Assessment of guidance and counseling services

 Co esponding au ho : Jane N. Ba o.
Copy igh © 2025 Au ho (s) e ain he copy igh o his a icle. This a icle is published unde he e ms o he C ea i e Commons A ibu ion Liscense 4.0.
Assessmen o guidance and counseling se ices
Jane N. Ba o *
Public School Teache III, Paknaan Elemen a y School, Depa men o Educa ion, Cebu, Cen al Visayas, Philippines.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 2363-2383
Publica ion his o y: Recei ed on 02 Ap il 2025; e ised on 10 May 2025; accep ed on 12 May 2025
A icle DOI: h ps://doi.o g/10.30574/wja .2025.26.2.1722
Abs ac
This s udy aimed o assess he guidance and counseling se ices a Paknaan Elemen a y School o Mandaue Ci y
Di ision, No h Dis ic du ing School Yea 2018-2019 as basis o a p oposed comp ehensi e school guidance p og am
o elemen a y le el. I employed desc ip i e-co ela ion me hod wi h he use o su ey ques ionnai e as he p ima y
means o ga he ing he da a answe ed by he elemen a y eache s. The s a is ical ea men s used we e he simple
pe cen age, weigh ed mean, and he co ela ion-coe icien . This s udy used uni e sal sampling echniques whe ein 111
popula ions we e all selec ed as a esponden o he s udy. As e ealed in he eache designees’ p o ile majo i y wi h
bachelo ’s deg ee and dominan o he esponden s a e eache s’ designees. The e was a ai dis ibu ion o he yea s
in se ice as a school eache designee and dominan numbe o eache s eaching mo e han en yea s The eache
designees need mo e aining ela ed o guidance and counseling se ices since hei aining was mo e on eaching
ela ed wo ks. The o e all assessmen o guidance pe sonnel se ices is mode a ely adequa e. I was e ealed ha he e
was a signi ican dis inc ion be ween he p o ile o he eache designees pa icula ly on he educa ional quali ica ions,
he kind o designa ion o a eache as a guidance counsello , and he leng h o se ice owa ds he guidance se ices
ha we e implemen ed. I has also been e ealed ha he o e all adequacy le el on he common p oblems encoun e ed
by he esponden s is high. The ecommenda ions on how o imp o e o alida e he esul s o he s udy we e likewise
d awn ou o he esul s o he s udy.
Keywo ds: Guidance and Counseling Se ices; School Guidance P og am; Desc ip i e-Co ela ional S udy; S a is ical
Analysis in Educa ion; Teache Role in Counseling; Comp ehensi e Guidance P og am; Common School Counseling
P oblems; Counseling Se ices E alua ion; Elemen a y Teache Pe cep ions
1. In oduc ion
Child en o oday’s socie y need ull suppo om pa en s and educa o s o mee he demands o a mode n wo ld
conside ing hose socie al ac o s which lead child en o a end school unp epa ed. Schools mus exe mo e e o s o
suppo lea ne s’ needs and in e es s. Guidance is closely linked o educa ion. The guidance and he school a e o he
same goal owa ds he p epa a ion o lea ne s o hei ole as ma u e and esponsible ci izens in a democ a ic socie y.
