Full Paper Right Castillo

PROPOSED DEVELOPMENT PROGRAM FOR
GUIDANCE DESIGNATES IN THE SELECTED

PUBLIC SECONDARY SCHOOLS
OF ORIENTAL MINDORO
A Thesis
Presented to the Faculty of Graduate Studies
MINDORO STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
Main Campus
Alcate, Victoria, Oriental Mindoro
In partial fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in Guidance and Counseling
by
RIGHT A. CASTILLO
December 2020
APPROVAL SHEET
This Master’s Thesis entitled PROPOSED DEVELOPMENT PROGRAM

FOR GUIDANCE DESIGNATES IN THE SELECTED PUBLIC SECONDARY
SCHOOLS OF ORIENTAL MINDORO, prepared and submitted by
RIGHT A. CASTILLO, in partial fulfilment of the requirements for the degree,
MASTER OF ARTS IN EDUCATION major in Guidance and Counseling, has
been examined and recommended for acceptance and approval for ORAL
EXAMINATION.
JENNILYN J. PEÑA, RSW, RGC

Adviser
PANEL OF EXAMINERS
ROEL A. ASI, Ph.D. HEIDELITA G. BUMOHYA, RSW, RGC

Chairperson Major Critic
_______________ _______________
Date Date
ZUSSETTE C. APLAON, MAEd PINKY B. CARIG, Ed.D.

Statistician Internal Expert
_______________ _______________
Date Date
Recommending approval and acceptance in partial fulfillment of the

requirements for the degree, Master of Arts in Education major in Guidance
and Counseling.
CHRISTIAN ANTHONY C. AGUTAYA, Ph.D. BALDOMERO J. BICALDO JR., Ph.D.

OIC- Dean, Graduate Studies Vice President for Academic Affairs
_______________ _______________
Date Date
APPROVED:
LEVY B. ARAGO JR., Ph.D.

SUC President III
_____________
Date
ABSTRACT
Guidance Designates are teachers who take the role of the Guidance
Counselors because of lack of Professional Guidance Counselors in the
Department of Education. Since they are the respondents of the study, the
researcher tried to propose a development program based from the results of the
profile and challenges they encountered in the selected public secondary schools
in Oriental Mindoro. The study assessed the profile of the respondents. The result
showed that the respondents mostly have a master’s degree but do not specialize
in the guidance and counseling practice, have attended more than 4
trainings/seminars which focused on the topic Child Protection Act and most of
them are not members of any related guidance and counseling professional
organization. The study also explored the different challenges they encountered.
Time management and handling multiple tasks have very high extent which implies
that the respondents are really struggling doing their piled-up duties and
responsibilities. However, the administrative support and facilities have high extent
which displays that they also find it challenging to feel the support of their school
heads and to work uncomfortably in their assigned temporary office. The study
discovered that profile of the respondents has no significant relationship with the
challenges they encountered. On the other hand, time management and years in
the guidance and counseling practice showed significant relationship. Theories like
Frank Parson’s Trait and Factor theory, John Holland’s Personality Type and Work
Environment Theory, Rene Dawis’ Theory of Work Adjustment and Develop
Programme Theory and others were used to support the study especially in the
formulation of the proposed development program. The study suggests to further
study some of other factors of the profile such age, gender, ethnicity, religious
affiliation, marital status, income personality, skills and interests. Other aspect of
challenges encountered may also be studied in the future such as income,
administering testing materials, stress, mental health and behavioral issues of the
students.
Keywords: Guidance Designates, Challenges, Development Program

ACKNOWLEDGEMENT
First and foremost, praise and thanks to God for giving me strength,
knowledge and ability to complete and accomplish this study successfully. Were it
not for His Grace, this achievement would not have been possible.
I would like to express my deep and sincerest gratitude to Dr. Levy B. Arago,
Jr., the President, for giving me a chance to take my master’s degree in MinSCAT.
To Dr. Christian Anthony Agutaya, Dean of Graduate Studies for his expertise with
timeless kind-hearted assistance to improve my study.
To my ever-supportive adviser, Ma’am Jennilyn S. Peña, RSW, RGC, I am
truly grateful for all your support that led towards the success of this study.
To the members of the panel, for invaluable assistance that you all provided
in my study, Dr. Roel A. Asi, chairperson, Dr. Pinky B. Carig, internal expert,
Ma’am Heidelita G. Bumohya, RSW ,RGC, major critic, Ms. Zussette C. Aplaon,
Maed, Statistician, Mr. Enrique T. Magalay Jr., English critic and also to
Dr. Jonaline M. Closa, Ph. D, former chairperson.
To Bansud Institute, my fellow teachers and co-workers especially
to Ma’am Honee M. Limbo, the president, and Sir Simplicio F. Solito, the principal,
for giving support to the entire process of the study.
To my churchmates at Bansud Evangelical Church and Bongabong Baptist
Church, Batch Charis in FEBIAS College of Bible, co-pastors, friends and love
ones who supported and prayed that I can complete this study successfully.
To one of my closest friends, Mr. Cyr Jae Lomeda, for sharing your
knowledge expertise to me that gave an invaluable contribution to my study.
To my study place at Read-N-Brews and the RNB friends, Ms Bona
Fabellon, Ms. Genalyn Fabellon, Ms. Porchia Mae Magadia and Ms. Athanasia
Mogol, thank you. Truly, your convenient place and delightful coffees gave
invaluable contribution since I started till I successfully finished it.
Lastly, to my family, my beloved father Will, my mother Maria Theresa and
siblings, Honey, Just and Nice, brother-in-law Alvin and nephews Gavin and Will
Rise for their continuous and unparalleled love, support and prayers.
R.A.C.
DEDICATION
This work is especially dedicated to my former professor in FEBIAS
College of Bible, in loving memory of Prof. Genesis De Jesus Del Barrio, one of
the Christian counselors who inspired me to pursue Guidance and Counseling.
I will forever be grateful to God for your life.
R.A.C.
TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
DEDICATION v
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES x
LIST OF APPENDICES xi
Chapter I THE PROBLEM AND ITS BACKGROUND

Introduction 1
Statement of the Problem 4
Statement of Hypothesis 5
Scope, Delimitation and Limitations of the Study 5
Significance of the Study 6
Theoretical and Conceptual Framework 7
Definition of Terms 12
Chapter II REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 15
Related Studies 33
Chapter III RESEARCH METHODOLOGY

Research Design 38
Respondents of the Study 38

Sampling Technique 39
Research Instrument 40
Scaling and Quantification 40
Validation of the Instrument 41
Reliability of the Instrument 41
Data Gathering Procedure 42
Statistical Treatment of Data 43
Ethical Consideration 43
Chapter IV RESULTS AND DISCUSSION

Profile in Terms
of Educational Attainment 44
Profile in Terms
of Years in the Guidance and Counseling Practice 46
Profile in Terms
of Trainings and Seminars Attended 49
Profile in Terms
of Topics of the Training/Seminar Attended 52
Profile in Terms
of Membership in Professional Organization 56
Challenges Encountered in terms

of Time Management 58

of Handling Multiple Tasks 61

of Facilities 65

of Administrative Support 69
Relationship of the Profile and the Challenges
encountered by the of the Respondents 74
Proposed Development Program 80
Chapter V SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary of Findings 82
Conclusions 87
Recommendations 87
REFERENCES
APPENDICES
CURRICULUM VITAE
LIST OF TABLES
1 Distribution of the Respondents 39
2 Numerical Scale, Statistical Limits, Verbal Description 40
3 Reliability Result of the Instrument 42
4 Profile in Terms
of Educational Attainment 46
5 Profile in Terms
of Years in the Guidance and Counseling Practice 49
6 Profile in Terms
of Trainings and seminars attended 51
7 Profile in Terms
of Topics of the Training/Seminar Attended 55
8 Profile in Terms
of Membership in Professional Organization 58
9 Challenges Encountered in terms

of Time Management 61

of Handling Multiple Tasks 64

of Facilities 68

of Administrative Support 73
13 Relationship of the Profile and Challenges

encountered by the Respondents 80
LIST OF FIGURES
1 Research Paradigm 11
LIST OF APPENDICES
A Approval Letter 94
B Letter Request for Validation 95
C Questionnaire 98
D Proposed Development Program 102

Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
The role of School Guidance Counselors is vital for the students’ holistic
development. They serve as professionals who are able to help the students not
just enhance their academic performance but also improve their social skills which
are needed to succeed, personally and professionally. The increase in diverse
student problems has created the need for more qualified guidance counselors.
Also, there are a number of socio-economic and psychological problems which
really disturb the learning process of students. Bullying, depression or anxiety are
just some of the problems encountered by students affecting their scholastic
performance. Moreover, when a student has family-related issues, this may also
affect his daily activities. The provision of adequate qualified guidance counselors
by the school may help curb these problems. These should be continuous and
must begin once the student enters the school.
One of the central and most indispensable figures of the guidance program
is the guidance counselor. The counselor is the specialist who brings unique
knowledge and skills to the guidance program.
In the Philippine School setting, they are also considered to play an
important role to all schools in all levels. Similar with other schools in a global
context, they also encounter problems with bullying, absenteeism, poor academic
performance, depression, anxiety and family-related issues. However, despite of

the great need of counselors in addressing these issues, the Department of
Education (DepEd) at the moment is struggling with the scarcity of qualified
guidance counselors. Also, at the moment, it is not appealing to public school
teachers to pursue career in guidance and counseling as it requires high academic
standard with low salary grade and lesser opportunity for promotion.
To address the issue for the meantime, the DepEd designates teachers to
take the role of school guidance counselors. They are called the guidance
designates, career advocates, designated guidance coordinators and guidance
advocates.
Each designation plays different role in guidance services. Generally, it is
the guidance designate who assumes the role and office of the guidance counselor
but cannot fully function as a true guidance counselor. Particularly, they are not
allowed to do professional counseling as prohibited by the law. However, they are
allowed to perform guidance services as long as they attended the related training.
Though they differ from Career Advocate-designate which mainly focuses on
assisting the Guidance Counselor in the planning and implementing the Career
Guidance Program and other career-related activity, the guidance designate
performs not only career advocacy activities but other guidance services as well.
One of the prescribed qualifications of being a career advocate is previously
designated as guidance teacher, with experience in handling career advocacy-
related activities. These two are different but both are designated by the School
Division Office (SDO) with its own procedure provided that the provision of this
Terms of Reference are observed and if both play an important role in filling the
shortage of Guidance Counselors for the mean time.
In a global context, they too encounter similar problems in terms of shortage
of Professional Guidance Counselors. There are a lot of studies from different
countries appointing teachers to take the role of a guidance counselor as their
means of filling the lack of professional ones. Up until today, they still look for ways
to address them as mental health problems, such as depression, anxiety, bullying
among others become an emergent issue. The need for guidance and counseling
is undeniably important especially to students who are facing a lot of personal
struggles that badly affect their academic performance.
Moreover, the Guidance is a form of assistance made available by
personally qualified and adequately trained men and women to an individual of any
age for the purpose of helping them manage their own life activities, develop their
own point of view, make their own decisions and carry their own burdens.
In relation to this, the Guidance designates are not totally familiar with the
new task assigned and expected of them to perform. Though they were selected
because of their potential to be as one, their experience in handling similar
situations from their previous tasks is not enough. The criteria set for their
appointment, considering their background, performance and even personality that
suited to be a school counselor might not be enough to fill in the role immediately.
The Department of Education provides a training program and seminar at
least once a year exclusively for them to prepare in adjusting to their new
assignment. They are also highly encouraged and supported to join other training
from various organizations. In addition, to ensure that they will not do anything
outside the law; the guides, modules and guidance programs are provided by
DepEd to be implemented annually.
Since the Department of Education still lack qualified guidance counselors,
which will take several years to achieve, then they have to maximize what is
already available by enhancing the status and competence of the Guidance
designates.
Hence, the researcher sought an investigation to the profile and challenges
encountered by the guidance designates in the selected public secondary schools
of Oriental Mindoro and proposed a development program. This program will serve
as the main output of the study which aims to help the guidance designates
become more competent in the delivery of guidance services in their current
designation.
Statement of the Problem
The study aimed to propose a development program for guidance
designates in the selected Public Secondary Schools of Oriental Mindoro.
Specifically, it sought to answer the following questions:
1. What is the profile of the Guidance Designates in terms of:
1.1 educational attainment
1.2 years in the guidance practice
1.3 training attended in the last five (5) years
1.4 topics of the training/seminar attended
1.5 membership in professional organization

2. What is the extent of the challenges encountered by the Guidance
Designates in terms of:
2.1 time management
2.2 handling multiple tasks
2.3 facilities
2.4 administrative support
3. Is there a significant relationship between the profile of the guidance
designates and the challenges encountered by the Guidance designates?
4. Based on the results, what development program may be proposed?
Statement of the Hypothesis
1. There is no significant relationship between the profile and challenges
encountered by the Guidance Designates.
Scope, Delimitation and Limitation of the Study
This study determined the profile and the challenges encountered by the
guidance designates in the selected public secondary schools of Oriental Mindoro
which served as a basis for the proposed development program. This study
determined the profile of the respondents in terms of their educational attainment,
years in the guidance practice, trainings attended, training/seminar attended and
membership in professional organization therefore excluding other profile of the
respondents like age, gender, ethnicity, religious affiliation, marital status, income
personality, skills and interests. The study was delimited to guidance designates
whose service have not reached a year yet. It was also the study’s objective to
identify the extent of the challenges encountered by the respondents such as their
time management, handling of multiple tasks, facilities and administrative support
therefore excluding other challenges like low salary income, stress, mental health
and behavioral issues of the students and counseling techniques.
The respondents of the study were the twenty-six (26) guidance designates
from the selected public secondary schools in the Second District of Oriental
Mindoro from Bansud to Bulalacao who were designated during the SY 2019-2020.
The participants of this research were Guidance designates, who are item-
teachers and the ones who were designated to occupy the role of registered
guidance counselors due to the lack of them. Therefore, excluding other
designations like career advocates, guidance coordinators, qualified guidance
counselors and other guidance personnel.
The researcher also aimed to propose a development program based only on
the results of the profile and challenges encountered by the respondents therefore
excluding other programs like intervention plan and training program.
Significance of the Study
The researcher believes that the findings of the study would be beneficial to the
following:
Guidance Designates. The output of the study may benefit them as they are
the main recipient of the proposed development program. It aims that they become
more competent and knowledgeable in the delivery of guidance services.

