present and future in

accordance with his abilities, interests and needs. But unfortunately these services are not

a priority among school administrators. Cinco (2008) explained that there are schools

which have some guidance but no organized program of guidance. On the other hand,

there are schools which have an elaborate program but little effective guidance.Villar

(2007) also noted that in many schools, no counselors are available for the grade school

level, even if this is the initial requirement of the Department of Education. There is a
 4

Guidance Counselor by designation, but this designated person has other functions and he

attends to his work as counselor. Guidance Counselors are the disciplinarian, or the

substitute teacher, or a deloaded teacher, or the admissions officer, or the chaperon in the

recollection or retreat facilitator.

This simply means that the organization and administration of the guidance

program was not carried as what it should be carried out. They failed to conduct, operate

and manage the guidance program for certain reasons.Hiring the right guidance personnel

is the main key in the administration and supervision of the guidance services for they are

the ones who will carry out all the things that are needed to exercise the function of the

guidance curriculum.

Failure to select the right personnel will defeat the ultimate purpose of the

guidance services. How can the services be delivered to the students if there is something

wrong with the administration and organization?

Guidance has been playing its role far back as the beginning of society. But few

books and researches had been published. This simply implies that despite the importance

of the functions of the guidance service, only few study had evaluatedits effectiveness.

The guidance program, like any other aspects of the educational programs, has to

be assessed from time to time. The evaluation includes the personnel in the program, the

program objectives, and the guidance services.

By evaluating the guidance program counselors will regain control of their time

on the job by allocating 100 percent of their time to specific situation that needs

attention.Involvement of counselors, teachers and school administrators are inseparable

because of the significant roles they play in the realization of the goals and objectives of
 5

the guidance program. Hence, their performance must also be evaluated to trace what part

of the program needs preferential attention. Through evaluation, it could also be

determined which services are needed to be strengthened, continued, stopped. Evaluation

may modify if not evolve a better guidance program. The effectiveness of its objectives,

personnel participation, services rendered can only be attained through proper program

evaluation.

There have been some studies on the evaluation of the guidance program in

selected areas or institutions in Tarlac City but there had never been a study on all the

private secondary schools in Tarlac Province.The researcher conducted this study that

could serve as a compass to the secondary institutions in TarlacProvince in their

implementation of R.A. 9258.

Through this, the researcher tried to find out if the guidance program had been

achieving its goals and objectives and what specific needs of the students were being met.

Furthermore, this study would determine the pitfalls and difficulties of schools in the

organization and administration of the guidance program.

Statement of the Problem

This study aimed to evaluate the guidance program of all private secondary

schools in Tarlac Province school year 2014-2015.

Specifically it sought to answer the following questions:

1. How is the guidance program evaluated in terms of the following aspects:

1.1 organization (staff/ qualification/ competencies/ facilities);

1.2 guidance services:

1.2.1 individualinventoryservices;
 6

1.2.2 informationservices;

1.2.3 counselingservices;

1.2.4 follow-upservices;

1.2.5 testing services;

1.2.6 careerservices;

1.2.7 placementservices; and

1.2.8 research and evaluation services?

2. How adequate are the guidance services delivered?

3. What are the problems encountered in the delivery of the guidance organization and

services?

4. What model guidance program can be proposed for the private secondary schools?

5. What is the implication of the study to Guidance and Counseling?

Significance of the Study

The study on the evaluation of the guidance program of the private secondary

schools in TarlacProvince aimedto determine the status and progress of the guidance

services of the participating schools. The study would find out how the private secondary

institutions in Tarlacprovince carried out the different services of their guidance and

counseling program.

This study would serve as an eye-opener for the Alliance of Private School in

Tarlac Province (APSTaP), administrators and school heads on planning their activities to

respond to the emerging needs of the studentsand eventually make educational changes

for sustainable development. This study could help the administrator provides

developmental and comprehensive guidance program structure with specific content and
 7

a means of evaluating the guidance program and personnel implementing the program;

enhance the image of the guidance program and school in the community; promote

program accountability; and responsiveness to students and school‟s needs.

This results of the study would help the students in improving their academic

performance and success in school; promote knowledge for career exploration and

development; develop decision-making and problem-solving skills; assist in acquiring

knowledge of self and relating effectively to others; broadenknowledge of our changing

world; increase opportunities for counselor-student interaction,augment opportunities for

consistent counseling services throughout the school year; andmonitor data to facilitate

student‟s improvement.

Teachers would also benefit from the findings of this study.They would be

encouraged to sustain positive working relationships supportive of the interdisciplinary

team approach to address student needs and corestandards and competencies that can

increase the likelihood of academic success, and support the learning environment.

Parents and children‟s partnership in learning and career planning will be

augmented. Parents will have a clear role in advocating for their children‟s academic,

career and personal/ social development, increases opportunities for parent-school

communication, and it increases knowledge of the assistance and information parents and

students can receive from the counselor and school.

Most importantly the guidance program implementer would benefit from this

study. They would have a clear definition of their role and their function.Their

effectiveness and efficiency in performing counseling functionswould increase.Support

access to every studentcould be provided as a tool for program management,

 8

implementation, and accountability.All of these could clearly define responsibilities for

specific student standards; seek to eliminate non-school counseling program activities;

promote participation on interdisciplinary curriculum teams; link schools to community

resources for cost-effective provision of specialized services;and ensures the school

counseling program‟s contribution to the school‟s mission, vision, and objectives.

Lastly, the result of this research may serve as a reference for future researches in

the field of guidance.

Scope and Delimitation of the Study

This study dealt only with the evaluation of the guidance program of the twenty

one (21) private secondary schools in Tarlac province that had a guidance personnel in-

charge in the delivery of the guidance program. The time frame of this study was the

school year 2014 – 2015.

The results were based on the rating of the guidance counselors/ appointed or

designated, teachers and students. The different aspects that were evaluated on this study

were the organization of the guidance program which included the qualifications and

competencies of the guidance personnel and the facilities, also the guidance services

which were adequately servedand the problems being met in delivering the guidance

program‟s objectives.

Definition of Terms

For clarity of meanings, the following terms were defined:

Alliance of Private Schools in Tarlac Province(APSTaP).It is an organization

where private schools offering preparatory, elementary, secondary, and tertiary in Tarlac

province affiliate themselves for the benefit of the common good.

 9

Career Services.This is the service that helps students to manage successfully

their career development. This also helps the students to become aware of the different

opportunities and choices available so that decision making will be effective.

Counseling Services.It is the heart of the guidance program, solve student‟s

personal problem, develops self-direction, discover self-awareness. It is the counseling

service that integrates all the data gathered about the individual and his environment, in

order for them to make sense.

Evaluation.It is the process by which determines the value, worth and outcome of

a program.Thisis the process that finds the extent of attaining the success of the common

aspects of a program. In this study, it refers to the assessment of the identified aspects of

the guidance program namely: a. qualifications of the guidance personnel b. program

objectives c. program organization d. physical facilities e. guidance services and f. extent

of attaining its objectives.

Follow-Up Services.It helps to determine the status of the person who received

assistance and what other assistance must be rendered so that the service is complete and

holistic. At the same time, the Follow-Up Service can determine the adequacy and

sufficiently of the programs and services extended in meeting the needs of its clientele.

Guidance Services.These are series of activities formulated to the development

of student‟s potentials. These services include individual inventory, information,

counseling, career, testing, placement, follow-up, and research and evaluation.

Guidance.It is the process of assisting the individual to determine his physical,

social, intellectual and social aspects, as to know the conditions, requirements and

opportunities of the situation confronting him.

 10

Guidance Program.It is the group of integrated-correlated and coordinated

guidance services. It includes the program‟s philosophy, program objectives, program

organizations, physical facilities, guidance services and personnel involved to carry the

program.

Individual Inventory Services.The process of collecting and evaluating and

interpreting data to identify the characteristics and potentials of every client. The data can

be used in proper diagnoses, predicting progress and behaviors, accurate placement, and

program evaluation.

Information Services.This is a planned activity for students to realize something

out of the topic discussed from different topics of the presented seminars or workshops.

Through this activity, clients will increase more opportunities and expand his idea which

could help him on dealing with certain difficulties that interrupt him from succeeding the

issues.

Institution. Itrefers to any structure or mechanism of social order and cooperation

governing the behavior of a set of individuals within a given community. Institutions are

identified with a social purpose, transcending individuals and intentions by mediating the

rules that govern cooperative living behavior.

Model Guidance Program.This is a proposed guidance program constructed

based on the findings of the result of this study. It encompasses the: Philosophy; General

Objectives; Three main Domains; Four Developmental Components; Physical Guidance

Structure; Guidance Services; Organizational Arrangement; Facilities and Equipment;

and the Evaluation of the Guidance Program.

 11

Observation.This is a visual technique where the evaluator observes, and records,

any findings.This requires full concentration by the observer, who should study anaspect

in detail, after consultation with other programimplementors.

Personality.It is the total psychological and social reaction of a person; his

qualities and manner expressed by his mental and physical activities and behavior.

Personality Characteristics.These pertains to the traits of a counselor such as

morally above reproach, emotionally stable and mature, good relationship with school

administrators, teachers, parents, school children and community.

Placement Services.This is the facilitation of the student‟s movement to the

appropriate educational or occupational level or program; entry into the appropriate co-

curricular and extra-curricular activities; and pursuit of further education or other

employment upon leaving the institution.

Professional Regulatory Board (P.R.B.) It refers to the creation of a board

under RA No. 9258 which supervises and regulates the practice of Guidance and

Counseling in the Philippines.

Research and Evaluation Services. It is the attempt to determine the needs of

the institutional community; establish the need for improvement; validate new strategies,

techniques, and interventions; and discover different alternatives for attaining goals.

School Administrators.These include the principals, school head teachers and

teacher-in-charge of the schools in the subject district.

Students.These are school children aged 12 – 16 under the direct teaching and

supervision of a classroom teacher.

 12

Teachers-in-charge.These are the teachers that are not qualified guidance

counselors that functions as the guidance counselors appointed by the school

administrators to deliver the guidance program.

Testing Services. It is the administration of standardized psychologicaltests to

gain information from the client. Through the tests the client‟s emotional, intellectual,

self-concept, interpersonal and intrapersonal relationship and so on could be determine.

And if so, this will be the guide for the counsellor to strengthen the client‟s weaknesses

and develop his strengths.

 13

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents related literature, surveys, and studies reported by both

foreign and local authors. Published and unpublished documentation relevant to the study

are presented in this chapter to exemplify what is already known regarding this problem

and what needs further investigation. These materials serve as guidelines to the

researchers in the pursuit of the study.

Review of Related Literature

RA No. 9258 Article 1, Section 3 a. Guidance and Counseling is a profession that

involves the use of integrated approach to the development of well-functioning individual

primarily by helping him/her to utilize his/ her potentials to the fullest and plan his/ her

future in accordance with his/ her abilities, interests and needs. It includes functions such

as: a. counseling; b. psychological testing (as to personality, career interest, study

orientation, mental ability and aptitude); c. research; d. placement; e. group process; f.

teaching and practicing of guidance and counseling subjects, particularly subjects given

in the licensure examinations, and other human development services.

A guidance counselor is a person who has been registered and issued a valid

Certificate of Registration and a valid Professional Identification card by the Professional

Regulatory Board of Guidance and Counseling and the Professional Regulation

Commission (PRC).In accordance with this act and by virtue of specialized training

performed for a fee, salary or other forms of compensation and the functions of guidance

and counseling are explicitly stated under Section 3 (a) of this Act.
 14

One of the situations that would dictate the kind of guidance services rendered is

the availability of qualified personnel within the school. R.A. 9258 or known as

“Guidance and Counseling act of 2004” was passed in 2004, and since then the need and

demand for the qualified guidance personnel had increased.

To put guidance in its proper perspective it should be regarded in relation to other

services, which taken together constitute the pupil/ student personnel services. It is

charged that the term guidance is restricted in its connotation with emphasis on certain

organized activities aimed at helping an individual and confined to definite areas of

assistance. Personnel work includes concern for the welfare of an individual in all areas

of experience.

Since counselors are found in various institutional settings, a nomenclature for

professionals may be suggested. In the academe, the term school counselor may be used.

However, in the Philippines, since we have Republic Act 9258, also known as

the Guidance and Counseling Act of 2004, the term guidance counselor could be said as

the one preferred and recognized as the term appears in Section 3 of the said Act. Also,

professionals of the discipline are called Registered Guidance Counselors (RGC), thus it

is more appropriate and formal to use the term guidance counselor.

As with the evaluation of professionals, the Professional Regulatory Board of Guidance

and Counseling in the Philippines should and take charge of it. It is clear in Section 5 of

RA 9258 that the board has powers, functions, duties and responsibilities like the

adoption of measures necessary and proper for the maintenance of high ethical and

professional standards in the practice of the profession. Besides, the purposes of

evaluation are for maintaining standards and achieving desirable outcomes. That is
 15

why,there are licensure exam, renewal of license, continuing professional education and a

Code of Technical Standards for Guidance Counselors in the Philippines. (Lacson R.D.,

Manalo D.A.O. 2010)

The purpose of the guidance services are to bring the pupils into the educational

environment provided by the institution at such points, in such manner, and in such

condition that they will derive from that environment maximum wholesome

development.The following activities are: 1.) admitting students; 2.) aiding the students

to make suitable living arrangements; 3.) helping those who must support themselves

either wholly or in part to obtain suitable part-time employment; 4.) orientation of the

students with reference to the facilities of the institution and the community,acquainting

students with libraries, health services, counseling service, recreational facilities,

extracurricular and community service opportunities, classifying students, assigning

students to classes, etc. are also included in the group of all activities; 5.) keeping the

students in good health physically, mentally and emotionally. Students are examined

periodically, and treatments are provided accordingly; 6.) bringing together personal data

for use in dealing with the students. These include assembling in suitable form for ready

use the individual student‟s records;7.) counseling the students. These consist of all that

is done to help the students by means of individual conferences to assemble, weigh, and

evaluate data that are significant in making educational, vocational, and other plans that

will affect their development while in the institution and in later life; 8.) placing the

students when they leave the institution, perhaps because of poor health, poor academic

performance, or due to financial difficulties, or they may go to another institution, or they

graduate; 9.) adjustment of former students. It should be clear that student personnel work
 16

is the broader term involving all of the activities whose controlling purpose is to bring all

pupils or students into the educational environment provided by the school system in

such manner that they will derive from their environment the maximum of the desired

personal development. (Cinco 2008).

In the book of Mendoza, she said that to ensure the wise and effective

administration of the guidance program, the counselor should be a knowledgeable

manager. He should consider several steps such as the preparatory, implementing, and

appraisal parts. As director of the program, he should gain the support of the people who

are directly or indirectly involved through wise goal setting, planning, decision making,

motivating, and appraising.(Mendoza2005).

In the book of Villar, she said that guidance and counseling has been defined in

the Rules and Regulations (RR) of Republic Act 9258, Rule 1, Section 3 (Manila

Standad, 2007) as a profession involving an integrated approach to the development of a

well-functioning individual primarily by helping him to utilize his potentials to the fullest

and plan his present and future in accordance with his abilities, interests and need. The

Rules and Regulations (RR) declares that Guidance and Counseling includes the

following services: 1.) Individual Inventory/ Analysis – this service systematically

collects, evaluates, and interprets data to identify the characteristics and potential of every

client. The data can be used for proper understanding, decision-making and placement;

2.) Information – the comprehensive and systematic collection and dissemination of

information outside the individual through various methods and programs to assist

students in their personal, educational, and occupational competencies; 3.)Counseling –

the dynamic personal interaction between a counselor and counselee, where the counselor
 17

employs methods, approaches or techniques to enhance the counselee‟s intrapersonal and

interpersonal development and competencies; 4.)Research – the attempt to unearth the

needs of the institutional community; establish the need for improvement; validate new

strategies, techniques and interventions, and discover different alternatives for attaining

goals; 5.) Placement –the facilitation of the clientele‟s movement to the appropriate

educational or occupational level or program; entry into the appropriate co-curricular and

extra-curricular activities; pursuit of further education or other employment upon leaving

the institution; 6.) Referral – the tapping of agencies, organizations, or individuals that

may be of better assistance in the counselee‟s resolution of problems and attainment of

full potential; 7.) Follow-up – the appraisal of how counselees who have been counseled,

placed, or referred or have graduated are doing to determine whether further assistance is

necessary; 8.) Evaluation – the determination of whether the services offered have

attained their objectives and are meeting the needs of the clientele; the personnel have

satisfactorily performed their functions, and facilitates have been adequate; 9.)

Consultation – the mutual sharing and analysis of information with the administration/

management, faculty, and parents to facilitate decision-making and learning about

strategies in helping the counselee; 10.)Program Development – the assessment of needs,

planning, and provision of a systematic program for the delivery of services. Hence, of 50

schools in National Capital Region (NCR) there was hardly any school that met the

1960‟s US requirement of one (1) counselor per 500 students. In interviews of guidance

counselors in and out of Metro Manila area, some counselors complained that they alone

attended to all the Guidance Services. They were the guidance director, counselor,

psychometrician, and clerk for the grade school and high school with thousands of
 18

students in their care. In the college level, some counselors were responsible for 2,000

students.(Villar 2007).

The philosophical foundations of guidance are based on the schools of idealism,

realism, pragmatism, and progressivism.These schools of thought emphasize the need to

develop the moral fiber of the child so that he can self-realize himself in the quest for

better life. Individually, he is a unique person. He has his own abilities, opportunities,

aptitudes, inclinations, propensities, and aspirations that are peculiar from the others. In

his quest towards the achievement of his goals, he needs several people who can assist

him in reaching his dreams. While the home teaches him to be molded with values, the

church in understanding his relationship with God and people, the school, on the other

hand, provides him not only the classical and contemporary knowledge he needs most,

but it also provides him program of activities that will ensure his physical and mental

development.The school as an important agency of change can only accomplish its goals

and objectives, if the school personnel perform their function with commitment

professionalism.

Guidance is aimed at assisting the child in discovering the many beautiful things

around him and in himself. Hence, this assistance must be extended by all so as to ensure

his wise choices and decisions. All school personnel should perform their guidance roles

in the exercise of their work in the school system.

The basic principle of guidance must be emphasizedthat it needs to maximize the

competencies of the guidance personnel to improve the educational services due to the

students.
 19

Teaching methodology becomes motivating only when the association of

guidance concepts are involved. It is only in understanding the attitudes and behavior of

the children that healthy classroom ambiance could be achieved.Classroom management

becomes a battlefield of anarchy when the teacher loses control of the art of guidance and

psychology. Conversely, guidance becomes coherent with good teaching.The guidance

personnel in the secondary schools has an urgent need to re-tool in the field of guidance

in order to improve further their competencies. The call implies further that their thirst for

guidance education must be addressed promptly because they need these trainings to

afford their better services to their clientele. Hence, the “Usual” attitudes of the personnel

must be “Always” practiced. (http://www.cesjds.org/~guidance.)

For the school guidance program to be more functional and effective, the

guidance personnel must be committed ,receptive and active in building the people in the

administration and the total personality of the students. This is their sacred duty.Finally,

there is a need to renew and enhance the competencies of the people involved in the

administration and supervision of the guidance program. In this manner the dynamism of

what guidance aims can be fully achieved towards the wholistic development of the

Filipino child.

The last few years have seen a strong movement toward the professionalization of

school counseling. This movement has followed the pattern of that of most occupations

when they strive to become more professional.

The functions of the counselor give greater status to individual counseling and

less to that which concerns itwith clerical and administrative duties. This aping of the

independent professional is characteristic of increasing professionalization. In some

 20

cases, these “lesser” duties are now being assigned to counselor asides, in some cases

they have been taken over by computers and other data processing machines.

Other characteristics mark of professionalization is increased membership in

professional organizations, greater attention to ethics, and raising of entrance

requirements. School counselors are encouraged to join the American School Counselors

Association, which is a division of the American Personnel and Guidance Association.

While at the present time it is probably true that less than half of the school counselors in

America belong to this organization, they may express their professional aspirations

through membership in comparable state or local organizations. The relevant professional

journals are The School Counselor and the Personnel and Guidance Journal. The

percentage of school counselors who regularly read these two journals is not known

exactly, but research in the early sixties indicated that only about one-third did so.

Rehabilitation counselors join the American Rehabilitation Counselors

Association, which is also a division of the American Personnel and Guidance

Association. The seven other divisions of this parent organization are designed for still

other guidance specialists, and each of the divisions has its professional journal.

Professionalization characteristically causes conflict, and the movement among

school counselors is no exception. Simultaneous with the move toward greater

specialization, toward higher ethical and professional standards, and toward raising of

certification requirements, professional negotiations for guidance specialists have

emerged, particularly in schools.

The aims of the guidance and counseling service are similar to the purposes of

education in general – to assist the student in fulfilling their basic physiological needs,
 21

understanding themselves and acceptance of others, developing with peers, balancing

between permissiveness and controls in the educational setting, realizing successful

achievement, and providing opportunities to gain independence. The purpose of guidance

and counseling provides emphasis and strength to the educational program. (Heyden,

2011)

The challenge of education today is to offer school experiences that provide

students with opportunities to develop the understandings, skills, and attitudes necessary

to become lifelong learners, capable of identifying and solving problems and dealing with

change. Students need to be able to communicate clearly, competently, and confidently

from a broad knowledge base in order to make thoughtful and responsible decisions.

Achieving these educational goals will provide students with the means to make

connections between what they learn and how they live

In response to these challenges, it is necessary to shift guidance and counseling

from a position-focused model that delivers services to specific populations to a

comprehensive model that delivers programs and services to all students in the school.

This shift is accompanied by a reconceptualization of guidance and counselling from an

ancillary, crisis-oriented service model to a proactive, comprehensive model that includes

preventative and responsive activities and is designed to meet the needs of the students it

serves. This model will assist in the development of student competencies in each area

relating to the essential graduation learnings. Essential graduation learnings are

statements describing the knowledge, skills, and attitudes expected of allstudents as they

progress through the public school system in Nova Scotia. These areas are therefore

cross-curricular and are not the monopoly of any one discipline. These learnings are in
 22

the areas of aesthetic expression, citizenship, communication, personal development,

problem solving, and technological competence.Nova Scotia Comprehensive Guidance

and Counselling (2007).

The ever increasing needs of children and the expectations of today‟s society are

on a collision course with the growing demands on the educational system.Educators and

parents are challenged to educate all students at an ever-higher level of literacy to meet

the demands of an internationally competitive, technological marketplace, even though

societal and other factors cause some children to attend school ill-equipped emotionally,

physically, and/ or socially to learn. Schools must respond by providing support for all

students to learn effectively.

As educators continue to seek equity for students through quality programming in

all facets of the educational program, this guide describes what constitutes a quality

school guidance program--a “developmental guidance program” which provides equal

opportunities for all students to receive guidance and counseling. This developmental

guidance and counseling program plays a vital role in assisting teachers and other staff in

the integration of guidance objectives with other instructional goals.

The Basis for the Texas Comprehensive, Developmental Guidance and

Counseling Program recognizedthe importance of developmental guidance and

counseling program for the benefit of the various populations involved in the program.

Parents have a fuller understanding of the guidance program and access to guidance

services in order to have increased involvement in children‟s education and educational

and career planning. Students increase their knowledge and skills in decision-making,

goal-setting, planning, problem-solving, communicating, interpersonal effectiveness, and

 23

cross-cultural effectiveness. All students will have access to counselors for assistance

with personal-social concerns, as well as academic and career planning.Teachers

collaborate with counselors to enhance the cognitive and affective development of

students and will have a fuller understanding of the guidance program. Administrators

have a fuller understanding of the guidance program, a basis for determining staff and

funding allocations, and a means for evaluating the program and expanding the program

to the community.Boards of Education have a fuller understanding of the developmental

guidance program and will gain a more defined rationale for inclusion of guidance in the

school system.Counselors benefit from clearly defined responsibilities, elimination of

non-guidance functions, and a framework to provide developmental guidance through a

balanced, developmental program for all students.

During the 1989-90 school year, the Guidance Advisory Committee reached

consensus about the definition of and the goals for guidance programs in Texas public

schools. This provided the guidance that school counselors will need to respond to the

challenges they will face in the complex schools of the future. It is, thus, the nucleus of a

training effort for counselors, administrators, and others.

In 1998, a second Guidance Advisory Committee examined the current needs of

Texas students and made recommendations to update the work of the 1989-90 Guidance

Advisory Committee. The guide presents a model for all schools, regardless of size, the

maturity of the guidance program, or characteristics of communities. Districts continue to

have the flexibility to modify it to meet local needs and to match local resources.

Certification Required. The law (TEC §21.003) requires counselors to hold

certification from the State Board of Educator Certfication (SBEC) or the Texas
 24

Education Agency (TEA). The law specifies the duties of counselors and outlines

components of the guidance program. The language describing guidance and counseling

programs and the role of the counselor were updated when the new code was adopted in

1995. Specifically the legislation states that the counselor shall work with the school

faculty and staff, students, parents, and the community to plan, implement, and evaluate a

developmental guidance and counseling program. The counselor shall design the program

to include:a guidance curriculum to help students develop their full educational

potential;a responsive services component to intervene on behalf of any student whose

immediate personal concerns or problems put the student‟s continued educational, career,

personal, or social development at risk;an individual planning system to guide a student

as the student plans, monitors, and manages the student‟s own educational, career,

personal, and social development; andsystem support for the efforts of teachers, staff,

parents, and other members of the community in promoting the educational, career,

personal, and social development of students.