A guidance counselo will assis and guide lea ne s o ind li e mos sui able o his abili ies, capabili ies, and needs. The
school counselo s necessa ily demons a e he skills which a e connec ed o lea ne s lea ning and li ing, whe e he
di e en guidance se ices will be se ed / gi en o he school lea ne s like – in o ma ion se ice h ough o ien a ion
p og am, and mo e which a e sui able o he s anda ds and p o essionalized wo k o he school counselo so ha
ha monious ela ionship can be es ablished o school lea ne s and school counselo in o de o cope up he demand o
he lea ne s o ha e quali y pe o mance and li e-long lea ning. The e o e, he school counselo s mus be expe s in
hei ca ee . Acco ding o Du lak[1] ha mos lea ne s exp ess a basic need o social and emo ional adjus men which
is g ounded on ounda ions o comp ehensi e guidance and counseling se ices. These se ices inco po a e capabili y
ad ancemen and encou age s uden s' social and passiona e imp o emen sys em o dec ease o haza d and ad e se
p ac ices. The guidance de elopmen in he Philippines has e ol ed in o a o ce ha g apples wi h he mind o i s clien s
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 2363-2383
2364
mind ul wi h he se ing o social eal ac o s. I also p o ides psycho – social and academic assis ance o s uden s o
enhance hei academic skills, se ca ee goals, manage heal hy ela ionships, cope wi h p oblems, deal wi h adjus men
di icul ies and o he de elopmen al issues hey ace. I helps hem o u ilize hei po en ial acco ding o hei abili ies,
in e es s and needs.
These socie al and socio-poli ical issues blend wi h he way counseling is done and how si ua ions a e analyzed, gi ing
a be e iew on he o e all s a e o he clien conce ned [2]. Acco ding o Republic Ac No. 9258, an ac which legalized
he p ac ice o guidance and counseling and making o his eason an expe adminis a i e leading body o guidance
and counseling, app op ia ing ese es acco dingly and o di e en pu poses, ha he li e men o should be
knowledgeable and p o essional o hei wo k so ha hey can acili a e he op imum ad ancemen o e e y child. The
school counselo s wi h pos -g adua ion educa ion a e mo e e icien and e ec i e. The quali y pe o mance is
associa ed wi h wo k expe ience and pos -g adua ion deg ee. Philippine go e nmen was issued wo laws ha suppo
he sho age o license guidance counselo o p oduce quali y educa ion namely: R.A. No. 10533 (Enhanced Basic
Educa ion Ac o 2012) and R.A. No. 9155(Go e nance o Basic Educa ion Ac o 2001). The Republic Ac No. 10533 was
issued o choose school eache s o ac as guidance designee o acili a e pupils’ pe o mance and g ow h and Republic
Ac No. 9155 ga e au ho i y o he school heads o appoin eache s as guidance designee o quali y educa ion. One o
he issues in socie y which was iden i ied by Colo oso [3] is bullying is a majo p oblem acing school sys ems o oday.
I is impo an ha he school counselo s mus add ess an e ec i e in e en ion o add ess o men ing. Colo oso [3]
claimed o ill a gap in he cu en school counseling w i ing ega ding ou comp ehension o school ad oca es' sel -
adequacy o add ess ha assing in g ade schools. The esea che obse ed ha child en oday su e bullying mos likely
in schools. As ci ed si ua ion she encoun e ed di e en p oblems as e ealed by he lea ne s ha hey a e mall- ea ed
by hei pa en s, ela i es, and iends so i needs o be add essed on how o assess hem. The knowledge o school
counselo s abou sel -e icacy is impo an o add ess bullying and o he p oblems me in elemen a y schools.
Towa ds his end, he school eache possibly ac s as a guidance and counselo on he own class oom which is also
suppo ed by laws in acco dance wi h Republic Ac No. 10533, o choose school eache s o ac as guidance designee o
acili a e pupils’ pe o mance and g ow h. I i is he case, he e will be ques ions on he e ec i eness in acili a ing he
counseling p ocess and implemen ing he guidance p og am o he holis ic de elopmen on e e y child. The esea che
is p esen ly wo king in Public elemen a y school which conside ed as a big school. The school ins alls one guidance
counselo ad oca e o ca e o all he needs o he de elopmen o e e y child. The sca ci y o license guidance
counselo s is a big ac o in he e ec i eness in guidance and counseling se ices on he said school. The esea che
belie ed ha he eache who is appoin ed guidance designee has less compe encies and skills o pe o m he ask o a
school counselo . I has been obse ed ha in public elemen a y schools ha e gi en minimal suppo o Guidance
designa es/counselo s. As obse ed, Guidance designees ha e ull loads (being a Guidance designa e is an addi ional
wo k gi en o e and abo e he egula load o a eache ) and ha , he esea che saw he need o mos o he designees
o mo e knowledge in Guidance and Counseling since mos o hem we e hi ed as eache s and no as Counselo s. The
guidance counselo /designee usually sha es an a ea in he p incipal’s o ice o any o he school o icials whe ein
counselling is no conduci e. Fo hese easons, he esea che is encou aged o echo hese p oblems o asce ain he
a eaching and o ma i e di ec ion and guiding p ojec o elemen a y public school sys em.