School Heads/Administrators. They would become aware of the important
role of the guidance office in the implementation of the different guidance services.
Their support for the improvement of the guidance office in terms of facilities, and
most importantly their guidance personnel and the guidance program as a whole
will be given proper attention.
School Counselors. The result of the study may serve as the basis for them
to create an intervention program to satisfy the needs of their clientele.
Students. The result of the study would give them confidence to go to their
respective school counselors or guidance designates.
Future Researchers. This would serve as a good reference material if they will
have the desire to deal with topics related to this study in the future.
Theoretical and Conceptual Framework
For the effective implementation of the guidance program, the guidance
designates or any personnel who are involved in the delivery of services should
have the dedication and passion in providing services to students. Thus, their
passion and dedication depend upon their knowledge about the new environment
they are working in, and their knowledge of it, so that they would be able to adjust
and become more productive. This study is anchored on the following theories.
John Holland’s Personality Type and Work Environment Theory which
proposes the idea that an interaction between personality and work environment
should complement each other, otherwise, they will get bored doing their job. For
him, most people are one of six personality types such as being Realistic,
Investigative, Artistic, Social, Enterprising and Conventional also known as
Holland’s Code or RIASEC. In this theory, it maintains that in choosing a career,
people prefer jobs where they can be around others who are like them. They
search for an environment where they could utilize and maximize their skills and
abilities and express their attitudes and values, of who they really are and what
they really want to do. According to this theory, people who choose to work in an
environment similar to their personality type are more likely to be successful and
satisfied. Behavior is deter0mined by an interaction between personality and
environment.
Similar to Holland, another study is Rene Dawis’ Theory of Work
Adjustment. This theory describes how and explains why workers adjust to their
work environments. This theory has two basic objectives: first, the prediction of
work adjustment, and secondly, the understanding of the process of adjustment to
work. It depicts adjustment as the interaction of a person (P) with his environment
(E). So long as each is satisfied with the outcomes, the interaction will be
maintained. On the other hand, when one or both are dissatisfied with the
outcomes, adjustment will be attempted.
A careful examination should be done before the appointment can be
conducted to ensure that everything fits for them. Using Holland’s RIASEC test
could be useful as it is a part of the standard operating procedure in appointing
Guidance designates to determine their suitability for the position.
Another relevant theory is Frank Parson’s Trait and Factor theory as one of
the frameworks for this study. Traits are relatively stable and are enduring patterns
of thinking, feeling and behaving. According to Matthew Giobbi, PhD (2018) “Traits
are measured in aptitude, achievement, personality and interests. A factor is a
constellation, or pattern of traits, present in an individual’s overall thinking, feeling
and behaving. Through psychometric testing, vocational counselors can determine
the occupation best suited to an individual’s personality factor.” He developed the
idea of matching careers to talents, skills and personality, also known as the Trait
and Factor Theory. At the center of Parson’s theory is the concept of matching. It
operates under the premise that it is possible to measure both individual talents
and the attributes required in particular jobs. It also assumes that people may be
matched to an occupation resulting to a good fit. Parsons suggests that when
individuals are in jobs best suited to their abilities, they perform best and their
productivity is at its peak.
In line with this, personality is not just about their interests but also in its
matching to their working environment. Guidance designates are former teachers
who have been trained for years to teach in a classroom setting. The researcher
thinks that during the adjustment period, they will struggle for they are not equipped
and familiar enough.
As applied to the study, despite of the somewhat unfamiliarity of the
Guidance designates with their new work environment, their experiences as a
classroom teacher and as a learner helps them to make adjustments. There are
similarities in being a classroom teacher and in being a guidance counselor which
they can relate so they can adapt easily.

As Guidance designates, they should find ways to perform at its best.
Transitioning and adapting to a new environment can be really difficult but not
impossible. One of the innate abilities of being a human is the ability to adapt and
learn along the process especially if they are forced to adapt because they need
to, otherwise, they will lose their job.
In relation to this, Adaptation theory, which is also known as survival of the
fittest, is someone’s ability to cope with the changes in the environment over time
(King, 2018). In connection with this, the Guidance designates have their way to
become well-adjusted to their new environment.
A final concept is the social cognitive theory and the modeling process
introduced by the psychologist Albert Bandura (2008). Social Cognitive Theory,
previously known as the social learning theory explains human behavior in terms
of a dynamic, reciprocal and continuous interaction between the individual and the
environment.
As relate to the Guidance designates, since they are teachers by profession
and their ability to study and learn could be their advantage to adapt and be
productive to their newly assigned task in a new working environment.
Furthermore, Develop Programme Theory also known as Theory of Change
by Carol Weiss is used in the study as a basis for the proposed development
program for the guidance designates. This theory explains how an intervention
such as a project, program, policy, strategy is understood to contribute to a chain
of results that produce the intended or actual impact. It is focused in particular on
mapping out or “filling in” what has been described as the “missing middle”
between what a program or change initiative does and how all of these lead to the
desired goals being achieved. It does this by first identifying the desired long-term
goals and then works back from these to identify all the conditions (outcomes) that
must be in place (and how these relate with one another causally) for the goals to
occur.
Along with all the theories discussed, conceptual framework is illustrated
henceforth to show the entire process of the research problem.
IV DV
Profile of the Guidance Challenges encountered

Designates in terms of: by the Guidance Designates in the
delivery of service in terms of:
1. Educational Attainment
2. Years in the Guidance & 1. Time Management
Counseling Practice 2. Handling Multiple Tasks
3. Trainings/ Seminars 3. Facilities
attended 4. Administrative Support
4. Topics of the
Training/Seminar Attended
5. Membership in Professional
Organization
Development Program for

Guidance Designates
Figure 1: Research Paradigm
This figure shows the paradigm of the study. As can be observed in the
figure, the first variable indicates the profile of the guidance designates in terms of
their educational attainment, number of years in the guidance & counseling practice,
number of training/seminar attended, trainings/seminars attended and
membership in professional organization The second variable indicated the
challenges encountered by the guidance designates in the delivery of services in
terms of time management, handling multiple tasks, facilities and administrative
support. The guidance designates training program served as the output of the
study based upon the result of the relationship between the first two variables. The
single-headed arrow placed between the variable indicates that they are correlated
between the profile and the challenges. The broken line only points to the output
of the study.
Definition of Terms
For clearer and better understanding of the study, the following are defined
operationally and conceptually.
Challenges. This refers to the situation being faced by the guidance
designates in the delivery of the guidance services. Collins Dictionary defines it as
something new and difficult which requires great effort and determination.
Career Advocates. This refers to career and employment guidance
counselors who are not registered and licensed guidance counselors and who
focuses only in career advocacy activities. The RA 10533 defines Career
Advocates as “career and employment guidance counselors who are not
registered and licensed guidance counselors. Career advocates include
homeroom advisers and teachers of all learning areas who will implement career
advocacy activities.
Development Program: This refers to the proposed program made for the
guidance designates for the purpose of improving their competency in the delivery
of the guidance services. According to Weiss (2021), it is an intervention project,
a program, a policy, a strategy and is understood to contribute to a chain of results
that produce the intended or actual impacts.
Guidance Designates. They are teachers assigned by the Department of
Education to take the role of the school guidance counselor, not just career but
other guidance services as well. According to Enhanced Basic Education Act of
2013, Guidance designates refer to the employment of guidance counselors who
are not registered and licensed guidance counselors.
Guidance Services. The systematic and organized procedures, tools and
facilities to assist an individual in securing knowledge and skills needed in making
plans and services, and in interpreting life. These services provide comprehensive
information about opportunities, personality development, effective studying and
learning. This includes all the services rendered by the guidance office such as
information, referral, placement, consultation, follow-up, counseling, assessment
and appraisal, prevention and wellness and research and evaluation.
Guidance Program. This includes all the intervention and services provided
by the guidance designates. According to Psychology Dictionary, it is the term for
the resources of staff at schools used to aid students in resolving any scholastic
and social problems.

Registered Guidance Counselors. They are the one who graduated from a
Master’s Degree in guidance and counseling and passed the licensure
examination for guidance counselor. In school practice, they are the one with
Guidance Counselor item position. Technically according to RA 9258, A guidance
counselor is a natural 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
Regulatory Commission (PRC) in accordance with this Act and by virtue of
specialized training performs for a fee, salary or other forms of compensation, the
functions of guidance and counseling under Section 3 (a) of this Act.

Chapter II
REVIEW OF RELATED LITERATURE AND STUDY
This chapter presents the literature and studies gathered from the available
materials that provided conceptual directions of the study, in order to determine
the training programs for the profile and challenges of the respondents.
RELATED LITERATURE
Each school in the world has a need for school guidance counselors
because of the continuous prevalence of mental health concerns among students.
The Guidance Counselor in the Philippines is described as “a natural person who
has been registered and issued valid Professional Regulatory Board of Guidance
and Counseling and the Professional Regulation Commission (PRC)” according to
RA 9258 Article I Sec 3.
In a global context, the demand for having a school guidance counselor is
increasing but that demand can hardly be met as of today, probably because the
work is too sensitive and risky which may be the reason for its very high standard
in order to become one. The Bureau of Labor Statistics (BLS) in states forecasts
a 13% job growth rate between 2016 and 2026, 7% above the national average
for all occupations. Students outnumbering counselors contribute to this gap. In
the year 2014-2015, the national average of 482 to 1 student counselor ratio fell
short of the 250 to 1 recommendation by the American School Counselor
Association (ASCA).
However, the Department of Education under Secretary Leonor M. Briones
(2019), aired the urgent need to hire guidance counselors in the light of the
emergence of what we describe as Generation Z and the prevalence of adjustment
problems especially at the junior and senior high school levels; hence, the need to
guide our learners and prepare them for the real world outside. Despite of her
desire to hire more guidance counselors, there is also a problem in the filling in of
positions because of the unattractive salary grade especially in the entry level, not
matching the high qualification standards (having a Master’s Degree and passing
the licensure exam) for guidance counselors in comparison to the teachers who
has the same salary grade as the guidance counselor in the entry level (Malipot,
2018).
One of the senators of the Philippines, Senator Sherwin T. Gatchalian has
asked his staff to study possible amendments to Republic Act 9258, or the
Guidance Counseling Act of 2004, to enable the DepEd to hire more guidance
counselors in schools (Casayuran, 2019). He saw the vital role of the guidance
counselors in school because of the prevalence of mental health issues among
students. Alongside the DepEd Secretary, they are proposing the Department of
Budget and Management for additional funds to increase the salary of guidance
counselors, but the request has not yet been approved. Also, to make revisions
favorable and attractive, graduates to go into the field and if they are in the field,
to go to the public sector (Andolong, 2018). Statistically speaking, their number is
not enough to handle the volume of students in schools. There is at least 1
guidance counselor needed for 500 students which is still a lot to be handled by a
single counselor. This makes it more difficult for them to perform their tasks well.
In the Philippines, there are 3,220 Registered Guidance Counselors nationwide as
of July 2017. The Department of Education alone needs 46,959 which means a
shortage of 43,739. This led the Department of Education to appoint teachers to
take the role of a Guidance Counselor for the meantime until they match the
needed numbers.
As of now, it is really impossible to solve the problem of having lack of
guidance counselors in a short period of time. As an alternative for the mean time,
they designated teachers to take the role of the guidance counselors also known
as guidance teachers or guidance designates.
Qualifications of the Guidance Designates
Teachers who are being appointed to take the role of the guidance
counselor is known as the guidance designates. The Enhanced Basic Education
Act of 2013 (RA 10533) defines Guidance designates as employment guidance
counselors who are not registered and licensed guidance counselors.
Notwithstanding the provisions of Section 27 of RA 9258 which prohibits non-
registered guidance counselors to do professional counseling and other guidance
services, the Implementing Rules and Regulations (IRR) of RA 10533 specifies
that “guidance designates shall be allowed to conduct guidance services for
secondary level students of the schools where they are currently employed;
provided, that they undergo appropriate capacity building programs developed and
implemented by the DepEd in coordination with the DOLE, TESDA, CHED, PRC,
NYC, student organizations, industry associations, guidance and counseling
associations, professional associations, and other relevant stakeholders”.
Moreover, the guidance designate should be a regular-permanent DepEd
employee with the following basic qualifications and attributes: with basic
orientation and professional training on the guidance services provided by DepEd
and/or other government agencies that support the program such as DOLE and
CHED, flexible and can get along well with adolescents, with awareness of relevant
industry trends, manifest good interpersonal/soft skills, has good oral and written
communication skill, has basic skills in career and life coaching, coordination, and
program development implementation, and evaluation, preferably with previous
experience in advocacy and/or volunteer activities.
However, the Schools Division Office (SDO) may set its own procedures for
designating guidance designates provided that the provisions of this Terms of
Reference are observed. Following a judicious selection process, the School Head
then appoints the guidance designates.
For the roles and responsibilities of the guidance designates, they assumed
the roles and responsibilities of a guidance counselor. According to DepEd Order
No.19, s. 2016, are: they must provide and implement guidance and counseling
services for the learners of the schools within a division, which includes counseling,
psychological testing, learning and study orientation, research, and career
guidance and advocacy; and must report to the Assistant Principal for operations
and learner Support and/or Principal/School Head, as well as the School
Governance and Operations Division. Moreover, they are to create a guidance

program that describes that the services they offer should cater the needs of the
clients/students to whom they provide academic guidance, including the
monitoring of the academic performance, tardiness and absenteeism. Also, they
conduct seminars, training, and workshops that may aid the personality
development of students. In addition, counseling sessions are provided to address
the needs of the clients/students with the use of a variety of intervention programs
suited to their personality, culture, experiences and dilemma, to assist the positive
change of the individual. Counselors can also tap other agencies that may help in
the improvement of the behavioral and psychological well-being of the students. In
order to promote the character education of each individual, school counselors
conduct homeroom guidance lessons that may boost the sense of respect,
responsibility, trustworthiness, fairness, citizenship and God-centeredness for
each client/student (Elizes, 2018).
However, it does not guarantee that those who are being appointed have
the competence to perform the tasks of a guidance counselor. There are a lot of
things to be considered to become competent and they are as follow:
First, the educational attainment of the guidance designates. For one to
become a guidance counselor, they underwent a high educational degree. This
made it for challenging for the guidance designate to accomplish in order to be
really qualified as the school guidance counselor. Even though they are already
professional teachers and most of them have at least background in the graduate
studies, it is not enough as it is also not related to guidance and counseling. To
become a competent guidance counselor they are expected to finish a Master’s