The primary responsibility of a school counselor is to counsel students to fully

develop each student‟s academic, career, personal, and social abilities. In addition, the

counselor shall:participate in planning, implementing, and evaluating a comprehensive,

developmental guidance program to serve all students and to address the special needs of

students who areat risk of dropping out of school, becoming substance abusers,

participating in gang activity, or committing suicide; orin need of modified instructional

strategies; consult with a student‟s parent or guardian and make referrals as appropriate in

consultation with the student‟s parent or guardian;consult with school staff, parents, and

other community members to help them increase the effectiveness of student education
 25

and promote student success;coordinate people and resources in the school, home, and

community;with the assistance of school staff, interpret standardized test results and other

assessment data that help a student make educational and career plans; anddeliver

classroom guidance activities or serve as a consultant to teachers conducting lessons

based on the school‟s guidance curriculum.(Neeley S.J. 2004)

The purpose of the K-12 Guidance and Counseling program of Landstown Middle

School in Virginia Beach, VA is to support, home and school efforts to promote students‟

academic/ educational, personal/ social and career

development.(http://www.landstownms.vbschools.com/pages/students/guidance/) The

program is designed to foster positive attitudes toward school earning and work; improve

academic achievement; encourage personal responsibility;to foster respect for self and

others; and

tofacilitate educational and career planning and school-to-work transitions.

There are a number of challenges in the implementation of Guidance and

Counseling programs in senior high schools. The major challenge in the implementation

of guidance and counselling programs in senior high schools is the inability of school

authorities to allocate funds for guidance and counseling units to facilitate the work of

coordinators. As a result, counselors are not motivated enough to carry out their assigned

duties effectively. Sometimes, coordinators are compelled under the given circumstances

to use their own money for the purchase of logistics such as books, files, pens etc. There

are also instances where coordinators need money to go for more information that will

help in finding solutions to certain problems. Their efforts are usually foiled up if the

school cannot afford to fund such trips. Another challenge confronting the
 26

implementation of guidance and counseling in senior high schools is lack of office

accommodation for the coordinators to carry out their work. It is crystal clear that

counseling is a one to one helping affair and should be held in an enclosed office. It must

be noted that private and confidential matters are often compromised to the public when

counseling is done in obscure places. In such places, coordinators find it difficult to elicit

the much needed information from students since invitees will not be comfortable giving

it out.

There is usually lack of collaboration by staff members to support the efforts of

counselors and coordinators. Some staff members in school for one reason or the other

deliberately refuse to attend guidance and counseling sessions. Others are time

constrained and do not usually turn up for counseling sessions. This makes it very

difficult for the coordinators because sometimes the technical competence of such tutors

may be needed to solve or clarify certain issues. For instance, in African context it

becomes very difficult for male teachers to investigate certain issues concerning

girls.Generally, there is also lack of cooperation on the part of some parents to honor

invitations by counsellors and coordinators. These parents do not honor invitations due to

ignorance about the implication of guidance and counseling in the education of their

children. Others get so busy with their work schedules and are unable to show up. The

absence of parents to volunteer vital information to coordinators leaves a lot of problems

at crossroads. At the end, students are left to make wrong choices that will undoubtedly

have a telling effect on their lives. In a situation where the coordinator takes up the

challenge to solve the problem alone, he or she may end up a monomania with a

uselessmission. Information is the life blood of any meaningful decision process as such;
 27

parentsare in the best position to show the strengths and weaknesses of their

children.Counselors are subject tutors as well. Hence, the time table may not allow them

to offer effective counseling services to students. Guidance and counselling programs are

thus relegated to the background as coordinators and counsellors have to attend to

teaching and other responsibilities.

Lack of professional training on the part of coordinators and counselors may have

negative impact on students at the receiving end of such services since coordinators do

not know the essential elements and core conditions of counselling, they cannot counsel

effectively. Students who are left to the mercy of these coordinators will take actions to

the detriment of society. In fact, such students cannot make good decisions. They may

take actions that are not needed at a particular point in time.

Low patronage and outright rebuff of counseling services by students is one of the

major obstacles that impede guidance and counseling efforts in senior high schools. The

reasons assigned for these are legion. In a number of cases, students believe that

counselors and coordinators are not themselves morally upright. Coordinators with

questionably characters may preach virtue and practice vice. Eventually, they will not

even serve as role models for students. Students believe firmly that such coordinators

easily leak secrets of their colleagues who happen to consult them. Some students do not

honor the invitation of counselors on religious grounds. For example, a Christian student

may not go to a Moslem for counseling and in like manner, a Moslem student may not

also avail himself before a Christian for counseling services.

Counselors and coordinators encounter difficulties in dealing with exceptional

students - students who are visually impaired, hearing impaired, mentally retarded and
 28

sometimes the exceptionally good ones. These categories of students are difficult to

handle. Students with such exceptional problems may not be understood by counselors

and the vice versa. A majority of counselors may even lack the expertise in special

education and the requisite resources to handle them. The fate of these students will be

left in sheer despair when the need to counsel arises. (Rashid 2012)

Related Studies

A. Foreign

Liston (2012) conducted a study titled An Evaluation of the Graduate Diploma in

Guidance Counselling at the University of Limerick: Implications for policy and practice

in initial education for guidance counselors. The focus of the study is on a guidance

counselor education program offered by the University of Limerick (UL). The study

evaluates the extent to which the program is in keeping with both national and

international policy requirements in relation to the initial education of guidance

counselors. Good practice and areas for improvement in guidance counselor education

were identified, acknowledged and affirmed. A mixed methodology approach was

applied using an adapted model of evaluation informed by the „3Ps‟ Model of Teaching

and Learning (Biggs, 2001). The model explored the input, process and output factors of

the program to determine constructive alignment among the factors. The research

concluded that the UL program models good practice in terms of being constructively

aligned and providing quality graduates who have participated in an education program

which promotes and facilitates a deep level of learning. The thesis indicates that for a

sustainable approach to the curriculum development of a guidance counselor education

program an inclusive relationship between the course director and the IGC is required.
 29

Overall the input factors to the UL program provide the opportunity for deep learning.

When observing the process and output factors of the UL program deep learning occurs

for the most part. Indications of surface learning are explored in the thesis with the

expressed sensitivity to personal counseling being highlighted as problematic. The

findings provide many examples of good practice in guidance counselor education such

as balancing the content of the guidance counselor education program, attributing to high

CPD levels and the positives of experiential learning. Areas for improvement were also

highlighted such as providing access to resources for outreach students and balancing the

second level focus of the program to accommodate guidance offered in settings across the

lifespan.

Tambawal (2011) studied the guidance and counseling and the challenges of

educational reforms in Nigeria. Changes in education often come when the current

practices are challenged and same questions being asked about the way things are done

which brought about the reforms in primary and junior secondary levels of education in

Nigeria. It has significant role of a assisting individuals through the various systems for

proper adjustment and understanding of individual strength and weaknesses. The study

concluded that establishing guidance and counseling is very relevant in meeting the needs

of education reforms at the basic education level and therefore recommend among other

things that there is the need for capacity building and professional development for

members of the Counseling Association of Nigeria to a breast with modern trend

comparable with any standard in the world. Formal vocational education to be introduced

at the basic education level is imperative so that pupils would be guided into the right

thinking of appropriate careers to be pursued. Training and retraining of professionally

 30

qualified counselors on regular basis and they should be involved in the formulation and

implementation of curriculum for the basic education program.

Harrington (2010) in his Utah Comprehensive Counseling and Guidance Program

Evaluation Report.The results in his report strongly indicate that school counseling

programs in Utah high schools are making measureable contributions to student

achievement and that more effective system for planning, organizing and delivering

school counseling services, more favorable student-to-counselor ratios, and sustained

implementation of a Comprehensive Counseling and Guidance Program can generally be

expected to result in better student educational outcomes. Moreover, school counseling

programs in Utah‟s Intermediate, Middle and Junior High Schools are making

measureablecontributions to student achievement and that more effective delivery

systems for school counseling services and more favorable student-to-counselor ratios

can generally be expected to result in better student educational outcomes.

Sahin (2009) evaluated psychological counseling and guidance services based on

elementary and secondary education teachers‟ views. Participants were 204teachers.

“School Guidance Services Scale” and “Teacher Personal Information Form” were used

for gathering the necessary information. Percentage calculationsand multiple regression

analysis were used for data analysis. The results showed that teachers listed the guidance

services from the most utilized to the least as follows: consultation, counseling,

information gathering and outreach, appraisal, orientation, placement, research and

evaluation public and family relations and follow-up services. Results of the study also

showed that approximately 46% of all counseling and guidance services were offered.

Moreover, the view that schools should definitely have a school counselor was
 31

asignificant predictor of teachers‟ evaluation of counseling and guidance services.

However, taking counseling and guidance lessons during undergraduate studies, the

length of service and gender were not significant predictors of teachers‟ evaluation of

counseling and guidance services.

Lapan, R.T., Gysbers, N.C. and Sun, Y. (2003).The Comprehensive Guidance

Program model was originally developed in the 1970s by Norm Gysbers. This model sees

guidance as an organized developmental education program rather than as an ancillary set

of student services. Many State Departments of Educations have adopted this model and

many school districts have implemented this model. Relatively few studies of how

implementing a comprehensive guidance program affected student‟s outcomes.

Establishing the benefits to students that can be expected to result from a district‟s

implementation of a comprehensive guidance program is an important question. Why

should a school district invest time and expense without knowledge of the benefits to

students? The Lapan, Gysbers, and Sun (1997) article was an evaluation of impact of

comprehensive developmental guidance implementation on student outcomes. The

evaluation included data from a statewide group of 236 high schools in the state of

Missouri.

The study was clearly consistent with the contention that the implementation of a

Comprehensive Developmental Guidance Program could result to educational benefits

including increased student achievement, more equitable services to students, broader

impact on students‟ development and career decision making, student‟s satisfaction with

the relevance of their education, and the development of a safe, orderly, connected

schoolclimate. The study clearly argues in favor of districts‟ adoption of a comprehensive

 32

guidance model.

Muribwathoho (2003) conducted a study on guidance and counseling services in

high schools: problems, implications and solutions. The purpose of the study was to

determine the perceptions of school counselors or guidance educators and students about

the need for guidance and counseling in schools. Changes in the political arena and the

birth of the new dispensation brought about changes in education and service delivery.

The doors of education were opened to allow even the poorest of the poor to access equal

opportunities. Apartheid education had disempowered black people to the advantage of

whites. The study focuses on the availability of psychological services in ten high schools

in the greater Durban North region. Questionnaires were administered to school

counselors, guidance educators and students in schools where school guidance and

counseling was offered and to those in schools where it was not offered. It was

hypothesized that Guidance and Counselling was not effectively and adequately offered

in high schools. The results of the study indicated that both educators and students feel

that there was the need to either revive or improve guidance and counselling services.

Statistical analysis indicated that the majority of African schools that participated in the

study do not offer guidance and counseling, with the lack of resources as the main cause.

Retrenchments and the granting of voluntary severance packages were cited as some of

the factors affecting the delivery of quality guidance and counselling. Schools were

unique and problems and challenges facing them differ from one area to another, yet

there is a dire need to improve the guidance and counselling services that are generally

inadequate.
 33

B. Local

Ilagan (2014) proposed a guidance program for the indigenous people (Aetas) in

the Manabayucan Elementary School, Capas, Tarlac.Ilaganused ethnography as research

methodology which endeavored to describe and interpret the nature of social discourse

among a group of people through the use of a multiple data-gathering techniques. Out of

400 Aeta inhabiting the sitio, forty seven (47) Aetas enrolled in MababangPaaralanng

Sta. Lucia, Capas, Tarlacand they served as respondents.Ilagan used the purposive

sampling technique.

The study found that most of the respondents had positive attitude towards school.

Majority of the Aeta pupils had good study habits, felt good about themselves, had

positive or good relationship with their families, and with their community. Most of the

respondents had good level of physical needs. Most of the respondents had good and

average level of emotional needs and most the respondents had good level of spiritual

needs. Based on the findings and conclusions, recommendations include that the leaders

of the community should support the indigenous citizens of the community by coming up

with programs that would help support their needs in school and make them feel accepted

in the community. In this way, the indigenous children do not need to work really hard to

help their parents at home because this affects their time for studies. The school and the

community could give training skills program to enhance their skills needed in school

like reading, writing, mathematics. The community could give them seminar on

entrepreneurship and business opportunities. In this way, it would alleviate their lives and

eventually support their needs in school. The government can give scholarships to poor

but deserving pupils and the school administrators and teachers could give equal
 34

opportunities to Aetas and other pupils. This will boost their morale and eventually

increase their self-confidence in spite of their status in life. There should be regular

consultations with parents and teachers to address problems of the Aeta pupils regarding

grade and attendance. Livelihood and feeding programs should be afforded to the pupils.

Reganit (2013) proposed a model elementary school guidance program. The

primary concern of his study was to propose an organized and functional guidance

program which would meet the needs of elementary schools in Victoria West District,

Victoria, Tarlac, Division of Tarlac Province. It was directed to identify the status of the

district‟s guidance program and the problems encountered by the teachers-in-charge in

guidance in the implementation of guidance services.

The study started with a needs assessment survey to come up with the weaknesses

and strengths of the guidance program of Victoria West District and conducted seminar-

workshop on the organization and administration of the guidance program. It utilized the

descriptive research method and used questionnaires. The results showed that all of the

public elementary schools in Victoria West District had no functional guidance program

and guidance rooms or guidance center. Guidance service in most public elementary

school was only incidental, informal, and unsystematic in nature.

Cura (2011) evaluated the guidance program of Tarlac State University. In his

study, he found out that the implementation of the Guidance Program of the University

was found to be satisfactorily based on the evaluation of its services. This only shows that

the realization of the mandate of the program, its procedures and policies are consistently

executed and implemented.Generally, the strength of the TSU Guidance Program was on

its Information service while Follow-up service was the weakness of the program. On the
 35

other hand, sources of the program‟s weaknesses from the services were the securing

other important student records/ information, gather the educational information, lack of

counseling facilities, collection and organization of updated test data to provide

comprehensive clientele background, provision of local and national companies directory

for the students, acquainting Deans/ Faculty members/ students of results on follow up

studies/ activities to develop programs for the students and the conduct of research and

evaluation on special cases of the students and develop suitable programs/ service for

them.

Manalang (2005) evaluated the practice of guidance and counseling among

guidance counselors in Tarlac City. She concluded that the status of the guidance

profession in Tarlac City was far behind achieving professional status in terms of the

nature of employment, educational background and professional organizations affiliation

of guidance counselors. She also stated that counselors had a strong manifestations to

professionalize themselves. This is evident through their effort in pursuing higher

education, attendance and active participation to guidance and counseling seminars,

trainings, workshops and the like, and involvement and membership to guidance and

counseling professional organizations.Manalang stressed out that the guidance counselors

expressed their sentiments on how the law affected them in fulfilling their function and

roles as guidance counselors.The fact that the law had deprived guidance counselors in

performing their functions and roles, somehow there were some benefits that were being

enjoyed by the licensed counselors. At her statement, Manalangsaid becoming a

professional counselor does not merely mean being professionally licensed. It is about

becoming more responsible and ethical in practicing counseling.

 36

Past literature and of foreign studies (Liston, 2012;Tambawal, 2011;Harrington,

2010;Sahin, 2009;Lapan, R.T., Gysbers, N.C. and Sun, Y., 2003, Muribwathoho (2003);

and local studies (Ilagan, 2014), Reganit, 2013;Cura, 2011;Manalang, 2005)

hademphasized the importance of quality assurance and evaluation studies in the area of

guidance and counseling. It has been recognized that program evaluation is necessary for

innovation.

More specifically, it had been recommended that research in guidance counselor

education programs should be carried out in order to observe the roles guidance

counselors were undertaking. The most significant existing research that related to this

study was “An Evaluation of the Guidance Program of TSU: A Basis for Enhancement

(2011). This study suggested that further enhancement of the program could still be made

by addressing some identified weaknesses and improve on the identified strengths of the

program. People working in guidance were well trained and supported with proper

quality assurance procedures. Furthermore, the study described the contribution that

research such as this would offer guidance program enhancement and for the professional

development of the guidance staff. The professionalization of the practice of the guidance

and counseling among guidance counselors in TarlacCity by Manalang (2005) stated that

the status of the guidance profession in TarlacCity was far behind achieving professional

status in terms of the nature of employment, educational background and professional

organizations affiliation of guidance counselors. The Basis for the Texas Comprehensive,

Developmental Guidance and Counseling Program was cited in the report. It stated that,

high quality guidance provision throughout life is a key component of education,

 37

trainingand employability strategies to attain the strategic goal of Texas becoming the

world‟s

most dynamic knowledge-based society.

It was designed to provide help in starting a Guidance and Counseling Program. It

stressed the importance of planning in program development and the need to carry out an

initial survey and needs assessment survey to facilitate the definition of goals

andobjectives. Advice was given on how to design, implement and evaluate programs

effectively. It also suggests that for a guidance program to be comprehensive, it should

also be relevant for the clients and not merely maintain a status quo. It must be

purposeful, and designed to meet the priority needs of the clients. These needs should be

met in an efficient and effective manner. It should be stable and unaffected by the loss of

personnel as this determines the extent to which it meets the desired goals and objectives.

In order to achieve an effective guidance provision, the nature and extent of

current guidance services must be reviewed and such, a review must include an

evaluation of the training and qualification requirements for all guidance workers (R.A.

9258). While the research of Reganit (2013) did contain informative studies into the

whole guidance service in Victoria West District, Victoria Tarlacrecognized the need for

exploration and evaluation of guidance counselor‟s education programs. This research

was relevant to the guidance counseling community as it addresses an identified problem

in delivering effective and efficient guidance program. The R.A. 9258 Known as the

Guidance and Counseling Act of 2004 had published a report on professionalizing career

guidance and guidance counselor competencies, which states that the board has powers,

functions, duties and responsibilities like the adoption of measures necessary and proper
 38

for the maintenance of high ethical and professional standards in the practice of the

profession (Article 3 Section 5).The purposes of evaluation were maintaining standards

and achieving desirable outcomes. That is why there is licensure exam, renewal of

license, continuing professional education and a Code of Technical Standards for

Guidance Counselors in the Philippines.

In the literature review chapter, the difficulty regarding the various

understandings of guidance counseling was been presented along with a review of

literature surrounding the reasons why guidance counseling evaluation program is

necessary. The focus of the guidance counselor education program was reviewed.

Reflecting and summarizing on the literature outlined in thesis, areas of inquiry relevant

to this study became apparent. Defining the term guidance counseling was identified as

somewhat of a problematic professional root. A contemporary understanding of the term

must include the three dimensions as outlined by the Guidance and Counseling

Programme Development of Botswana (educational, vocational/career, personal/social),

support a lifelong learning approach, be culturally inclusive, recognize the whole

guidance counseling service and, most importantly, place the client/student at the center

of the process. Acknowledging my own view, an understanding of guidance counseling

that reflects a collectiveposition rather than focusing on economic gain is better

placed.Guidance facilitates people throughout their lives to manage their own

educational, training, occupational, personal, social, and life choices to reach their full

potential and contribute to the development of a better society Villar, (2007).

 39

Establishing a clear understanding of the term guidance counseling, and having

determined the professional role of the guidance counselor, this literature review

recognized that a greater sense of identity in terms of each individual guidance counselor

would in turn lead to a greater sense of professionalism. Insights examined the specific

comparison between findings from Ilagan (2014), Reganit (2013),Cura (2011), Manalang

(2005), and findings from this study.

Conceptual Framework

Underlying the term evaluation in the context of the study was the motivation to

seek knowledge, explore and lighten new learning in the area of guidance and counseling

program. Figure 1 presents the paradigm of the study. Three main phases were conducted

in order to evaluate the guidance program of the twenty one (21) private secondary

schools in the province of Tarlac. Phase 1 was the construction of the questionnaire to

evaluate the organization (staff/ competencies/ qualification) of the guidance program.

The main phase of the questionnaire was focused on the evaluation of the guidance

services of the guidance program. Through the results of the findings, the researcher

found out how adequate the guidance services delivered and the problems encountered in

the delivery of the guidance organization and services. Additional method used during

this phase was unstructured conversation and interview to obtain personal experiences

andto provide contextual understanding on the delivery of guidance program. Lastly,

observation checklist was constructed to observe and take note the facilities available at

the guidance offices. In light of the findings and the implication of the study, a model

guidance program was proposed for the private secondary schools of Tarlac province

division.
 40

Fig. 1 presented the paradigm of the study on how the conceptual framework of

this study would work.

Evaluation of Guidance Organization

(Staff/ Qualification/ Competencies/
Facilities)

Guidance Services
Evaluation of Guidance Services
Adequately Served
1. Individual Inventory Services
2. Information Services
3. Counseling Services
4. Follow-Up Services
5. Testing Services
Problems
6. Career Services
Encountered in the
7. Placement Services
Delivery of the
8. Research and Evaluation Services
Guidance
Organization and
Services

Model Guidance Program for

Private Schools

Implication to Guidance and

Counseling
 41

Figure 1. Paradigm
Chapterof3 the Study

METHODS OF STUDY AND SOURCES OF DATA

This chapter presents the research design and procedure that will be used in the

study. It includes the methods of gathering data, details about the population and sample,

and procedures of analysis as well as treatment of the data.

Research Design

The descriptive design was used to evaluate the guidance counseling program. In

descriptive study, the researcher interacts with the respondents, this involved surveys or

interviews to collect the necessary information. An observational study of facilities in the

guidance office involving data collection using observation was done. To achieve the

purpose of this study, quantitative type of research was applied. Questionnairewas

constructed based on the qualifications and competencies of the guidance personnel,

evaluating the different practices and strategies in delivering guidance services, and what

guidance services were adequately served.

The study utilized the descriptive study. This method was used for collecting

information that will demonstrate relationships and describe the world as it exists.

Bickman and Rog (1998) suggest that descriptive studies can answer questions such as

“what is” or “what was.”

Population
 42

The study was conducted in all twenty one (21) private secondary schools in the

province of Tarlac who had their guidance counselors either appointed or qualified.

Students and teachers coming from different private schools that had guidance program

were randomly selected to evaluate their guidance program.

The sample size of the population was defined by the Slovin‟s formula. Slovin‟s

formula was used to figure out the sample size. Based on the formula n = N/1 + Ne2,

students were sampled out of 18,356. The sample size of students were 99. Likewise,

teachers were sampled out of 750. The sample size of teachers were 88.

Table 1 presents the list the 21 private secondary schools in Tarlac province.

Table 1

List of All Private Secondary Schools in Tarlac Province and Sample Respondents

Guidance
Students Teachers
No. Name of School Counselors
n = 99 n = 88 n=21
1 Asian Pacific Christian School Inc. 3 2 1
2 BESTCAP School Inc. 4 3 1
3 Camiling Catholic School 4 3 1
4 Camiling Colleges 7 7 1
5 Central Luzon High School of 4 3 1
6 Paniqui
CIT Tarlac Inc.
Colleges 7 7 1
7 Concepcion Catholic School Inc. 4 4 1
8 Dominican College of Tarlac 7 7 1
9 Gerona Catholic School 4 4 1
10 Gerona Institute 4 4 1
11 Gerona Junior College Inc. 7 7 1
12 Great Eastern Institute 4 4 1
13 Interworld Colleges Foundation, 4 3 1
14 Inc.
Makabulos Memorial High School 4 3 1
15 Foundation Inc. School
Moncada Catholic 4 3 1
16 OLRA College Foundation, Inc. 4 3 1
17 Paniqui Christian School Inc. 4 4 1
18 Pura Academy 4 3 1
 43

19 St. Rose Catholic School Inc. 8 8 1

20 Sto. Nino Academy 4 3 1
21 Wellspring High School, Inc. 4 3 1
TOTAL 99 88 21

Sample Design

The researcher used the systematic sampling with a random start. This design

helped the researcher by getting the list of all twenty one (21) private secondary schools

in Tarlac province with their total students population and total teachers employed.

Through the list, the researcher systematically chose every school that had its guidance

personnel and asked the guidance personnel to evaluate the guidance program.Students

and teachers were randomly selected of the schools that had guidance program and were

asked to evaluate their guidance program.

Research Instrument

A. Questionnaire

To gather the data that was necessary to answer the objectives of this study. A

questionnaire was constructed for the guidance counselors or guidance designated or

appointed, for the teachers and for the students.The research questionnaire looked into the

major objectives of the study. To gather the needed data, the researcher studiedthe views

and opinions of the authorities by reading and visiting libraries. Moreover, the checklist

and open-ended questions were used to determine strategies used by the different

institutions in carrying out the guidance program.

There were 3 sets of questionnaires that were constructed, one questionnaire for

the teacher in-charge or appointed guidance counselor. The questionnaire for guidance

counselors were divided into three parts: Part 1 dealt on the qualifications of the guidance
 44

counselors, guidance designate or appointed; Part 2 dealt on the current status of the

guidance services;and Part 3 was composed of observation checklist and problems in the

delivery of guidance services. Another questionnaire was for the students and teachers

with only one part which dealt with current status of the guidance services.

B. Observation Checklist

Supplementary to the evaluation of the guidance facilities, observation checklist

was developed to which the researcher used to assess the guidance office of the

participating schools. The researcher was the one to use this instrument.

Methods of Gathering Data

A. Validation of the Questionnaire.

The final draft was presented to the thesis adviser. The process helped ensure the

validity and reliability of the instrument since revisions were anticipated. The procedure

guaranteed that future respondents had a firm grasp of the needed information and were

capable of giving the same.

The questions/ items stated in the instrument as a tool for evaluation were

uniquely and originally formulated by the researcher.

The instrument was face validated and content validated by experts to make the

instrument ideal and standard.The experts were: Professor Henry Tanedo, Professor

Benny S. Soliman, ProfessorEditha Villavicencio, ProfessorErwin Lacanlale and

ProfessorGrace Hasegawa.Experts were asked to read and validate the questionnaire.