2. Ma e ial and me hods
This sec ion p esen s esea ch’s design, en i onmen , esponden , sampling echnique, esea ch ins umen , da a
collec ion and measu emen , da a ga he ing p ocedu e, and da a analysis.
2.1. Design
The esea che u ilized he quan i a i e desc ip i e- co ela ional design. I was a me hod ha sough o desc ibed he
cu en s a us o an iden i ied a iable. I was a quan i a i e co ela ion because i has wo a iables om he same
g oup o esponden s. The a iables we e co ela ed on he pe cep ion o eache s’ se ices which was he dependen
a iable and he p o ile o elemen a y eache s which was conside ed as he independen a iable.
No ma i e su ey was also u ilized in he p ocess o his in es iga ion. The app op ia eness o he me hods in his s udy
was since applied, i in ol ed he use o such common esea ch ools as ques ionnai e, in e iew and obse a ion. All
hese ins umen s we e employed o he ulles ad an age o he ul ima e success o he in es iga ion. I was using his
me hod ha he ue meaning o he da a was po ayed om he p oblems and issues ha a ose.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 2363-2383
2365
2.2. En i onmen
This s udy was conduc ed in Paknaan Elemen a y School o Mandaue Ci y. Paknaan Elemen a y School is a big school
in No h Dis ic 4 o Mandaue Ci y. The name Paknaan de i ed om he wo d “pana-an” in which he ea ly esiden s
used “pana” as a weapon in igh ing agains he Mo os du ing he Spanish E a. The school has a o al land a ea o 5,444
squa e me e s s a ed om a h ee-g ade school in S.Y. 1947-1948, wi h one o he pionee eache s se ing as eache -
in-cha ge. He con inued o se e in his capaci y un il S.Y. 1956-1957 wi h almos 50 en ollees. Since hen, PES pupils’
popula ion has g own and eached a o al o 3845 pupils wi h 97 eache s and managed by a school head, a school
guidance coo dina o , 13 mas e eache s, 10 eache III, 7 eache II and 65 eache s.
2.3. Responden s
The esponden s o his s udy a e all elemen a y school eache s, and one (1) school head o Paknaan Elemen a y School.
This s udy employs he uni e sal o one hund ed pe cen (100%) o he o al esponden , and o he numbe o en (10)
male eache s, and one hund ed one (101) emale eache s. The o al o one hund ed ele en (111) elemen a y school
eache s o Paknaan Elemen a y School a e he esponden s o he s udy. Table 1 p esen s he esponden s in he s udy
and hei o al popula ion by school.
Table 1 Resea ch Responden s
Paknaan Elemen a y School G ade Le el
No. o Teache s
(Males)
No. o Teache s
(Females)
To al No. o Teache s
by G ade Le els
1. Kinde ga en
0
11
11
2. G ade 1
0
14
14
3. G ade 2
0
10
10
4. G ade 3
1
12
13
5. G ade 4
2
19
21
6. G ade 5
2
17
19
7. G ade 6
5
18
23
TOTAL
10
101
111
Table 1 p esen s he esponden s in he s udy and hei o al popula ion by school.
2.4. Ins umen s
The main ins umen used o ga he he da a needed o es ablish he eliabili y and alidi y o his s udy was a
ques ionnai e, adop ed om he s udy o D . E linda F. Melgo. The ques ionnai e was composed o h ee pa s. Pa I,
he demog aphic p o ile o he Teache s; Pa II, he Le el o Adequacy o Teache s Se ices; and Pa III, he Challenges
Me by he Teache s and School Head in he implemen a ion o i s school guidance and counseling p og am. The
sampling es and alida ion will be implemen ed a e he app o al o he ad ise and he dean.
