EVALUATION OF THE GUIDANCE SERVICES AMONG THE SECONDARY SCHOOLS IN REGION IV-A (CALABARZON): BASIS FOR A MODEL OF AN ENHANCED DELIVERY OF GUIDANCE SERVICES

This descriptive study focused on the evaluation of the delivery of guidance services in selected secondary schools in CALABARZON region by utilizing quantitative and qualitative approaches in gathering data. Survey questionnaire and interview protocol were used to elicit responses from the school administrators, guidance counselors, teachers, and students from ten central schools in the CALABARZON region. Percentage, weighted mean, t-test, and correlation were used in processing the data while the interview and focus group discussion data were coded, transcribed, and analyzed. Results revealed that the student-respondents and teachers had favorable evaluation regarding the school’s guidance services in terms of presence and effectiveness of guidance services’ organizational structure, availability and adequacy of human and material resources, effectiveness of the strategies employed to attain the objectives of the guidance services, and effectiveness of the program monitoring and evaluation for quality assurance. In terms of availability and adequacy of human and material resources, schools in Region IV-A have to revisit the human and material resources as important requirements of the guidance services program. Adherence to the standards set by the government and the Association of Guidance Counselors should be done. All strategies employed by the schools in attaining the objectives of the guidance services were found very effective. They also have different systems of program monitoring and evaluation for quality assurance that are greatly dependent on the school principal who serves as the overall leader of each participating school. With reference to the status of the delivery of guidance services offered to students by the target schools, individual inventory analysis, testing services, information service, career guidance, counseling service, and life skills coaching were also perceived as very effective. Meanwhile, the students have varied guidance needs that range from financial and scholarship assistance, social, personal, and multicultural education and development, preparation for employment, and counseling needs. Hence, a prototype comprehensive program for schools in Region IV-A is deemed necessary. On the other hand, the t-test revealed significant differences in the evaluation made by the student-respondents and faculty members on the presence and effectiveness of the guidance services’ organizational structure, availability and adequacy of human and material resources, and effectiveness of the program monitoring and evaluation for quality assurance. The problems encountered by the schools as assessed by the students, faculty members and school administrators are relating to clarity of functions of the schools’ guidance counselor as well as the inadequacy of facilities and equipment. The coping strategies employed by the schools as assessed by the students, faculty members and school administrators of the guidance services in solving its problems on the implementation of guidance services program are providing the stakeholders information about guidance services program and providing mechanism to strengthen the guidance services program such as preparation and implementation of development program for guidance services office personnel, formulation of guidelines on coordinating with other agencies and school personnel, empowerment of guidance services personnel, and provision of administrative support. Administration and faculty should have full support in the implementation of guidance services. Construction of a guidance office with necessary facilities to cater to the needs of clients is strongly recommended for every high school in the CALABARZON area. Employment of a full time guidance counselor is also highly recommended to manage the affairs of the Guidance Office and to lessen the add-on tasks of the faculty members and so with the purchase of testing materials such as Mental Ability Test, Personality Test, and Self-Concept Test to facilitate counseling sessions. It is further recommended that training on guidance and counseling for the faculty and/or advisers who are serving as counselors be done. Linkages should also be established among personnel and other offices to coordinate the services of guidance office. Regular consultation with concerned authorities and agencies should be maintained to ensure enhancement of the delivery of guidance services.