The Support Extended by Administrators and Teachers in the Implementation of the Guidance Program of the Six Public Secondary Schools in the Division of Quirino

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This study focused on the perceptions of the major role players to the existing guidance program and their support to the implementation of the Guidance Services in the six public secondary schools of the Division of Quirino.

Specifically, it aimed to answer the following questions:

1. What is the profile of the administrators and teachers in terms of age, sex, civil status, highest educational attainment, designation/position and guidance related experiences?
   
   
2. What are the objectives in the guidance services found in the present guidance program of the six public secondary schools in Quirino as perceived by the respondents?
   
   
3. To what extent are the guidance service of the public secondary schools implemented by the respondents in terms of their objectives, facilities and equipment, personnel and provisions for guidance office?
   
   
4. To what extent are the guidance service of the public secondary schools supported by the respondents in terms of individual analysis service, placement and follow-up service, information service, counseling service and research and evaluation?
   
   
5. To what extent are the involvement of administrators and teachers in the guidance program?
   
   
6. Is there any significant difference between administrators and teachers responses in their implementation of the guidance services in terms of objectives, facilities and equipment, personnel and provisions for guidance office?
   

The researcher utilized the Descriptive Survey Method with the use of the questionnaire in gathering the data. The respondents were 83 teachers and 15 school administrators assigned in 6 secondary schools in the Division of Quirino. Statistics used was weighed mean.

Summary of Findings

1. The typical respondent was 35 – 40 years old, married, with bachelor’s degree in Education, designated as Teacher 1, who attended Test Construction as guidance related activities.
   
   
2. As to objectives in the guidance program, the administrators considered counseling as a priority need which was also confirmed by the teachers.
   
3. On the extent of implementation of guidance services, the teachers gave higher ratings than the administrators. They were more involved than their school heads.
   
   
4. With regards to the extent of support to guidance services, the teachers were found to have higher mean ratings than the administrators. They were more supportive than the administrators.
   
   
5. With regards to the extent of involvement to the guidance program, the information service was considered their priority followed by the counseling service.
   
   
6. Results of the analysis of variance showed that there is inverse significant difference between administrator and teacher responses in their implementation of the guidance services.
   
   
7. Findings also revealed inverse significant difference between administrator and teacher’s responses to the implementation of the guidance services in terms of facilities and equipment, personnel and provisions for guidance office.

Conclusions

1. That the administrator and teacher-respondents were predominantly women, married, within the age bracket 25 - 40 years, and educationally qualified in their positions.
   
   
2. That the respondents have guidance related experiences on test construction and evaluation.
   
   
3. There was a difference between the implementation of the program objectives as perceived by the administrators and teachers.
   
   
4. That implementation of the services of guidance in terms of facilities and equipment, personnel and provisions for the guidance office significantly differ in an inverse relationship.

Recommendations

1. Public secondary school teachers in the Division of Quirino should attend in-service trainings in guidance to include psychological testing and individual analysis, counseling techniques, evaluative techniques in guidance, and diagnosis and remediation.
   
   
2. There should be one school that serves as training center on polishing guidance skills of administrators and teachers.
   
   
3. There should be permanent guidance clinic in the public secondary schools with privacy and well equipped with necessary standardized testing materials, facilities and equipment.
   
   
4. School administrators should allocate budget to financially support the guidance program and its needed resources.
   
   
5. Public secondary schools to sponsor several extra and co-curricular activities aside from those involving academic accomplishments so that students will also be motivated to excel in lines other than academic work. These include holistic approaches on values formation, improvement of study habits, leadership and team building and personality development.

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