Degree in Guidance and Counseling and passed the licensure exam for Guidance
Counselor.
ASCA stated the educational standard and process of becoming a School
Guidance Counselor. It is to attain a bachelor’s degree in a behavioral, social
science, or education field, earn a Master’s Degree in Guidance and Counseling,
complete graduate internship experience for certification/licensure requirements,
pass any required exams for certifications/licensure, apply for and earn additional
certifications and continue their education and stay up-to-date in school counseling
trends and changes.
Furthermore, after completing the academic requirements, they are
required to undergo internship and incorporate a practicum. According to ASCA
they need to spend 100 hours for the practicum and 600 hours for the internship
and usually both are done in a school setting under the guidance of a supervisor.
Schools also require their students in counseling programs to complete clinical
requirements as part of their degree. They are given the chance to experience or
to expose themselves in applying the guidance program in actual setting which
includes individual and group counseling, individual and group testing, guidance
presentations, and meetings with parents while supervised by a preceptor.
After completing their Master’s Degree, they are not allowed to practice it
professionally unless they pass the licensure exam for Guidance Counselor and
become a Licensed Professional Guidance Counselor. States mandate licensure
for guidance counselors especially those who plan to work in public schools.
However, some states also make additional requirements making it more

burdensome for licensed guidance counselors to enter the profession immediately
in public schools for at least a two-year experience is also expected.
The National Counselor Examination (NCE) by the National Board of
Certified Counselors (NBCC) is a 200-item multiple examination designed to
assess the knowledge, skills and abilities determined to be important for providing
effective counseling services. The NCE was first used in 1983 as part of the NCC
application process, and continues to undergo regular review and development to
ensure it represents the current reality of practice and research in the counseling
profession. The goal is to maintain and ensure the quality of guidance counselors
in schools for their task is too risky and sensitive.
The standard is almost identical to the one here in the Philippines, that in
order to become a Guidance Counselor, at least, one must be a Master’s Degree
holder in Guidance and Counseling, a passer in the licensure examination for
Guidance Counselor, and one who has taken a professional oath and issuance of
Certificate of Registration and Professional Identification Card (RA 9258, Article
III).
Secondly, the years in the guidance services of the guidance designates.
One of the undeniably skill of being a teacher is their versatility. Teachers are life-
long learners and so as the years go by, they adapt to change and to many different
functions or activities. Despite of the limited knowledge of the teachers in guidance
and counseling services, they learn this little by little through experience. This is
reinforced by John Dewey’s Experiential Learning which referred also as learning
through action, learning by doing, learning through experience, and learning

through discovery and exploration. However, they need to properly experienced
both theoretically and the actual experience of doing guidance services so that
they will become competent. Experiential learning involves a number of steps that
offer will offer the guidance designates a hands-on, collaborative and reflective
learning experience which helps them to “fully learn new skills and knowledge”
(Haynes, 2007). No matter how long they are as guidance designates if they didn’t
have the actual experience and given proper education then they will just struggle
as years go by. It is because there will be a lot of unexpected tasks and conflicts,
they will encounter every year which requires necessary skills and knowledge to
be used.
Thirdly, the trainings/seminars the guidance designates attended. To ensure
the competence of their guidance designates because they know that being a
school guidance counselor is not an easy task, trainings were being provided to
address specific challenges encountered in the school. In 2017, the American
School Counselors Association Assistant Director Eric Sparks identified what he
considers the top challenges faced by school counselors. Many of the challenges
are hot-button issues that reflect major societal change with effects that go way
beyond the hallowed halls of schools. Commonly they are about stress, bullying in
schools, trauma and crisis, suicidal threats, home issues such as relationship with
family and parents, substance abuse and decisions about what major, career, or
just higher education choices in general. Valdez (2018) pointed out that some of
the common problems encountered by the Guidance Counselors among students
are bullying, drug addiction, stress, anxiety, depression and other mental issues.
This could be really challenging for the guidance designates for they are not
equipped enough to handle those issues.
As a way of solution, the Department of Education requires the guidance
designates to undergo regular trainings. It is part of their designation that they need
to attend trainings/seminars to not withstand the provision of Section 27 RA 9258,
the implementing Rules and Regulations (IRR) of RA 10533 specifies that
guidance designates shall be allowed to conduct guidance services for secondary
level students of the schools where they are currently employed; provided, that
they undergo appropriate capacity building programs developed and implemented
by the DepEd, in coordination with the DOLE, TESDA, CHED, PRC, NYC, student
organizations, industry associations, guidance and counseling associations,
professional associations, and other relevant stakeholders.
According to www.lessonly.com/the-importance-of-training/training, training
is an indispensable way to keep your organization competitive. Guidance
designates not trained professionals in the guidance services, most will have
weaknesses or gaps in their professional skills. Furthermore, most professional
people are specialists of one kind or another. Much of what goes on in their school
is likely to fall outside of the training each individual guidance designate already
has.
Fourthly, the topics of the trainings/seminars of the guidance designates.
Trainings should not only be provided regularly but topics should also be aligned
to their workplace especially to those current challenges encountered in the
workplace. The most common and regular trainings and seminars being facilitated
by the Schools Division Office (SDO) are Career Advocacies, Children Protection
Act, Mental Health, Guidance and Counseling Practices and about Bullying.
Unfortunately, there are people who dismiss training as boring or unnecessary.
This also loose the interest of the Guidance designates to continue on this line of
profession because of the limited knowledge they acquire from trainings. Other
than that, almost every year, trainings are almost the same. Repetition can be
helpful for them to be reminded but it can also bring boredom to the participants.
According to Bleich (2021), to create a happy, productive workforce, they must
provide opportunities for further training and growth. It is a reality that employee
training can be boring, but only when the wrong types of training are not matched
up with the topic or issue, they are tackling. Matching the types of employee
training to their employee needs can ensure they receive the information they
need, in the format best suited for it. He furtherly suggested that the best types of
employee training methods for their workforce may include, Instructor-led training,
eLearning, Simulation employee training, Hands-on training, Coaching or
mentoring, Lectures, Group discussion and activities, Role-playing, Management-
specific activities and Case studies.
Lastly, the membership in the professional organization of the guidance
designates. the Another way to address the challenges encountered by the
guidance designates, they need more opportunities of continuous learning. They
are encouraged to join a professional organization and attend seminars and other
training regularly related to their work. This will help them to be kept posted in the
daily contemporary mental health issues and therapy techniques to treat the
problem especially in the school setting.
Belonging to an organization will also help them to consult and also refer
to others regarding their clients, making their burden lighter. There are several
organizations at least in the states that every counselor should know such as
American Counseling Association (ACA), American School Counselor Association
(ASCA), American Mental Health Counselors Association (AMHCA), American
College Counseling Association (ACCA), Association for Multicultural Counseling
and Development (AMCD), National Association for Alcoholism and Drug Abuse
Counselors (NAADAC), the American Academy of Grief Counseling (AAGC) and
more. Some organizations have different specializations than the others which can
still help them broaden their knowledge about their profession and understanding
about their clients with similar issues. Trainings and seminars are usually
conducted or sponsored by an organization which is why one of the benefits of
joining one is the privilege to attend theirs.
Also, in the Philippines, the Professional Regulatory Board of Guidance and
Counseling (PRBGC) accredited professional organizations specifically intended
for the said profession such as the Philippine Guidance and Counseling
Association, National Counseling Organizations and Integrated Professional
Counseling Association of the Philippines (IPCAP). They are just some of the
organizations that can help the Guidance Counselors to have a continuous training
because they regularly provide relevant seminars and training addressing the
current trends and issues. They serve to improve the standards of guidance and
counseling work; to promote and stimulate the exchange of professional
experience at a local, national, regional as well as international meetings, to
disseminate pertinent and valuable professional information and materials through
publications, to bring together and unite in action all guidance counselors and to
assist the Professional Regulatory Board of Guidance and Counseling in its effort
to improve and professionalize the Guidance and Counseling Profession.
Challenges Encountered by the Guidance Designates
According to ASCA, a guidance counselor encounters several problems in
their workplace such as in handling students with mental health issues, bullying,
suicidal tendency cases, time management, balancing their work, burnout, and
others. If professional guidance counselors still encounter these challenges in the
workplace, how much more will the guidance designates. The degree of difficulty
might be high since they are not as competent and trained for the job. Guidance
designates perform both teaching tasks guidance office tasks. Thus, their
challenges in handling both affect their delivery of guidance services. The
challenges they encountered are as follows:
First, the time management of the guidance designates. According to
https://www.managementstudyguide.com, Time Management refers to managing
time effectively so that the right time is allocated to the right activity. Effective time
management allows individuals to assign specific time slots to activities as per their
importance.
One of the challenges encountered by the guidance designates is time
management. In actual setting, they still teach in the classroom and at the same
time perform the guidance services. As a way of solution in the Philippines, DepEd-
NCR Memorandum No. 105 s. 2015 entitled: “Teaching Loads and Assignments
of Public-School Teachers”, is hereby attached to guide the school heads in
assigning teaching loads. It is stated here that the Guidance Designate in the
Secondary level only requires to do 3 hours of teaching load and another 3 hours
in guidance services and the number of Guidance Designate may vary on the
number of enrollments.
Despite the intention of minimizing the teaching load, they still might
encounter problems managing their time. According to ASCA, the exact
description of the school guidance counselor changes from day to day, depending
upon the needs of the students. Thus, there could be no fixed schedules for them
making their time really difficult to manage. The same happens to the guidance
designates,
Secondly, the guidance designates handle multiple tasks. handling multiple
tasks is the other challenge they encountered in the workplace. According to
ASCA, the broad job responsibilities in working with parents, administrators,
clerical and custodial staff, faculty, community residents, board members, and
students can become a time-eating monster. Several reasons for this matter
because counselors are responsible for multiple task such as counseling students
in crisis, helping students deal with emotional issues such as performance and
testing anxiety, analyzing school data to help administrators better understand
student needs, interpreting achievement, cognitive, aptitude, and achievement
tests, suggesting appropriate school attire and advocating for the students.
Because of this, the counselor is really trained to be versatile in handling multiple
tasks for their work load is really unpredictable. However, this does not also excuse
them to manage their time and plan their work for it is also necessary to always be
prepared.
Another related problem is that guidance designates don’t have any specific
job descriptions about their designation. Generally, they assume the role of the
guidance counselor as mentioned earlier. According to The Enhanced Basic
Education Act of 2013, the school heads have also the prerogative not just to select
their guidance designates but also to provide tasks related to guidance services.
And so, the school heads just assigned them to whatever guidance related
services. It is commonly an internal arrangement with their school heads. In the
actual setting, they administer the career activities of the school, send annual
reports to the Schools Division Office about the children at risks, conduct
intervention plan regarding students who needed immediate attention, teach in the
classroom and other things that the school head will assign them to do.
Thirdly, the facility of the guidance designates. Another challenge usually
encountered by the guidance designates even the guidance counselor is lack of
facility. One of the causes of the low productivity of the guidance staff is probably
their working environment. Dr. Nicola Davis (2018) believes that our physical
environment is constantly influencing our emotions and general well-being. In the
same way, the design of the School Guidance Office may affect the therapeutic
experience between the student and the counselor. Room layouts affect service
user perception of psychological safety, intimacy, willingness to self-disclose, to

build therapeutic rapport, and to feel a sense of agency in the space. Poor layouts
in the therapeutic area can exacerbate feelings of otherness, mitigate development
of agency, reduce communication, and have poor service user outcomes and
experience according to Dr. Stephanie Liddicoat-Ocampo (2018). Ideally, the
guidance office should be placed in an area separate from the administrative office
and should be easily-accessible and has a positive impression on students
(Hammons, 2012). While there is no single way to design a conducive therapeutic
room, by keeping the area welcoming, cozy, warm and safe environment should
always be considered. Generally, the design of the office should consider the color,
seating, nature, materials, windows, adjustable lightning, privacy, age-appropriate
furniture, soft furnishing, positive distractions and personalization (Wilson, 2012).
All of which must be conducive and friendly. On the other hand, there also layouts
to be avoided such as closed-in spaces, clutter, potential triggers, fixed seating
and neglected waiting area (Reilly, 2017). The said design is really costly and
should be put into one of the priorities of the school to ensure quality services both
for the school counselors and for their students as well.
Lastly, the administrative support of the guidance designates. the feeling
of lack of administrative support is also one of the challenges they encountered in
rendering guidance services in school. The success of the guidance designate also
depends on how supportive the administrative is to them. Apropos, the possibility
of the guidance staff, guidance services and the guidance office and equipment to
become more convenient and efficient can only be implemented with the support
of the administration. The success and effectiveness of these services is wholly

dependent on the goodwill of the school administration, particularly the principal
(Were, 2017). School principals, by virtue of their position, are responsible for the
Guidance and Counseling services in the school. To have an effective relationship
between the counselor and the principal, there must be communication, trust and
respect, leadership, and collaborative planning between them (Edwards, 2014).
Furthermore, the administrator should know not only his own job but also the job
of the guidance counselor, and the guidance counselor ought to know his/her job
descriptions and those of the administrator, in order to prevent unnecessary
overlapping of duties which may result in friction. Moreover, the other way to
support the Guidance Services is to provide them additional staff or an
administrative assistant. According to Saint Francis High School, the essential
responsibilities and accountability of the Guidance Assistants are to assist the
counselor in serving as initial point of contact for students, parents, faculty,
administrators, staff and others, assist counselors in scheduling, coordination and
preparation of necessary materials for guidance services, support the counselor
and manage the Guidance Office, organize and facilitate counselor/teacher
recommendations, assist students and counselors with registration day questions
and schedule change request, provide basic technology, provide transcript
support, prepare and process counseling department mailings to parents, run
regular and ad hoc reports on caseloads, student grades, scheduling information
and student/class list, manage and assign student office assistants and many more
. They are important personnel of the Guidance Office that will help the Counselor
focus on what he/she ought to do.