There were details in the first draft that were found to be inappropriate questions. Their

comments and suggestions were noted. Necessary revisions were also done. After
 45

revisions, the second draft of the questionnaire was then presented to the expert for

finalization.

Permission from the administrators and school heads of the private secondary

schools in Tarlac province was asked. Copies of the questionnaire were shown to the

school administrators and strict confidentiality of responses was assured. The

questionnaires fielded to the schools were personally delivered.

B. Interview

The method used was unstructured conversation and interview. Before

administering the questionnaire to the teachers and students, they were asked to explain

their opinion on the guidance program of their school. Guidance counselors were asked

specific explanations on the issues mentioned in the instrument to obtain personal

experiences. This provided a contextual understanding on the delivery of the guidance

program and the practices of the guidance personnel. The interview was done to validate

some data that were acquired through the questionnaire.

Statistical Treatment

For this study, frequencies, rank and mean of the responses were calculated.

To evaluate the guidance program of participating schools the researcher used the

scale scoring technique in tabulating the data. In scale scoring, the most commonly used

guidance services were being executed.

Tables were used for the presentation of data to facilitate understanding.

Frequency, ranking and percentage distributions were used to facilitate the analysis of

data. For the interpretation of the most commonly served guidance program of the
 46

institutions the following categories were used: 5 – outstanding, 4-4.99 – very

satisfactory, 3-3.99 – satisfactory, 2-2.99 – fair, and 1-1.99 – poor.

Chapter4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF FINDINGS

This chapter is concerned with the presentation, analysis, and interpretation of

data gathered from the respondents. The responses from the research instrument were

presented in tables to make the analysis clearer and more illustrative. The data presented

were analyzed and interpreted in the light of their implications to guidance and

counseling.

1. Evaluation of the Guidance Program

To evaluate the current implementation of the guidance services in the private

schools in the province of Tarlac, is to know the organization in terms of the profile of

teachers-in-charge in guidance, their qualification and competencies. Guidance services

available were also evaluated. Facilities were observed and checklists were given to

evaluate necessary structure of the facilities in order to generate physical developmental

plan.

1.1 Organization (Staff/ Qualification/ Competencies/ Facilities)

Since guidance and counseling is an integral part of the educational system, it

must occupy a pertinent place in the organizational chart of the school. Here is the

organizational structure of the private secondary schools.

Figure 2 presented the organizational structure of the private secondary schools in

Tarlac province. It is the hierarchy or pyramid structure. This was the common set-up of
 47

the organization practiced by the twenty one (21) private secondary schools. This

organizational structure exemplified an arrangement with a principal who leads other

educators. This means that principal gave an order and the rest must conform, comply

and obey for the common good. Classroom teachers had horizontal line of authority with

guidance counselors and they had direct relationship with the students. This means that

guidance counselors had cooperative relationship with the classroom teachers and they

worked together to achieve the goals and objectives of the guidance program with the

cooperation of different community agencies.

Fig. 2 presented the organizational structure of the guidance personnel.

PRINCIPAL

GUIDANCE COUNSELOR/ CLASSROOM TEACHERS

COMMUNITY AGENCIES:
Parents, Barangay Council,
Psychologist, Athletic Coaches, Social
Worker, Librarian, Priests, and others

STUDENTS

Figure 2. Organizational Structure

Qualification and Competencies

Table 2 shows the baccalaureate degrees of the personnel in-charge in the guidance

office.

Table 2

Academic Requirements of Guidance Personnel

Baccalaureate Degrees Frequency (f) Percentage (%)

AB/ BS Psychology 12 57.14%
BS in Education 8 38.10%
BS Medical Technology 1 4.77%
 48

Total 21 100%
The table shows the baccalaureate degree of the personnel in charge in the

guidance office. Onlytwelve (12) appointed guidance counselorswere graduatesof AB/BS

Psychology. Eight (8) appointed guidance counselors were BS Education graduates. One

(1)who was a graduate of BS Medical Technology with professional teaching units.They

had background and foundation in understanding the behavior and attitudes of the

students but they were not qualified enough to implement fully the dynamics of guidance

and counseling services. This study found out that the great majority of the private

secondary schools did not have a personnel in-charge in the guidance office which simply

means that there were no functional guidance services. Many of the personnel in-charge

in the guidance office werelicensed teachersbut they were not qualifiedguidance

counselors as the Republic Act (RA) 9258 stated, one must have its license issued by the

Philippine Regulatory Commission (PRC) to be a Registered Guidance Counselor

(RGC). To be qualified to take the licensure for guidance counselor one must have a post

graduate degree in guidance and counseling. Few of them were currently pursuing their

graduate studies.

A competent, experienced, and professional guidance counselor has a significant

role to play in the design, organization, and delivery of a Comprehensive School

Guidance and Counseling Program. The guidance counselor is a licensed teacher with

graduate-level degree qualifications who assists students, parents, teachers, and school

administrators by providing counseling, consulting, coordinating, and managing roles. To

be most effective in these challenging roles, the guidance counselor needs to be an

individual who demonstrates specific skills, knowledge, and professional attitude

 49

competencies developed through the acquisition of graduate-level training and related

teaching experience. (Nova Scotia Comprehensive Guidance and Counseling Program.)

Table 3 shows the status of work of the guidance personnel.

Table 3

Status of Work as Guidance Counselor

Status Frequency (f) Percentage (%)

Full Time 8 38.10%
Part Time with Teaching Loads 13 61.90%
TOTAL 21 100%

Thirteen (13) or 61.90% had other task as a teacher besides of being appointed at

the guidance office. Only eight (8) or 38.10% were full time guidance counselors. As

explained in the Table 2, a great majority of the private educational institution offering

secondary course in the province of Tarlac had no qualified guidance personnel.

Only eight (8) were full time and thirteen (13) were part timers only. This simply

means that guidance services were not prioritized among the schools. The school

administrators lacked the consideration in employing qualified guidance counselors to

man their guidance services as this had been made a requirement already by the PRC.

Table 4 shows the professional organization where guidance personnel are

affiliated or member.

Table 4

Professional Organization Affiliation/ Membership

Organization Frequency (f) Percentage (%)

PGCA 8 38.10%
No Membership 13 61.90%
Total 21 100%
 50

Only eight (8) or 38.10% of the twenty one (21) private secondary schools were

member of the Philippine Guidance and Counseling Association (PGCA). The rest did

not have any organization. Professional organization provides training-seminars related to

guidance work, and this organization helps the personnel in administering and

supervising the different guidance services. Theseguidance personnel are afforded the

services and opportunities because of being members of the PGCA.As shown, guidance

counselors in-charge in the guidance office lacked the opportunity to equip themselves

with the current trends and guidelines in implementing the guidance services.

Table 5 shows the guidance counselors‟ in-service training related to guidance

services in implementing the guidance program.

Table 5

In-Service Training Related to Guidance Services

N = 21

Time Frequency (f) Percentage (%)

Seminar/ Workshop 21 100%
Training/
Total 21 100%

The table shows all the twenty one (21) or 100% guidance counselors attended

seminar workshops and training. These seminars compensate with shortcomings of the

competency and efficiency of the employed guidance personnel. These seminars offeran

up-to-date trendsfor guidance counselors on how they do guidance services.

All of the twenty one (21) guidance personnel were not qualified in terms of their

qualification as a registered guidance counselor. Yet, majority of them were currently

pursuing their post graduate degree in order to be qualified for the licensure
 51

examination.Majority of them werejust part-time guidance counselor. This means that

their time was divided between teaching and their role as guidance counselors. This also

implies that the guidance services were not fully attained.

Table 6 shows the facilities and equipment available in guidance office.

Table 6

Facilities of the Guidance Office

Facilities Frequency (f) Rank

1. The physical setting and facilities are conducive for
guidance works
19 3
2. Availability of counseling room 15 7.5
3. Availability of testing room 7 11
4. Availability of waiting area where individual can stay 9
while waiting for their counselors 14
5. Availability of room for small group sessions 15 7.5
6. Availability of bulletin board 21 1.5
7. Availability of computer equipment for guidance 4
related work 18
8. Accessibility of the location of the guidance office 12 10
9. Electricity supply is provided 21 1.5
10. Availability of filing cabinet for organizing guidance 5.5
files 17
11. Cleanliness of the guidance office is observed 17 5.5

The table 6 shows the facilities available in the guidance office. All of the twenty

one (21)guidance offices had electricity supply and a bulletin board for posting reports

and disseminating information. Nineteen (19) schools had conducive workplace in

accomplishing guidance related work. Having conducive workplace allows the counselor

to have a great output of work.

Eighteen (18) guidance offices had their own computer equipment for doing

guidance related works. This allows the counselor in creating different guidance services

report for clerical work. Seventeen (17)guidance offices considered cleanliness and the
 52

availability of filing cabinet for storing pertinent confidential documents and files related

to guidance services. There were fifteen (15) guidance offices that had separate

counseling room and room for small groupcounseling and sessions. This implies that

counseling services were evident and confidentiality was being considered for private

counseling sessions. The fourteen (14) guidance offices had their own waiting area for

queuing. Twelve (12) guidance offices were easily accessed due to their location in the

school premises. Accessibility of the guidance office is really important. Having an easy

accessibility of the guidance office sends a message to the students that the counselor is

available anytime when needed.Studer J.R. &Diambra J.F. (2011) stated that sometimes

the school counselor‟s office is located in close proximity to the administrator‟s office,

causing students to associate visiting the school counselor with “being in trouble.”School

counseling offices located in thoroughfare area open to visitors, administrators, staff, and

students may be easily accessible, but may not provide the privacy that counseling

students requires. In other schools, the school counselors‟ offices are located in remote

settings that are difficult to find. This may significantly diminish the number and

frequency of students who seek school counselor assistance.

Majority of the guidance offices had the essential facilities like the supply of

electricity and availability of bulletin board. The facilities that were particularly lacking

was the availability of the testing room. Only seven (7) guidance offices had their own

testing room in administering psychological tests. With the unstructured interview most

of the counselors used the available classrooms in administering test. This strategy was

adapted by the guidance counselors to compensate with the deficiency of the testing

room. But taking the psychological test requires focus and attention and the environment
 53

must be quiet and conducive without external distraction because these are the factors

that might affect the validity of results of the psychological tests. This is why a separate

testing room is required for to administering psychological tests. As De Jesus (2005) said

administration of psychological tests should be done in private room whether it is

foradmission, educational assessment, educational diagnosis, and student placement.

1.2 Guidance Services

The variety of services offered by the guidance program play a unique role in the

educational scheme. It is systematically arranged and planned to assist students to

develop their potentials to become responsible, and productive members of the society.

1.2.1 Individual Inventory Services

Individual Inventory is one of the guidance services that collects, collates,

records, files, and utilizes data in understanding, teaching and counseling students on

their educational and adjustment problems. The primary objective of this service is to

have the necessary information about the individual client.

Table 7 shows the different available forms used in the inventory service.

Table 7

Forms for Individual Inventory Service

N=21

Individual Inventory Forms Frequency (f) Rank

Anecdotal Record 19 2
Student Record Profile 21 1
Psychological Tests Profile 11 3
Monitoring Form 6 6
Behavioral Checklist 4 7
Attitudes and Study Habits Checklist 7 5
Needs Assessment 9 4
 54

The table shows thatall of the twenty one (21) private secondary schools had

available guidance services that accomplish Student Record Profile form. This means that

the form that shows the major aspects of a student‟s lifecontaining personal data,

educational data, health data, and social datawere properly accomplished.There

werenineteen (19) schools that accomplished an Anecdotal Record.This form contained

descriptions of student‟s unusual or unexpected behavior in a given situation or event.

Such reports were subjective and descriptive in nature and were recorded in narrative

form. Out of 21,only eleven (11) private secondary schools had accomplished

Psychological Test Profile form. This form showed the summary andremarks of the test

taken by students. It gave a clear idea of the ability and capability of the students to the

guidance counselor. Ranked 4 of the forms available in the guidance office was the

availability of the Needs Assessment form. This is an individual survey of the needs of

the students and after it is tabulated as part of the research and evaluation service, the

form must be kept in the individual inventory of the student for assessing the profile of

the student. Attitudes and Study Habits Checklist ranked as number 5.Seven (7) private

schools offered this kind of individual inventory service. Knowing the dimensions of the

perspective of the students towards studying will help the counselor in appraising the

performance of the student. This tool helped the teachers and the counselor whenever

conference with the parents was needed for assisting the students in checking the

attitudes of students in accomplishing subject related tasks.Six (6) out of 21 private

secondary schools had guidance services practice onMonitoring form. This form

evaluates the progress of the student with the current state of his interests and needs.

Through this form, the counselor could make a profile of student with the here-and-now
 55

event concerning the development of student‟s achievement. The least form available

among the 21 private secondary schools was the Behavioral Checklist form.There were

only four (4) out of 21 private secondary schools that used this. To assess and get

acquaint with students is by asking the teachers to accomplish a behavioral

checklistwhich help the counselors in making plans and interventions in helping the

student with the difficulty and as a responsive service for prevention.

The availability of different Individual Inventory forms stored in cumulative

folder allows the counselors to understand the student‟s background comprehensively in

order to plan an intervention and program appropriate to help the student. Most of the

interviewed counselors believed that the data collected from the students were used in

proper diagnoses, predicting progress and behaviors, and accurate placement. These

forms were responsive strategy to identify specific needs of any students.

Despite the importance of forms for individual inventory service,there were some

counselors who did not have forms available with them particularly the Behavioral

Checklist, Monitoring Form, and Attitudes and Study Habits Checklist. These forms are

important in assessing and making plans and interventions to respond with the needs of

the students especially when attention is required for a particular difficulty or

problem.Nevertheless, Student Record Profile was manifested in the 21 private secondary

schools who offered guidance services.Kakkar S.B. (2005) explained that the collection

of detailed information about the individual to ascertain whether he needs help or make a

choice of suitable course or to make adjustments in the school environment or outside. A

cumulative record form is filled up and placed on record to which guidance counselors

may refer for the student‟s benefit. The data are used not only for the student‟s own
 56

planning and adjustment, but also for reference by the guidance counselors for counseling

functions and teachers who wants to provide the best possible learning climate and in the

best interest of the students.

Table 8 shows the adequacy of individual inventory service.

Table 8
Evaluation of the Individual Inventory Service

Individual Inventory Weighted Mean Description

1. Records from the previous schools Teachers 4.26 VS
where the students came from Guidance Counselors 4.29 VS
Students 4.25 VS
2. Use of the students‟ records for Teachers 4.27 VS
student‟s self-assessment, learning and Guidance Counselors 4.29 VS
career planning Students 4.26 VS
3. Filing of the student records Teachers 4.41 VS
Guidance Counselors 4.43 VS
Students 4.40 VS
4. Accessibility of the student records Teachers 4.27 VS
Guidance Counselors 4.29 VS
Students 4.26 VS
5. Analyzing and interpreting results of Teachers 4.23 VS
test Guidance Counselors 4.24 VS
Students 4.23 VS
6. Adequate recording system Teachers 4.15 VS
Guidance Counselors 4.14 VS
Students 4.14 VS
7. Cumulative records are being kept in Teachers 4.23 VS
the file Guidance Counselors 4.24 VS
Students 4.21 VS
Grand Mean 4.26 VS
Legend: O – Outstanding, V – Very Satisfactory, S – Satisfactory, F – Fair, P - Poor

Table 8 shows the evaluation of the Individual Inventory Service. All of the

guidance counselors evaluated the individual inventory service as “very satisfactory”as

manifested by the 4.26 grand mean score. Teachers with mean score of 4.23 and students

with mean score of 4.21 also evaluated that the individual cumulative records being kept

in the guidance office were properly used. This means that the records of the students
 57

from their previous schools were collected and were part of the admission requirements.

This allowed the teachers and counselors to get more details from the academic and

behavioral background of the students. Cumulative records were very satisfactory utilize

for assessing and learning students achievement and profiling a career planning with

mean score of 4.27 (teachers), 4.29 (guidance counselors), and 4.26 (students).

Filing of students records were also being put into priority. The accessibility of

information to authorized persons, were strictly monitored and implemented. It can be

seen on the table with the very satisfactory implementation of almost all the components

of the service as reflected by their individual mean score and the general mean. Other

necessary forms and documents suggested to be collected from all students were the

forms indicated in the table 7.

Having comprehensive documents available in hand could help the guidance

counselor on planning an intervention for the students. These documents can be used also

during conferencesbetween parents and teachers adviser.

The individual inventory service as one of the guidance services offered by the

guidance office had very satisfactory implementation. Records from previous school

were being considered and were utilized for students‟ assessment and evaluation.

Recording of records was adequate and accessibility of records for authorized personnel

was kept in mind.

1.2.2 Information Service

Information Service deals with the comprehensive and systematic collection and

dissemination of information outside the individual through various methods and

 58

programs to assist students in their personal/ social, academic and career development.It

creates awareness of the current available information for better decision-making.

Table 9 presents the availability of different reading materials and facility for

information service.

Table 9.

Reading Materials and Facility for Information Service

N=21
Materials/ Facilties Frequency (f) Rank (%)
Catalogues 2 3.5
Brochures 2 3.5
Pamphlets 6 2
Bulletin Board 21 1

Table 9 shows the availability of different reading materials for educational and

personal information and facilities for information dissemination. All of the guidance

office had their own bulletin board. This allows the posting of different current

information and announcement relevant for decision making. Guidance counselors put in

priority to have this facility in order to disseminate information to the students.

Only six (6) out of 21 respondent schools had available pamphlets for reading

purposes to widen the opportunities and choices available for students. Fifteen (15)

schools did not have their pamphlets with them. Out of 21 respondent schools only two

(2) schools had their catalogues and brochures available for students. Catalogues and

brochures are reading materials that can be read by walk-in students or clients whenever

they need to learn from certain topic. This would help the students when there are certain

things they are not comfortable to talk with counselors. Kakkar S.B. (2005) explained

that students in the final year of school usually need information regarding colleges and
 59

training facilities, available vocational opportunities and about scholarships and financial

aid that may be available during training. Information service would be responsible for

collecting information from newspapers, magazines, government notifications, and

employment exchanges and college prospectuses. Books and pamphlets listing training

facilities should also be introduced into the library. All relevant information should be

properly organized, a separate file or folder being maintained for each training facility or

occupation. Catalogues, indexes and amendslips should be employed to keep the files up

to date.

The guidance offices which offered information service had limited reading

materials like catalogues, brochures, and pamphlets. Being able to reach every student for

information, particularly by means of information dissemination is a great help for the

school to inform those who were not assertive and for some who do not prefer to have a

conversation with professionals. In this service, every student can be given relevant and

informative details.

Table10 below shows the evaluation of the information service of the guidance

program. Information service was evaluated as “satisfactory” in its implementation as

evidenced by the 3.62 grand mean. Part of the information service being evaluated falls

under the fair description. There were not enough available catalogues, brochures,

pamphlets on career, personal and social development. Teachers and students expressed

that the guidance office should provide easy access of reading materials about social,

academic and personal issues through the availability of catalogues, brochures, and

pamphlets.
 60

With regards to conducting school orientation program, it was evaluated as “very

satisfactory.”This means that majority of the school conducted orientation program that

allowed the students to get to know more about the history of the school.

Through this orientation program, students got to know more of the different

facilities and services available in their school.

Table 10 shows adequacy of the information service being delivered.

Table10

Evaluation of Information Service

Information Service Weighted Mean Description

1. Availability of catalogues, brochures, Teachers 2.75 F
pamphlets on career awareness Guidance Counselor 2.91 F
Students 2.21 F
2. Provides catalogues, brochures, Teachers 2.75 F
pamphlets on personal and social Guidance Counselor 2.91 F
development Students 2.21 F
3. Giving orientation on school regulations Teachers 4.87 VS
and different facilities and services Guidance Counselor 4.57 VS
Students 4.59 VS
4. Invites resource speakers for educational Teachers 4.86 VS
and occupational information Guidance Counselor 4.24 VS
Students 4.38 VS
5. There are adequate bulletin board for Teachers 4.87 VS
posters and other types of guidance Guidance Counselor 4.24 VS
information Students 4.34 VS
6. Provides opportunity to observe actual Teachers 3.01 S
occupational situations in the community Guidance Counselor 3.33 S
Students 3.20 S
7. There are funds available for different Teachers 3.23 S
guidance information service Guidance Counselor 3.24 S
Students 3.22 S
8. Conduct of seminars and workshops on Teachers 3.20 S
personal-interpersonal and academic- Guidance Counselor 3.86 S
educational concerns of the students Students 3.89 S
Grand Mean 3.62 S
Legend: O – Outstanding, V – Very Satisfactory, S – Satisfactory, F – Fair, P - Poor
 61

It also implies that school policies and regulations were being discussed with

regards to conformity, obedience and compliance of the school‟s rules and regulations.

The results also show that the guidance personnel in-charge in the guidance office

conducted symposium and seminars for educational and occupational matter. Resource

speakers were invited to discuss strategies, tips and techniques in developing good study

habits. Also, occupational information was being considered. Majority believed that there

were enough bulletin boards available for posting relevant information. This can be seen

in the individual mean score of the students and teachers on the adequacy of bulletin

board. Majority of the respondents believed that the information service somehow lacks

on the opportunity to observe actual occupational situations in the community. Students

were not exposed to the real world of work. Regarding the availability of funds for the

guidance information service, it had a satisfactory description. Teachers, guidance

counselors, and students believed that the information service of the guidance program

was difficult to implement due to financial constraints. Information service is

expensive.This is the main reason why catalogues, brochures and pamphlets were not

available. Furthermore, inviting resource speaker and making arrangement for observing

actual occupational situations in the community require logistics. Thus, the guidance

office conducted limited seminars and workshops on personal-interpersonal and

academic-educational concerns of the students.

In order to implement fully the information service, the school must reserve a

budget for this service. Since this study dealt with the guidance services of the private

secondary schools in Tarlac province. These schools must include a guidance fee

specifically noted for the information service. This fee can be used for the production of a
 62

newsletter, catalogue discussing school related concerns, brochures for reading articles,

and pamphlets for career awareness campaign.

1.2.3 Counseling Service

Counseling service is the heart of the guidance program. Its major goal is to help

each individual become the person he is capable of becoming. This is seen in optimizing

the development of the individual, his unique potential. The personnel implementing the

system should be capable including the support staff. They must be persons worthy of

respect and highly regarded by colleagues and clientele and should have passed the

important requirement of being a license guidance counselors.

Table 11 shows the available function and forms used in counseling service.

Table 11

Available Function and Forms in Counseling Service

N = 21
Forms Frequency (f) Rank
Session Summary 10 3
Referral Form 9 4
Peer Counseling Group 7 5
Homeroom Guidance Counseling 12 2
Guidance Counselor to student is 1:500 14 1

The table shows that only fourteen (14) of the 21 private secondary schools that

offeredcounseling service manifested the prescribed ratio of one (1) guidance counselor

for every 500 students. The required ratio was partially metby fourteen (14) schools.

Twelve (12) secondary private schools out of the 21 had functional homeroom

guidance program. The Homeroom Guidance Program is a holistic program which aims

to accompany the student on the road to self-discovery and maturation. Through planned

and arranged formation of modules, the students will grow in the process.This allows a
 63

student to gain insight about his own journey and provides opportunities for interior

formation, process of conversion, interaction with others and forming relationships in the

family, community and in the environment.This simply means that half of the private

secondary schools participated in this study knew the relevance and importance of

Homeroom Guidance Program. Kakkar S.B. (2005) defined and explained that

homeroom guidance is a small guidance unit in school which serves as home for the

children in the sense that the teacher-child or counselor-child meetings in this room are

most informal. Here the child gets an excellent opportunity to express himself freely and

frankly and the teacher gets an ideal occasion to understand a pupil or a group of pupils.

He gets to know the pupils‟ interests, both general as well as specific and their vocational

plans. Problems of discipline are solved most easily in home room guidance.

Ten (10) private secondary schools out of the 21 usedthe Session Summary Form.

This form helped the counselor to keep track of the student‟s progress, concerns, current

status.Certain personal traits were written here. Session Summary gives the gist of each

session with the student.Only few guidance counselors considered doing this session

summary.This simply means that they are putting down all important details of session

done with the students. This practice compensate with the deficiency of the qualification

as qualified guidance counselor.

Furthermore, nine (9) out of 21 private secondary schools provided a referral

form. A referral form may be used to provide information to the counselor if student is

not functioning at an expected level. Counselors should follow up these referrals with

individual conferences. This form make the counselor be aware of particular student that

the teacher/ administrator/ parent believed to require time for counseling or conference.
 64

Referral form was not evident in other schools.Their form of referral was through verbal

arrangement to the counselors. This must be changed.All transactions must be put into

writing for future evaluation of the progress of the student and also as a reference. This

must be placed also inside the cumulative folder of the students.Seven (7) private

secondary schools had an established peer counseling group.This is a group of students

who went to trainings to promote mental health awareness, identify and assist students

with psychological needs and to build a caring culture among students on campus.

The inadequate peer counseling group was a reflection of the status of work of the

guidance counselors.Guidance counselors had difficulty establishing support group of

peer counselors because of the divided time of teaching and guidance work.Time allotted

for guidance work is really necessary to attain the possible outcome of providing

different guidance services.Forms are very important for record keeping and tracing the

history of students who had been counseled. Session summary form and referral form

were not common to all private secondary schools due to the lack of trainings and

competence of the counselors.