Using quan i a i e simple su ey me hod, his s udy de e mines he assessmen o eache ’s se ices in child
de elopmen . In o ma ion o da a ga he ed, and measu emen o he da a will be based upon he Paknaan Elemen a y
School Teache s. The abo e said simple su ey me hod was unde aken ia su ey ins umen s which will be
denomina ed as ques ionnai e wi h he sampling echnique and he speci ic amoun ha is o be achie ed. The
ques ionnai e was modi ied by he esea che , consis ing o eigh pieces o in o ma ion o eache s’ p o ile, hi y- h ee
indica o s o le el o adequacy o eache s’ se ices, and he challenges me by he eache s and school head in he
aspec o guidance p og am.
2.5. Da a-ga he ing P ocedu e
A le e o eques o conduc he s udy was p epa ed. The esea che p epa ed he ques ionnai e alida ed by he
ad ise , hen a e ha i was dis ibu ed o he esponden s. The esea che cla i ies some e ms in he ques ionnai e,
so ha he esponden s can answe i and explain i also how impo an hei esponse o he s udy is. The su ey was
conduc ed in Paknaan Elemen a y School. A e he esponden s answe ed he ques ionnai e, he esea che collec ed
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 2363-2383
2366
and ailed he da a o in e p e a ion wi h help o he s a is ician o de e mine he app op ia e s a is ical ools o be
used in in e p e ing he da a and comes up wi h conclusion and ecommenda ions o he s udy.
2.5.1. P elimina ies
In ga he ing da a, he esea che secu ed a w i en eques o app o al om he Dean and esea che ’s ad ise o he
G adua e School o he Uni e si y o he Visayas, Main Campus o conduc a su ey. A e hei commen s, e iew and
ecommenda ions, he pape was submi ed o IRB o e hical conside a ion e iew. The pe mi was p esen ed o he
Schools Di ision Supe in enden o Mandaue Ci y, Depa men o Educa ion o allow he esea che o conduc he
s udy. Wi h he implied consen p o ided by he Schools Di ision Supe in enden , he pe mi was e e ed o he School
P incipal and G ade 6 ad ise s o selec ed elemen a y schools in Mandaue Ci y No h Dis ic 4. These we e
supplemen ed by pe sonal analysis o school eco ds and o he ele an o ice documen s. To solici he coope a ion o
he esponden s, a co e le e signed by he esea che and he ad ise was sen o he esponden schools pe sonally.
2.5.2. Ac ual Da a Collec ion
A e which was g an ed, he esea che pe sonally dis ibu ed he copies o he ques ionnai e and se a schedule o i s
e ie al wi h he school heads. Resea che eassu ed he esponden s ha hei opinions we e ea ed wi h
con iden iali y and we e used o his s udy only. They we e guided by answe ing he ques ionnai es.
2.5.3. Pos Ac i i y
A e he da a was ga he ed, he esea che summed up he esul o he su ey. Then, p oceed wi h da a analysis o
ind he esul .
3. Resul s and discussion
This sec ion includes he p esen a ion, da a analysis and in e p e a ion o he esul . This s udy expec ed o assess he
guidance and counseling se ices o Paknaan Elemen a y School o Mandaue Ci y No h Dis ic . The indings o he
s udy we e used as basis o a comp ehensi e guidance p og am. Da a we e p esen ed in abula o m, analyzed, and
in e p e ed in a na a i e manne .