Components of Development Program
By way of solution, a development program is needed to ensure the
systematic and logical approach of learning for the guidance designates. Teachers
are always expected to study not just to prepare for their lessons but also
professionally. An article from www.teacher.org (2021) stated that, Professional
development is both a requirement and opportunity for teachers at every level and
in every subject. It is important because education is an ever-growing, ever-
changing field. This means that teachers must be lifelong learners in order to teach
each new group of students. They are always encouraged to innovate by attending
a lot of seminars and training as their learners also keep on changing. For those
who want to be promoted professionally, they pursue higher studies in the
graduate school. In the Philippines, according to Republic Act No. 10912,
otherwise known as the “Continuing Professional Development (CPD) Act of
2016”, is an act which requires CPD as the mandatory requirement for the renewal
of Professional Identification Card and this includes the professional teachers and
guidance counselors. They are required to earn a certain number of points in order
for them to renew their license. They can earn them through attending accredited
seminars, pursuing higher studies, teaching experienced, National Certificates
from TESDA and others. The reason for this is to enhance and upgrade the
competencies and qualifications of professionals for the practice of their
professions, ensure international alignment of competencies and qualifications of
professionals through career progression mechanisms leading to
specialization/sub-specialization; ensure the development of quality assured

mechanisms for the validation, accreditation and recognition of formal, non-formal
and informal learning outcomes, including professional work experiences and prior
learning, ensure maintenance of core competencies and development of
advanced and new competencies, in order to respond to national, regional and
international labor market needs; and recognize and ensure the contributions of
professionals in uplifting the general welfare, economic growth and development
of the nation (RA 10912, Article II, Section 4). Regardless of the track which a
teacher would follow, either a higher teaching position or a guidance counselor,
they are still expected to have their own continuing professional development
program. CPD is not just in the Philippines but also a requirement in other countries
as well for all professionals.
Professional Development similar to development program for the guidance
designates should have the components of effective development. Darling-
Hammond (2017), pointed out the elements of effective professional development
that it should be content focused, incorporates active learning, supports
collaboration, typically in job-embedded contexts, uses models and modeling of
effective practice, provides coaching and expert support, offers opportunities for
feedback and reflection and is of sustained duration. She furtherly stated that to
ensure a coherent system that supports teachers across the entire professional
continuum, professional learning should link to their experiences in preparation
and induction, as well as to teaching standards and evaluation. It should also
bridge to leadership opportunities to ensure a comprehensive system focused on
the growth and development of teachers. In relation to guidance designates,

development program does not only benefit themselves but also the school as a
whole. Primarily, the school is where they apply what they have learned so far from
the development program. Everyone wins but the school heads play a vital role in
supporting them to pursue this kind of program. Continuous Development Program
would not exist without support from the organization.
RELATED STUDIES
In Dr. Aclan Cervantes’ (2018) study entitled “Lived Experiences of
Guidance Facilitators Who Take the Role of Guidance Counselors in the
Philippines”, she said that the guidance facilitators also known as the guidance
designates in the Philippines usually do not hold the qualifications of a guidance
counselor. Yet, due to registered guidance counselor (RGC) shortage, guidance
facilitators who graduated in various fields must take RGC’s role, thus, the gap
remains and literature on this issue is scarce. This is furtherly observed by Dennis
Valdez (2018) in his study entitled “Lack of registered guidance counselors forces
schools to keep unlicensed ones” thought that it is impossible to enforce RA 9258
at present or in the near future: The number of registered guidance counselors in
the country falls far below the sheer number of schools and institutions mandated
to hire them. Even the DepEd is struggling to compel schools to meet the law’s
requirement.
However, despite of prohibiting non-registered to take the role of the
guidance counselors according to RA 9258 enacted in 2004 which punishes

violators with imprisonment for up to eight years, or a fine of up to P100,000.00,
they still designate the teacher to assume the role. For some, they are called
“guidance teacher”, “teacher counselor”, “guidance facilitator”, “guidance
coordinator” but the proper title name given by the DepEd is “guidance
designates.” Further, issues and challenges faced by guidance designates are lack
of training, job mismatch, lack of documentation, false accusation, limited
technology and skills, and the guidance counselors’ insufficiency.
To be a school guidance counselor and to be a classroom teacher are two
very challenging professions. How much more when these roles are taken
together. According to Mushaandja (2013), most teacher counselors took on the
role because they are committed to helping learners and they care about their well-
being. Some teacher counselors, either due to their lower workloads or because
they were already doing something that could easily be linked to a counseling
function. Some of them took the role due to the trust their school principals had for
them.
But this could not mean an easy task for them. A study of Marandu (2018)
entitled “An Appraisal of Counseling and Guidance Services: A Case of Secondary
Schools in Korogwe Town Council” found out that teacher counselors were present
in every school to provide the service but they cannot perform their duty on a daily
basis because the program was not active and inadequate. They also have
shortage of trained teacher counselors, no room or facility to perform the services.
Additionally, they also lack in service training program on guidance and counseling
both inside and outside the schools in order for them to broaden their knowledge
and skills about work. They only used knowledge acquired from colleges, which
technically were insufficient to handle student problems especially if it is not exactly
related to guidance and counseling.
In reality, even professional school counselors also faced challenges in their
profession. Masoumeh Alavi (2012) conducted a study in Malaysia about the
challenges of high school counselors in their workplace. She found out that the
biggest problem of school counselors is a lack of necessary facilities and
instruments. Similarly, many counselors are not aware of counseling techniques
and/or are not capable of utilizing them. Awareness about counseling techniques
is one of counseling requirements according to Shafiabadi (1991) in order to
become in addressing different kinds of issues encountered by the students.
Counseling is the heart of the guidance program which aims to assist the students
to a deeper self-understanding and acceptance to become the best versions of
themselves. There are also lack of cooperation between the parents and
counselors, and also between the counselors and the school administrators. As a
result, this causes poor counseling services.
On the other hand, a study of Missouri high schools shows that schools with
a more fully implemented model guidance programs had students who were more
likely to report that they had earned higher grades, their education was better
preparing them for the future. According to them, their school made more career
and college information available to them, and their school had a more positive
climate or environment. A similar study done in Gwinnett County shows that school
counselors impact students’ academic performance and can increase the on-task,
productive behavior of students and reduce disruptive behaviors.
To address this problem, training and seminars are necessary. In the study
of Shelton, (2001) stated that when people receive relevant and valuable training,
they are generally happier in their jobs. When that training is carried to the next
level and becomes an overall development, employees tend to feel even more
valued by their employers. They are not only given the tool to do their jobs well,
but they are also given opportunities to develop new skills and attain career goals.
Another challenge for them is handling multiple tasks and additional
incentives. A study conducted by Mushaandja (2013) entitled “Major challenges
facing teacher counselor in schools in Namibia” resulted that their work was
appointed on a voluntary basis, and had to do their counseling work in addition to
their normal teaching load, and received no remunerations, incentives or formal
acknowledgement for their work. Additionally, they were facing challenges
including unavailability of appropriate space or facility and time to counsel learners
due to piled-up activities.
Despite these challenges and reasons in taking the role, majority of them
were happy with the work of counseling learners. Many of them provided
understanding and compassion to learners under very difficult conditions. It has
also managed to increase their empathy for learners.
The literature and studies were utilized by the researcher for further
understanding of the study. They also showed similarities in the variables used for
the current study.

The related literature and studies reinforced the challenges encountered by
the guidance designates and the profile needed to be qualified as the school
counselor. Further, it supplemented and supported the researcher’s personal idea
eliminating any biases in the study.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodology used in this study as well as the
research setting, participants, sampling and the detailed data gathering
procedures and design.
Research Design
This research used the descriptive-correlational method of research.
Descriptive correlational, as viewed by Kowalczyk (2015), comprises a collection
of data to determine a relationship between two or more quantifiable variables.
In this study, the profile and challenges encountered by the guidance
designate was described and correlated to find out the significance or
insignificance of their relationship.
Respondents of the Study

The respondents of the study are the Guidance designates in the selected
public secondary schools of Oriental Mindoro who are Professional Teachers and
have been appointed to take the role of the Guidance Counselors.
The respondents have a total number of twenty-six (26) and all were still
appointed in their respective schools during the school year 2019-2020.
Table 1 shows the distribution of the respondents according to the
municipality of the selected public secondary schools in Oriental Mindoro.
Table 1
Distribution of the Respondents
Municipality Frequency Percentage

Bansud 6 23.08
Bongabong 8 30.77
Roxas 3 11.54
Mansalay 4 15.38
Bulalacao 5 19.23
TOTAL 26 100
Sampling Techniques
The respondents were selected through a cluster sampling method. It is a
method of probability sampling that is often used to study large populations,
particularly those that are widely geographically dispersed.

In cluster sampling, the researcher divided a population into smaller groups
known as clusters. They then randomly select among these clusters to form a
sample.
Five municipalities were randomly selected from the total of seven
municipalities of the second district of Oriental Mindoro.
Research Instrument
A researcher-made questionnaire was used as the main instrument of the
study through a four-point Scale to survey the profile and challenges encountered
of the respondents.
The instrument was composed of two parts. The first part has five items of
questions to identify the profile of the guidance designates in terms of educational
attainment, number of years in the guidance and counseling practice, number of
seminars/training attended, trainings/seminars attended and membership in
professional organizations. Hence, the second part has eight items of questions to
measure the challenges encountered by the guidance designates in terms of time
management, handling multiple tasks, facilities and administrative support.
Scaling and Quantification
The profile and challenges encountered by respondents was described
using the following scale and statistical limit.

Table 2
Numerical Scale, Statistical Limits, and Verbal Interpretation
Numerical Scale STATISTICAL VERBAL DESCRIPTION

LIMIT
4 3.50 – 4.00 Very High Extent
3 2.50 – 3.49 High Extent
2 1.50 – 2.49 Low Extent
1 1.00 – 1.49 Very Low Extent
Validation of the Instrument

The research instrument was validated through the assistance of the
Registered Guidance Counselor of Mindoro State College of Agriculture and
Technology-Calapan Campus, Registered Guidance Counselor of DWCC and the
Director of DWCC Guidance Office for its improvement. All their corrections,
comments and suggestions were incorporated in the final editing of a copy of the
questionnaire.
Reliability of the Instrument
Cronbach’s coefficient alpha was used to determine the internal reliability
of the instrument. The survey instrument was tested in its entirety, and the
subscales of the instrument were tested independently as shown in the table
below.
This was conducted to ten (10) non-respondents from the First District of
Oriental Mindoro including Gloria to Baco.

Table 3 presents the reliability result using Cronbach’s coefficient alpha.
Table 3
Reliability Result of the Instrument
VARIABLES r-value Interpretation Result

Time Management 0.816 Very High Correlation Reliable
Handling Multiple 0.810 Very High Correlation Reliable

Tasks
Facilities 0.840 Very High Correlation Reliable
Administrative 0.823 Very High Correlation Reliable

Support
Data Gathering Procedure

The researcher sought first the approval of the Schools Superintendent in
the DepEd Division office to conduct the study. An endorsement letter was sought
from the Dean of Graduate Studies and presented it to the school head of selected
Public Secondary Schools in Second District of Oriental Mindoro to secure
permission in administering the questionnaires to the guidance designates. Upon
approval, the distribution and retrieval of questionnaires was distributed by the
researcher to the respondents. They were given ample time to answer the
questionnaires.
The data were consolidated, tabulated, analyzed and interpreted. Tables
were constructed to summarize and analyze the data that have been gathered.
Based on the results and data analysis, the researcher conducted a
proposed development program.

Statistical Treatment of Data
The data gathered were treated using the Descriptive and Inferential
Statistics. Descriptive Statistics such as mean, weighted mean and rank were
used.
Weighted Mean was used to describe the challenges encountered by the
Guidance designates.
Percentage was applied to determine the number of responses under each
category.
Ranking was employed to determine the positional importance of the
weighted mean. It has identified the order of decreasing or increasing magnitude
of variables.
The said data was also treated using the inferential statistics such as
Pearson’s Product Moment of Correlation.
The Pearson’s Product Moment of Correlation determined the relationship
of the variables.
Coefficient of determination (r2) was also applied to determine the degree
to which a certain indicator affect the depended variable.
Ethical Consideration
All participants were informed about the details of the study. Participants in
the study were voluntary and could withdraw from the study without any
consequence. The anonymity and confidentiality of the participants were
guaranteed.
Chapter IV
RESULTS AND DISCUSSION
This chapter presents the results, analysis and interpretation of the data
gathered in the light of the sub-problems and hypotheses raised in the study.
1. Profile of the Guidance Designates
1.1 Educational Attainment
Table 4 presents the profile in terms of educational attainment. The data
illustrates that the respondents who have a Master’s Degree belongs to the highest
frequency of 13 or 50%. Common majors are Master of Arts in Education with
major subject specialization, Master of Arts in Education major in Educational
Management and only few of them took up Guidance and Counseling as their
major. Eleven or 42.31% of the population belonged to those who finished a
bachelor’s degree. Only 2 or 7.69% belonged to those who took a Doctorate
degree.
This suggests that regardless of the educational attainment of the respondents,
they were selected as the guidance designates. Even though majority of them are
master’s degree holder, almost every one of them do not specialize in Guidance
and Counseling. During the key informant interview, all of them said that as long
as they are item-teacher, they are qualified to be a guidance designate.
Furthermore, there are no other criteria set specifically for the guidance designate.
The school heads have the prerogative to designate their own. They primarily base
their designation on the personality, the extracurricular activities of the teacher
outside the school and their skills, not merely on their educational attainment.
Educational background is one of the important keys to the success in one’s
profession. This translates everything they learned from the classroom to the real-
life situation. Even though teachers have one subject about counseling back in
college, this is not enough to be fully prepared in accepting the role of a guidance
counselor. This was validated by one of the respondents in the interview:
“Mayroon din naman kaming subject ng counseling noong college, siguro
isa sa naisip nila yun kaya pwede kami maging guidance designates since wala
naman talaga educationally qualified sa amin.”
Holland’s Personality Type and Work Environment Theory supports the
idea that in order to be successful and efficient, their personality which also
includes their educational attainment should match the necessary requirements in
their working environment. Those who work similar to their educational background
are most likely to be successful and satisfied.
In relation to the guidance designates, it can be seen that most of them do
not match their educational background to their new designation. Which suggests
that they are not being entirely familiar with the new tasks given to them. Although
there are principles and even prior knowledge that they can be used in their new
workplace, it is not enough to become competent. Effectivity really comes if the
educational background alongside their personality matches their work.

As a result, the respondents are not entirely familiar and equipped with the
things they must perform in taking the role of a guidance counselor. Their
educational background is not aligned with the things they have to perform as a
guidance designate.
Table 4
Profile in terms of Educational Attainment
Educational Attainment Frequency Percentage

Master’s Degree 13 50
Bachelor’s Degree 11 42.31
Doctorate Degree 2 7.69
Total 26 100
This generally shows us that most of them are master’s degree holder. And
most of the bachelor’s degree holder were graduates of psychology. Indeed, the
educational attainment was also somehow considered in their designation. This
shows us taking the role of a guidance counselor requires not just the right
personality, but also enough knowledge and skills attained from education.
1.2 Years in the Guidance and Counseling Practice
Table 5 presents the profile in terms of the number of years in the guidance
and counseling practice. The data illustrates that there are 16 or 61.54%
respondents who are in the guidance and counseling practice for more than 4
years already. Commonly they are Values Education and religion teachers, pastors
or ministers and church workers who are appointed to be the Guidance Designates
and stayed longer in the guidance services. Five or 19.23% of the population
belonged to those who only have one year of experience in the guidance services
and 4 or 15.38% for 3 years already. Only 1 or 3.85% to those who are 2 years in
the guidance and counseling practice.
According to one of the respondents during the interview, it was 2017 when the
division office mandated every Public Secondary Schools to have a guidance
designate. Since then, most of them stayed up until today. During these years,
they performed the same tasks but there were no really specific tasks given to
them by the division office and their respective school heads. It was supported by
one of the respondents, “Ever since wala naman binigay sa aking job descriptions
nor qualifications sa aking appointment as guidance designate. Internal
arrangement lang with our school heads kung ano yung dapat kong gawin as
guidance designate. Nalalaman na lang naming mga guidance designate ang
aming mga gagawin 57ap ag attend ng mga trainings at seminars. Señority at dahil
kilala ako na active sa mga church activities kaya ako ang napili. Tumagal ako kasi
required na mayroon dapat, sunod lang ako kahit na noong una hindi ko talaga
alam kung ano ang gagawin.”
Experiences has taught them to know their role and responsibilities.
However, in their learning process there are at least two kinds of experiences. For
one, they were appointed because among other teachers they are one of the eldest
making them full of life experiences. Secondly, the actual experience wherein they
acquire certain new knowledge and apply their own strengths to their new working
environment. This was reinforced by the Experiential Learning Theory of David
Kolb. This type of learning can be defined as the process whereby knowledge is
created through the transformation of experience. Knowledge results from the
combinations of grasping and transforming the experience. He also suggested that
a number of different factors can influence preferred learning styles such as
adaptive competencies, career choice, current job role, educational specialization
and personality type. While this theory can be good for helping people explore their
own strengths and weaknesses when learning new things, the theory also
addresses how the learners can play their own strengths as well as developing
areas in which they are weakest.
However, during the process of their experiential learning, there will a high
margin of error in rendering the guidance services since it is also the stage of trial
and error. It would really take time for them to learn and be familiar with the things
they needed to know, to have and to do. Also, their line of work could change from
time to time because the problems of the students also change as time goes by.
They might have difficulty in adapting to new situation due to unprocessed issues
from the previous situations. The work could be more demanding and burdensome
as time goes by because the problems of the students keep on rising and the
activities of the school. That is why, it does not necessarily mean that the longer
they stay as guidance designate, the more they become competent in the guidance
services. They really need proper trainings so that they will be able to be prepared
for different kinds of challenges they will encounter in the future.
And so, regardless of the number of years, most of them just stay because of
compliance. Majority of the respondents during the interview do not have plans to
pursue the guidance and counseling career path because of lesser opportunities
for promotion and lower salary in comparison to their item as a teacher. Thus, they
also need to be motivated to have interest in pursuing guidance and counseling so
their stay in the designation won’t be wasted.
Table 5
Profile in terms of Years in the Guidance and Counseling Practice
Number of Years Frequency Percentage