Table 12 shows the evaluated satisfactory description of the counseling service of

private secondary schools with a grand mean score of 3.96. Teachers with the mean score

of 4.01, guidance counselors with mean score of 4.00, and students with mean score of

4.02evaluated as “satisfactory” thecounseling service that of their schools providedthe

phases of student development – physical, mental, emotional, and spiritual was

satisfactory evaluated. This simply means that the counselors in-charge knew the

domains of the counseling service. This is also a manifestation that counseling is evident

in all the 21 schools involved in this study with appointed guidance counselor.
 65

When it comes to attending the client referral, teachers evaluated the counseling

service with a very satisfactory description as shown in the table with mean score of 4.88.

Teachers believed that the counselors provided enough time to attend with the referral

cases referred by teachers. But the guidance counselors evaluated the referral as

satisfactory with the mean score of 3.86. This was a clear indication that not all of the

cases referred by the teachers required management and intervention of the guidance

counselors. Through the interview, some cases referred to the guidance office were

considered in the classroom management of the teacher, but the teacher did not attend to

this concern that is why they were referred to the guidance counselors.

Table 12 shows the adequacy of the counseling service being delivered.

Table 12

Evaluation of the Counseling Service

Counseling Service Weighted Mean Description

1. Provision of counseling services on all phases Teachers 4.01 VS
of student development – physical, mental, Guidance Counselors 4.00 VS
emotional, and spiritual Students 4.02 VS
2. Attends client referral Teachers 4.88 VS
Guidance Counselors 3.86 S
Students 3.87 S
3. Conducts individual or group counseling Teachers 3.92 S
service Guidance Counselors 3.90 S
Students 3.93 S
4. Offers counseling for students who need Teachers 4.67 VS
assistance Guidance Counselors 4.19 VS
Students 4.21 VS
5. Shows professional attitudes on conducting Teachers 4.34 VS
guidance activities Guidance Counselors 4.33 VS
Students 4.34 VS
6. Guidance Counselor to student is 1:500 Teachers 3.40 S
Guidance Counselors 3.43 S
Students 3.38 S
7. Availability of guidance counselors, and other Teachers 4.26 VS
personnel in counseling activities Guidance Counselors 4.29 VS
Students 4.26 VS
8. Facilitates on peer facilitator group Teachers 3.02 S
Guidance Counselors 3.50 S
Students 3.02 S
 66

9. Facilitates on homeroom guidance counseling Teachers 3.74 S

Guidance Counselors 3.20 S
Students 2.09 F
10. Strict confidentiality on information regarding Teachers 4.59 VS
counseling activities Guidance Counselors 4.95 VS
Students 4.60 VS
11. Calling of students identified with needs Teachers 4.42 VS
Guidance Counselors 4.43 VS
Students 3.77 S
Grand Mean 3.96 S
Legend: O – Outstanding, V – Very Satisfactory, S – Satisfactory, F – Fair, P - Poor

Some casesreferred to the counselor should have been responded immediately by

the teacher and these cases should not have been referred. This can only be corrected

through the guidance services orientation arranged for the faculty members. Likewise,

students also thought that there were some cases that did not require referral to the

guidance office. Some cases were: noisy inside the classroom, eating bubble gum,

teasing, no assignment, improper uniform and other things that the teacher should

manage inside the classroom.

Individual and group counseling were difficult to arrange especially when the

majority of the twenty one (21) guidance counselors were justpart-time guidance

counselor. This limitedthe counselor to establish group counseling, but individual

counseling was evident as shown in the table. The score mean show that individual and

group counseling was evaluated as “satisfactory” only.

Counseling service considered the counseling for those students who need

assistance as the mean score of 4.42 (teachers) and 4.43 (guidance counselors).

Professionalism was also observed which means that confidentiality was considered as

priority. Students and teachers believed about the ethics and professionalism of the

guidance counselors. They hadhigh regard with keeping sensitive and confidential

matters.
 67

As shown in the table. Fourteen (14) out of 21 private secondary schools met the

required ratio of one (1) counselor in every 500 students. This result indicatethat teachers

and students believed to be satisfactory with the adequate counselors available in school.

This further indicates that teachers and students were not aware of required ratio. The

availability of guidance counselors in attending the counseling activities was very

satisfactorily met. This means that the counselors in-charge in the guidance office attends

to the need of counseling.

Facilitating peer counseling group and homeroom guidance counseling

were“satisfactory” met for majority of the counselors‟ time allotted were divided to

guidancework and teaching. Teachers and students also attributed this factor as the main

reason why the guidance office had difficulty attaining this service.

Since counseling service is the heart of the guidance program, a counselor must

devote 70% of his time doing counseling work. But because of the availability of the time

for the guidance personnel in-charge in the guidance office, this service was being put

into jeopardy. Administrators, teachers and the guidance counselors must make internal

arrangements to overcome this concern so that every guidance program will be functional

and every student will benefit.

The evaluation of the counseling service simply implies that there was no

qualified guidance counselors among all the 21 private secondary schools included in this

study. This was presented intable 2. This was a big setback to counseling service. Even if

there weretwenty one (21)appointed guidance personnel in-charge in the guidance office,

and twelve (12)graduates of AB/BS Psychology and eight (8) graduates of BS

Education,all were not qualified for the counseling. As Gibson and Mitchell (1999) stated
 68

that counseling is a goal-oriented relationship between a professionally trained,

competent counselor and an individual seeking help for the purpose of bringing out a

meaningful awareness and understanding of the self and environment, improving

planning and decision making, and formulating new ways of behaving, feeling, and

thinking for problem resolution and/ or development growth. It is clear that one of the

people in the interaction is a trained competent professional. This simply means that a

registered guidance counselor (RGC) is the only professional available to counsel

students. But with the current situation and settings among the twenty one (21)

participating private schools, there were appointed guidance counselors who do

counseling. This was not based with the RA 9258, but these schools considered the

appointed guidance counselors to counsel regardless of their qualification. These

counselors had their background and foundation in education and psychology but it was

not enough to counsel students, trainings and skills are required. This was the common

practice of the private secondary schools, because there were no qualified counselors who

applied for the position. This practice was the only remedy that the school administrators

can take.

1.2.4 Follow-Up Service

Follow-up service provides the appraisal of how counselees who have been

counseled, placed, referred or have graduated are doing, to determine whether further

assistance was necessary. The follow-up service is concerned with what happens to

students while in school and after they have left the institution. The objectives of the

follow-up is to determine the holding power of the institution, discover the year level at

which most drop outs occur, find out why students leave school before graduation, seek
 69

information which will help provide clues for identifying potential dropouts, determine

the mobility of former students, determine the percentage of students, evaluate the

effectiveness of the placement program of the institution, obtain the opinions of former

students concerning the efficacy of the guidance program, obtain opinions concerning

needed modification/ enhancement of the curriculum in the light of the experiences of

former students and identify former students who needed further counseling to aid them

in making more adequate personal/ social, educational or occupational adjustment. Cura

(2011).

Table 13 shows the available forms for follow-up service.

Table 13

Forms for Follow-Up Service

N=21
Forms Frequency (f) Rank
Survey Forms of All School Leavers 5 3
Follow-Up Form for graduates 6 2
Records of Graduates 17 1
Feedback Form 3 4

The table shows the available forms necessary to be accomplished in the Follow-

Up Service. Out of twenty one (21) private secondary schools, only seventeen (17) had

systematic archives of records for their graduates. This means that pertinent documents of

records of alumni were being kept for future use. Only six (6) private schoolsout of 21

used Follow-Up Form for graduates. Five (5)out of 21 schools had Survey Forms for all

school leavers.

Different forms in the follow-up service could help the counselor to implement

the adequacy of delivering this service in the guidance program. Asking the graduate of

the strengths and weaknesses of the activities and programs that they believed as
 70

contributing factor on the success of their career helps the Research and Evaluation

Service make an action. Whether the school will continue, stop, or start new activity or

program,it will help current students develop their talent and skills and discover their

potentials. Furthermore, determining the factors explained through the survey forms for

school leavers is essential for making innovations in the services of the school in general.

There were only five (5) private secondary schools that used this form.

Only three (3) of the 21 private schools had feedback form.This means that this

was not usual for the guidance counselors as a form of follow-up for students who had

been counseled. The feedback form can help to appraise and determine how students

were doing which will help the counselor on deciding whether further assistance was

necessary.

Table 14 presents the system designed in delivering the follow-up service,

through the evaluation, the results showed the “satisfactory”description with mean score

of 3.17. This simply means that teachers, guidance counselors and students did not see a

systematic follow-up program for graduates, current students and students that had been

counseled. There was also a satisfactory description with the mean score of teachers

(3.23), guidance counselors (3.43) and students (3.41) regarding students who left school.

Although there were only five(5) guidance counselors that used a form for school leavers

which was presented in table 13,other guidance counselors used the anecdotal record

written in narrative report. Teachers and guidance counselors believed on the importance

of home visitation for special cases as seen in the individual mean score. This means that

teachers and counselors could work together for home visitation for further understanding

of the nature of the problem of particular student who need follow-up. This made the
 71

coordination and support from the parents to work on the difficulty and challenges of the

student.

Conducting follow-up on problems and concerns of drop-outs students by the

teachers and guidance counselors made it fair as can be seen in the mean score.

Table 14 shows the adequacy of the delivery of follow-up service.

Table 14

Evaluation of Follow-Up Service

Follow-Up Service Weighted Mean Description

1. Design a systematic follow-up of Teachers 2.65 F
graduates Guidance Counselors 2.95 F
Students 2.11 F
2. Surveys of all school leavers Teachers 3.23 S
Guidance Counselors 3.43 S
Students 3.41 S
3. Conducts a home visit for special cases Teachers 4.09 VS
Guidance Counselors 4.71 VS
Students 3.01 S
4. Involves the parents for consultation Teachers 4.31 VS
Guidance Counselors 4.33 VS
Students 4.35 VS
5. Updates percentage of college Teachers 2.78 F
graduates and placement Guidance Counselors 2.82 F
Students 2.27 F
6. Conducts follow-up on problems and Teachers 2.10 F
concerns of drop-outs Guidance Counselors 2.87 F
Students 3.10 S
7. Conducts follow-up of student‟s Teachers 2.91 F
academic progress within 5 years Guidance Counselors 2.71 F
Students 2.91 F
8. Use follow-up results to improve Teachers 3.51 S
instructions Guidance Counselors 3.62 S
Students 3.58 S
9. Designs a follow-up/ monitoring Teachers 3.48 S
program on intervention procedure of Guidance Counselors 3.67 S
the students‟ academic progress and S
adjustment Students 3.64
10. Acquaint principal/ faculty members/ Teachers 2.11 F
students with the results of follow-up Guidance Counselors 2.15 F
studies/ activities to develop programs F
for the students Students 2.15
Grand Mean 3.17 S
 72

Legend: O – Outstanding, V – Very Satisfactory, S – Satisfactory, F – Fair, P - Poor

This indicates that the effort in extending the service to students who left the school was

not given consideration for some guidance counselors. But, students believed that the

concerns and problems of dropped outs were given time and effort in understanding why

they dropped.

Evaluation in the updates of percentage of college graduates and

placementwasfair as can be seen in the individual mean score. Kakkar S.B. (2005) stated

that follow-up with former students, who left school after completing their courses, is

also needed. This is required to keep in touch with old students and to keep track of their

achievements, as also to evaluate the guidance program. This enable the school in

assessing how effective the guidance program is, in what way it needs to be modified,

how guidance services can be improved, and how the counseling or recording can be

amended. Retention and success rate of the students was considered fairly.This means

that the guidance office had shortcomings in tracing graduates

Furthermore, a follow-up to conduct student‟s academic progress within five (5)

yearswas evaluated as “fair” through the mean score. Teachers, guidance counselors, and

students did not see the effort of the school in extending and reaching out to those

students who already left the school and pursue higher level of academic program.

Monitoring the academic levels of students after they left the school would help the

school in making arrangement and modification with the program and services for the

students. This task will be part in the Research and Evaluation Service of the guidance

services.
 73

All available information taken from the follow-up service were considered

efforts to improve instructions in teaching; to improve the available services of the school

as the table showed the satisfactory description with the mean score along with designing

a follow-up/ monitoring program on intervention procedure of the students‟ academic

progress and adjustment. There were some programs being considered as intervention

efforts to help students with their academic development. These programs were not

enough to support students to achieve academic success. Monitoring of students‟

academic progress must be a priority of all the guidance services. Counselors

hadsatisfactory effort in monitoring students due to unavailability of the monitoring form

as was presented in table 7. Only six (6) schools out of 21 hadmonitoring forms.

Acquaintingthe principal/ the faculty members/ and the students with the results

of follow-up studies or activities to develop programs for the students were evaluated

fairly as yielded by the mean scores of 2.11 of teachers, 2.15 of guidance counselors, and

2.15 of students. It simply implies that research in Follow-Up service with the Research

and Evaluation service were not properly utilized. Supposedly these results could help the

school to look into the weaknesses and strengths of the services catered to the students in

order for the school to make arrangement and changes for innovation for better student‟s

learning opportunity and better teaching environment.

1.2.5 Testing Service

Testing service covers the administration of psychological tests, collection and

organization of updated test and non-test data to provide a comprehensive clientele

background and interpretation of administered tests and other collected data to the

students, and among others. Tests are not only tools and techniques used by the teacher or
 74

guidance counselor to collect information about an individual but these are also means

for an individual to understand himself better.

Table 15 shows that out of the 21 private secondary schools only nine (9) had a

test available for determining the aptitude of the students. This simply means that

majority of the school involved in this study did not have aptitude test which could help

the counselors on making a career profile for students and make the students aware of the

learning ability and talent they possessed.

Table 15 presents the available standardized psychological test and separate

testing room in testing service.

Table 15

Available Psychological Tests and Testing Roomin Testing Service

N=21
Frequency (f) Rank
Personality Test 8 2.5
Intelligence Test 8 2.5
Aptitude Test 9 1
Occupational Inventory Test 4 5
Behavioral Inventory Test 0 6
Testing Room 7 4

Regarding the Personality and Intelligence Test, only eight (8) private secondary

schools out of 21 hadthese types of tests with them. This also implies that majority of the

school did not consider the need to assess the personality and the intelligence of the

students.

Occupational Inventory Test was the least priority among the schools offering

psychological test. Only five (5) of them administered this type of test. Through this test,

a counselor can assess the occupational interest of students to determine their career

choices. This test could help in making a career profile for students.
 75

It can be seen in table 15 that majority of the schools did not have standardized

tests. This can be attributed to the regulation and guidelines in procuring standardized test

materials since there were no registered guidance counselors, or even psychometricians.

To procure certain standardized tests, one must have at least a clearance A, B, or C. This

was another setback in the testing service of the guidance program along with the

availability of the separate testing room as can be seen in table 6 and table 15where there

wereonly five (5) schools that had separate testing rooms.

To sum up the result of the table, testing service was not actually considered

among the guidance services, because of the difficulty in procuring these testing

materials. This limit the opportunity of the guidance counselors in assessing students‟

performance, ability and interest for further intervention and program planning.

Table 16 shows evaluation of the testing service. There was no existing testing

program available for the majority of the guidance program and “fair” administration of

psychological tests which can be seen in the mean score of 2.97. This means that testing

program was not being considered as the main priority in the testing service of the

guidance program. Despite these shortcomings, the schools with testing materials had fair

evaluation in testing programs and they utilized the results to inform individual students

test results and interpretation. Although majority of them did not have standardized test

materials as can be seen in table 15, the guidance counselors utilized the result of the

National Career Assessment Examination (NCAE) in providing information and

guidance to students who were apprehensive on the choices of their career. Through this,

the counselors provided clearer career profile details to the students.

 76

Collection and organization of updated test and non-test data from the students in order to

provide comprehensive students‟ background was another setback in the guidance office.

Pertinent non-test documents like autobiography, self-expression essay, diaries and daily

schedules, questionnaires and interviews were not being considered by the majority.This

was because majority of the counselors were not full-time guidance counselor as wasseen

in table 3. Because of this, the time of the guidance counselor to understand

comprehensively the background of the student was limited.

Table 16 presents the adequacy of the testing service.

Table 16
Evaluation of the Testing Service

Testing Service Weighted Mean Description

1. There is an existing testing Teachers 2.10 F
program Guidance Counselors 2.34 F
Students 2.60 F
2. Administration of Teachers 2.51 F
psychological tests Guidance Counselors 2.57 F
Students 2.79 F
3. Tests are appropriately scored Teachers 3.53 S
and interpreted to students Guidance Counselors 3.71 S
Students 3.67 S
4. Informs students of individual Teachers 3.97 S
test results Guidance Counselors 3.95 S
Students 3.98 S
5. Collection and organization of Teachers 2.95 F
updated test and non-test data Guidance Counselors 2.32 F
to provide a comprehensive F
clientele background Students 2.26
6. Use of test results in Teachers 2.52 F
establishing programs/ activity Guidance Counselors 2.75 F
development Students 2.90 F
7. Use of tests results on Teachers 2.51 F
program/ activity development Guidance Counselors 2.82 F
Students 2.75 F
8. Interprets collected data to the Teachers 3.01 S
students Guidance Counselors 3.76 S
Students 3.02 S
 77

Grand Mean 2.97 F

Legend: O – Outstanding, V – Very Satisfactory, S – Satisfactory, F – Fair, P – Poor

Majority of the results of the test were not used in establishing programs/ activity

development for the students.Because of the unavailability of different forms which as

shown in table 7. Generally, as the testing service was evaluated fairly with the mean

score of 2.97,majority of the counselors had problems in the delivery of adequate testing

service.This was due to the unavailability of testing materials, the time allotted for

guidance work and the unavailability of forms for record keeping and program

construction.

1.2.6 Career Service

This service helps students to manage theircareer development. This also helps

the students to become aware of the different opportunities and choices available so that

their decision making will be effective. Through this service, prevention will be

considered through responsive planned programs designed for helping students on

creating the biggest project of their life as they choose the course suited, available, and

appropriate for them.

Table 17 presents the different pertinent materials in career service.

Table 17

Materials Available in Career Service

N=21
Frequency (f) Rank
Career Newsletter 2 4
Career Talk 14 1
Career Assessment Form 8 2
Career Profile Form 5 3
 78

The table shows the availability of pertinent materials in providing comprehensive

career service to the students.Only fourteen (14) of the twenty one (21) offered career

service and implemented career talk program for the students. This program allowed the

students to know more of different career opportunities available. Students were being

guided in general program of career talk provided by resource speaker to help students

narrowing down their career decision choices. This means that most of private schools

knew the relevance of guiding students in making wise career decision.

Only eight (8) guidance offices had their career assessment form as a tool in

making a survey on the current status of the career field interests of the students. Majority

of them were not considering this assessment form along with the career profile form

which all the pertinent information related to career decision making were noted.

Majority of the guidance offices did not publish career newsletters. This

newsletter is essential for those students who would like to know more of the current

trends and issues in the in demand career after highschool.

In conclusion, a career newsletter was not published in twenty one (21) private

secondary schools that offered career service. Career profiling and career assessment

form was not also being considered for counselors to take note of the essential

information pertaining to career interests of students. Yet, majority of the twenty one (21)

private secondary schools conducted career talks for all students tomake students aware

of the factors and relevant information that could affect their decision making.

Table 18 shows through the mean score of 3.55 that the guidance office had

“satisfactory” description in providing career information for students. Teachers,

guidance counselors, and students had smooth flow of disseminating information through
 79

the availability of bulletin board regarding different college admission test schedules and

requirements as shown in table 6. This means that students were being informed when it

comes to different relevant information in career. Career orientation program facilitated

by professional speakers was evaluated “very satisfactory.”

Teachers with a mean score of 4.33, guidance counselors with a mean score of

4.33and students with a mean score of 4.34 believed that this program allowed everyone

to be exposed with opportunities and choices in career planning. This means that the

guidance counselors made an effort in consideration of extending the career service to

every student who did not prefer or could not find time talking with mentors.

Table 18 presents the evaluation of the delivery of the career service.

Table 18

Evaluation of Career Service

Career Service Weighted Mean Description

1. Provides career information for students Teachers 4.47 VS
Guidance Counselors 4.48 VS
Students 4.47 VS
2. Conducts career orientation program Teachers 4.33 VS
Guidance Counselors 4.33 VS
Students 4.34 VS
3. Consults administrators and teachers in Teachers 3.97 S
the development and infusion of career Guidance Counselors 3.95 S
units into the curriculum Students 3.96 S
4. Interprets the National Career Teachers 4.19 VS
Assessment Examination (NCAE) Guidance Counselors 4.57 VS
Students 4.18 VS
5. Publishes a career newsletter Teachers 2.77 F
Guidance Counselors 2.10 F
Students 2.05 F
6. Conducts individual and group Teachers 3.90 S
conferences with students in career Guidance Counselors 3.92 S
planning Students 3.80 S
7. Provides students with career planning Teachers 3.76 S
literature, including tests required for Guidance Counselors 3.70 S
college admission Students 3.77 S
8. Conducts a field trip to the university Teachers 2.11 F
 80

Guidance Counselors 2.24 F

Students 2.21 F
9. Assists teacher-advisors in establishing Teachers 3.45 S
a career profile/ plan on students Guidance Counselors 3.48 S
Students 3.43 S
10. Provides parents orientation and Teachers 2.05 F
trainings on career coaching Guidance Counselors 2.51 F
Students 2.04 F
11. Invites professionals for a career talk Teachers 4.17 VS
Guidance Counselors 4.32 VS
Students 4.03 VS
Grand Mean 3.55 S
Legend: O – Outstanding, V – Very Satisfactory, S – Satisfactory, F – Fair, P - Poor

Some guidance counselors consulted administrators and teachers in the

development and infusion of career units into the curriculum as was seen in the individual

mean score. But half of the counselors did not consider this integration as part of the

career service. Also, career integration in homeroom guidance program was considered

as relevant mode to help students in career decision making.

Majority of the respondents did not conduct field trip to different universities and

colleges as part of exploration to actual field.The reason was that the budget allotted for

guidance services was limited as can be seen in table 10. Career exploration is like

making information available for the students. Since there were not enough funds for

information service, field trip was not that evident in career service.

Guidance offices of the private secondary schools in Tarlac province had

difficulty providing parents orientation and trainings on career coaching as shown in the

individual mean score.This means that the guidance counselors did not involve parents on

the coaching program which could enlighten the misconceptions on the technical-

vocational courses and the factors considered to make wise career decision.

Career service was satisfactory evaluated through the mean score of 3.55. Private

schools considered this service as relevant in providing career information to all students.
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There were no available reading materials for career awareness like catalogues,

brochures, pamphlets and career newsletter. The schools must provide separate funding

for career service because this is very important to guide students in their career

choices.Through this service, students are given the options for career decisions. Placing

the students in their right career path implies that the schools are doing an excellent job.

In the end, children would not shift courses. This could save effort and money. As

Dennehy(2003) argued that career guidance must be lifelong, accessible, and meaningful

for all individuals.

1.2.7 Placement Service

The placement service is involved the facilitation of the clientele‟s movement to

the appropriate educational or occupational level or program; entry into the appropriate

co-curricular and extra-curricular activities and pursuit of further education or other

employment upon leaving the institution.

Table 19 presents the available forms and materials in the delivery of placement

service.

Table 19

Forms and Materials in Placement Service

N = 21
Frequency (f) Rank
Referral Form 9 1
Brochures 2 3
Pamphlets 6 2

Only nine (9) had referral forms. This means that majority of the guidance office

did not have available referral forms. This could limit the counselors to place students

into their appropriate place based on their ability, talent, skills and intelligence. Only six
 82

(6) schools had pamphlets and two (2) schools had available brochures as an easy way to

inform students regarding pertinent information. The data shows that there were no

available forms necessary for placement service. Placing students into right cluster and

category would make the students develop their skills and talents because of proper

placement of students with common interest and skills or talents. This will manifest if

forms accomplished were available.

Table 20 presents the evaluation of the placement service.

Table 20
Evaluation of Placement Service

Placement Service Weighted Mean Description

1. Conducts individual parent conferences for Teachers 2.05 F
any student considered for placement in a Guidance Counselors 2.52 F
special education program Students 2.10 F
2. Provides documentation of assisting in the Teachers 2.23 F
placement of students with special needs. Guidance Counselors 3.52 S
Students 2.10 F
3. Works with Public Employment Service Teachers 3.39 S
Office (PESO) in determining placement Guidance Counselors 3.38 S
for students Students 2.39 F
4. Surveys on occupational and career Teachers 3.23 F
choices Guidance Counselors 3.24 S
Students 3.23 S
5. Assists in appropriate placement of Teachers 3.72 S
students with special needs Guidance Counselors 3.71 S
Students 3.73 S
6. Encourages students with special interest/ Teachers 3.61 S
talent/ skill to student organization and Guidance Counselors 3.62 S
clubs Students 3.62 S
7. Establishes links with DOLE and TESDA Teachers 4.35 VS
Guidance Counselors 4.33 VS
Students 2.85 F
Grand Mean 3.18 S
Legend: O – Outstanding, V – Very Satisfactory, S – Satisfactory, F – Fair, P - Poor

The table shows the “satisfactory” evaluation of the placement service with grand

mean score of 3.18. There was no existing procedure in conducting individual parent

conferences for students considered for placement in a special education program. This
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simply means that the guidance office even the teachers cannot assess students who

needed to be placed in specialized education.This was due to the lack of standardized

psychological tests to assess students‟ learning ability as was seen in table 15.

Majority of the teachers with the mean score of 2.23 and students with the mean

score of 2.10 believed that the guidance office lacked the service in providing

documentation for placement of students with special needs. This simply implies that

documentation reports were not being utilized and not disseminated to the principal.

Having linkage on Public Employment Service Office (PESO), Department of

Labor and Employment (DOLE) and, TESDA allowed the guidance counselor to benefit

from the extensive services of the established organization in the government. Samples

programs like career orientation, trainings for handicraft, current in-demand career were

some of the talks that these sectors of the government offered.