3.1. Teache ’s P o ile
Table 2 Resea ch Responden s
Demog aphic P o ile /
Educa ional A ainmen
F
%
Wi h Doc o ’s Deg ee
5
4.50
Wi h Mas e ’s Deg ee
30
27.03
Wi h Bachelo ’s Deg ee
76
68.47
To al
111
100.00
Kind o Designa ion as Guidance Pe sonnel
Guidance Designa e
2
1.80
Guidance Associa e
2
1.80
O he
107
96.40
To al
111
100.00
Yea s in Se ice as a Teache
O he
10
9.00
Ele en o wen y yea s
39
35.14
Six o en yea s
27
24.32
Fi e yea s and below
35
31.53
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 2363-2383
2367
To al
111
100.00
Ti le o he Semina s A ended
Values Semina
105
94.59
In-Se ice T aining
95
85.59
PPST/RPMS Wo kshop
85
76.58
Regional T aining and Acc edi a ion in Spo s Coaching
8
7.21
Capabili y Building on Child P o ec ion Policy
10
9.00
S ess Deb ie ing and Psychological Fi s Aid
15
13.51
Di ision Mass T aining o Kinde ga en Teache s
12
10.81
Di ision Mass T aining o SPED Teache s
5
4.50
An i-Bullying
5
4.50
Di ision Mass T aining o Elemen a y Teache s
90
81.08
n
111
100
The eache ’s p o ile con ained he ollowing: highes educa ional a ainmen , kind o designa ion as guidance
pe sonnel, leng h o se ice as a school eache designee o counselo and lis o semina s/ ainings a ended ela ed o
guidance and counselling.
On he highes educa ional a ainmen -p o ile, i consis s o eache s wi h doc o ’s deg ee, mas e ’s deg ee, and
bachelo ’s deg ee. On he kind o designa ions as a guidance pe sonnel p o ile, i composed o : guidance designa es,
guidance associa e and o he s. O he s he e we e conside ed as eache designees. On leng h o se ice as a
school eache designee o counselo – p o ile, i con ained: o he yea s, 11 o 20 yea s in se ice, 6 o 10 yea s in se ice,
and i e yea s and below. O he s he e a e hose eache s who se e mo e han 20 yea s. The las p o ile o eache s was
he lis o semina s/ aining a ended ela ed o guidance and counselling.
I p esen ed ha ou o 111 esponden s he e we e 5 o 4.50 pe cen wi h doc o al s udies, 30 o 27.03 pe cen wi h
mas e ’s deg ee and 76 o 68.47 pe cen wi h bachelo ’s deg ee. Ou o hose who ha e uni s in doc o al s udies, 3 o
2.7 pe cen ha e ull-pledged deg ee and 2 o 1.80 pe cen ha e doc o al uni s. Fo he esponden s wi h Mas e s’
deg ee, 8 o 7.21 pe cen ha e ull-pledged Mas e o A s in Educa ion, 22 o 19.82 pe cen wi h mas e ’s uni s, and 3
o 2.7 pe cen ha e uni s in Guidance. This indica es ha he eache ’s designa e o Paknaan Elemen a y School we e
pu suing u he s udies o upda e hei p o essional de elopmen as hey belie ed hei lea nings also con ibu e o
he quali y o he deli e y o hei se ices. I was suppo ed by Na[4] ha aining expe iences in a g adua e p og am
we e ela ed o he counselo s’ pe cei ed le el o sel -e icacy. Guidance pe sonnel designa ion was e y impo an o
in luence his/he pe o mance in e ms o se ices. I showed ha 2 o 1.80 pe cen guidance pe sonnel we e guidance
designa ed, 2 o 1.80 pe cen guidance pe sonnel we e guidance associa e while 107 o 96.40 pe cen we e eache
designees. Mos o he guidance pe sonnel we e school eache s ha ac ed as guidance pe sonnel a he same ime. I
implied ha guidance se ices will be a ec ed because o hei eaching load combined wi h hei guidance and
counseling load. I was suppo ed by Mo isse e[5] ha excessi e job s ess educes job sa is ac ion and pe o mance.
