Lived Experiences of Teacher-counselors in Using Counseling Skills and Techniques among Public Secondary Schools in Gumaca District: Basis for Program Development

This research aimed to capture the lived experiences of the teacher-counselors in using counseling skills and techniques in public secondary schools in a school district to serve as basis for program development. This study is qualitative in nature and used phenomenological approach to explore the lived experiences of the seven subjects who were chosen purposively. Data were gathered using individual in-depth interview and analyzed using four phenomenological intertwining steps or phases which involved the epoche, phenomenological reduction, imaginative variation, and synthesis. The results highlighted the role and extent of involvement as well as the problems and challenges encountered by the teacher-counselors in using counseling skills and techniques in Gumaca District. The qualified co-researchers were teacher-counselors who have direct lived experiences on the phenomenon and have been practicing the profession for more than two years. The themes derived were decades of dedication and consistency, encouraging self to positivity, and maturity in dealing with the minority. Most of the co-researchers encountered difficulties as they lack proper training and skills to come up with the techniques and approaches needed by different situations and cases of students they deal with. All of the co-researchers found the work itself difficult as they are expected to solve school absences, straighten up poorly behaved students, and counsel sensitive matters of students’ life. Meanwhile, they make sure that they know the difference between their work as class teacher and as guidance teacher. They also stated that they learn from the experiences of the students they talk to each day. The experiences of the students from bullying, academic failure, and family problems give them emotional improvement and the more students they counsel, the deeper their love for their work prevails. The co-researchers stated that they do not have the same level of expertise that registered guidance counselors possess because their field of expertise is focused on teaching students based on lesson plans and academic references. They recommend the need to empower guidance teachers to better serve the school community by attending seminars and trainings that may increase their capabilities.