The evaluation of the placement service yielded a grand mean of 3.18 which was

described as satisfactory only. Majority of the counselors as the mean score of 4.33 put

this linkage into consideration, but some of the teachers with the follow-up interviewed

with mean score of 4.35 and students with mean score of 2.85 evaluated that the guidance

office did not somehow extend this kind of service. This means that the guidance office

needs to improve this service so that students could decide properly on their career

choices. This eventually could also help the students succeed in their chosen career.

1.2.8 Research and Evaluation Service

This is the attempt to determine the needs of the institutional community;

establish the need for improvement; validate new strategies, techniques and interventions,

and discover different alternatives for attaining goals.

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Table 21 shows that the most available form in Research and Evaluation service

was the Evaluation Form for teachers which was ranked one (1) with 17 frequencies.

Teachers‟ evaluation form helps in making arrangement in instruction. Through the result

of this evaluation, the administrators especially the principal could have a clear view of

how his teachers function on instruction. With this, the guidance counselors could

recommend several strategies to be implemented, and students could have better learning

and understanding.

Table 21 presents the different forms in research and evaluation service in the

guidance program.

Table 21

Forms in Research and Evaluation Service

N=21
Frequency (f) Rank
Evaluation Form for Teachers 17 1
Evaluation Form for Guidance Services 9 3
Needs Assessment 5 4
Documentation of Activities 15 2

In evaluating the guidance services it will show how well students were adjusting

to the school environment and indicates how well the school is meeting their needs. At

the end of each school year, the counselor should ask faculty and students for formal

evaluation of the guidance program. Through this evaluation, counselors could determine

which of the services offered would need extra time and funding. There were nine

(9)private secondary schools out of twenty one (21)that accomplished this guidance

service on evaluation.

Needs assessment is an essential tool to be used by the guidance office in

constructing, planning and implementing programs for students.There were five (5) out
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of the twenty one (21) private secondary schools that accomplished this needs

assessment.

Ultimately, the successful guidance program is a systematic effort to bring the

students from the “what is” to the “what is desired” as a result of the needs assessment.

Only survey items identifying conditions that will be attended to by the guidance office

should be included. Thus, the boundaries of the guidance program can be established.

The results of the survey should be communicated to students and staff for consultation

and integration into the curriculum.As a result of the researches done in this service,

modules can be created for career awareness;special topics integration into the homeroom

guidance program;program construction for academic improvement;activity development

of existing programs; special topics for brochures, pamphlets creation, placement of

students with special needs, placing students with special interest/ talent/ skill to

organization or club; modification on peer counseling group;recommendations and

suggestions on the strengths and weaknesses of organization joined by the graduates.As a

result of conducting systematic follow-up of graduates, other special concerns could be

discovered in the individual needs assessment.

Table 22 shows the adequacy of attaining the Research and Evaluation Service of

the guidance program. Generally, it was under the fair description as shown in the mean

score of 2.93. This means that majority of the guidance counselors did not attain the

functionality of the research and evaluation service. This can be attributed that majority

of the guidance counselors in-charge in the guidance office did not know the dynamic

function of this service, because they were not aware. If only the guidance personnel was

qualified, then he may know what to look into and what to do in this guidance service.
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Added to this was that the time allotted to do guidance service was divided because

majority of the guidance personnel were part-time guidance counselor and full-time

teachers.Record keeping was the most obvious task considered in this service. Majority

of the guidance counselors with the mean score of 4.75 knew the relevance of keeping the

cumulative folder of students.

Table 22 presents the adequacy of research and evaluation service.

Table 22

Evaluation of Research and Evaluation Service

Research and Evaluation Service Weighted Mean Description

1. Evaluation of the strengths and Teachers 2.71 F
weaknesses of guidance services. Guidance Counselors 2.16 F
Students 2.53 F
2. Conducts research and evaluation on Teachers 3.53 S
utilized services and strategies Guidance Counselors 3.52 S
Students 3.53 S
3. Gathers evaluative data on guidance Teachers 2.15 F
services and implements revision. Guidance Counselors 2.25 F
Students 2.36 F
4. Conducts needs assessment to students Teachers 2.41 F
Guidance Counselors 2.72 F
Students 2.85 F
5. Compiles important students Teachers 4.12 VS
information and records Guidance Counselors 4.75 VS
Students 4.30 VS
6. Delivers research findings and follow- Teachers 3.10 S
up studies to administration/ faculty/ Guidance Counselors 3.16 S
appointed guidance personnel and S
guidance counselors Students 3.23
7. Conducts research and evaluation Teachers 2.14 F
through school-leavers (drop-outs, Guidance Counselors 2.87 F
transferees, and repeater) on strengths F
and weaknesses of the school
organization Students 2.32
8. Conducts research and evaluation on Teachers 2.70 F
special cases of students like (parents Guidance Counselors 2.84 F
are OFW, lesbians, gays and those with F
physical handicap) and develop suitable
program/ services for them. Students 2.16
Grand Mean 2.93 F
Legend: O – Outstanding, V – Very Satisfactory, S – Satisfactory, F – Fair, P - Poor
 87

In the contrary, majority of the guidance office had no existing guidance

evaluation program as the mean score of 2.71means that the guidance office had limited

opportunity to get to know more of the current concerns and interests of students.

Furthermore, it was hard to tell which of the following guidance services needed

modifications and revisionsin their program implementation.

There weresome program on conducting research and evaluation on utilized

services and strategies implemented as shown in the individual mean score. A research

evaluation about school-leavers why students drop-out of the school, transfer, and repeat

which implicates on strengths and weaknesses of the school organization had fair

description as the mean score of 2.14(teachers), 2.87 (guidance counselors) and students

2.32 (students).There were no programs developed for special cases of students like

parents were OFW, lesbians, gays and those with physical handicap as was shown in the

individual mean score of teachers, guidance counselors, and students. These were some

of the special cases which the school should respond to in order to cater to the necessary

services the studentsdeserv.Deliveryof research findings and follow-up studies to

administration/ faculty/ appointed guidance personnel and guidance counselors were not

being considered. This means that research and evaluation had minimal impact on the

improvement of school services.

To sum up the result of the table, guidance counselors had difficulty attaining and

delivering the essential functions of research and evaluation service in the guidance

program. These were the evaluation of the strengths and weaknesses of guidance services

that allows innovations and revisions in the guidance services; needs assessment was not

manifested;extending the effort in determining why students leave, transfer, drop-out or

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repeat was not considered by majority; and conducting research and evaluation of special

cases was also not considered.

2. Adequacy of Guidance Services Delivered.

The results of the evaluation of the guidance services put a clear idea which of the

guidance services were adequately delivered. The table below shows the grand mean of

eachservice evaluated.

Table 23 shows how adequate the guidance serviceswere delivered. Majority of

guidance services offered by the guidance program were not fully attained. These were

the services as fairly evaluated based on the individual mean score: Testing Service with

mean score of 2.97, and Research and Evaluation Service with mean score of 2.93. These

fairly evaluated services were needingmore time for efficient implementation,

coordination and support from the administrators and school heads.

Table 23 presents the adequacy of how the guidance office delivered the guidance

services.

Table 23.

Adequacy of Guidance Services Delivered

Guidance Services Grand Mean Description
Individual Inventory Services 4.26 Very Satisfactory
Information Services 3.62 Satisfactory
Counseling Services 3.96 Satisfactory
Follow-Up Services 3.17 Satisfactory
Testing Services 2.97 Fair
Career Services 3.55 Satisfactory
Placement Services 3.18 Satisfactory
Research and Evaluation 2.93 Fair

The Information Service with mean score of 3.62, Counseling Service with mean

score of 3.96, Follow-Up Service with mean score of 3.17, Career Service with mean
 89

score of 3.55, and Placement Service with mean score of 3.18 were evaluated as

satisfactory based on the individual mean score. These services were partly considered by

guidance personnel in-charge in implementing the guidance services because there were

occurrences of tasks which were not planned but were only responded by the appointed

guidance counselors. Examples of these tasks were disseminating information through

posting announcements delivered to the school by some organization as promotion of

their events, scheduled date of entrance examination of colleges and universities.

Responding with the referral made by teachers as part of the counseling service was

manifested. Walk-in students who wished to be heard in times of difficulty adjusting to

personal concerns were entertained. Necessary home visits for special cases which

require parent consultation, follow-up the counseled student if necessary intervention was

needed. In terms of the career service, there were some instances where colleges and

universities had their information drive for promoting their school. When it comes to

placement service, there were also instances where some government sectors coordinated

with the schools like the PESO, DOLE, and TESDA to avail their services as part of

extending their services to the community. This means that some factors and tasks in

these services were satisfactorily implemented even though they were not properly

planned and were not part of the guidance program.

The only service that was considered as somewhat adequately delivered was the

Individual Inventory Service with the mean score of 4.26. This service was the most

common among all the services in the guidance program because of the traditional

strategy in collecting pertinent documents from students as part of requirements in

enrollment.This means that collection of cumulative records of students was prioritized

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as for record keeping purposes.

Each guidance services hasits functions and roles in responding with the needs of

every student. These services,would help the teachers understand the diversity of

students, help the school in planning and organizing the services, and involveparents as

part in the decision making of their child. Unfortunately, majority of the services were

not adequate enough, they were not delivered outstandingly.This means that there were

some issues and concerns which were not being considered by guidance counselors since

most of the guidance personnel in-charge in the guidance services were part-timers

only.Their time was divided which affected the adequacy of effective delivery of these

services. Another factor in the inadequacy of delivering the guidance services was all of

the guidance personnel were not qualified in terms of eligibility and competency.

Knowledge in administering and supervising these services can only be done by qualified

guidance counselor.

3. Problems Encountered in the Delivery of the Guidance Organization and

Services

Shortcomings and problems affect the adequacy of delivering the guidance

services. Based on the findings of this study, a great majority of the organization in the

guidance lacked qualified guidance counselors. There were no registered guidance

counselors. This means that there were no available counselors who were competent and

skilled in the supervision and administration of the guidance program.

The next table shows several problems in the delivery of guidance services. There

were sixteen (16) out of 21 believed that a misconception existedon the role of the

guidance counselors as being disciplinary officer. There were eleven (11) guidance
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counselors who believed that parents were not cooperative with regards to program

intervention for students. Availability of the time of parents were also attributed to this

problem. Also, practices of the schools in engaging parents support and cooperation

differed from school to school.

Table 24 shows the problems encountered in the delivery of the guidance

organization and services.

Table 24

Problems in the Delivery of the Guidance Organization and Services.

N = 21
Problems Met Frequency Rank
1. Lacks training in the guidance and counseling 7
proper 9
2. Inadequate administrative support 6 9.5
3. Inadequate/ lack of funds in guidance services 12 3.5
4. Misconception of faculty teachers on the role of 1
the guidance counselors as disciplinary officers 16
5. Teachers are not aware of the different guidance 5.5
services 11
6. Non-cooperation of some community agencies 13 2
7. Non-cooperation of parents 11 5.5
8. Lack of supervision by school heads 6 9.5
9. Indifference of students towards counseling 8 8
10. Indifference of faculty towards guidance 12 3.5

The guidance program alone cannot accomplish its goals and objectives without

cooperation of some community agencies particularly parents. Rashid (2012) said that

there is also lack of cooperation on the part of some parents to honor invitations by

counselors and coordinators. These parents do not honor invitations due to ignorance

about the implication of guidance and counseling in the education of their children.

Others get so busy with their work schedules and are unable to show up. The absence of

parents to volunteer vital information to coordinators leaves a lot of problems at

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crossroads. At the end, students are left to make wrong choices that will undoubtedly

have a telling effect on their lives. In a situation where the coordinator takes up the

challenge to solve the problem alone, he or she may end up a monomania with a useless

mission. Information is the life blood of any meaningful decision process as such; parents

are in the best position to show the strengths and weaknesses of their children.But,

regardless of the practices and how they involved parents in appraising students‟

achievement, to strengthen the partnership of parents and schools to be part in the

students‟ journey in fulfilling their destiny is the researcher‟s wish.

There were twelve (12) schools who believed that budget was not available. This

was because schools were different from one another. Some private secondary schools in

Tarlac province were bigger or richer than other private schools. This simply means that

the funds of some private schools were allotted to sustaining and providing other

services. This implies that some schools could afford guidance services while others

could not. However, all the necessary services and activities are important, and the

administrators and personnel of these private schools could aim at improving their

services through extending the budget allotted for different guidance services. Rashid

(2012) stated that the major problem in the implementation of the guidance program is

the inability of the school authorities to allocate funds for the guidance services. As a

result, counselors are not motivated enough to carry out their assigned duties effectively.

According to Rashid there are some instances where counselors need money to go for

more information that will help in finding solutions to certain problems. Their efforts are

usually foiled up if the school cannot afford to fund such need.

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A great majority of the schools interviewed admitted that they were not qualified

as guidance counselors. This shows that the guidance personnel in-charge in the guidance

office lacked training in the guidance and counseling program implementation. This

problem may be the root why some teachers had no clear idea of what the other guidance

services offered in their schools and in the misconception of guidance counselor as

discipline officers. Appointing guidance counselors that were not qualified might send

wrong message and the tendency of malpractice was possible.

One thing to consider was teachers were not aware of the main role and functions

of the guidance counselor. Majority of the counselors interviewed wanted to correct this

misconception through extensive orientation and appropriate delivery of the guidance

services. Villar (2007) said this was because there were no personnel employed in the

institutions serving as discipline officers. Misconception was built because of the old

belief that whenever students misbehave, they are sent to the guidance office for

sanctions or punishment. This was because the guidance office was the first one to

respond to such instances.

Another problem in the delivery of the guidance services was inadequate

administrative support and lack of supervision by school heads. Guidance services

implementation were not evaluated and supervised by the school heads which limit the

adequacy of the guidance services. Guidance counselors must have constant coordination

with the administration.

There were many factors to consider in the administration and supervision of all

components in the guidance services. Facilities are an essential component. The

outcomes of work may be severely affected if the facilities are not appropriate or
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sufficient for the services rendered. How can test results be valid if the room where the

test was taken was too dark for the test-takers to read the test items or too noisy for them

to hear the oral instructions? And how can group guidance activities be effectively held if

the room is too crowded or too hot for the participants to concentrate? Another major

factor in the delivery of the guidance program is the adequacy of budget for guidance

services. Although one school differs from the other when it comes to population and

resources, bigger school tends to have appropriate funds for guidance services than

smaller schools. How can small school provide adequate guidance services if the funds

available is just enough to sustain the essential needs to operate? This can be changed

with the adequate support of administration in providing the essential component in

guidance and counseling.

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MODEL
GUIDANCE
PROGRAM
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Model Guidance Program for the Private Secondary Schools

The researcher proposed this comprehensive model guidance program for the

private secondary schools in Tarlac province. This program aimed to assist students with

their problems, difficulties and challenges.Likewise this can support the students to

develop their full potentials and be better. It had the following parts:

I. Philosophy

1. General Objectives

A. The Three Main Domains

a. Academic Development;

b. Personal/Social Growth,

c. and Career Development

B. Four Components of a Developmental School Guidance and Counseling

Program

a. Guidance Curriculum

b. Responsive Services

c. Individual Planning
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d. System Support

C. Physical Guidance Structure

D. Guidance Services

1. Individual Inventory Services

2. Information Services

3. Counseling Services

4. Follow-Up Services

5. Testing Services

6. Career Services

7. Placement Services

8. Research and Evaluation Services

E. Organizational Arrangement

F. Facilities and Equipment

G. Evaluation of Guidance Program

I. Philosophy

The ultimate goal of school counseling programs is student learning and

achievement. The program's design, delivery system, and content focuses on enhancing

the ability of all individuals to utilize the educational opportunities available to them, and

includes the elements of school counseling curriculum, individual student planning,

responsive services and system support. The three domains which school counseling

programs embrace are academic development, personal/social growth, and career

development.
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School counseling programs are an integral part of students' daily educational

environments, and the program are designed to produce positive changes in student

behavior and student learning. Outcomes include increased academic achievement,

improved attendance, social-behavioral skill development, individual planning, and

family/community involvement.

The purpose of the school counseling program is to provide and support the

delivery of specific skills and information in a proactive, preventive manner to ensure

that all students have the opportunity to achieve school success. It also

providesintervention and referral services for those students who are experiencing

difficulties in their lives which interfere with their academic achievement. The school

counselor serves as the program leader, and collaborates with other pupil services

personnel as well as other school staff in the delivery of services.

1. General Objectives

 To initiate, experiment on, implement, evaluate and improve activities, services,

and facilities that provide a fertile training ground conducive to optimum learning

and human development.

 To enable trainees and trainers to grow together, assist, support and nurture each

other in their mutual search for knowledge, common pursuit for a better future,

and living (not just dreaming) meaningful lives.

 To coordinate, integrate and facilitate student services that enhance a lively,

active, responsible, disciplined and productive student affairs; and,

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 To rally, enjoin and involve the different personnel to serve together sacrificially

in the spirit of love, care, concern, sharing, understanding and shalom for the

benefit first and foremost of the students.

A. The Three Main Domains

A guidance and counseling program provides developmental opportunities and

experiences that address three main domains: learning to live (personal/social), learning

to learn (academic), and learning to work (career). It includes sequential activities

designed to address the needs of all students by helping them to acquire competence in

the knowledge of self and others, in identifying their educational goals, and in their own

career development.

B. Four Components of a Developmental School Guidance and Counseling

Program

A comprehensive school counseling program focuses on what all students, should

know, understand, and be able to do within these domains in order to develop into

contributing members of the society. The school counseling curriculum, responsive

services,individual student planning and system support are the vehicles through which

this is accomplished.

a. Guidance Curriculum will provide guidance content in a systematic way to all

students.

b. Responsive Services address the immediate concerns of students.

c. Individual Planning assists students in monitoring and understanding their own

development.

d. System Support includes program and staff support activities and services.
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C. Physical Structure of the Guidance Room

The guidance center lay-out plan should have four major sections: the waiting

room, conference room, counseling room, and testing room.

1. Waiting Room. This room is intended for the counselee to wait while the counselor is

still attending to other student/s. It is provided with chairs and benches, for

counselees to sit comfortably and relax while waiting for their turn to be attended to

by the counselor. The bulletin board will be used to display some information.

Magazines and pamphlets are also placed in here which will serve as entertainment

and for reading while waiting.

2. Counseling Room. The purpose of this room is to provide enough privacy during the

counseling session. A number of equipment should be provided to facilitate the

counseling process. The counseling room should have space for a counselor‟s table, a

counselor‟s chair, and a counselee‟s chair. Swivel chairs with arm rests are helpful for

free movement and slight postural adjustments when discussions become emotionally

laden and when emotions subside. Some recommend cushioned chairs which are part

of a typical sala set to enable the client and the counselor to make themselves

comfortable and adjust their posture. This creates a homey atmosphere that makes the

client feel at ease and more disposed to open up. A sala set also helps when clients

come for group counseling or discussion. Throw pillows or cushions are also helpful

as some clients find comfort in putting these on their laps during the counseling

session. At the same time, some may feel the need to express their anger during the

session. Hitting the throw pillow can help release the anger. Having a tissue box on a

corner table near the client is convenient when the tears come. A mirror somewhere
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in the room will help clients check their composure after an emotional session. Villar

(2007).

3. Conference Room. This is provided as conference room for the guidance staff of the

school. In most cases, this is where dialogue of students with their parents with

serious cases take place.

4. Testing Room. This is a room where testing of students for academic, educational and

occupational assessment administered.

D. Guidance Services

1. Individual Inventory Service

This service systematically collects, evaluates, and interprets data to identify the

characteristics and potential of every client. The data can be used for proper

understanding, decision-making and placement.

Indicator 1: Anecdotal Record

Anecdotal Record, contains a description of student‟s unusual or unexpected

behavior in a given situation or event. Such reports are subjective and descriptive in

nature and are recorded in narrative form.

Indicator 2: Student Record Profile

This form shows the major aspects of a student‟s life that contains personal data,

educational data, health data, and social data.

Indicator 3: Summary of Psychological Tests

This form shows the summary and remarks of the test taken by students. It gives a

clear idea of the ability and capability of the students to the guidance counselor.

Indicator 4: Monitoring Form

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Monitoring form evaluates the progress of the student with the current state of his

interests and needs. Through this form, the counselor can make a profile of student with

the here-and-now event concerning the development of student‟s achievement.

Indicator 5: Behavioral Checklist

One tool to assess and get acquainted with the students is by asking the teachers

of a particular student to accomplish a behavioral checklist which will help thecounselors

in making plans and interventions to help the student with the difficulty and as

a responsive service for prevention.

Indicator6: Attitudes and Study Habits Checklist

Knowing the dimensions of the perspective of the students towards studying will

help the counselor in appraising the performance of the student. This tool will help the

teachers and the counselor whenever conference with the parents is needed for assisting

the students in checking the attitudes of students in accomplishing subject related tasks.

Indicator 7: Needs Assessment Form. An individual survey of the needs of the students

must be done and after it was tabulated as part of the research and evaluation service, the

form must be kept in the individual inventory of the student for assessing the profile of

the student.

2. Information Service

This is the comprehensive and systematic collection and dissemination of

information outside the individual through various methods and programs to assist

students in their personal, educational, and occupational competencies.

Indicator 8: Catalogues/ brochures/ pamphlets/

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The guidance office must have archives of different catalogues/ brochures/

pamphlets as reading materials for students who would like to get information with

different career opportunities, personal and social development.

Indicator 9: Bulletin Board

Different relevant information for the students will be put and be posted in this

board. Other guidance research results will also be posted in here. Likewise, different

announcement, invitation, and posters which can be help to disseminate information to

the students will also be posted too.

3. Counseling Service

This is the dynamic personal interaction between a counselor and counselee,

where the counselor employs methods, approaches or techniques to enhance the

counselee‟s intrapersonal and interpersonal development and competencies.

Indicator 10: Schedules appointments for developmental counseling.

The counselor should meet with each student to develop a long-range plan that

will move thestudent in the direction of study which will provide training in a suitable

career area. Thecounselor should use ability test scores to discover career choices, and

various achievement testscores to indicate the level of proficiency attained in academic

and vocational studies.

Indicator 11: Provides time for counseling self-referred students and at-risk students
andcrisis counseling.

The counselor should develop a flexible schedule which allows time each day for

self-referredstudents and crisis counseling. The counselor should determine if the request

for an appointmentis urgent and respond appropriately.

Indicator 12: Conducts an interview with newly enrolled students.

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The counselor should meet with each new student to provide orientation and

secure pertinentinformation.When each new student has been successfully interviewed

and oriented for the purpose ofsecuring information necessary to officially enroll in

school, then the counselor has completedthe new student interview process.

Indicator 13: Develops a calendar for group guidance and counseling activities.

This activity can be part of the overall calendar for the year. The counselor may

also develop and distribute copies of a yearly schedule of planned group activities.

Choosing and scheduling group guidance and group counseling activities might be

dictated by specific needs, such as testing, placement, and career development.

Indicator 14: Plans and conducts group counseling and guidance activities throughout
the school year.

The results of a needs assessment can be very useful in planning for specific

group activities. However, these results should not limit plans, since needs assessment

may not show the importance of certain interventions that might be implemented.

Indicator 15: Session Summary.

Intake interviews are initial interviews where the counselor collects information on

the client‟s concerns, current status, and certain personal traits. To help the counselor

keep track of the client‟s progress, a summary of counseling sessions may be included in

the cumulative folder. Session summaries give the gist of each session with the client.

4. Follow-Up Service

This is the appraisal of how counselees who have been counseled, placed, or

referred or have graduated are doing to determine whether further assistance is necessary.

Indicator 16: Conducts follow-up of students.

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The follow-up is usually accomplished through a questionnaire or survey given to

currently enrolled and former students. Some components of follow-up steps are: (1)

establishing purpose for the particular follow-up; (2) developing criteria on which the

evaluation can be based; (3) deciding what persons will serve in the study; (4) collating

data; (5) applying criteria to data; (6) drawing conclusions; and (7) disseminating results,

conclusions, and recommendations. Follow-up can also be made on drop-outs to find out

why they dropped out and how they are adjusting to further education or employment.

This information will give feedback on the counseling program. For the former students,

the survey will be mailed to their last known address with a self-addressed stamped

envelope included. (An alternate method is using a telephone call.) A form will be used

to tally the responses and changes recommended. Based on the data gathered, changes

will be made.

Indicator 17: Follow-Up form for graduates

Students who graduated can be the basis for innovative programs for those who

have left as well as those who are still within the institution. It is necessary to ask the

graduates on the strengths and weaknesses of the programs and activities the school

offers. This would serve as research study of the guidance office.

Indicator 18: Survey form for school leavers.

Some students tend to drop out of school. Some notify the counselor and teachers

while some are not. The counselor must be able to step into the picture soon enough to

prevent whatever damages this may bring out. The student‟s rationale must be examined

and the concerns must be responded to. And if student together with his parents decide to
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leave school, a survey form is necessary to know main reason why he is dropping and

what were the services of the school he enjoyed and learned from.

Indicator 19: Communicates with parents/guardians on student progress.

The counselor should communicate with parents concerning student‟s progress

and provide them with options such as: (1) peer tutoring, (2) teacher assistance, (3)

extended school year, and (4) summer school. This could be accomplished by arranging

individual conferences, by telephone, and by written communication. Keeping the parents

informed and involving them in student progress is an important part of the counselor‟s

responsibility.

5. Testing Service

This is the administration of standardized psychological tests to gain information

from the client. Through the tests the client‟s emotional, intellectual, self-concept,

interpersonal and intrapersonal relationship and so on could be determine. And if so, this

will be the guide for the counsellor to strengthen the client‟s weaknesses and develop his

strengths.

Indicator 20: Coordinates or assists with individual and/or group standardized testing.

