Significance of the Study

The researcher believes that knowledge, findings and

conclusions from this study will serve the interest of the

following:

Government

Employers or Principal

Contract of Service and Job Order Employee

Human Resource Management Officer

Students

School Administrators. The findings from the study will

provide support for program development efforts that will

transform and support the philosophy and mission of the school in

response to the demands of 21st century teaching and learning.

Research-based perceptions from different school stakeholders

which will serve as valid bases in redesigning a traditional

program will motivate school administrators in setting policies

for an effective and sustainable guidance Program.

Guidance Counselors. Views and opinions shall serve as valid

bases for future course of action. As the direct implementers of

the program, they will be equipped with baseline data to bolster

their confidence in planning, developing and implementing a

contemporary Guidance program relevant to the needs of all

students. Working within a contemporary guidance program will

enhance their capabilities and skills to take on a leadership

role in positioning the counseling program at the center of the

education process.

Teachers. Taking into consideration their opinions as

potential users of the program will give them a sense of

ownership thus, support from their end can surely be counted

on. Their increased understanding of the school’s guidance

program will motivate them to work collaboratively with

guidance counselors.

Parents. Having shared their views and insights with other

parents regarding relevant issues will increase their

understanding, involvement and support for their children’s

academic, vocational and personal/social development.

Students. A comprehensive guidance program made to become a

part of student’s daily school environment serves as a

motivating force in the attainment of academic, personal-social

and vocational areas of student development. They will acquire

attitudes, knowledge, skills in the three domains of the program:

academic, personal-social and career development as a result of

participating in the program.

Future Researchers. As Guidance evolved into an

integral part of Education, researchers in the future may

consider other variables that influence Guidance program

development as they come up with their own indigenous model

that will address the distinct needs of learners in the

local school setting.

Scope and Limitation

This study was conducted essentially to present school

stakeholders’ inputs on a school-based initiative to redesign the

Guidance Program of the Isabela National High School. Purposive

sampling was used to identify the respondents of the study.

 The focus group discussion (FGD) methodology was applied to

gather the data. Qualitative method using thematic approach was

employed in presenting the findings of the study.

Definition of Terms

The following terms are operationally defined to provide

clarity of their use in the course of the study:

Comprehensive Guidance and Counseling Program. A 21st

century Model program that leads to guidance activities and

structured group experiences for all students. It de-emphasized

administrative and clerical tasks, one-to-one counseling only and

limited accountability. It positions the school counselor in a

proactive rather than a reactive role. It is program-focused and

is an integral part of education with a content base and

organizational structure of its own (Gysbers, 2000).

Focus Group. It is a carefully planned series of discussions

designed to obtain perceptions on a defined area of interest in a

permissive and non-threatening environment (Krueger and Casey,

2000).

Guidance and Counseling. It is a profession that involves

the use of integrated approach to the development of a well-

functioning individual primarily by helping him/her develop

potentials to the fullest and plan his/her future in accordance

with his/her abilities, interests and needs. It includes

functions such as counseling and other human development services

(RA 9258, 2004).

Guidance Counselor/School Counselor. A counselor and an

educator who works in elementary, middle and high school who

advocates academic, career and personal-social success of every

child (ASCA, 2003).

Stakeholders. Are all those people who have a legitimate

interest in the continuing effectiveness and success of an

institution (Bush and Heystek, 2003). School stakeholders are

identified as parents, students, alumni, administrators,

employers and communities (Gross and Godwin).