4 years and above 16 61.54
2 years 5 19.23
3 years 4 15.38
2 year 1 3.85
Total 26 100
This table generally shows us that most of them have been appointed to be
a guidance designate for quite a long time already. Those who have been
designated have also the tendency to stay longer. This might be probably they
enjoy their services despite of the challenges they encountered. This can be an
opportunity for them to be encouraged in pursuing the guidance and counseling
profession through developing them as year goes by.
1.3 Trainings and seminars attended
Table 6 presents the profile in terms of the trainings and seminars attended in
relation to guidance and counseling. The data illustrates that there are 15 or
57.69% respondents who attended 4 or more trainings and seminars in relation to
guidance and counseling. Commonly, they are the ones who stayed in the services
for quite a long time already. Six or 23.08% of the population belonged to those
who attended 3 seminars/trainings already and 3 or 11.54% for 2
trainings/seminars. Only 2 or 7.69% attended 1 seminar/training.
The reason for having a lot of trainings/seminars attended is because the
Schools Division Office regularly provides trainings/seminars for them at least
twice a year. It is part of their designation that they need to attend
trainings/seminars to not withstand the provision of Section 27 f RA 9258, the
implementing Rules and Regulations (IRR) of RA 10533 specifies that guidance
designates shall be allowed to conduct guidance services for secondary level
students of the schools where they are currently employed; provided, that they
undergo appropriate capacity building programs developed and implemented by
the DepEd, in coordination with the DOLE, TESDA, CHED, PRC, NYC, student
organizations, industry associations, guidance and counseling associations,
professional associations, and other relevant stakeholders.
Training is really essential because it modifies the attitude, knowledge, skill or
behavior through learning experience to achieve effective performance in an
activity or range of activities. Its purpose, in the work situation, is to develop the
abilities of the individuals and to satisfy the current and future needs of the
organization. Furthermore, its purpose, in the work context, is to develop the
abilities of individuals and to satisfy the current and future needs of the
organization. This definition links training and planning process with training as a
planned operation aimed at modifying skills through the application of experience
and education. Training is an ongoing planned process that replicates many of the
stages involved in the task in order to achieve the intended benefit. One of the
respondents validated the importance of training, “Sobrang laking bagay para akin
ang dumalo ng mga trainings, dito na rin kasi ko nalalaman kung ano at pano ko
gagawin yung roles and functions as a guidance designate. For the last 4 years,
at least mayroon akong one to two trainings conducted by the Division Office. Yun
nga lang pag matagal ka na rin guidance designates, almost yun na lang din yung
mga topics sa seminar. Even though I am encouraged to attend sa ibang seminars,
wala pa akong pagkakataon kasi focus lang kaming mga guidance designates sa
trainings sa DepEd. Para hindi na rin sila siguro magastusan sa amin. Sobrang
pakinabang lalo na kung napapanahon yung topic.”
The respondents really understand the importance of attending trainings
because it is where they also realize what they ought to be and to do in the
workplace. Providing development programs would give them interest to learn
more about their workplace in a more comprehensive way. It will also help them to
keep their interests going by avoiding repetition of seminar. Thus, more
opportunities of learning would be given to them.
Table 6
Profile in terms of Trainings and Seminars Attended
Number of Seminars/Trainings Frequency Percentage

4 or more seminars/trainings 15 57.69
3 seminars/trainings 6 23.08
2 seminars/trainings 3 11.54
1 seminar/training 2 7.69
Total 26 100
Generally, the result indicates that there are a lot of seminars/trainings they
have attended at least for the past 5 years especially to those who have been
designates longer. There are only a few guidance designates who attended fewer
trainings/seminars because they are the ones who are just recently designated.
This shows us the opportunity for them to have a more systematic
trainings/seminars every year. This makes it possible to propose a development
program because they already have regular trainings every year. This will help to
reinforce the trainings/seminars of the Schools Division Office.
1.4 Topics of the Training/Seminar Attended
Table 7 presents the profile in terms of topics of the training/seminar attended.
The respondents chose multiple answers for this question as they attended
multiple trainings/seminars. The data illustrates that 24 respondents attended
Child Protection Act seminar/training in relation to guidance and counseling.
Common topic and problem that is currently addressed by the Department of
Education, to avoid school bullying and any related mental health problems of
children nowadays. 22 of the population belonged to those who attended
seminar/training about Career advocacy and 16 to those who attended Guidance
and Counseling Practices, Policies and Guidelines. Only 4 who attended other
related seminar/training about guidance and counseling.
It was proven by most of the respondents during the interview that almost every
year, the topics mentioned above are the common topics provided by the Division
Office.
One of the most common topics especially nowadays is career advocacy
related. This is to ensure that the students career path is aligned to their
personality, skills and academic track. Even though guidance designates differ
from career advocates, they too perform their duty as far as career guidance is
concerned. The Department of Education is a member-agency of the Career
Guidance Advocacy Program – Working Group (CGAP-WG) established in 2012
under the Human Development and Poverty Reduction Cluster of the Office of the
President. The Network of Guidance Counselors and Career Advocates (NGCCA)
and Federation of Career Guidance Advocates Network of the Philippines
(FCGNAP) are involved in this convergence. Their partnership with these agencies
gave the DepEd a lot of trainings/seminars career advocacy.
Child Protection Act, Career Advocacy and Guidance Practices, Counseling
and Policies are the three most common topics of the trainings/seminars they
attended. However, there is no topic with regards to what guidance designates
really is. The respondents were asked during the interview if there’s a
training/seminar regarding their job descriptions and one answered like this, “Ever
since naging guidance designate ako which is 5 years ago, walang training or
seminar patungkol sa aming specific job descripions. Patungkol talaga madalas sa
Child Protection, Career Guidance, Bullying at lately lang patungkol sa Mental
Health pero kung ano talaga gagawin namin, wala. Kaya yung roles namin based
lang talaga sa mga seminar that we attended. Parang application ng seminar ang
nagiging assume roles and responsibilities namin.”
This is without a doubt why even themselves do not really know what they really
are and ought to perform. They just exist mostly for compliance’s sake. As a result,
the term career advocates and guidance designates were used interchangeably.
One proof that they differ from one another is that guidance designates attend
seminars other than career advocacy seminars. This was validated by one of the
respondents, “Ang katunayan na iba kami sa career advocates, mayroon kaming
annual report regarding the “Children at Risk” and this should be submitted every
year by the guidance designates as part of the application of the seminar/training
we attended sa Child Protection Act. This is not part of the career advocates since
it is not about career. Parang mas higit pa kami sa mga ginagawa nila kasi parang
2-in-1 na rin kami, career advocate and at the same time guidance designate kasi
we perform career guidance and assume the role of the guidance counselor.”
Furthermore, they were also asked about the benefits they gained from
attending seminar and one respondent said, “Malaking tulong sakin personally kasi
mas nagkakaroon ako ng mas malawak na pang-unawa sa mga bata at kung
paano ko sila lalo matutulungan. Though paulit-ulit na itong nakaraan yung mga
topics, lalo na sa aming matagal nang guidance designates, nakakapagpapa-alala
pa din.”
It is really beneficial to provide trainings/seminars not just because of
compliance but also for the personal growth of the respondents. Also, it serves as
an opportunity to know the things they need to perform and know the
knowledge/skills necessary in order to become more efficient. Providing more
topics aligned to their designation would be more beneficial than repeating the
topics every year. Moreover, a development program for guidance designates
would be great to keep their interest, to encourage them and provide for them a
more and structured learning opportunities.

It will be more effective if the respondents can immediately apply what they
learned from their trainings/seminars. Especially, if the topics are related to their
current situation in the guidance services. Piaget’s Experiential Learning Theory
teaches that learning becomes more interesting and effective by doing.
Experiential learning entails a hands-on approach to learning that moves away
from just the facilitator at the front of the room imparting and transferring their
knowledge to the participants. It makes learning an experience that moves beyond
the training and strives to bring a more involved way of learning. Topics in the
seminar should not only be aligned to the needs of the respondents but also
something that they can easily apply in their workplace, practice over theory.
Table 7
Profile in terms of Topics of the Trainings/Seminars Attended
Topics of the Training/Seminar Attended Frequency

Child Protection Act 24
Career Advocacy 22
Guidance and Counseling Practices, Policies and 16
Guidelines
None 4
The result shows that the most common attended topics of their
trainings/seminars is all about Child Protection Act. The second is Career
Advocacy. Since the emergent issues of the schools nowadays are bullying,
absenteeism, poor academic performance, depression, anxiety and issues relation
to their family, the DepEd focuses on this topic. However, being aware of these
issues are not enough to help the respondents handle them. They need trainings
that would practically help them to handle these issues they commonly
encountered in their respective schools. Guidance services do not only limit on
giving reports but also providing intervention plan on how to help the students.
Counseling techniques, follow-up, coaching and connections with other
professionals for consultations and referrals would be informative and practical
topics that can be discussed in their trainings and seminars to address the
escalating issues encountered by the students nowadays.
1.5 Membership in Professional Organization
Table 8 presents the profile in terms of the membership in professional
organization. The data illustrates that 15 or 57.69% respondents have no
membership in any professional organization related to guidance and counseling.
The common problem to those who are not really professional Guidance
Counselors is for them to be unfamiliar and not qualified to be a member of different
kinds of Guidance and Counseling Professional Organization. 5 or 19.23 % are
members of Career Advocates of MIMAROPA, Inc. (CAMI). Members of Philippine
Guidance and Counseling Association (PGCA) and also members of Career
Guidance Advocacy Program (CGAP) both have 3 or 11.54% respondents.
It is really beneficial to join any professional organization related to the
workplace because of the exclusive privileges that members get from them
especially trainings and seminars. By this, they lose the opportunities to be trained
and be exposed to different organizations. As one respondent supported this idea,
“Lahat ng trainings naming nasa Division Office (DepEd) lang. We don’t have the
opportunity na matuto pa sa ibang organizations. Nag iinvite naman ng speakers
from CGAP or CAMI pero yung sila mismo ang mag conduct o ibang organizations,
wala kami ganung exposure. Kaya kung ano lang ibaba ng Division Office, yun
lang talaga. Kaya tuloy, paulit ulit din yung mga topics namin.”
Furthermore, one reason for not being a non-member is because of
academic or professional qualifications. For example, Philippine Guidance and
Counseling Association, Inc. offers different kinds of membership which depends
on the credential and status of the applicants. If they apply for a Licensed Regular
Member, they should be a holder of professional license. For non-Licensed
Regular member, they are the ones who had enjoyed the status of a regular
member prior to the implementation of RA 9258. For Associate membership, they
are the ones who are counselor or guidance and counseling worker who has at
least 18 units in Guidance and Counseling on the graduate level. And lastly, their
Junior Level Member is anyone working in the field of Guidance such as guidance
teacher, guidance designates, career advocates, life-mentor, life-coach or anyone
interested in the field and who has at least a bachelor’s degree. Most of the
respondents are only qualified to be a junior member for most of them are not
licensed and do not have 18 units in Guidance and counseling on the graduate
level. This makes it difficult for them to be a member and if they are members, then
they have less privileges and opportunities compared to those who are really
professionals in this field of work.

Table 8
Profile in terms of Membership in Professional Organization
Membership in Professional Organization Frequency Percentage

No Membership in any Professional 15 57.69
Organization
Career Advocates of MIMAROPA, 5 19.23
Inc. (CAMI)
Philippine Guidance and Counseling 3 11.54
Association (PGCA)
Career Guidance Advocacy Program 3 11.54
(CGAP)
Total 26 100
The table generally implies that most of them are not members of any
professional organization related to guidance and counseling. Only few of them
are members of any professional organization. This limits their opportunity of
learning from other organizations which provide free trainings and seminars. Also,
they lose the opportunity to learn from the experts with different specializations
regarding guidance services. Having connections is also one of the advantages of
being a member as they can get referrals and consultations from them. It is really
beneficial if they could enlist themselves to become a member of any professional
organization in relation to guidance and counseling.
2. Challenges Encountered by the Guidance Designates
2.1 Time Management
The data from table 9 shows the challenges encountered in terms of time
management.
The highest mean score of 3.77 with the very high extent description in
challenges they encountered in terms of time management tasks shows that the
respondents find it challenging to provide time for the interventions that need
immediate attention.
This shows that the respondents hardly manage their time in doing
interventions because of prior responsibilities both as a teacher and as a guidance
designate. Piled up activities can hinder the respondents to postponed their
intervention to those who needed immediate attention. Another factor could be the
overwhelming number of students who needs intervention during unpredictable
hours. Lack and limited skills and knowledge could also slow down the
respondents’ time of intervention for the students.
The lowest mean score of 3.19 with the high extent description in challenges
they encountered in terms of time management states that the respondents find it
challenging to update the guidance program of the school.
This signifies that the respondents are having a hard time to update their
program because there are still other things to and probably struggling to
accomplish it because of not having enough knowledge to make their own school
guidance program. Though this is the least challenging among time management,
but it still has a high extent description. According to Parson’s theory during the
adjustment period, they will struggle for they are not equipped, matched and
familiar enough with the new task given to them. Parsons suggests that when
individuals are in jobs best suited to their abilities, they perform best and their
productivity is highest. Since they are still in the learning process and
familiarization of the guidance services then it slows down their productivity
especially when they still have other assignments.
This was supported by one of the respondents during the interview, “Since
the first year of our designation, there is no specific job descriptions we are told to
do. Natutunan na lang namin kung anu-ano yung dapat naming gawin sa pag
attend ng mga trainings. Kaya nahihirapan kami mag manage ng time namin lalo
na kapag hindi kami familiar talaga sa gagawin namin sa pag handle sa mga
students sa mga hindi inaasahang oras. Unpredictable talaga yung schedule
namin kaya kailangan maging flexible talaga. At dahil ang item talaga namin ay
teacher, mas focus pa rin kami sa pagtuturo rather than guidance services.”
As said earlier, it is really difficult for them to make a fixed schedule because
problems may arise anytime. By means of solution, they also try to communicate
with the classroom advisers, which served as their guidance partners, that as much
as possible they deal with the problem within themselves first. They should only
bring the students to the guidance office if they cannot handle it anymore. The
respondents felt the difficulty of managing their time and setting their priorities not
just only because of the sudden rise of the student’s problems but also the problem
on how they will deal with them. If they only know what specific program and
methodology should apply regarding a specific problem then it would be easier for
them to manage their time well.