The school testing program should be an integral part of the total school program

related to instructional goals and to guidance and counseling activities. Responsibility for

the testing program may be shared by many people in a school. One school counselor

may be the coordinator for testing and is responsible to the district coordinator to insure

test security of testing program. All tests should be ordered, administered, and collected

for scoring in an organized and precise manner. Informed teachers and staff are essential

for an efficient and successful testing program. Workshops for teachers on test
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administration and monitoring will ensure this success. Workshops for students can

increase student awareness and effort on tests. Several commercial programs are also

available. Parents should also be made aware of the testing schedule through letters and

announcements in guidance bulletins. A comprehensive testing program to meet

individual testing needs might include measures of achievement in basic areas, a general

ability measure, an interest/personality inventory for career development, and measures

of special aptitudes.

Indicator21: Interprets student information.

Counselors need to provide pertinent information from cumulative records and

interpretation of test results to students, parents, teachers, and administrators. This can be

accomplished in individual counseling or consultation sessions and/or through staff

memos. There is a variety of methods that can be used to disseminate test results to

students. Small group sessions followed by individual sessions as needed is one widely

used procedure. Counselors have a responsibility to inform students of these results.

Parents should be able to use and understand test scores when they are carefully

explained in terms of what the student can and cannot do in the various subject areas.

Test results should never be reported to parents in a way that might give the erroneous

impression that the child‟s educational future can be determined by the scores.

6. Career Service

This is the service that helpsstudents to manage successfully theircareer

development. This will also help the students to become aware of the different

opportunities and choices available so that decision making will be effective.

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Indicator 22: Provides career information.

The counselor will provide students and parents information that will be

beneficial in thecareer development process. Moreover, the counselor will assist teachers

and other schoolpersonnel in the development and infusion of career units into the

curriculum. Careerinformation provided will include occupational definitions,

educational requirements,employment opportunities, working conditions, and decision-

making skills. This is an ongoingprocess and can be accomplished through personal

counseling, group activities, newsletters, anduse of resource centers.

Indicator 23: Assists students in self-awareness.

The counselor will identify, select, and administer career assessment instruments,

which include interest/personality inventories and aptitude/achievement tests. The results

of these assessmentwill be interpreted both to the students and parents. As a result of the

self-awareness activities, the counselor, through individual and/or group counseling, will

provide career information. Emphasis will be placed on current, relevant information at

the local, state, and national levels.

Indicator 24: Career Talk/ Career Fair.

Inviting professionals who are successful with their chosen career will help

students in their career choices. The counselors can categorize the career choices of the

students through the career profile form of the students. Once it is tabulated for

clustering, the counselors can now grouped the students who are commonly interested in

that particular field and place them in one room with the resource speaker, for example a

group of Medical Related Course; another cluster will be placed in another room as an

Education grouped, and another group will be placed in another room as the Engineering
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group.This goes on and on as how many career choices occurred in the tabulation. The

students will have a fruitful time listening to the speakers simply because they went to the

group of their interest. They will have a close encounter and have a closer look of the

chosen career.

Indicator 25: Career Coaching

Involving the parents with the career coaching by professional speakers will

helpthe parents on coaching and guiding their children in narrowing down the different

career choices they are considering. Assisting the parents with the current trends and

issues in

career guidance will avoid the career mismatch.

Indicator 26: Career Profile Form

The purpose of this form is to assess student‟s future career goals and give a

stronger understanding of the career of interest. This form contains several pertinent

information regarding the evaluation, performance, and test records of the student.

7. Placement Service

This is the facilitation of the clientele‟s movement to the appropriate educational

or occupational level or program; entry into the appropriate co-curricular and extra-

curricular activities; pursuit of further education or other employment upon leaving the

institution.

Indicator 27: Assists in appropriate placement of students with special needs.

The counselor is responsible for assisting in the appropriate placement of students

with special needs as identified. Proficiency can be demonstrated if the counselor

performs the following types of activities: (1) counsels, advises, and/or places students in
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their next step of normal educational progression; (2) receives and acts upon referrals

from teachers and other professional staff; and (3) assists parents in the effective

identification and use of community resources.

Indicator 28: Coordinates activities to assist students in preparing for job placement.

The counselor is responsible for coordinating activities to assist students in

preparing for job placements. Counselors can demonstrate proficiency by doing the

following: (1) providing job referral/placement services for students; (2) conducting

group sessions for students on job seeking skills, such as interview, application, and

resume; and (3) communicating with appropriate post-high school personnel to provide

for a smooth transition from high school to employment, and/or further education.

Indicator 29: Identifies students with special needs.

Identifying students with special needs ensures their proper placement in a

learning environment. Some categories of special needs students are: (1) gifted, (2)

physically handicapped, (3) specific learning disabled, (4) educationally handicapped, (5)

economically and academically disadvantaged, and (6) emotionally handicapped. The

counselor should help teachers assist students who are experiencing difficulties.

Sociometric questionnaires and/or open-ended sentence forms can be used in the

classroom to indicate students who may have problems. Additional testing may be

indicated. When students are experiencing difficulties, careful review of the student‟s

record may point out an obvious area of deficiency. A referral form may be used to

provide information to the counselor if a student is not functioning at an expected level.

Counselors should follow up these referrals with individual conferences. Students are

scheduled or placed in the appropriate educational programs or environment, based on

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transfer records, test results, and teacher‟s, parent‟s, and administrator‟s

recommendations.

8. Research and Evaluation

This is the attempt to determine the needs of the institutional community;

establish the need for improvement; validate new strategies, techniques and interventions,

and discover different alternatives for attaining goals.

Indicator 30: Evaluates the counseling and guidance program.

The evaluation shows how well students are adjusting to the school environment

and indicates how well the school is meeting their needs. At the end of each school year,

the counselor should ask faculty and students for formal evaluation of the guidance

program.

Indicator 31: Administers a student needs assessment.

Needs assessment is an essential tool to be used by the guidance office in

constructing, planning and implementing programs which will respond to the needs of the

students. The successful guidance program is a systematic effort to bring the students

from the “what is” to the “what is desired.” Only survey items identifying conditions that

will be attended to by the guidance office should be included. Thus, the boundaries of the

guidance program can be established. The results of the survey should be communicated

to students and staff. Some means of reporting the results are the school newspaper,

group counseling and guidance sessions, faculty meetings, and faculty bulletins.

Indicator 32: Teachers’ Need Assessment for Counseling Services

It is indeed, essential to assess the needs of the teachers toward counseling

services. When planning the guidance activities for the year, the counselor will determine
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and state how each activity, program, or group guidance session relates to the stated

needs of the students as shown by the needs assessment.

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E. Organizational Arrangement

SCHOOL DIRECTOR

PRINCIPAL

INSTRUCTION DISCIPLINE GUIDANCE

COMMITTEE CHAIR HOMEROOM ADVISER

SUBJECT TEACHERS

STUDENTS

Committee Resources
Medical-Dental
Learning Center
Canteen People

Maintenance
Specialists
Therapists
Social Groups
Support Groups
Other schools
1. The Role of an Administrator

a. Arranges the schedule to allow time for guidance activities by providing time on

school days for all guidance functions.

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b. Designates a well qualified teacher as a head counselor.

c. Organizes and supervises the guidance program.

d. Encourages and assists guidance workers to secure professional training for all the

staff members.

e. Provides an adequate cumulative record system, materials and supplies.

f. Assigns definite guidance responsibilities to staff members, such as testing,

counseling etc.

2. The Role of Principal

a. Prepares the staff for the school guidance program.

b. Coordinates the guidance activities.

c. Provides a program of testing and evaluation.

d. Provides a program of in-service education for all guidance workers.

e. Carries out guidance policies in the school.

f. Encourages and assists in the orientation of the staff member to guidance services

g. Provides adequate facilities and schedules which provide opportunities for regular

appointments between the teachers‟ in-charge in guidance and the teacher.

h. Assists teacher and teachers‟ in-charge in guidance in discovering individual

difference among pupils and to suit their individual needs.

i. Cooperates and works with the guidance personnel to furthering the welfare of

students.

3. The Role of the Guidance Counselor

a. Assists in the organization and orientation of other staff member to guidance

services
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b. Provides technical leadership for individual or groups which determine guidance

policies.

c. Assists in carrying out of policies in guidance in the school.

d. Counsel students with learning, physical and social-emotional problems.

e. Assists teachers in discovering individual difference among students and in

meeting these individual needs.

f. Collects and organizes systematically pertinent student data which may assist

school administrators in the improvement of any part of the educational program.

g. Administers testing programs to students

h. Analyzes and interprets results of testing program

i. Interprets student‟s data or faculty members and parents

j. Attends conference with parents

k. Provides information to pupils about scholarships grants and college entrance

examinations.

4. The Role of Discipline Officer

a. Investigates and adjudicates the Student Code of Conduct

b. Arranges conduct hearings as required

c. Develops educational materials relating to the Student Code of Conduct and other

regulatory standards pertaining to student rights and responsibilities

d. Counsels and educates campus constituents on issues related to the Student Code

of Conduct and related disciplinary matters

e. Develops reports and analysis regarding student conduct violations

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f. Responds to student discipline matters that may be referred by principal, students,

faculty and other school personnel.

g. Serves on the Threat Assessment Team for student threats

h. Recommends and administers student disciplinary actions

i. Maintains strict confidentiality regarding sensitive matters.

5. The Role of Homeroom Advisers

a. Collects the necessary records of every student to facilitate knowledge and

understanding of the students.

b. Help the students in knowing and understanding themselves.

c. Develops desirable ideas of leadership and habits of good relationship among

students.

d. Helps in career development of the students.

e. Provides leadership in the class organization that will function properly.

f. Guides the officers and members of the class organization that will function

properly.

g. Observes the behavior of every pupil under his care.

F. Facilities and Equipment

1. Table and Chairs. This furniture will be used by the guidance counselor for individual

counseling with students or in making a dialogue with a particular student or parent.

These will be used as working facilities for conferences with students or member of

the guidance staff.

2. Filing Cabinets. Different forms available and archives will be kept inside this cabinet

specifically the individual inventory forms and other related papers which can be used
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to assist and help the students. Also the different assessment forms and psychological

tests results will be kept in here.

3. Bulletin Board. Different relevant information for the students will be put and be

posted in this board. Other guidance research results will also be posted in here.

Likewise, different announcement, invitation, and posters which be help to

disseminate information to the students.

4. Chalkboard/ Whiteboard. This is important during meetings with group of students,

conferences and even lectures.

5. Benches. This will serve as a waiting area for other students whenever the counselor

is not available at the moment.

6. Sala Set. It should be provided in the waiting area for visitors or parents who may

come to the guidance room or guidance center for a specific purpose.

7. Desktop Computers, Printer, Typewriter and typing table. These will be used for

making reports and other computer-related documents that needs to be printed. Also,

this is very important in providing reading materials that can be posted in the bulletin

board.

8. Bookshelves and Magazine Stand. This will be used to keep professional magazines,

reference materials and other pamphlets pertaining to guidance services.

G. Evaluation of Guidance Program

Evaluation is important in progress. Evaluation is the process of determining how

effective the school program is in helping students know their abilities, their limitations,

their possibilities and their needs.

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Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This study evaluated the guidance services implementation by guidance

counselors, how adequate and the problems encountered in the delivery of the guidance

organization and services.

Summary of Findings

1. Evaluation of the Guidance Program

1.1 Organization(Staff/ Qualification/ Competencies/ Facilities)

Only twelve (12) appointed guidance counselors were graduates of AB/BS

Psychology. Eight (8) appointed guidance counselors were graduates of BS Education

and one (1) was a graduate of BS Medical Technology with professional teaching units.

The appointed guidance personnel were not qualified as guidance counselors. Thirteen

(13) of them were part-time guidance counselor and only eight (8) were members of the

Philippine Guidance and Counseling Association (PGCA). The remaining thirteen (13) or

61.91% did not have any organization.

All of the guidance personnel interviewed in the guidance office had their

trainings and seminars. They attended a training, workshop and seminars sponsored by

different organizations and some were by their school.

All of the guidance offices had electricity supply and a bulletin board for posting

reports and disseminating information. There were nineteen (19) schools that had

conducive workplace for guidance related work. There were eighteen (18) guidance

offices that had their own computer equipment for doing guidance related works.

Seventeen (17) guidance offices considered cleanliness in the workplace and seventeen
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(17) had available filing cabinet for storing pertinent confidential documents and files.

There were fifteen (15) guidance offices that had their separate counseling room and

room for conference and counseling and sessions; fourteen (14) guidance offices had

their own waiting area for queuing; Twelve (12) guidance offices were accessible due to

its location in the school premises; seven (7) had their own testing room in administering

a psychological tests.

Only seven (7) schools out of 21 had separate testing room. Most of the

counselors just used the available classrooms in administering test.

1.2 Guidance Services

1.2.1 Individual Inventory Services

There were only four (4)counselors who had forms of Behavioral Checklist, six

(6) had Monitoring Form, and seven (7) with Attitudes and Study Habits Checklist.

Individual inventory was satisfactory implemented with a grand mean of 4.26.

Teachers and students also believed that the individual cumulative records kept in the

guidance office were properly used. Cumulative records were very satisfactory and were

utilized for assessing and learning students achievement and profiling a career planning.

The accessibility of information to authorized persons were strictly monitored and

implemented.

1.2.2 Information Services

All guidance offices had their own bulletin board. Only six (6) schools did have

their pamphlets with them; only two (2) schools had their catalogues and brochures

available for students.

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Information service was satisfactory implemented by the general mean score of

3.62. Part of the information service being evaluated fell under the fair description. There

were not enough available catalogues, brochures, pamphlets on career, personal and

social development. With regards to conducting school orientation program, it was

evaluated as very satisfactory. The guidance personnel in-charge in the guidance office

conducted symposium and seminars for students for educational and occupational matter.

Also, occupational information was being considered. Teachers, guidance counselors,

and students believed that there were enough bulletin boards available for posting

relevant information. With the 3.01 mean of teachers, 3.33 mean of guidance counselors,

and 3.20 mean of students, the respondents believed that the information service

somehow lacked on the opportunity to observe actual occupational situations in the

community. Regarding the availability of funds for the guidance information service, it

had a satisfactory description with a mean of 3.23 (teachers), 3.24 (guidance counselors),

and 3.22 (students).

1.2.3 Counseling Service

There were fourteen (14) schools who met the prescribed ratio of one (1)

guidance counselor for every 500 students. Twelve (12) secondary private schools had a

functional homeroom guidance program. There were ten (10) that used a Session

Summary Form. Nine (9) private secondary schools provided Referral form. And only

seven (7) private secondary schools had an established peer counseling group.

The description of the counseling service of the 21 private secondary schools in

Tarlac province was satisfactorily evaluated with a grand mean of 3.96. Teachers (4.01

mean), guidance counselors (4.00 mean), and students (4.02 mean) believed that the
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counseling service of their school providedall phases of student development – physical,

mental, emotional, and spiritual.As regards attending to the client referral, teachers

evaluated the counseling service with a very satisfactory description mean of 4.88. But

the guidance counselors evaluated the referral as satisfactory with a mean of

3.86.Professionalism was also observed and confidentiality was considered as priority.

Students (3.77 mean) and teachers (4.42 mean) believed about the ethics and

professionalism of the guidance counselors.

1.2.4 Follow-Up Service

Out of 21, only seventeen (17) had systematic archives of records for their

graduates. There weresix (6) private schools that had Follow-Up Form for graduates. Five

(5) schools had Survey Forms for all school leavers.

The system designed for follow-up service is evaluated as “fair” through the mean

score of 2.65 (teachers), 2.95 (guidance counselors), and 2.11 (students). There was a

satisfactory description regarding students who left the school. Teachers and guidance

counselors believed on the importance of home visiting for special cases. Evaluation of

updating percentage of college graduates and placement was fair, the mean score of 2.78

(teachers), 2.82 (guidance counselors), and 2.27 (students). Retention and success rate of

the students was fairly considered. Conducting follow-up on problems and concerns of

drop-outs students by the teachers and guidance counselors was fair with the mean score

2.10, 2.87, and 3.10. Furthermore, a follow-up to conduct of student‟s academic progress

within 5 years were being evaluated as fair through the mean score. Teachers with 2.91

mean, guidance counselors with 2.71 mean, and students with 2.91 mean did not see the

effort of the school in extending and reaching out those students who already left the
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school and pursue higher level of academic program. All available information taken

from the follow-up service were being considered in an effort to improve instructions in

teaching, to improve the available services of the school had satisfactory description with

the mean score 3.51, 3.62, and 3.58 along with designing a follow-up/ monitoring

program on intervention procedure of the students‟ academic progress and adjustment.

Only six (6) schools had a Monitoring form. Acquainting principal/ faculty members/

students with the results of follow-up studies/ activities to develop programs for the

students were fairly evaluated. Follow-up service was satisfactorily implemented.

1.2.5 Testing Service

Out of 21 private secondary schools only nine (9) had test materials available for

determining the aptitude of the students.Regarding the Personality and Intelligence Test,

only eight (8) private secondary schools hadthis type of tests. Only five (5) schools

administered the Occupational Inventory Test.

There was existing testing program available for the majority of the guidance

program and a fair administration of psychological tests as yielded in the mean score of

2.97. The guidance offices that had fair description in testing programs utilized the results

by informing students of individual test results and interpreted to them appropriately.

Guidance counselors utilized the result of the National Career Assessment Examination

(NCAE) in providing information and guidance to students. Collection and organization

of updated test and non-test data from the students in order to provide a comprehensive

students‟ background was another setback in the guidance office with 2.95 mean of

teachers, 2.32 mean of guidance counselors, and 2.26 mean of students. Generally, as the

testing service was evaluated fairly. Majority of the counselors have problems in the
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delivery of adequate testing service because of the unavailability of testing materials.

1.2.6 Career Service

There were fourteen (14) private schools that conducted and implemented a career

talk program for the students. Eight (8) guidance offices had their career assessment

form. Only five (5) had the career profile form. Only two (2) of the guidance offices

publisheda career newsletter.

The guidance office provided career information for students. Teachers (4.47

mean), guidance counselors (4.48 mean), and students (4.47 mean) had available bulletin

board. Career orientation program facilitated by professional speakers were very

satisfactory met. Teachers (4.33 mean), guidance counselors (4.33 mean) and students

(4.34 mean) believed that this program allows everyone to be exposed with opportunities

and choices in career planning. Some guidance counselors consulted administrators and

teachers in the development and infusion of career units into the curriculum as was seen

in the mean score of 3.97, 3.95, and 3.96. Also, career integration in homeroom guidance

program was considered. Majority of the respondents did not conduct a field trip to

different universities and colleges. Guidance offices of the private secondary schools in

Tarlac province had difficulty providing parents orientation and trainings on career

coaching.

1.2.7 Placement Service

Only nine (9)guidance offices had available referral form. Only six (6) schools

hadpamphlets available and two (2) schools had brochures as an easy way to inform

students
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regarding pertinent information.

There was satisfactory evaluation of the placement service as the grand mean

score of 3.18. There was no existing procedure in conducting individual parent

conferences for any student considered for placement in a special education program.

Teachers with a mean of 2.23 and students with a mean of 2.10 believed that the guidance

office lacks the service in providing documentation of assisting students with special

needs to be placed in appropriate place. There was mean score of 3.39, 3.38, and 2.39

regarding the programs offered by Public Employment Service Office (PESO),

Department of Labor and Employment (DOLE) and TESDA like career orientation,

trainings for handicraft, current in-demand career.

1.2.8 Research and Evaluation Service

The most available form was the Evaluation Form for teachers. Needs assessment

is an essential tool to be used by the guidance office in constructing, planning and

implementing programs which will respond to the needs of the students. As a result of the

researched done in this service, modules can be created for career awareness, integration

of special topic into the homeroom guidance program can be done, program construction

for academic improvement, activity development of existing programs, special topics for

brochures, pamphlets creation, placement of students with special needs, placing students

with special interest/ talent/ skill to organization or club, modification on peer counseling

group, recommendations and suggestions on the strengths and weaknesses of

organization joined by the graduates as a result of conducting systematic follow-up of

graduates, and some other special concerns which can be seen in the individual needs

assessment.
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Generally Research and Evaluation was under the fair category with grand mean

score of 2.93. Record keeping was the most obvious task which was being considered in

this service.There were no programs on conducting research and evaluation on utilized

services and strategies implemented. A research evaluation about school-leavers why

students drop-out of the school, transfer, and repeat was evaluated with fair description

with mean score of 2.14, 2.87, and 2.32. There were no programs developed for special

cases of students like parents are OFW, lesbians, gays and those with physical handicap.

Delivery of research findings and follow-up studies to administration/ faculty/ appointed

guidance personnel and guidance counselors were not being considered,and research and

evaluation had minimal impact on the improvement of school services.

2. Adequacy of Guidance Services Delivered.

These were services fairly evaluated based on the results: Testing Service with a

grand mean score of 2.97and Research and Evaluation Service with a grand mean score

of 2.93.

Information Service with grand mean of 3.62, Counseling Service with grand

mean of 3.96, Follow-Up Service with grand mean of 3.17, Career Service with grand

mean of 3.55, and Placement Service with grand mean of 3.18 were evaluated as

satisfactory based on the mean score. In terms of the career service, there were some

instances where colleges and universities intend to have their information drive for

promoting their school. When it comes to placement service, there were also instances

where some government sectors coordinated with the school like the PESO, DOLE, and

TESDA to avail their services as part of extending their services to the community.

The only service that was considered as somewhat adequately delivered was the
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Individual Inventory Service with a grand mean of 4.26.

3. Problems Encountered in the Delivery of the Guidance Organization and

Services

Based on the findings of this study, 100% of the organization in the guidance

lacked qualified guidance counselors. There were no registered guidance counselors.

Sixteen (16) out of 21 had misconceptions of faculty staff regarding the guidance

office as discipline officers.

There were eleven (11) counselors believed that parents were not cooperative and

supportive in the delivery of guidance program.Twelve (12) guidance counselors

believed that attaining the guidance services was difficult because of financial

constraints.

Guidance personnel in-charge in the guidance office lacked training in the

guidance and counseling properly.

Another problem in the delivery of the guidance services was inadequate

administrative support and supervision by school heads.

4. Proposed Guidance Program

The proposed model guidance program for private secondary schools in Tarlac

province has the following parts: I. Philosophy, the purpose of guidance program. 1.

General Objectives A. The Three Main Domains must be enumerated and explained: a.

Academic Development; b. Personal/Social Growth; and c. Career Development. B. Four

Components of a Developmental School Guidance and Counseling Program: a. Guidance

Curriculum; b. Responsive Services; c. Individual Planning; and d. System Support. C.

Physical Guidance Structure. D. Guidance Services: 1. Individual Inventory Services; 2.

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Information Services; 3. Counseling Services; 4. Follow-Up Services; 5. Testing

Services; 6. Career Services; 7. Placement Services; and 8. Research and Evaluation

Services. E. Organizational Arrangement. F. Facilities and Equipment. G. Evaluation of

Guidance Program.

Conclusion

Based on the major findings of the study, the following conclusions were derived:

1. All of the guidance personnel in-charge were not qualified but they augment this by

attending seminars and trainings sponsored by PGCA, and few of them are currently

pursuing a post graduate degree.

2. Guidance counselors could not fully attain the functionality of guidance services

because majority of them were part-time guidance counselors.

3. There is a need for comprehensive orientation to school administrators, teachers, and

students about guidance program so that they can extend full support for the program.

4. Private school administrators appointed guidance counselors who were not qualified.

5. The inadequacy of guidance program delivery is due to limited budget.

6. Functional guidance program, separate testing room, standardized psychological

testing materials were problems besetting the guidance office.

7. Coordination and support from parents could be a factor in the implementation of a

functional guidance program.

8. There are not enough forms available in guidance services for better assessment and

keeping track on appraising students‟ progress.

9. There is a need to strengthen and put to priority the Research and Evaluation Service

along with Testing Service.

 128

Recommendations

Based on the findings and conclusions, the following recommendations are

hereby presented.

1. The guidance personnel in-charge in guidance should finish post graduate degree to

be qualified in taking the licensure examination to become registered guidance

counselor. School administrators should support the process of the guidance

counselors to finish their post graduate degree.

2. A full-time guidance counselor should be designated to the guidance office.

3. The counselors must generate and construct several reading materials with topics

based on the Research and Evaluation Service results through the Needs Assessment

report.

4. A functional and model guidance program as proposed by the researcher should be

brought to the attention of the Board Members of the Alliance of Private Schools in

Tarlac Province (APSTaP) and DepEd officials.

5. Appropriate guidance fee must be considered in the miscellaneous fee for the

guidance program implementation.

6. Separate testing room must be constructed in every guidance office.

7. Procurement of standardized psychological tests for students‟ assessment must be put

into priority.

8. The guidance personnel must establish a support system involving parents warmth

coordination.

9. School administrator should show genuine attention regarding the immediate

implementation of the proposed model guidance program. Close monitoring and

 129

supervision is recommended to have a constant update of the extent on how the

guidance personnel implement the guidance program.

10. A more sophisticated research of different design but with similar variable or with

more variables focused on guidance services may be conducted.

 130

BIBLIOGRAPHY

BOOKS

Cinco L.A. (2008) Guidance and Counseling in Schools. National Book Store.
Mandaluyong City.

Cervera, V. M. (2009) Foundations of Guidance.Quezon. Great Books

Publishing

De Jesus E.M. (2005) Handbook of Psychological Tests: Theories, Administration,

Scoring, and Applications. Rex Bookstore ,Sampaloc, Manila.

Heyden, S.M. (2011). Counseling Children and Adolescents. Belmont, CA: Brooks/ Cole

Jones A.J. (1970)Principles of Guidance. McGraw-Hill Book Company.