Table 9
Challenges encountered in terms of Time Management
Items Mean Rank Verbal Description

1. I find it challenging to update the 3.19 8 High Extent
guidance program of the school.
2. I find it hard submitting reports on or 3.62 3 Very High Extent
before the deadline.
3. I am challenged with the task of 3.58 4 Very High Extent
coordinating with the school staff,
teachers, and parents regarding the
students’ needs.
4. I find it hard to execute planned activities 3.35 6.5 High Extent
accordingly.
5. I find it difficult to attend to my class/es 3.50 5 Very High Extent
regularly without compromising the
quality of guidance services.
6. I find it challenging to provide time for the
interventions that need immediate 3.77 1 Very High Extent
attention.
7. I find it hard to make prompt response to
urgent tasks. 3.65 2 Very High Extent
8. I have no sufficient leisure time for 3.35 6.5 High Extent
personal well-being.
Overall Mean 3.50 Very High Extent
The result generally implies that the respondents have a very high extent
challenge encountered in terms of time management. Looking at the overall mean
of 3.50 with a very high extent description by which majority of the result has a very
high extent, it shows us that the respondents is having a hard time to manage their
time well. This signifies that the respondents are overwhelmed to the activities and
role as a teacher and a guidance designate at the same time.
2.2 Handling Multiple Tasks
The data from table 10 shows the challenges encountered in terms of
handling multiple tasks.

challenges they encountered in terms of handling multiple tasks indicates that the
respondents find it hard to ask for their superior’s guidance when there are things
that they do not understand.
This could mean that the respondents’ rapport with their superiors is not yet
established making it challenging for them to approach them. Also, this could be
the unfamiliarity of their superiors toward their job descriptions and the
responsibilities they ought to perform. This supports the study of Edwards (2014),
that the administrator should know not only his own job but also the job of the
guidance counselor, and the guidance counselor ought to know his/her job
descriptions and those of the administrator, in order to prevent unnecessary
overlapping of duties which may result in friction.
they encountered in terms of handling multiple states that they too find it hard not
to procrastinate when handling multiple tasks.
This indicates that they could not predict the work adjustment and the
process of adjustment to work because of being unfamiliar about their new work
setting. Rene Dawis’ Theory of Work Adjustment works when the respondents
interact with their new environment and each if satisfied with the outcomes then
interaction will be maintained. If not then they will become overwhelmed with a lot
of tasks needed to accomplish and resolved to procrastinate since they are still in
the process of learning and adapting the system.

This could be validated by their responses from the key informant interview
in which one stated that “Mayroon kaming quarterly report that we should submit
supposedly quarterly. Eto yung mga listahan ng Children at risks, profiling ng mga
my problem behaviorally. Instead quarterly, annually na naming napapasa sa
daming ginagawa din as a teacher need pa rin mag compute and record ng mga
grades tapos mag anecdotal sa guidance at ibang activities. Mahirap pag
nagsabay sabay lahat ng mga reportorial requirements.”
Even though they were trained to be a versatile professional as a teacher,
they still struggle with handling multiple tasks because there are skills, knowledge
and even methodologies that they need to learn in order to be more competent in
the delivery of the guidance services. This became more obvious when the
activities piled-up and then get confused what to do first. Furthermore, in terms of
handling students with difficulties according to the respondents, they do some
basic techniques like listening to them, being approachable, giving advice and do
some follow-ups, referrals and consultations. But if they are too busy to do that
and cannot handle the situation themselves, they improvised and make a fast-track
intervention by just holding the students in their offices or make them write on a
piece of paper that they will not do it again when the student commits something
wrong to someone. This result for them to say in the interview that even they
themselves are not satisfied with the services they render to the students.
Table 10
Challenges encountered in terms of Handling Multiple Tasks
Items Mean Rank Verbal Description

1. I get pressured when responding to
urgent tasks. 3.65 2.5 Very High Extent
2. I find it hard to ask for my superior’s
guidance when there are things that I do 3.73 1 Very High Extent
not understand.
3. I have difficulty accomplishing previous
tasks assigned to me before I move on 3.65 2.5 Very High Extent
to the next.
4. I have difficulty completing the task/s or
data needed by other departments in my 3.54 4 Very High Extent
office.
5. I am not consistent in making a daily to-
do list to organize my activities. 3.38 7 High Extent
6. I find it hard not to procrastinate when
handling multiple tasks 3.35 8 High Extent
7. I am having a hard time accomplishing 3.50 5.5 Very High Extent
multiple tasks simultaneously.
8. I have difficulty adapting to new and/or
additional work settings. 3.50 5.5 Very High Extent
Overall Mean 3.52 Very High Extent
The table generally implies that the respondents have a very high extent
challenge encountered in terms of handling multiple tasks. Looking at the overall
mean of 3.52, the result shows a very high extent of challenge encountered. This
signifies that the respondents were having a lot of activities beyond their Job
Descriptions, doing all the jobs at the same time. It is because there are no specific
job descriptions given to them by their school head in the first place. Whatever jobs
may arise as time goes by that is somehow or related guidance services will be
performed by the respondents. Sometimes, they are also assigned to other school
extra-curricular activities either a member or a head of a committee for special
events. Other than this, most of the schools have only one guidance designate or
staff making it also difficult to handle the entire population of the students
especially when they encountered a lot of problems at the same time.
2.3 Facilities
The data from table 11 shows the challenges encountered in terms of the
facilities.
The highest mean score of 3.35 with the high extent description in
challenges they encountered in terms of facilities reveals that the Guidance Office
does not have enough receiving area to accommodate visitors and/or parents.
This shows us that as a whole, there is not enough space in the guidance
office facilities to accommodate clients as most of them do not have a separate
guidance office. There are some who only share space inside the faculty room,
divided by tables. Others only set up partition in other offices making the space
narrower. Dr. Nicola Davis (2018) stated the importance of the facility to the
effectivity of the guidance and counseling practices and services. If their working
environment is convenient and accommodating enough, then it also constantly
influences the emotions of their visitors and clients positively including themselves.
The study of Dr. Stephanie Liddicoat-Ocampo (2018) supported the idea that if the
layout and the aesthetics of the guidance office is not conducive enough, it leads
to exacerbate feelings of otherness, mitigate development of agency, reduce
communication, and have poor service user outcomes and experience. Moreover,
Hammons (2012) suggested that the guidance office should be placed in an area
separate from the administrative office and should be easily accessible and has a
positive impression from students. It gives confidence and a sense of privacy for
the students to come with ease. Also, it should be a conducive therapeutic room.
Keeping the area welcoming, cozy, warm and safe environment should always be
observed. Though there is no absolute single design, Wilson (2012) stated that the
design of the office should consider the color, seating, nature, materials, windows,
adjustable lightning, privacy, age-appropriate furniture, soft furnishing, positive
distractions and personalization.
This was clearly shown during the interview as most respondents said that
since they don’t really have their own facility, they conduct the intervention
somewhere else like emptied classroom where at least they can keep their
conversations private. They accommodate the parents in the faculty or in the
administrative office. There are only few guidance offices in the Second district
Public Secondary Schools but they are still not in accordance with the standards.
However, if there is something that the respondents are eager to accomplish in
their time of designation then, it is to have their own guidance facility. They are
really doing their best to propose it. This is the legacy they want to pass on to
others when they are done as guidance designates.
The lowest mean score of 2.04 with the low extent description in challenges
they encountered in terms of facilities tells that the Guidance Office does have
enough Individual Inventory Papers, anecdotal, test materials and other papers
needed for guidance and counseling.
It tells us that they are being provided enough with the things needed for
filing documents. There are a lot of paper works in the guidance office especially
the recording and securing of the personal data of the students needed to conduct
pre-assessments. To safeguard all of these, a filing cabinet is necessary. An
article from rackline.com (2010) stated that the best benefit of a filing cabinet is
perhaps their ability to hold large amounts of files without taking up too much floor
space. This makes it easier for the respondents to retrieve information and
increase efficiency. However, whether they have a filing cabinet or none, the
narrow-shared space they have supported the earlier idea that their facilities do
not have enough space for guidance services including the proper filing of
documents.
This was also validated and supported by one of the respondents, “Mayroon
naman kami mga files regarding the students, like Individual Inventory profile,
Children at Risks which we submit annually sa Division Office, yung mga anecdotal
records naman sa mga teachers ko na lang yun pinapagawa at pinapatabi kasi
wala naman kami paglalagyan masyado ng mga documents since limited ung filing
cabinets and wala talaga akong secured na office, sa faculty office pa din ako.”
This reinforces the fact that there is a need to really improve their facility not
just for privacy but also for the security of the students’ data. One respondent is
really eager to improve their facility, “Malapit na rin ako mag retired at matagal
tagal na rin akong guidance designate ng school. Isa talaga sa plano ko bago man
lang ako mag retired ay maging legacy ko sa school na to ay magkaroon ng sarili
at magandang guidance office ang school. Matagal ko ng proposal ito sa school,
siguro kaya hindi mapagbigyan kasi classroom nga kulang pa rin kami. Inuna na
muna siguro ng Division Office yun, pero sa panahon ngayon mukhang mas lalo
nila nakikita ang kahalagahan ng guidance counselor kaya sana yung papalit
sakin, item na talaga ng guidance counselor at mayroon na siyang sariling
guidance office. Sa ngayon napakahirap kasi wala talaga kami sariling office,
sharing lang sa faculty. Kunting partition pero wala pa rin privacy talaga kaya mga
students nahihiya lumapit sa guidance, akala kagad my ginawang kalokohan.
Sana yun ang maiwan kong legacy sa papalit sakin, guidance office.”
Table 11
Challenges encountered in terms of the Facilities
Items Mean Rank Verbal Descriptions

1. The Guidance Office does not have
enough filing cabinets to secure and 2.31 7 Low Extent
organize documents.
enough Individual Inventory Papers, 2.04 8 Low Extent
anecdotal, test materials and other
papers needed for guidance and
counseling.
3. The Guidance Office is not well-
equipped with facilities such as testing 3.04 4 High Extent
room, counseling room and conference
room for guidance activities.
4. The Guidance Office designated does
not have enough working table for 2.27 6 Low Extent
clerical work.
reliable equipment such as a computer 2.77 5 High Extent
and a printer for document purposes.
6. The Guidance Office is not separated
from other offices and is not noise-proof 3.31 2 High Extent
to ensure privacy and confidentiality.
enough receiving area to accommodate 3.35 1 High Extent
visitors and/or parents.
8. The Guidance Office is not conducive
enough for guidance service purposes. 3.23 3 High Extent
Overall Mean 2.79 High Extent
It can be generally implied that the respondents have a high extent
challenge encountered in terms of facilities. Looking at the overall mean of 2.79
with the high extent description because the majority of the result is high extent, it
shows us that even though they were being provided by the basic needs and
equipment to conduct guidance services, the facility according to standard
especially the guidance office is not provided. Most of the public secondary schools
in Oriental Mindoro do not have their own guidance office. They only shared space
in the faculty room or conduct intervention to their students in a vacant room. This
can be one of the causes why the respondents are not motivated to pursue this
career because they cannot really feel themselves being the acting school
counselors for having no real guidance office. This shows the urgency of building
guidance offices and other facilities advantageous both to the guidance designates
and the students with the goal of providing effective counseling services.
2.4 Administrative Support

The data from table 12 shows the challenges encountered in terms of
administrative support.
challenges they encountered in terms of administrative support tells the school
head that it is hard for the administration to prioritize submitted proposals of the
guidance designate.
This could mean that the relationship of the respondents and their school
heads is not yet established. Were (2017) stated that the school administration
takes a vital role for the success and effectiveness of guidance and counseling
practices and is wholly dependent on the goodwill of the school administration,
particularly the principal. It is because the principal, by virtue of their position, is
also responsible to ensure the guidance and counseling practices in the school.
Reinforced by Edwards (2014), that in order for them to have an effective
relationship between the counselor and the principal, there must be
communication, trust and respect, leadership, and collaborative planning between
them. However, if the knowledge of the principal is limited regarding the vital role
of the guidance and counseling practice then it would be hard for him/her to see
the importance and urgency of it to approve the proposals. On the other hand, if
the respondents are not well-equipped to write a competent guidance program,
then it would also be challenging for the principal to approve their activities.
Furthermore, this might also because the guidance program is already provided
by the Department of Education and there’s no need for them to really make a
proposal. Otherwise, additional activities and requests beyond the guidance
program were being proposed.
they encountered in terms of administrative support tells that the school head
usually does not limit their task to the respondents’ Job Description.
It is important that the administrator should also know the specific roles and
responsibilities of a guidance counselor, in order to prevent unnecessary
overlapping of duties which may result in friction as Edwards (2014) stated. It
would be really challenging in the part of the respondents if they will still work
beyond their Job Description. Having both teaching load and guidance service load
is already overwhelming. How much more in doing beyond all this. The
administration should only provide tasks that is included in their Job Description in
order for the respondents to be more effective and efficient.
All of the respondents during the interview agreed that there were no
specific job descriptions given to them by the Division Office and even by their
school heads. This was also validated and reinforced by one of the respondents,
“Noong 2017, required na talaga ng Division Office na dapat lahat ng schools ay
mayroong Guidance Designate. Sa selection wala namang qualifications kung
sino dapat as long as item-teacher, qualified na. Malaya kasi pumili ang mga
school heads kung sino gusto nila maging guidance designate. Siguro pinili kami
based sa personality, extra-curriculars namin mainly sa church, somehow siguro
sa educational background pero truth is for the sake of compliance. Since wala
ding memo na binigay kung ano dapat ang qualification, wala ding memo kung
ano talaga ang specific job description namin. Nalaman ko na lang during trainings
and seminars. The rest kung ano ipagawa samin ng aming school head. Mga
common na pinapagawa samin, gumawa ng report regarding Children at Risk,
mag administer sa National Career Assessment Exam (NCAE), kausapin mga
batang napapatawag sa guidance, career coaching at kung ano pa ang ibaba
samin ng school head.”
It shows that the respondents are truly dependent on the school heads with
regards to what they need to perform, which changes over time. Since there is no
DepEd memo regarding the job descriptions of the respondents, then it is the
school heads who have the prerogative to give instructions to the guidance
designates. If only there is a written job description for them, then it would be easier
for the school heads and the guidance designates as well to know their limitations
and to focus on the things that they should only perform. Most of the respondents
agreed that they are not satisfied with the services they provided. One respondent
validated this idea, “To be honest, hindi. Kahit na we assume the role of the
guidance counselor, truth is ang item namin ay teacher pa din. Focus kami sa
teaching pa din. We just go with the flow. Kung ano lang ipagawa sakin, yun lang
gagawin ko. Talagang nilagay lang ako dito for the sake of compliance, kasi
kailangan mayroon. Sa pag papa attend sakin sa mga seminar ng school head ko,
again dahil kailangan. Sunod lang talaga kung ano ang iutos sakin.”
Table 12
Challenges encountered in terms of Administrative Support
Items Mean Rank Verbal Descriptions

1. The school head finds it hard to prioritize
submitted most if not all proposals of the 3.81 1 Very High Extent
guidance designate.
2. The Administration provides limited
opportunities for me to attend 3.19 6 High Extent
trainings/seminars related to Guidance
Services to enhance my skills and
knowledge as a guidance designate.
3. The Administration does not allocate
enough the budget intended for 3.27 5 High Extent
guidance services.
4. The Administration finds it hard to give
enough time for me to accomplish 3.50 3.5 Very High Extent
assigned task/s.
5. The Administration finds it difficult to
provide adequate office supplies to the 3.15 7 High Extent
Guidance Office.
6. The school head usually does not limit
my task to my Job Description. 3.08 8 High Extent
7. The school head is having difficulty
providing additional staff or committee/s 3.62 2 Very High Extent
as necessary
8. The Administration finds it difficult to
improve the status of the Guidance 3.50 3.5 Very High Extent
Office, its personnel, and its services.
Overall Mean 3.39 High Extent
The result reads that the respondents have a high extent challenge
encountered in terms of administrative support. Looking at the overall mean of 3.39
with a high extent description by which majority of the result has a high extent
result, it tells us that the support of the administration is limited. This signifies that
the respondents are not supported enough with regards to their proposed activities
and desire to enhance their knowledge more. Also, it denotes that the
administration does not fully know the function and the vital role of the guidance
and services in the school making it harder for the respondents to work only in
accordance to their Job Description. Other than this, one the reasons might be for
the lack of administrative support is the respondents were appointed for
compliance only. In 2017, it was mandated by the Schools Division Office of
Oriental Mindoro that each school should have at least one guidance designate.
The school heads have their own prerogative in the selection of the designation.
According to the respondents, they were designated immediately and involuntarily
without careful examination about their designation, qualification and job
description. It shows us that prior to their designation - the staff, facilities and
guidance services are still not ready. The administrative support in the first place
is not given to them or felt by them fully. However, the success of the guidance
designates and for them to have a desire to pursue the guidance and counseling
profession depends more on how supportive their school heads would be.
3. Relationship of the Profile and the Challenges encountered by the

Respondents.
The table 13 shows the relationship of the profile and the challenges
encountered by the respondents.
There are no significant relationships between the educational attainment and
the challenges encountered in terms of time management, handling multiple tasks,
facilities and administrative support with 0.11, -0.04, -0.09 and -0.17 respectively
because it did not exceed the critical r-value of 0.388 using 24 degrees of freedom
at 5% level of significance. Therefore, the null hypothesis is accepted.

This could mean that regardless of the respondents’ educational attainment,
they still find it challenging to manage their time, handle multiple tasks, facilities
and administrative support. It has been observed that it might be because that their
educational attainment has no direct connection with the challenges encountered
in the guidance and counseling practices as majority of them are not majors in
guidance and counseling. This is the reason behind the educational standard of
American School Counselor and Association (ASCA) and Professional Regulation
Commission according to RA528 requiring at least a Master’s degree holder and
a license in Guidance and Counseling. They want to ensure that they are trained
enough for these challenges. Since the respondents are still prohibited by the law
to conduct other guidance and counseling practice, then this might be one of the
reasons for the challenges they encountered, their limitation. The study of Cyril
(2015) resulted that there is a relationship between educational attainment and
time management. This is because their educational attainment matched the skills
needed to manage their time and other tasks in their workplace.
There are no correlations between the number of years in the guidance and
counseling practice and the challenges encountered in terms of handling multiple
tasks, facilities and administrative support with 0.21, 0.16 and -0.08 because it did
not exceed the critical r-value of 0.388 using 24 degrees of freedom at 5% level of
significance. Therefore, the null hypothesis is accepted.
This denotes that they still find it challenging to handle multiple tasks because
they are not equipped enough with the necessary skills and knowledge needed for
them to handle different tasks given from time to time. Also, the facility and
administrative support are still the same as before.
On the other hand, there is a significant relationship existing between the
number of years in the guidance and counseling practice and the challenges
encountered in terms of time management as indicated in their computed r-value
of 0.44 because it exceeded the critical r-value of 0.388 using 24 degrees of
freedom at 5% level of significance. Therefore, the null hypothesis is rejected.
R2 has a value of 19.83%. This means the variation in the profile of the
respondents (independent variable) is explained by the variation in the challenges
encountered by the respondents (dependent variable). The remaining 80.17% is
unexplained, due to error.
The findings could mean that the longer the respondents stay in the guidance
and counseling practice, the more the responsibilities are given to them. As they
became familiar with the responsibilities in the guidance office, they are forced to
handle multiple tasks in the office and also in the faculty. This has supported the
study of American School Counselor Association (ASCA), that the exact job
description of the school guidance counselor changes from day to day, depending
upon the needs of the students. Thus, there could be no fixed schedules for them
making their time really difficult to manage. This is because the respondents now
encounter several challenges of the guidance counselors such as handling
students in crisis, helping students deal with emotional issues such as
performance and testing anxiety, analyzing school data to help administrators
better understand student needs, interpreting achievement, cognitive, aptitude,

and achievement tests, suggesting appropriate school attire and advocating for the
students. Discovering all of these made it challenging for the respondents to
manage their time well as years go by because of limited knowledge and skills
needed to respond to these challenges.
There is no connection between the number of trainings attended and the
challenges encountered in terms of time management, handling multiple tasks,
facilities and administrative support with 0.27, 0.01, -0.09 and 0.19 respectively
because it did not exceed the critical r-value of 0.388 using 24 degrees of freedom
at 5% level of significance. Therefore, the null hypothesis is accepted.
This signifies that the number of trainings they attended has no connection with
the challenges they encountered in terms of time management, handling multiple
tasks, facilities and administrative support. This might be because they attended a
lot of seminars/trainings that gave them few knowledge related to guidance and
counseling practices or not really related at all. According to Quinn (2016) in his
article regarding why training must align with organizational goals, learning is best
accomplished by doing, where they can apply knowledge to solve problems like
they will use that knowledge after the learning experience. He recommends that it
is necessary to start with an understanding of the gaps. The respondents should
start attending trainings/seminars that is related with the challenges they
encountered.
There are no significant relationships between the trainings/seminar attended
and the challenges encountered in terms of time management, handling multiple
tasks, facilities and administrative support with -0.07, -0.34, -0.15 and -0.23
respectively because it did not exceed the critical r-value of 0.388 using 24 degrees
of freedom at 5% level of significance. Therefore, the null hypothesis is accepted.
This means that the topics of the seminars/trainings the respondents have no
direct relationship with the challenges they encountered in guidance and
counseling practice. It does not cover the things that they should know at least in
terms of managing their time, handling multiple tasks and the facilities wherein they
are working. This happened because the administrative only gave them limited
opportunity to enhance their skills by attending trainings/seminars. An article from
lessonly.com (2021) stated that a “Better training leads to better processes and
Better Work.” Trainings and seminars are an indispensable way to keep the
guidance services competitive. The respondents are humans, most will have
weaknesses or gaps in their professional skills. Furthermore, most professional
people are specialists of one kind or another. Much of what goes on in their
workplace is likely to fall outside of the training each individual already has.
There is no correlation between the membership in the professional
organization and the challenges encountered in terms of time management,
handling multiple tasks, facilities and administrative support with 0.05, 0.22, -0.35
and 0.09 respectively because it did not exceed the critical r-value of 0.388 using
24 degrees of freedom at 5% level of significance. Therefore, the null hypothesis
is accepted.
This shows that despite some respondents are members and majority are not
in the professional organization, they gave them limited opportunities such
trainings/seminars and consultations that has a relation with guidance and

counseling practice. According to Sparks (2017), some organizations have
different specialization than the others which can still help them to broaden their
knowledge about their guidance services and understand how to handle their
students with different issues in accordance to the specialization of the
organization. This is one of the reasons about the accreditation of professional
organization by the Professional Regulatory Board of Guidance and Counseling
(PRBGC) intended for the said profession. They serve to improve the standards of
guidance and counseling work; to promote and stimulate the exchange of
professional experience at local, national, regional as well as international
meetings; and to disseminate pertinent and valuable professional information and
materials through publications.

Table 13
Relationship of the Profile and Challenges Encountered by the
Respondents
Time Handling Facilities Administrative

Management Multiple Tasks Support
Variables Computed Computed Computed Result Computed

r-value r2 r-value r2 r-value r-value r2
Educational 0.11* 0.0121 -0.04* 0.0016 -0.09* 0.0081 -0.17* 0.0289

Attainment
Number of 0.44** 0.1936 0.21* 0.0441 -0.08* 0.0064 0.31* 0.0961

Years in
Guidance
and
counseling
practices
Number of 0.27* 0.0729 0.01* 0.0001 -0.09* 0.0081 0.19* 0.0361

Trainings/
Seminars
Attended
Trainings/Se -0.07* 0.0049 -0.34* 0.1156 -0.15* 0.0225 -0.23* 0.0529

minars
attended
Membership 0.05*
0.0025
in the 0.22* 0.0484 -0.35* 0.1225 0.09* 0.0081
Professional
Organization
Level of Significance: 5%
Degrees of Freedom: 24
Critical r-value: 0.388
*Not Significant
**Significant
4. Proposed Development Program
Based on the findings of the study, the proposed development program is
hereby presented. (See Appendix D)

Rationale
Guidance Counselor or the school guidance designates is one of the most
important personnel in a learning institution. They are the primary persons molding
the holistic development of their students. They are responsible for dealing with
students who need help in managing their behavior, maintaining good academic
performance, or planning for their future. Counselors or the guidance designates
are the partner of the administration, teachers, and parents in developing a
comfortable, healthy school environment.
The researcher believes that proposing a development program for the
guidance designates may increase their competence in the delivery of the
guidance services to their respective schools.
General Objective
This program seeks to enhance the skills and competencies of the
Guidance Designates in the provision of basic guidance services to the academic
community.
Specific Objectives
To assist the guidance designates to function more effectively in their
present position by exposing them to the latest concepts, information and
techniques and developing in them the skills required in their assigned position
To apply the techniques in handling students ‘concerns.

Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents and highlights the findings of the study, the
conclusions drawn from the findings and recommendations made by the
researcher.
Summary of Findings
The salient findings of the study are summarized as follows:
1. The Profile of the Guidance Designates
1.1 Educational Attainment
The majority are 13 or 50% have a Master’s Degree, and the least
are 2 or 7.69% who have a Doctorate degree.
1.2 Number of Years in the Guidance and Counseling Practice
The majority are 16 or 61.54% belonged to those who already stayed
for more than 4 years already in the guidance and counseling practices
and the least belonged to 2 years of service with 1 or 3.85% respondent.
1.3 Number of Trainings and Seminars have been attended in relation

to Guidance and Counseling.
The majority are 15 or 57.69% belonged to those who already
attended more than 4 trainings/seminars related to guidance and
counseling practices and the least belonged to those who only attended
twice (2) or 7.69%

1.4 Trainings/Seminars Attended
The majority are 24 who belonged to those who attended
training/seminar about Child Protection Act and the least belonged to 4
of the respondents who did not attend any related trainings/seminars.
1.5 Membership in Professional Organization
The majority are 15 or 57.69% and belonged to those who have no
membership to any professional organization and the least belonged to
three or 11.54% of respondents who are members of either Philippine
Guidance and Counseling Association (PGCA) or Career Guidance
Advocacy Program (CGAP).
2. Challenges encountered by Guidance Designates
2.1 Time Management
The most challenging is to provide time for the interventions that
need immediate attention and have hardly performed by the respondents
with the weighted mean of 3.77 and rank as the highest. The least is they
find it challenging to update the guidance program of the school with the
weighted mean of 3.19 and rank as the lowest.
2.2 Handling Multiple Tasks
The most challenging is to ask for their superiors’ guidance when
there are things that they do not understand and can hardly be performed
by the respondents with the weighted mean of 3.73 and rank as the highest.
The least is they find it hard not to procrastinate when handling multiple
tasks with the weighted mean of 3.35 and rank as the lowest.
2.3 Facilities
The most challenging is that the Guidance Office does not have
enough receiving area to accommodate visitors and/or parents. This was
seen by the respondents with the weighted mean of 3.35 and rank as the
highest. The least is that it does not have enough Individual Inventory
Papers, anecdotal, test materials and other papers needed for guidance
and counseling with the weighted mean of 2.04 and rank as the lowest
2.4 Administrative Support
The most challenging is that the school head finds it hard to prioritize
submitted most if not all proposals of the guidance designate with the
weighted mean of 3.81 and rank as the highest. The least is the school head
usually does not limit their task to their Job Description with the weighted
mean of 3.08 and rank as the lowest
3. Relationship between the Profile and Challenges Encountered by the
Guidance Designates in the selected Public Secondary Schools.
Results showed the correlational result of the profile of the
respondents such as the educational attainment, number of years in the
guidance and counseling practice, number of trainings attended,
trainings/seminars attended and membership in professional organization
with the challenges encountered by the respondents in terms of time
management, handling multiple tasks, facilities and administrative support.