Kakkar S.B. (2005). Educational Psychology. Prentice-Hall of India Private Limited,

New Delhi

McGannon, W., Carey , J., & Dimmitt, C. (2005) Developing and Managing Your
School Guidance and Counseling Program (4th Ed.). Alexandria, VA:
American Counseling Association

Mendoza, E. D. (2003). Guidance and Counseling Today. Manila: RexBook Store

Shertzer, Stone, (1981) Fundamentals of Guidance, Houghton Mifflin Co.

Studer J.R., Diambra J.F. (2011) AGuide to Practicum and Internship for School-
Counselors-in-Training. Taylor & Francis Group, New York.

Villar, I. V.G. (2007).Implementing a Comprehensive Guidance and Counseling

Program in the Philippines. Makati: Aligned Transformations Publications.

UNPUBLISHED MATERIALS

Cura, O. L. (2011) An Evaluation of the Guidance Program of TSU: A Basis for

Enhancement.Tarlac State University.Tarlac City

Ilagan, S.C., (2014) A Proposed Guidance Program for the Indigenous People (Aetas)
in the Manabayucan Elementary School, Capas, Tarlac.Tarlac State University.
Tarlac City

Manalang, J. A. (2010) Professionalizing the Practice of Guidance and Counseling

 131

Among Guidance Counselors in Tarlac City.Tarlac State University.Tarlac City

Reganit, E., (2013) A Model Elementary School Guidance Program: Tarlac State
University.Tarlac City

WEBSITE

An Evaluation of Guidance Services in Scarborough Schools. Internal Evaluation

Report No. 6:.http://eric.ed.gov/?id=ED265462

An Evaluation of the Graduate Diploma in Guidance Counselling at the University

of Limerick: Implications for policy and practice in initial education for
Guidance Counsellors:http://www.ul.ie/eps/node/261

Comprehensive Guidance and Counselling.

https://studentservices.ednet.ns.ca/sites/default/files/Comp%20Guidance%20and
%20Couns%20Prog.pdf

Consumer Concepts of Ideal Characteristics and Minimum Qualifications for

Rehabilitation Counselors: http://rcb.sagepub.com/cgi/content/abstract/45/1/12

Current Issues and Trends in Guidance and Counseling:http://eric.ed.gov/?id=ED281900

Current Trends and Issues in Guidance and Counseling:

http://effyguidanceandcounseling.blogspot.com/2010/09/chapter-5-current-trends-
and-issues-in.html

Evaluation of Career Guidance Programs:

http://link.springer.com/chapter/10.1007%2F978-1-4020-6230-8_34#page-2

Evaluation of School Counseling and Guidance Services Based on Views of High

School Students: http://www.j-humansciences.com/ojs/index.php/IJHS/article/view/491

Guidance and Counseling and the Challenges of Educational Reforms in Nigeria.

http://www.academia.edu/3759349/Guidance_and_Counselling_and_the_challeng
es_of_Educational_reforms_in_Nigeria

Guidance and CounsellingProgramme Development:

http://www.unesco.org/education/mebam/module_8.pdf
 132

Guidance and counselling services in high schools : problems, implications and

solutions.http://researchspace.ukzn.ac.za/xmlui/handle/10413/2023

Handbook for School Counselors http://www.cep.msstate.edu/handbooks/pdf/hb4counsl.pdf

High School Guidance Counselor Evaluation Components and Forms:

http://www.centerville.k12.in.us/administration/pdf/evaluations/admin/Part%20A
%20and%20B%20High%20School%20Guidance%20Counselor%20Evaluation11
.14.12.pdf

Missouri Comprehensive Guidance and Counseling Program:

http://www.missouricareereducation.org/doc/guideeval/MSIP-Checklist.pdf

On Guidance and Counseling:http://guidance-services-daom-

rdl.blogspot.com/2010/10/current-trends-and-issues-in-guidance.html

Republic Act No. 9258: http://www.lawphil.net/statutes/repacts/ra2004/ra_9258_2004.html

School Counselor: http://wikipedia.org/wiki/school_counselor

School Counseling Checklist:http://www.ncat.edu/academics/schools-
colleges1/soe/hdsv/forms%20for%20hdsv/school%20forms.pdf

School Guidance Counseling, PreK-8, 5-12 School Social Worker/School

Adjustment Counseling, All Levels:
http://www.spfldcol.edu/Assets/pdfs/educator-preparation/Guidance_handbook.pdf

The Basis for the Texas Comprehensive, Developmental Guidance and Counseling
Program:http://tea.texas.gov/counseling_guide1.pdf

The Evaluation of Counseling and Guidance Services Based on Teacher Views and
their Prediction Based on Some Variables:
http://files.eric.ed.gov/fulltext/ED524160.pdf

The South Carolina Comprehensive Developmental Guidance and Counseling

Program Model: http://ed.sc.gov/agency/programs-
services/174/documents/SCCDGCPM06-23-08Final.pdf

Utah Comprehensive Counseling and Guidance Program Evaluation Report:

http://www.schools.utah.gov/cte/documents/guidance/publications/Research_Uta
hSchoolCounselingEvaluation.pdf

What Are the Expected Benefits Associated with Implementing a Comprehensive

Guidance Program?:
http://www.californiacareers.info/downloads/handouts/gysbersbrief.pdf
 133

What_Are_the_Issues_in_School_Guidance_Counseling: http://wiki.answers.com/Q/

What Are the Seven Major Societal Institutions, & the Roles of Each?:
http://www.thesocialleader.com/2009/12/7-major-societal-institutions-roles/
 134

Appendix A

LETTER OF REQUEST TO PRINCIPAL

Republic of the Philippines
TarlacState University
Graduate School
Tarlac City
February 1, 2015
______________________________
______________________________
______________________________

Madam:

Greetings!

The undersigned is conducting a master‟s degree thesis entitled “A

MODEL GUIDANCE PROGRAM FOR PRIVATE SECONDARY
SCHOOLS” for the school year 2014-2015.
In this connection, I would like to seek permission from your good
office to allow me to conduct my study among the teachers in-charge or the
appointed guidance counselors and some of your students to evaluate the
guidance services in your school and some of your faculty members.
Rest assured that the data gathered for this study will be kept with
utmost confidentiality.
Thank you for your help and assistance.
God be with you always!

Very truly yours,

(Sgd.) Ruel P. Daliva

Researcher

Noted:

(Sgd.)Rodrigo M. Sicat, Ph.D., RGC

Thesis Adviser
Approved:
______________________
______________________
 135

Appendix B

SAMPLE QUESTIONNAIRE

Dear Teachers/ Guidance Counselors,

Greetings!

The undersigned is MAEd in Guidance and Counseling student at the Tarlac State
University. In preparation for his thesis, he is in the process of conducting a study on “A
MODEL GUIDANCE PROGRAM FOR PRIVATE SECONDARY SCHOOLS.” Thestudy
aims to evaluate the guidance services catered to the students. Your honest response to each item
will greatly contribute to the validity of this study and will be very much appreciated. Rest
assured that the information will be held in strictest confidentiality.

Thank you.

RUEL P. DALIVA

Name: ______________________________ School: _____________________________

(Optional)

Part I. Organization
Total Number of Guidance Counselors ____
Total Number of Students _____
Total Number of Staff _____

1. Educational Attainment:
Baccalaureate Degree: _______________________________________
Post Graduate Degree: _______________________________________
2. Obtained Eligibility: _____ Licensed Teacher _____ Licensed Guidance Counselor
_____ Civil Service Eligible _____ Others (Specify) ____________
3. If licensed guidance counselor, when did you have your license? ____________________
How did you obtain your license? (please check)
_________ qualified in “Grandfather‟s Clause”
_________ passed the licensure examination for guidance counselor
4. Full time guidance counselor _____ yes _____ no
If no, what are your other tasks?
_______________________________________________________________________
_______________________________________________________________________

5. Professional Organization Affiliation/ membership

_______________________________________________________________________
_______________________________________________________________________

6. Seminar/ Workshop/ Training Attended

_______________________________________________________________________
_______________________________________________________________________
 136

Direction: Please check which of the following services are available. Do not check if the
guidance services are not available

1. Individual Inventory Services

(Availability of Records) 5. Testing Services
_____ Anecdotal Record _____Personality Test
_____ Student Record Profile _____ Intelligence Test
_____ Psychological Tests Profile _____ Aptitude Test
_____ Monitoring Form _____ Occupational Inventory Test
_____ Behavioral Checklist _____ Behavioral Inventory Test
_____ Attitudes and Study Habits _____ Testing Room
Checklist _____ Others: _________________
_____ Needs Assessment _________________
_____ Others: _________________
_______________________ 6. Career Services
_____ Career Newsletter
2. Information Services _____ Career Talk
(Availability of the following:) _____ Career Assessment Form
_____ Catalogues _____ Career Profile Form
_____ Brochures _____ Others: _________________
_____ Pamphlets _________________
_____ Bulletin Board
_____ Others: _________________ 7. Placement Services
______________________ _____ Referral Form
_____Brochures
3. Counseling Services _____ Pamphlets
_____ Session Summary _____ Others: _________________
_____ Referral Form _________________
_____ Peer Counseling Group
_____ Homeroom Guidance 8. Research and Evaluation Services
Counseling _____ Evaluation Form for Teachers
_____ Guidance Counselor to _____ Evaluation Form for Guidance
student is 1:500 Services
_____ Counseling Room _____ Needs Assessment
_____ Others: _________________ _____ Documentation of Activities
_______________________ _____ Others: _________________
_________________
4. Follow-Up Services
_____ Survey Forms of All School 9. Other Services Please Specify:
Leavers ___________________________
_____ Follow-Up Form forgraduates ___________________________
_____ Records of Graduates ___________________________
_____ Feedback Form ___________________________
_____ Others: _________________
 137

Part II. Guidance Services.Read the rating scale given below. Check
the number which corresponds to the most accurate description as you observe it on the box after
each item.
5 – Outstanding (O) 2 – Fair (F)
4 – Very Satisfactory (VS) 1 – Poor (P)
3 – Satisfactory (S)

INDIVIDUAL INVENTORY SERVICE 5 4 3 2 1

1. Records from the previous schools where the students came from
2. Use of the students‟ records for student‟s self-assessment, learning
and career planning
3. Filing of the student records
4. Accessibility of the student records
5. Analyzing and interpreting results of test
6. Adequate recording system
7. Cumulative records are being kept in the file
8. Others specify:
___________________________________________
___________________________________________
___________________________________________

5 – Outstanding (O) 2 – Fair (F)

4 – Very Satisfactory (VS) 1 – Poor (P)
3 – Satisfactory (S)

INFORMATION SERVICES 5 4 3 2 1
1. Availability of catalogues, brochures, pamphlets on career
awareness
2. Provides catalogues, brochures, pamphlets on personal and social
development
3. Giving orientation on school regulations and different facilities
and services
4. Invites resource speakers for educational and occupational
information
5. There are adequate bulletin board for posters and other types of
guidance information
6. Provides opportunity to observe actual occupational situations in
the community
7. There are funds available for different guidance information
service
8. Conduct of seminars and workshops on personal-interpersonal and
academic-educational concerns of the students
9. Others specify:
___________________________________________
___________________________________________
___________________________________________
 138

5 – Outstanding (O) 2 – Fair (F)

4 – Very Satisfactory (VS) 1 – Poor (P)
3 – Satisfactory (S)

COUNSELING SERVICES 5 4 3 2 1
1. Provision of counseling services on all phases of student
development – physical, mental, emotional, and spiritual
2. Attends client referral
3. Conducts individual or group counseling service
4. Offers counseling for students who need assistance
5. Shows professional attitudes on conducting guidance activities
6. Guidance Counselor to student is 1:500
7. Availability of guidance counselors, and other personnel in
counseling activities
8. Facilitates on peer facilitator group
9. Facilitates on homeroom guidance counseling
10. Strict confidentiality on information regarding counseling
activities
11. Calling of students identified with needs
12. Others specify:
___________________________________________
___________________________________________
___________________________________________

5 – Outstanding (O) 2 – Fair (F)

4 – Very Satisfactory (VS) 1 – Poor (P)
3 – Satisfactory (S)

FOLLOW-UP SERVICE 5 4 3 2 1
1. Design a systematic follow-up of graduates
2. Surveys of all school leavers
3. Conducts a home visit for special cases
4. Involves the parents for consultation
5. Updates percentage of college graduates and placement
6. Conducts follow-up on problems and concerns of drop-outs
7. Conducts follow-up of student‟s academic progress within 5 years
8. Use follow-up results to improve instructions
9. Designs a follow-up/ monitoring program on intervention
procedure of the students‟ academic progress and adjustment
10. Acquaint principal/ faculty members/ students with the results of
follow-up studies/ activities to develop programs for the students
11. Others specify:
___________________________________________
___________________________________________
___________________________________________
 139

5 – Outstanding (O) 2 – Fair (F)

4 – Very Satisfactory (VS) 1 – Poor (P)
3 – Satisfactory (S)

TESTING SERVICE 5 4 3 2 1
1. There is an existing testing program
2. Administration of psychological tests
3. Tests are appropriately scoredand interpreted to students
4. Informs students of individual test results
5. Collection and organization of updated test and non-test data to
provide a comprehensive clientele background
6. Use of test results in establishing programs/ activity development
7. Use of tests results on program/ activity development
8. Interprets collected data to the students
9. Others specify:
___________________________________________
___________________________________________
___________________________________________

5 – Outstanding (O) 2 – Fair (F)

4 – Very Satisfactory (VS) 1 – Poor (P)
3 – Satisfactory (S)

CAREER SERVICE 5 4 3 2 1
1. Provides career information for students
2. Conducts career orientation program
3. Consults administrators and teachers in the development and
infusion of career units into the curriculum
4. Interprets the National Career Assessment Examination (NCAE)
5. Publishes a career newsletter
6. Conducts individual and group conferences with students in career
planning
7. Provides students with career planning literature, including tests
required for college admission
8. Conducts a field trip to the university
9. Assists teacher-advisors in establishing a career profile/ plan on
students
10. Provides parents orientation and trainings on career coaching
11. Invites professionals for a career talk
12. Others specify:
___________________________________________
___________________________________________
___________________________________________
 140

5 – Outstanding (O) 2 – Fair (F)

4 – Very Satisfactory (VS) 1 – Poor (P)
3 – Satisfactory (S)

PLACEMENT SERVICE 5 4 3 2 1
1. Conducts individual parent conferences for any student considered
for placement in a special education program
2. Provides documentation of assisting in the placement of students
with special needs.
3. Works with Public Employment Service Office (PESO) in
determining placement for students
4. Surveys on occupational and career choices
5. Assists in appropriate placement of students with special needs
6. Encourages students with special interest/ talent/ skill to student
organization and clubs
7. Establishes links with DOLE and TESDA
8. Others specify:
___________________________________________
___________________________________________
___________________________________________

5 – Outstanding (O) 2 – Fair (F)

4 – Very Satisfactory (VS) 1 – Poor (P)
3 – Satisfactory (S)
RESEARCH AND EVALUATION SERVICE 5 4 3 2 1
1. Evaluation of the strengths and weaknesses of guidance services.
2. Conducts research and evaluation on utilized services and strategies
3. Gathers evaluative data on guidance services and implements
revision.
4. Conducts needs assessment to students
5. Compiles important students information and records
6. Delivers research findings and follow-up studies to administration/
faculty/ appointed guidance personnel and guidance counselors
7. Conducts research and evaluation through school-leavers (drop-
outs, transferees, and repeater) on strengths and weaknesses of the
school organization
8. Conducts research and evaluation on special cases of students like
(parents are OFW, lesbians, gays and those with physical handicap)
and develop suitable program/ services for them.
9. Others specify:
___________________________________________
___________________________________________
___________________________________________
 141

Please check your concerns/ problems in your guidance office for the effective
delivery of the guidance service.

PROBLEMS IN THE DELIVERY OF GUIDANCE

SERVICES
____ 1. Lacks training in the guidance and counseling process
____ 2. Inadequate administrative support
____ 3. Inadequate/ lack of funds in guidance services
____ 4. Misconception of faculty teachers on the role of the
guidance counselors as disciplinary officers
____ 5. Teachers are not aware ofthe different guidance services
____ 6. Non-cooperation of some community agencies
____ 7. Non-cooperation of parents
____ 8. Lack of supervision by school heads
____ 9. Indifference of students towards counseling
____ 10. Indifference of faculty towards guidance
____ 11. Others specify:
___________________________________________
___________________________________________
 142

Appendix C

OBSERVATION CHECKLIST

SCHOOL: ________________________________ No. of Counselors: _________

FACILITIES
____ 1. The physical setting and facilities are conducive for guidance works
____ 2. Availability of counseling room
____ 3. Availability of testing room
____ 4. Availability of waiting area where individual can stay while waiting for their
counselors
____ 5. Availability of room for small group sessions
____ 6. Availability of bulletin board
____ 7. Availability of computer equipment for guidance related work
____ 8. Accessibility of the location of the guidance office
____ 9. Electricity supply is provided
____ 10. Availability of filing cabinet for organizing guidance files
____ 11. Cleanliness of the guidance office is observed
____ 12. Others specify:
___________________________________________
___________________________________________
 143

Appendix D

Physical Structure of the Guidance and Counseling Office

(in Meter)

12m

4m

4.5m 3m 4.5m

10m 2m

8m 6m

4m
4m
 144

Appendix E

GUIDANCE PROGRAM
S.Y. 2014 – 2015

SERVICES SPECIFIC OBJECTIVES TECHNIQUES/ ACTIVITIES SKILLS/ TARGET

VALUES DATE
I. Enrolment  To orient and re-orient the high school  Orientation Program and study of the  Awareness June
Orientation student with the mission, vision, & handbook  Appreciation
objectives, rules & regulation of the school and
 To be acquainted with the administrators, acceptance
faculty members and personnel of the high of others
school,
 To be acquainted with the facilities and
services the school will be providing them.

II. Individual  To update information about the students  Updating of cumulative records of  Wise and June
Inventory for administrators, teachers, and individual students judicious use
counselors’ better understanding of the  Needs Assessment Inventory of records
individual students’ problems, needs and  Monitoring Form
potentials.
 To assist in interpreting information for
progressive self direction
III. Information  To collect and disseminate current  Symposium/ Seminars  Personal Throughout
educational, career, personal, social Anti-Bullying Growth the school
information Self Esteem year
Bridging The Gap
Career Planning
Self-Restructuring
Conflict Management
OFW Kid

143
 145

IV. Testing  To examine student’s abilities and inclination,  Testing  Personal & Throughout
and to give them direction towards a career - Ability Test Social the school
more fitting to each one. - Personality Test Development year
 To use the supplied psychological tests to - Aptitude Test  Educational
uncover the students’ strengths and - Career Development
weakness, the tools for helping them on  NCAE  Career
their difficulties.  Evaluation of tests and interviews Development
 Utilization of Tests Results

V. Individual and  To assist students in making choices and  Interview  Decision- Throughout
Group decisions essential to a satisfactory and  Group Discussion Making the school
Counseling useful life.  Peer Counseling  Self- year
 To provide preventive measures to any Awareness
problem encountered by the students
 To hasten students in acquisition of self-
understanding and in their task of rising
beyond themselves

VI. Consultation  To keep the community updated and well-  Run forums, group/ class discussions on  All year
Information informed, to consult each other on any minor issues/ problems arising; students’ round,
Forum and major issues facing the students; concerns then by forwarded to people or timetabled
 To solicit the side and voice of students on offices concerned; and when
school decisions, to make each one feel  Consultative meetings between students chances
accountable and important part of the school and school personnel. come, e.g.
community  Suggestion boxes and their up-to-date assemblies
inventories;

VII. Leadership  To reach as many students as possible  Leadership Training Seminar  Good Throughout
thru the peers a. Group Dynamics Leadership the school
Development  To create harmonious learning climate in b. Sharing  Community year
the campus and in the rooms c. Lectures Involvement
 To help the student to gain some  Responsible

144
 146

communication skills; self-confidence and Leadership

trust in others Self-esteem
 To give enough room for the practice of
leadership, and to promote students’
responsibility in running their own affairs.
VIII. Services to  To assist teachers in determining the  Individual/ group conference  Information Throughout
Faculty cause of behavioral and academic problem  Career Counseling Modules dissemination the school
of the students  Faculty & year
 To equip teachers with data that operate in staff
the formation of the students strengths and development
weaknesses  Personal
 To help the teachers/ staff in determining growth of
their job satisfaction staff and
teachers
IX. Services to  To work hand and hand with the  Guidance services reports  Cooperation Throughout
Administrator administrators in attaining the school  Faculty meeting  Responsibility the school
s philosophy and objectives year
X. Learning  To organize different programs that is  Group conference  Cooperation Throughout
Activities somewhat helpful in developing the  Group dynamics  Self- the school
learning habits of the students awareness year
 Responsibility

XI. Social  To encourage students to develop socially and  Organize socialization programs where  Social October
Outreach more responsibly as they realize their duty and bothfaculty/ staff and students socialize, awareness and
reach out in concern to each other and to their recreate, and acquaint each other, e.g.  Responsibility December
people and community ballroom dancing, fellowship hour,
ex0cursions, picnics, etc.
 Inter-school/ inter-institutional affairs
where students and personnel of
different schools meet and socialize
XII. Follow-up  To reach out to graduates and former faculty  Updating record of an alumni directory;  All year
Remote members in order to learn more appropriately  Contacts with graduates through round; At
Control from them and to improve offerings and continuous informative communication every
services according to feedback given between alma mater and alumni opportunity

145
 147

 Graduates may also ask the school for

help, guidance, and assistance on what
they feel or experience as lacking, and
vice versa.
XIII. Information  To visit elementary school to endorse the  Information dissemination  Community February to
Drive scholarship program  Series of promotional visits to feeder involvement March
 To give prospective students a preview schools, doing
and make them aware ahead of time, of a. Talk on the affairs presently
the opportunities, privileges, duties, enjoyed by students, as well as
responsibilities, and discipline they opportunities, expectations,
encounter if they choose to join the school responsibilities and discipline
community. expected of members of their
future school;
b. Open forum, question-answer
type, on oral and visual
presentation above, and on the
general set-up of the school;
c. Further exclusive meetings with
students showing extra interests
and contemplating enrolment

In addition to the services mentioned above the following are important responsibilities of the Guidance Office of a high
school:

a. Counseling for the complete development of students

b. Providing group guidance classes
c. Conducting all testing programs
d. Informing students about scholarship and financial aids
e. Maintaining and processing permanent records of students and graduates
f. Assisting with summer school or job arrangements
g. Coordinating educational and vocational resource center
h. Arranging and attending conferences with students, parents, teachers and outside resource people if necessary,
regarding student progress
i. Explaining curriculum rules, regulations and expectations for incoming freshmen, new students and parents
j. Assisting in post-high school education selection using available career search tools.
146
 148

MATRIX OF SCHEDULE
S.Y. 20 – 20

JUNE JULY AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH
 Individual  Establish  Career  Conduct the  Administer  Scoring/  Monitoring  Teacher’s  Campaign for  Career
Inventory Peer Planning for OFW OLSAT Findings of and Evaluatio recruitment in Campaign
 Career Facilitator G7 & G8 program for Psychologica OLSAT evaluation n Result different of different
Awareness (PF)  Inventory of students l Test for G7 results- of the  Campaign elementary colleges/
(College  Anti- Career whose parent & G8 G7&G8 guidance for schools in universitie
Admission Bullying Interest works abroad  Career  Utilization of program recruitment Gerona, s
Tests) and Sexual  Career Fair  Career Counseling OLSAT  Teacher’s in different Tarlac  Organize
 Guidance Harassmen for 4th Year Counseling for 4th Year  Teacher’s Evaluation elementary  Alumni Cup the files
Program t Campaign Students for 4th Year through Evaluation  Alumni schools in Victory for the
Development  Career  Teacher’s through NCAE results  Alumni Cup Cup as a Gerona, Celebration guidance
al Plan Assessmen Evaluation NCAE results  Alumni Cup as a follow-up follow-up Tarlac services
 Needs t Inventory  Needs as a follow- service service  Alumni report
Assessment Assessment up service  Documentatio  Reports Cup as a  Prepare
 Inventory of Scoring  College n of all the on the follow-up for the
Guidance Entrance guidance progress service needed
Forms Test activities done of Peer  Follow-up materials
 Testing application Facilitator on the for the
Materials career next SY
interest of
G7 & G8

147
 149

Appendix F

GUIDANCE OFFICE
Four Components of a Developmental
School Guidance and Counseling Program

Guidance Curriculum Responsive Services Individual Planning System Support

Provides guidance content Addresses the immediate Assists students in Includes program and staff
in a systematic way to all concerns of students. monitoring and support activities and
students. understanding their own services.
development.
Purpose: Purpose: Purpose: Purpose:
Awareness, skill Prevention, Intervention Student Planning and Goal Program Delivery and
development, and Areas Addressed: Setting Support
application of skills needed Academic concerns Areas Addressed: Areas Addressed:
in everyday life. EDUCATIONAL Guidance program
School-related concerns Acquisition of study development
Areas Addressed: tardiness skills
Self-confidence absences Parent education
misbehavior Awareness of
development
school-avoidance educational opportunities Teacher/administrator
drop-out prevention consultation
Motivation to achieve Appropriate course
Relationship concerns selection Staff Development for
Decision-making, Goal- educators
setting, Planning, and Lifelong learning
Physical/sexual/emotional School improvement
Problem-solving skills abuse Utilization of test scores planning

Interpersonal Grief / loss CAREER Counselor's professional

effectiveness (including Knowledge of potential development
social skills) Substance abuse career opportunities
Research and publishing
Family issues Knowledge of career
Communication Skills
and technical training Community outreach
Harassment issues
Cross-cultural
Knowledge of positive Public Relations
effectiveness Coping with stress work habits