There are no significant relationships between the educational
attainment, and challenges encountered in terms of time management,
handling multiple tasks, facilities and administrative support with 0.11, -
0.04, -0.09 and -0.17 respectively.
There is no correlation between the number of years in the guidance
and counseling practice and the challenges encountered in terms of
handling multiple tasks, facilities and administrative support with 0.21, -0.08
and 0.31 respectively.
On the other hand, there is a significant relationship between the
number of years in the guidance and counseling practice and a challenge
encountered in terms of time management with computed r-value 0.44 and
computed r2-value of 19.36%.
There are no significant relationships between the number of
trainings and seminars attended and challenges encountered in terms of
time management, handling multiple tasks, facilities and administrative
support with 0.27, 0.01, -0.09 and 0.19 respectively.
There are no correlations between trainings/seminars attended and
the challenges encountered in terms of time management, handling multiple
tasks, facilities and administrative support with -0.07,
-0.34, -0.15 and -0.23 respectively.
Lastly, there are connections between membership in the
professional organization and challenges encountered in terms of time

management, handling multiple tasks, facilities and administrative support
0.05, 0.22, -0.35 and 0.09 respectively.
With such result, it will not be surprising that most of the respondents
do not plan to pursue guidance and counseling. As one of the respondents
supported and stated this during the key informant interview:
“5 years na ako as guidance designate, pero wala talaga ako plano
manatili sa designation or mag pursue ng guidance and counseling in the
future. Sa pag tuturo talaga ang goal ko, nandito lang talaga ako for the
sake of compliance at kasi ako yung pinili at tinuro ng mga kasama kong
guro. Salary Grade and promotion pa lang hindi na din kasi talaga appealing
plus ang tindi pa ng academic and professional requirements. But still, I’m
thankful kasi marami naman din talaga ako natutunan personally na
magagamit ko hindi lang sa pagtuturo pati rin sa personal na buhay. Mas
lalo kong naunawaan ang mga students at kung paano sila dapat
pakitunguhan. Nakita ko rin na napakahalaga talaga ng guidance and
counseling ng school kaya sana magkaroon talaga ng professional
Guidance Counselor kasi kaming mga guidance designates, limitado lang
ang pwede naming gawin. Teacher pa din kasi ang item talaga naming kaya
focus lang talaga kami sa pagtuturo, secondary lang naming yung pagiging
guidance designates.”
4. Proposed Development Program
A developed program was proposed based upon the results of the study to
enhance the competence of the respondents in the guidance services.
Conclusion
1. The profile of the Guidance Designates is not suitable or competent enough
to effectively perform the role of the guidance counselor.
2. The result to challenges encountered by the respondents show that they
lack skills in time management, handling multiple tasks, and that they do
not receive enough facility and administrative support.
3. The relationship of the years spent in guidance and counseling service and
the time management indicated that that the respondents tend to struggle
more in the guidance services due to the increasing number of
responsibilities as time passed by.
4. The findings of the study proved to be useful in the formation of a proposed
development program for improving the competence of the guidance
designates in the delivery of the guidance services.
Recommendation
In light of the findings and conclusions, the researcher recommends the following:
1. Support to pursue graduate school training which specialize in guidance
and counseling must be extended by school heads/administrators to
guidance designates, especially those who have already been assigned
therein for years. Also, more opportunities to attend trainings and guidance-
and-counseling-related seminars must be presented. In addition, the
enlistment of guidance designates to any professional organization related
to guidance and counseling is encouraged for the referral of the students
and consultations.
2. The support of the school heads is vital to the success of the guidance
designates. A clear and bounded job description for the guidance
designates may be helpful to establish priorities and avoiding compromise
in the handling of multiple tasks. Also, a fully functional and independent
Guidance Office, be pursued by the school heads, having facilities such as
Testing Room, Counseling Room and Conference Room for guidance
activities and those that promote a tranquil atmosphere, can be a standard.
3. Further researches may conduct similar considering other profile such as
age, gender, ethnicity, religious affiliation, marital status, income
personality, skills and interests. Other aspect of challenges encountered
may also be studied in the future such as income, administering testing
materials, stress, mental health and behavioral issues of the students.
4. The school/s or the Schools Division Office (SDO) may adapt the proposed
development program for the guidance designates to boost their confidence
and strengthen their competence in the delivery of the guidance services.

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APPENDIX A
APPROVAL LETTER
APPENDIX B
LETTER REQUEST FOR VALIDATION
APPENDIX C
QUESTIONNAIRE
RESEARCHER-MADE QUESTIONNAIRE
Name (Optional): _________________________________________________
This questionnaire is intended for the conduct of the study entitled “Proposed
Development Program in the Selected Public Secondary Schools of Oriental
Mindoro.” Results will be used for research purposes only and confidentiality is
rest assured:
Instruction: Choose your answer by shading one in the multiple choices.
THE PROFILE OF THE GUIDANCE DESIGNATES
1. Highest educational attainment.

o 4- Doctorate Degree
o 3 – Master’s Degree
o 2- Bachelor Degree
o 1 - Undergrad
2. Number of years rendered in guidance and counseling practice.

o 4 – 4 years and above
o 3 – 3 years
o 2- 2 years
o 1 – 1 year
3. Number of trainings and seminars attended in relation to guidance and counseling.

o 4 – 4 Trainings/Seminars and above
o 3 - 3 Trainings/Seminars and above
o 2- 2 Trainings/Seminars and above
o 1 – 1 Trainings/Seminars and above
4. The focus topics of the seminar/s. (Multiple answers are only applicable here)
o 4- Guidance and Counseling Practices, Policies and Guidelines

o 3- Child Protection Act
o 2 - Career Advocacy
o 1- None
5. The Professional Organizations you have enlisted yourself as a member in relation to

Guidance and Counseling practice.
o 4- Philippine Guidance and Counseling Association (PGCA)

o 3- Career Advocates of MIMAROPA, Inc. (CAMI)
o 2- Career Guidance Advocacy Program (CGAP)
o 1- None
CHALLENGES ENCOUNTERED BY THE GUIDANCE DESIGNATES
INSTRUCTION: Encircle the number that corresponds to your answer.
4 3 2 1
VHE – Very HE – LE – VLE – Very
High Extent High Extent Low Extent Low Extent
A. TIME MANAGEMENT
ITEMS VHE HE LE VLE
1. I find it challenging to update the guidance program 4 3 2 1
of the school.
2. I find it hard submitting reports on or before the 4 3 2 1
deadline.
3. I am challenged with the task of coordinating with 4 3 2 1
the school staff, teachers, and parents regarding the
students’ needs.
4. I find it hard to execute planned activities 4 3 2 1
accordingly.
5. I find it difficult to attend to my class/es regularly 4 3 2 1
without compromising the quality of guidance
services.
6. I find it challenging to provide time for the 4 3 2 1
interventions that need immediate attention.
7. I find it hard to make prompt response to urgent 4 3 2 1
tasks.
8. I have no sufficient leisure time for personal well- 4 3 2 1
being.
B. HANDLING MULTIPLE TASKS
ITEMS VHE HE LE VLE
1. I get pressured when responding to urgent tasks. 4 3 2 1
2. I find it hard to ask for my superior’s guidance when 4 3 2 1

there are things that I do not understand.
3. I have difficulty accomplishing previous tasks 4 3 2 1
assigned to me before I move on to the next.
4. I have difficulty completing the task/s or data 4 3 2 1
needed by other departments in my office.
5. I am not consistent in making a daily to-do list to 4 3 2 1
organize my activities.
6. I find it hard not to procrastinate when handling 4 3 2 1
multiple tasks.
7. I am having a hard time accomplishing multiple 4 3 2 1
tasks simultaneously.
8. I have difficulty adapting to new and/or additional 4 3 2 1
work settings.
C. FACILITIES
ITEMS VHE HE LE VLE
1. The Guidance Office does not have enough filing 4 3 2 1
cabinets to secure and organize documents.
2. The Guidance Office does not have Individual 4 3 2 1
Inventory Papers, anecdotal, test materials and
other papers needed for guidance and counseling.
3. The Guidance Office is not well-equipped with 4 3 2 1
facilities such as testing room, counseling room and
conference room for guidance activities.
4. The Guidance Office does not have enough working 4 3 2 1
table for clerical work.
5. The Guidance Office does not have reliable 4 3 2 1
equipment such as a computer and a printer for
document purposes.
6. The Guidance Office is not separated from other 4 3 2 1
offices and is not noise-proof to ensure privacy and
confidentiality.
7. The Guidance Office does not have enough 4 3 2 1
receiving area to accommodate visitors and/or
8. parents.
The Guidance Office is not conducive enough for 4 3 2 1
guidance service purposes.
D. ADMINISTRATIVE SUPPORT
ITEMS VHE HE LE VLE
1. The school head finds it hard to prioritize submitted 4 3 2 1
most if not all proposals of the guidance designate.
2. The school head is having difficulty providing 4 3 2 1
additional staff or committee/s as necessary.
3. The school head usually does not limit my task to my 4 3 2 1
Job Description.
4. The Administration finds it hard to give enough time 4 3 2 1
for me to accomplish assigned task/s.
5. The Administration finds it difficult to provide 4 3 2 1
adequate office supplies to the Guidance Office.
6. The Administration does not allocate enough the 4 3 2 1
budget intended for guidance services.
7. The Administration provides limited opportunities for 4 3 2 1
me to attend trainings/seminars related to Guidance
Services to enhance my skills and knowledge as a
guidance designate.
8. The Administration finds it difficult to improve the 4 3 2 1
status of the Guidance Office, its personnel, and its
services.
KEY INFORMANT INTERVIEW QUESTIONS
1. How did the school appoint you to be the guidance designate? Are there any
qualifications and what are those?
(Paano ka pinili ng inyong paaralan para maging “Guidance designate”? Mayroon
bang binigay na kuwalipikasyon? If mayroon, anu-ano iyon?)
___________________________________________________________________
___________________________________________________________________
2. Do you have any specific job descriptions? Do you work beyond your job
descriptions?
(Mayroon bang ibinigay na talaan na dapat ninyong gampanan? Gumagampan ba
kayo higit sa talaan na inyo lamang dapat gampanan?)
___________________________________________________________________
___________________________________________________________________
3. How do you handle students asking for help? What are your techniques in
handling cases with students?
(Paano ninyo napapangasiwaan ang mga mag-aaral na humihingi ng tulong? Anu-
anong mga paraan ang inyong ginagawa sa pangangasiwa sa mga mag aaral? )
___________________________________________________________________
___________________________________________________________________
4. What kind of guidance services do you render to your students? Are you
satisfied with the services you provided to the students?
(Anu-anong uring serbisyong pang patnubay ang ibinibigay ninyo sa mga mag-
aaral? Kayo ba ay kuntento sa inyong ipinagkakaloob na serbisyo sa inyong mga
mag-aaral?)
___________________________________________________________________
___________________________________________________________________
5. Do you have personal files of the students which is a tool in dealing with
students?
(Mayroon ba kayong “personal files” ng mga mag-aaral na ginagamit ninyo para
pangasiwaan ang mga mag-aaral?)
___________________________________________________________________
___________________________________________________________________
6. What are your future plans as a guidance designate?
(Anu ang inyong mga plano sa hinaharap bilang guidance designates?)
___________________________________________________________________
___________________________________________________________________
APPENDIX D
PROPOSED DEVELOPMENT PROGRAM
CURRICULUM VITAE
Name: Right A. Castillo

Birthdate: April 16, 1991
Gender: Male
Citizenship: Filipino
Religion: Protestant
Civil Status: Single
Home Address: Room 203, Angellyne Building, Lusterio St.,
Poblacion, Bansud, Oriental Mindoro
Name of Mother: Maria Theresa A. Castillo

Name of Father: Will C. Castillo
E-mail Address: [email protected]
Eligibility: Licensed Professional Teacher
EDUCATIONAL BACKGROUND
Master ‘s Degree: Master of Arts in Education

Major in Guidance and Counseling
Mindoro State College of Agriculture and Technology
Alcate, Victoria, Oriental Mindoro
College Bachelor of Arts in Theology

Major in Pastoral Studies
FEBIAS College of Bible
Karuhatan, Valenzuela City
Professional Education (Unit Earner)

EMA-EMITS COLLEGE PHILIPPINES
Pinamalayan, Oriental Mindoro
Secondary: Bansud Institute

PROFESSIONAL EXPERIENCE
Bansud Institute, Inc.

Senior High School Teacher
2019-present
Grace Mission College
Soccoro, Bansud, Oriental Mindoro
Part Time College Instructor
2020-Present
Noah’s Ark Theological Seminary
Brgy. Salcedo, Bansud, Oriental Mindoro
Part Time College Instructor
2020-present
Bongabong Baptist Church
Brgy. Ipil, Bongabong, Oriental Mindoro
Pastor Consultant
2020-present
Bansud Evangelical Church
Nolos St., Brgy. Poblacion, Bansud Oriental Mindoro
Administrative Pastor
2016-2020
UCCP-Sukat Evangelical Church
Sucat, Paranaque City
Position: Associate Pastor
2015-2016
PROFESSIONAL AFFILIATION
Philippine Association for Teachers and Educators

Professional Teacher – Regular Member
Philippine Association of Christian Counselors PACC

Christian Counselor – Regular Member
Bansud Christian Minister’s Association

Pastor/Counselor – Regular Member

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PROPOSED DEVELOPMENT PROGRAM FOR

GUIDANCE DESIGNATES IN THE SELECTED

This Master’s Thesis entitled PROPOSED DEVELOPMENT PROGRAM

JENNILYN J. PEÑA, RSW, RGC

ROEL A. ASI, Ph.D. HEIDELITA G. BUMOHYA, RSW, RGC

ZUSSETTE C. APLAON, MAEd PINKY B. CARIG, Ed.D.

Recommending approval and acceptance in partial fulfillment of the

CHRISTIAN ANTHONY C. AGUTAYA, Ph.D. BALDOMERO J. BICALDO JR., Ph.D.

LEVY B. ARAGO JR., Ph.D.

Keywords: Guidance Designates, Challenges, Development Program

This work is especially dedicated to my former professor in FEBIAS

the Christian counselors who inspired me to pursue Guidance and Counseling.

I will forever be grateful to God for your life.

Chapter I THE PROBLEM AND ITS BACKGROUND

Statement of the Problem 4

Scope, Delimitation and Limitations of the Study 5

Significance of the Study 6

Theoretical and Conceptual Framework 7

Chapter II REVIEW OF RELATED LITERATURE AND STUDIES

Chapter III RESEARCH METHODOLOGY

Respondents of the Study 38

Scaling and Quantification 40

Validation of the Instrument 41

Reliability of the Instrument 41

Data Gathering Procedure 42

Statistical Treatment of Data 43

Chapter IV RESULTS AND DISCUSSION

Challenges Encountered in terms

Challenges Encountered in terms

Challenges Encountered in terms

Challenges Encountered in terms

Proposed Development Program 80

Chapter V SUMMARY OF FINDINGS, CONCLUSIONS AND

1 Distribution of the Respondents 39

2 Numerical Scale, Statistical Limits, Verbal Description 40

3 Reliability Result of the Instrument 42

9 Challenges Encountered in terms

10 Challenges Encountered in terms

11 Challenges Encountered in terms

12 Challenges Encountered in terms

13 Relationship of the Profile and Challenges

B Letter Request for Validation 95

D Proposed Development Program 102

THE PROBLEM AND ITS BACKGROUND

are needed to succeed, personally and professionally. The increase in diverse

Also, there are a number of socio-economic and psychological problems which

just some of the problems encountered by students affecting their scholastic

must begin once the student enters the school.

knowledge and skills to the guidance program.

In the Philippine School setting, they are also considered to play an

performance, depression, anxiety and family-related issues. However, despite of

Education (DepEd) at the moment is struggling with the scarcity of qualified

guidance counselors. Also, at the moment, it is not appealing to public school

teachers to pursue career in guidance and counseling as it requires high academic

designates, career advocates, designated guidance coordinators and guidance

Each designation plays different role in guidance services. Generally, it is

allowed to do professional counseling as prohibited by the law. However, they are

Though they differ from Career Advocate-designate which mainly focuses on

Guidance Program and other career-related activity, the guidance designate