Responsible Behavior PERSONAL-SOCIAL

Development of healthy
self-concepts

Development of
adaptive and adjustive
social behavior
Counselor Role Counselor Role Counselor Role Counselor Role
Guidance Counseling Guidance Program Management
Consultation Consultation Consultation Consultation
Program implementation
Coordination Assessment Professionalism
and facilitation
Professionalism Referral Professionalism
Professionalism

Appendix G
 150

FORMS

Indicator 1: Anecdotal Report

Indicator 2 : Student Record Profile
Indicator 3 : Summary of Psychological Tests
Indicator 4 : Monitoring Form
Indicator 5 : Behavioral Checklist
Indicator 6 : Attitudes and Study Habits Checklist
Indicator 7 : Needs Assessment Form
Indicator 10: Schedule of Appointments
Indicator 11: Referral Forms
Indicator 11: Interview with Newly Enrolled
Indicator 15: Session Summary
Indicator 17: Follow-Up Form for Graduates
Indicator 18: Survey Forms for School Leavers
Indicator 26: Career Profile
Indicator 30: Guidance and Counseling Services Evaluation
Indicator 31: Teacher Needs Assessment for Counseling Services

INDICATOR 1
 151

ANECDOTAL REPORT

Name: ____________________________________ Grade & Section: ____________

Nature of the Case: Case

No. ____
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Remarks

Nature of the Case: Case

No. ____
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Remarks

Nature of the Case: Case

No. ____
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Remarks
 152
INDICATOR 2: Student Record Profile Villar (2007)

SCHOOL
Address
STUDENT’S RECORD

Name:
FIRST MIDDLE
SURNAME NAME NAME
Nickname: Age: Sex:
Date of Birth: Place of Birth:
Birth Order Among Siblings:
Address:
Cellphone: Landline: Email:
Languages/ Dialects Spoken at Home:
Religion from Birth: Current Religion:
Parents
FATHER MOTHER
(Mark with † if deceased) (Mark with † if deceased)
Name:
Occupation:
Highest Educational Attainment:
Contact Number:
Living Together Mother with Another Partner
Permanently Separated Marriage Anulled/ Legally Separated
Temporarily Separated Father OFW
Father with Another Partner Mother OFW
Guardian (If not living with parents):
Address:
Relationship with guardian: Contact Number:
(Please write below siblings from eldest to youngest. Include yourself)
Name of Sibling/s School/ Place of work Age

Educational Background
School Last Attended:
Address of School Last Attended:
Easiest Subject/s:
Most Difficult Subject/s:
 153
INDICATOR 3: Summary of Psychological Tests

Name: ___________________________________ Age: ______ Sex: ______

Psychological Date of Summary Interpretation

Test Administration
 154

INDICATOR 4: Monitoring Form

Name: ________________________ Level & Sec: ________________

 Teacher/ Staff Interview

1. Describe the student’s attitude and performance
( ) Responsible ( ) Irresponsible ( ) Submits Projects
( ) Punctual ( ) Always Late ( ) Participate in Class
( ) Friendly ( ) Aloof ( ) Interested in Class
( ) Recite in Class ( ) Reserved ( ) Others Specify:
________________
 Student’s Interview
2. In what subject areas you perform well?
( ) English ( ) MAPEH ( ) EdukasyonsaPagpapakatao
( ) Science ( ) AralingPanlipunan
( ) Mathematics ( ) Computer
( ) Filipino ( ) TLE

3. Which of the following activities/ works you choose to do?

( ) Drawing ( ) Experimentation ( ) Talk to people
( ) Singing ( ) Paint ( ) Writing
( ) Play sports ( ) Sketch ( ) Acting
( ) Computer ( ) Play a music instruments ( ) Others, specify:
___________

4. In what setting do you wish to work in the future?

( ) Bank ( ) Laboratory ( ) Media/ News Agency
( ) Engineering Firm ( ) Garment Industry ( ) Advertising Firm
( ) Architectural Firm ( ) Call Center ( ) Theater
( ) Government Agency ( ) School/ University ( ) Hospital
( ) Others, specify: ______________

Based on the following:

 Psychological Test:
________________________________________________________________
 Report of Grades:
________________________________________________________________
 NCAE:
________________________________________________________________

Remarks:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

________________
Signature of Student

INDICATOR 5: Behavioral Checklist
Name: _____________________________ IMMATURITY
Yr. & Section: _______________________
Observer: __________________________
ACTING-OUT BEHAVIOR
Talks out without regard for others
Does not attend to classroom directions
Often does not listen
Exhibits out of seats behavior
Easily destructed SOCIALIZED DELINQUENCY
Aggressive behavior toward others both
physical and verbal
Touches or pushes others in an irritating
fashion
Abuses other children, Hurts other children
Disruptive in the classroom
Makes loud clinging noise, yells in the
classroom or hallway
Exhibits rowdiness
Stubborn and disrespectful WITHDRAWN BEHAVIOR
Always goofing around
Exhibits argumentative behavior
Interrupts everyone
Destroys things belonging to his/ her family
or to other children
CONDUCT DISORDER
Disobedient in the classroom
Doesn’t seem to feel guilty after
misbehaving
Disruptive in the classroom. Can’t sit still, is
restless, or hyperactive
Get into fights
Bossy, fond of or prone to giving orders DEPRESSIVE DISORDER
Temper tantrums or hot temper
Attention-seeking, wants a lot of attention
Boisterousness, full of noisy enthusiasm
and energy, and often roughness or
wildness
Rudeness, disagreeable or discourteous in
manner or action
Aggressive behavior toward others both
physical and verbal
155
Often day dreaming or gets lost in his/ her
thoughts
Extreme Passivity
Short Attention Span
Clumsiness
Prepared to have younger playmates
Is impulsive, or acts without thinking
Swears or uses obscene language
Truancy, skips school
Hangs around with others who get in
trouble
Gang membership
Theft, stealing somebody else's property
Feeling of pride to belong to a delinquent
subculture
Quiet, not grand, showy, or pretentious
Shy or timid
Underactive, slow moving, or lacks energy
Showing no affection
Lacking self-confidence
Unable to learn
Sudden changes in moods or feelings
Too fearful or anxious
Doesn’t get involved with others
Would rather be alone than with others
Self-conscious or easily embarrassed
Unhappy, sad, or depressed
Persistent sad or irritable mood
Loss of interest in activities once enjoyed
Significant change in appetite or body
weight
Difficulty sleeping or sleeping too much
Psychomotor agitation or retardation
Loss of energy
Feelings of worthlessness or inappropriate
guilt
Difficulty concentrating
Recurrent thoughts of death or suicide

INDICATOR 6: Attitudes and Study Habits Checklist
Attitudes and Study Habits Checklist
Name: _________________________
Grade and Section: _________________
The purpose of this checklist is to identify and then evaluate the student’s attitudes and habits
related to study skills. Please answer this questions as honest as possible so that results will be
helpful.
Finds studying to be one of the
pleasurable and satisfying experience in
life
Obtains more pleasure from studies than
from most other things
Day dreams during class discussion
Divide study time among the various
subjects to be studied
Ask questions or initiate comments in
each class
Comes to class prepared, having
completed the reading
Does not give up hope in a difficult and
challenging tasks
Gets along better in non-related school
tasks
Likes to study
Never gives up or stop trying to do his/
her best no matter how hard the subjects
are
Enjoys looking up information in library
reference
Has a stronger desire to reach high
grades than receiving failing marks
Lacks interest to attend a subject work
due to annoying attitude of teachers
Loses interest in responding to school
related work
156
Observer: _________________
Date: _____________________
Likes the rules and regulations of the
school
Mismanagement of free time between
classes for reading and reviewing
Thinks that most school work
assignments are a waste of time
Depressed at times that cannot
concentrate on school work
Believes that most of what he/she
studies in school is useless in
preparation for future
Uneasy and nervous when reciting due
to fear of humiliation
Fails to comply with school work due to
financial constraints
Feeling of unacceptance, rejection from
peer groups that leads to isolation
Fear of failure is stronger than hopes for
success
Remarks:
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
_________________
 157
INDICATOR 7: Needs Assessment

Name: ______________________________________ Yr. & Section: _________________

The following are some of the needs experienced by people your age. Please help us identify which needs you
experience and whether you believe the guidance program should help you with these needs.
Instructions: Use the following code to indicate the extent to which it is important to you that the guidance office does
something to respond to the specific need.
IA - Not important at all VI - Very important
SI - Somewhat important EI - Extremely important
MI - Moderately important

SELF-DEVELOPMENT NIA SI MI VI EI STUDIES NIA SI MI VI EI

 Know & understand myself  Understand my lessons
better  Find time to finish
 Manage my time assignments and socialize
 Plan my life  Develop confidence in
recitations and discussions
 Develop my talents and  Talk to teacher about
develop team difficulty in understanding
 Discover my talents and lessons
develop team  Balance between work at
 Improve my appearance home and studies
 Work with classmates on
 Learn more about the world projects
outside
 Cope with financial
 Get rid of personal vices/ demands of subjects
uncontrollable habits SPECIAL SOCIAL ISSUES
FAMILY RELATIONSHIPS
 Learn more about physical
 Improve my relationship w/ abuse
my siblings
 Learn more about sexual
 Manage siblings in a abuse/ harassment
parentless home
 Learn more about
 Develop the ability to discuss emotional and verbal abuse
problems with parents
 Handle experiences of
 Balance between warring/ abuse (physical, sexual,
separated parents emotional, verbal)
 Help parents manage stress/  Handle alcoholic/ or drug-
marital problems dependent family member
 Live with relatives  Handle effects of disaster/
 Live with the expectations/ crisis
demands of parents  Cope with losses
 Relate with a stepparent/ (separation, abandonment,
step siblings death)
SOCIAL RELATIONSHIPS  Deal with parents’
 Develop skills for starting/ extramarital affairs
maintaining friendships  Handle adjustments caused
 Make myself attractive to by financial crises
others OTHERS (Pls. Specify)
 Develop the ability to avoid  Overcoming shyness
being taken advantage of  True Love Waits
 Know how to choose friends
 Career Planning
 Get rid of fear of social
situations 
 Settle quarrels with among 
friends 
 Handle boy-girl relationships
 Handle peer pressure
 Deal effectively with bullies

I wish the guidance office would offer the following seminars/ workshop services.
____________________________________________________________________________________________________________________
I wish the guidance program would stop.
____________________________________________________________________________________________________________________
I wish the guidance program would continue.
____________________________________________________________________________________________________________________
I wish the guidance program would start.
____________________________________________________________________________________________________________________
 158

INDICATOR 10:

SCHEDULE OF APPOINTMENTS

Week of
Time Monday Tuesday Wednesday Thursday Friday

Week of
Time Monday Tuesday Wednesday Thursday Friday
 159

INDICATOR 11: Referral Forms

COUNSELOR - TEACHER - ADVISOR
REFERRAL FORM
Date of Referral _____________________________________
Name of Student _____________________________________
Teacher-Advisor _____________________________________
Reasons: Academic Personal
Career Student Request
When: Immediate _______ This week_____
ASAP ______

FOLLOW-UP REPORT TO TEACHER-ADVISOR

Date of Conference _____________________________________
Comments and/or Recommendations:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

___________________
Signature of Counselor

COUNSELOR - TEACHER - ADVISOR

REFERRAL FORM
Date of Referral _____________________________________
Name of Student _____________________________________
Teacher-Advisor _____________________________________
Reasons: Academic Personal
Career Student Request
When: Immediate _______ This week_____
ASAP ______

FOLLOW-UP REPORT TO TEACHER-ADVISOR

Date of Conference _____________________________________
Comments and/or Recommendations:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

___________________
Signature of Counselor
 160

REFERRAL TO COUNSELOR FORM

STUDENT___________________________________ DATE________________________
Please check the category or categories most descriptive of this student‟s problem.
Academic_____________________________
Attendance___________________________
Behavior______________________________
Physical______________________________ Hearing______ Vision_____ Other___
Social________________________________
Please write a brief narrative description of the student‟s problem.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Person making referral
__________________________________________________________________________________
****************************************
Intake Date__________________________
Action
Taken_________________________________________________________________________________
______
______________________________________________________________________________________
______
Counselor______________________________
Note to persons making referrals: Please return this form to the counselor for follow-up and filing. Thank
you.

COUNSELING REFERRAL
Date______________________ Class _____________________
Time______________________ Teacher ___________________
Student's Name: ____________________________________________________
Dear Counselor: This student is excused from my class to visit you for the following
reason:

____ 1.Class Problems ____ 5. Career Information

____ 2.Personal Problems ____ 6. Other
____ 3.Home Problems ____ 7. Request by Counselor
____ 4. College Requirements
Comments
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
 161

INDICATOR 12: Interview with newly

Enrolled

PROBLEMS INVENTORY

NAME: __________________________________________ Class: __________________

Directions: Draw a circle around the right answer for you.

No Yes 1. Do you make good test grades most of the time?
No Yes 2. Do you like school this year?
No Yes 3. Have you experienced a lot of failure in school?
No Yes 4. When you take a test, are you usually nervous or upset?
No Yes 5. Do you usually find time to do your homework?
No Yes 6. When you have a school problem, do you discuss it with your teacher?
No Yes 7. Do you have much trouble concentrating on your school work?
No Yes 8. Have you been extremely depressed this year because you haven‟t done well in school?
__________________________________________________________________________________

No Yes 9. Are your true parents separated or divorced?

No Yes 10. Are you proud of your family?
No Yes 11. Do you invite your friends into your home often?
No Yes 12. Are your parents too strict on you?
No Yes 13. Are your parents proud of your accomplishments?
No Yes 14. Do you feel that you have too much work to do around the house?
No Yes 15. Do you often fight with your brother(s) and sister(s)?
No Yes 16. Is your home life happy and pleasant?
__________________________________________________________________________________

No Yes 17. Do you lose your temper a great deal?

No Yes 18. Are you comfortable at parties or social events?
No Yes 19. Do you feel depressed often?
No Yes 20. Do you often feel like crying?
No Yes 21. Do you often wish things could be different?
No Yes 22. Are you lonely often?
No Yes 23. Do you want more friends?
No Yes 24. Do you feel that you are more unhappy than most kids your age?
__________________________________________________________________________________

No Yes 25. Are you sick a great deal of the time?

No Yes 26. Have you had your teeth checked in the last two years?
No Yes 27. Have you had your eyes checked in the last two years?
No Yes 28. Do you have a nervous stomach?
No Yes 29. Are you on any kind of medication? If so, what? _____________________
No Yes 30. Have you ever attended any special classes or received any services from
outside agencies such as a Mental Health Center, The Speech and Hearing Center, etc.?
__________________________________________________________________________________

No Yes 31. Do you have a real problem you feel like you must discuss with a counselor?
 162
INDICATOR 15: Session Summary

SESSION NO. _____

Student Name: _________________________________ Date: __________________

Action Taken on Previous Recommendation (if not the first session): __________________
________________________________________________________________________
Statement of the Problem: ___________________________________________________
Goal of the Session: ________________________________________________________
Conclusion:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Recommendations:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

SESSION NO. _____

SESSION SUMMARIES

Student Name: _________________________________ Date: __________________

Action Taken on Previous Recommendation (if not the first session): __________________
________________________________________________________________________
Statement of the Problem: ___________________________________________________
Goal of the Session: ________________________________________________________
Conclusion:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Recommendations:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
 163

INDICATOR 17: Follow-Up Form

for Graduates Villar (2007)
Gerona Junior College is interested in finding out how you are. It seeks to find out the
extent to which the College has done whatever was necessary to prepare its Graduates
for life outside school and to determine what additional assistance the school can render
to its Graduates. Please respond frankly and feel free to put in additional comments.

Name: Year Graduated:

Course: Major:
Permanent Address:
Contact Number/s:
E-mail:

I. HOW ARE YOU NOW?

Using the following scale, rate yourself on each of these areas, where applicable:
1 Not happy at all/ discontended
2 Minimally happy/ contented
3 Moderately happy/ contented
4 Happy/ contented
5 Very happy/ contented

Work Life ______

Family Life ______
Social Life ______
Academic Life ______
Community Life ______
Spiritual Life ______

In what way can the school help you further to obtain the level of contentment or
happiness that you are aspiring for each of these areas?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

II. POST-GRADUATION LIFE

A. Civil/ Marital Status
Please check appropriate blanks
______ Single ______ Religious ______ Maried
______ Separated ______ Legally Separated ______ Marriage Annulled
______ Remarried ______ Living-in ______ Married Civilly

Number of Children ____________

Which activities/ subjects/ facilities/ services/ organizations offered by the school helped
you handle the demands of your PRESENT STATUS? Please state how.
Activities _______________________________________________________________
_______________________________________________________________
Subjects _______________________________________________________________
_______________________________________________________________
 164

Facilities _______________________________________________________________
_______________________________________________________________
Services _______________________________________________________________
_______________________________________________________________
Organizations _______________________________________________________________
_______________________________________________________________
What could the school have done/ still do to facilitate your handling of these demands?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

B. Education
List below any additional course you have taken since you graduated from High School
and College.
Course School Degree Inclusive years of study
______________ ______________ ____________________________
______________ ______________ ____________________________
______________ ______________ ____________________________
______________ ______________ ____________________________

C. Employment
List below the jobs you have held since your graduation
Jobs/ Position Company Inclusive years of study

___________________ _____________________ _____________________

___________________ _____________________ _____________________
___________________ _____________________ _____________________

If you have left any job, please state your reasons for doing so
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Which activities/ subjects/ facilities/ services/ organizations offered by the school helped
you handle the demands of your WORK LIFE? Please state how.

Activities ____________________________________________________________
____________________________________________________________
Subjects ____________________________________________________________
____________________________________________________________
Facilities ____________________________________________________________
____________________________________________________________
Services ____________________________________________________________
____________________________________________________________
Organizations ____________________________________________________________
____________________________________________________________
What could the school have done/ still do to facilitate your handling of these demands?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 165

D. Community
List below any professional or socio-civic activities you have participated in since you
graduated.
Nature of Work Position Organization Date of Involvement
______________ ______________ ____________________________
______________ ______________ ____________________________
______________ ______________ ____________________________

E. General
1. How has your stay at Gerona Junior College helped you with life outside its walls?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How has your stay at Gerona Junior College proven to be a hindrance?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. I would like Gerona Junior College to:
a. Stop
________________________________________________________________
b. Continue
________________________________________________________________
c. Start
________________________________________________________________
Please free to write down additional comments or suggestions regarding how the
school can still assist you at this time.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Thank you very much. Please feel free to contact us anytime you need help. Keep
us updated on your whereabouts and the goings-on in your life.
 166

INDICATOR 18: Survey

Forms for School Leavers

Name: ____________________________ Gender: _______

Yr& Section: _______________________ Date: _________

Please answer the following questions honestly.

1. What led you to decide to leave the school?

Transferring Close to Home Financial Reasons
Personal Academic Reasons Dismissed
Residential Experience Military Reasons Work/ Job Reasons
Adjustment Reasons Medical Reasons Abroad
Campus Climate/ Environment Program Not Offered
Others: Pls. Specify: ______________________________

2. Please explain your reason.

3. If transferring, please answer: School transferring to: ______________________________

Address: ___________________________________

4. What was most satisfying about your stay in ____________?

5. What was least satisfying about your stay in __________?

6. Did you feel you had enough support in your stay as a student?

7. Before deciding to leave, did you explore other possibilities that would encourage you to
stay?

8. What could the school do to improve its program and services?

Remarks:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________________________
 167

INDICATOR 26: Career Profile

Form
Name: _____________________________________ Class: _____________

NCAE RESULTS AREAS OF OCCUPATIONAL

INTEREST RANK
%
A. SCIENCES
1. General Scholastic Aptitude (GSA)
B. ENGINEERING
Scientific Ability (SA)
C. COMMERCE
Reading Comprehension (RC)
D. PROFESSIONAL SERVICES
Verbal Ability (VA)
E. PERSONAL SERVICES
Mathematical Ability (MA)
F. CYBERSERVICES
Overall GSA
G. AESTHETICS
2. Technical-Vocational Aptitude (TVA)
H. ENVIRONMENT
Clerical Ability (CA)
I. MILITARY TRAINING
Visual Manipulative Skill (VMS)
J. SPIRITUAL VOCATION
Overall TVA
K. AGRICULTURE AND
3. Non-Verbal Ability (NVA) FISHERY
4. Logical Reasoning Ability (LRA)
Excellent (E) 99+
5. Entrepreneurial Skills (ES) Very High (VH) 98-99
Planning & Decision Making (PD) Above Average (AA) 86-97
Budgeting, Marketing & Forecasting Average (A) 51-85
(BMF) Low Average (LA) 15-50
Creativity - C Below Average (BA) 3-14
Overall ES Poor (P) 1-2
Very Poor (VP) 0-.99

Course Preference: College/ University:

1. ____________________________________ 1. ____________________________________
2. ____________________________________ 2. ____________________________________
3. ____________________________________ 3. ____________________________________

OTHER PSYCHOLOGICAL TEST RESULTS:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

REMARKS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 168
INDICATOR 30: Guidance and Counseling Services Evaluation by Villar (2007)
Below are some of the services that the Guidance Office can offer or is already offering.

A. In Column A, please indicate with a CHECK whether the Guidance Office is already offering these
services.
B. In Column B, use the following code to indicate your satisfaction with the way that your Guidance
Office is offering these services. Please write the appropriate numbers under Column B.
1 - Not Satisfied at All 4 - Moderately Satisfied
2 - Minimally Satisfied 5 - Very much Satisfied
3 - Somewhat Satisfied
C. In Column C, use the following code to indicate the extent to which it is important to you that the
Guidance Office offers the specific services. Please write the appropriate letters under Column C.
NIA - Not important at all VI - Very Important
SI - Somewhat Important EI - Extremely Important
MI - Moderately Important

Services A B C
1. Collect and interpret information (test and non-test) about me to help me
understand myself.
2. Provide reading materials/ films that will give information on how I can become
a better person
3. Provide seminars and workshops that will enlighten me on my concerns-
persona-interpersonal, vocational-occupational, academic-educational
4. Arrange meetings with small groups to discuss similar concerns
5. Regularly meet my class/ section/ department to run relevant activities
6. Call me every now and then to check on how I am
7. Call in groups of people to settle interpersonal difficulties
8. Allow me to come in at anytime to discuss anything I feel like discussing
9. Provide training sessions for parents/ guardian/ spouses to help them function
better
10. Call in my parent/ spouse to explain my concerns and problems
11. Help me find the right people I can go to for my concerns
12. Help me get into a place or activity that is suited for me
13. Conduct research to help me understand how I am in relation to people of my
own age and sex
14. Others (pls. specify)

I wish the Guidance Office would offer the following seminars/ workshops/ services
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

I wish the Guidance Program would

Stop
______________________________________________________________________________________
______________________________________________________________________________________

Continue
______________________________________________________________________________________
______________________________________________________________________________________

Start
______________________________________________________________________________________
______________________________________________________________________________________
 169
INDICATOR 31:
TEACHER NEEDS ASSESSMENT FOR COUNSELING SERVICES

Your help is requested in determining which types of counseling activities would be most beneficial to you
and your
students. Please complete this as soon as possible and return to your counselor.
********************************
1. Would you like to have the counselor come to your room periodically for guidance activities with your
students?
YES_____ NO_____

2. When would be the most convenient time (for you) to have these activities?
DAY_____ HOUR_____

3. Check the way(s) listed below that you feel the counselor could best be of service to you and your
students.

Please indicate the service you feel is needed most by a double check (XX).
____ 1.Counseling individual children.
____ 2.Counseling groups of children.
____ 3.Counseling teachers regarding particular students.
____ 4.Interpreting data available on students.
____ 5.Aiding teachers in finding appropriate materials to use in specific instances.
____ 6. Aiding teachers in determining when and where referrals could be made.
____ 7.Consulting teachers on establishing a more effective learning climate in the classroom.
____ 8.Participating in parent-teacher conferences.
____ 9. Other ___________________________________________________

4. Check the type(s) of group programs you feel would be most beneficial to the students in your room.
Indicate first preference with a double check (XX).
____ 1.Developing a good self-image.
____ 2.Family life.
____ 3.Friends and getting along with others.
____ 4. Emotions -- what they are; how to cope with.
____ 5.Career awareness.
____ 6.Prejudice.
____ 7.Behavior.
____ 8.Growth and development.
____ 9.Consideration.
____10.Respect.
____11.Manners.
____12.Grooming.
____13.Basic character development.
____14. Other ____________________________________________________

5. List the type of counseling in-service programs you feel would be beneficial to the teachers in your
school.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
 170

CURRICULUM VITAE

PERSONAL DATA

Name : Ruel Pilaspilas Daliva

Address : #248 Brgy. Villa Paz, Gerona, Tarlac
Date of Birth : September 15, 1984
Father : Rolando Vidad Daliva
Mother : Lucia Pilaspilas Daliva (Deceased)

EDUCATIONAL BACKGROUND

Post Graduate : Tarlac State University

Graduate School
Tarlac City
Master of Arts in Educaiton
Major in Guidance and Counseling

Tertiary : Tarlac State University

College of Arts and Social Sciences
Tarlac City
Bachelor of Arts in Psychology

Secondary : Gerona Junior College

Gerona, Tarlac

WORK EXPERIENCE

Guidance Personnel : Gerona Junior College

Gerona, Tarlac
2007 – present
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A MODEL GUIDANCE PROGRAM FOR PRIVATE SECONDARY SCHOOLS

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A Thesis Presented to
TheFaculty of the Graduate Studies Program
Tarlac State University
Tarlac City

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In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Guidance and Counseling

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RUEL P. DALIVA
April 2015