Mos guidance counselo s/designees we e school eache s and some o hese school eache s we e also designa ed as
guidance counselo s. Fo he yea s in se ice as a school eache designee, i has been obse ed he ai dis ibu ion o
he yea s in se ice as a school eache designee and he dominan numbe o eache s in eaching 11 o 20 yea s. Yea s
o expe ience as a school counselo and ace/e hnici y also we e ela ed o school counselo s’ sel -e icacy, a e
con olling mul icul u al counseling compe ency a iables[4].
Semina s/ ainings a ended ela ed o guidance and counseling g ea ly in luenced he e ec i eness on he
implemen a ion o guidance se ices. The mos a ended semina s by he guidance designee /counselo s a e alues
semina s; in-se ice aining o eache s; di ision mass aining o elemen a y eache s; and pps / pms wo kshop. I
indica es ha he eache designa es lacked aining ela ed o guidance and counseling se ices and i was p o en ha
he aining hey ha e been a ending somehow ela ed o hei wo k as a school eache . A p esen , only e y ew o
he designees ge he chance o a end semina s ela ed o guidance and counseling because o pape wo k and ime

Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 2363-2383
2368
cons ain s. Many school counsello s do no ha e access o he equisi e p o essional aining ha empowe s hem o
be impac ul in schools[6].
3.2. Adequacy o Guidance Se ices
P esen ed in he ollowing ables a e he se en Di ec ion Se ices ega ding he esponden s' imp ession o he deg ee
o adequacy o he di ec ion designees/ad oca es as a as hei con eyance and execu ion o he adminis a ions.
Di ec ion adminis a ions a e accompanying: he indi idual in en o y se ices, in o ma ion se ices, counseling
se ices, placemen se ices, pa en and s a consul a ion se ices, esea ch and e alua ion se ices and ollow-up
se ices.
3.2.1. Indi idual In en o y Se ices
Indi idual in en o y se ices a e composed o es and non- es in o ma ion. Non- es in o ma ion con ained he
ollowing: pe sonal da a o ms, amily and home da a, anecdo al eco ds special p og am, ewa ds, scholas ic
da a/g ades, and ecogni ion. Tes in o ma ion consis s o he ollowing: eadiness es s esul s, psychological es s
esul s, assessmen o s uden lea ning and es in e p e a ion.
Table 3 Indi idual In en o y Se ices
Indica o s
Weigh ed
Mean
In e p e a ion
A. Indi idual In en o y Se ices
1.P o isions a e made o ob aining pupils upda ed pe sonal da a o ms
3.05
MA
2. Readiness es s a e adminis e ed o indi idual lea ne s in Kinde ga en
3.26
VA
3. Psychological Tes s a e adminis e ed o Special Science Classes in G ade 1 and
G ade 4 le el
3.33
VA
4. App op ia e ime allo men o psychological es s is obse ed.
2.98
MA
5. Teache s a e assis ed o help be e unde s and s uden wi h lea ning
di icul ies.
3.35
VA
6. Tes s esul s a e in e p e ed o lea ne s o help hem unde s and hemsel es
3.15
MA
7. In e p e a ion o es esul s helped lea ne s pe sonally.
2.75
MA
8. A special p og am is a anged whe eby slow lea ne s ge special help wi hou
neglec ing o he child en
3.20
MA
9. Recognized and awa ded po en ial lea ne s a he end o he school yea .
3.75
VA
Mean
3.20
MA
Legend: 3.25- 4.0 Ve y Adequa e (VA); 2.5 – 3.24 Mode a ely Adequa e (MA); 1.75 – 2.49 Poo ly Adequa e (PA); and 1.0 - 1.74 Missing (M)
Table 3 p esen s he le el o adequacy o guidance se ices as o indi idual in en o y se ices. The esul s show
“mode a ely adequa e” a ing wi h an a e age weigh ed mean o 3.20. This indica es ha indi idual in en o y se ices
we e done sa is ac o ily among pupils o Paknaan Elemen a y School especially on he indica o s o gi ing ecogni ion
and awa ds; eache s a e assis ed o help be e unde s and s uden wi h lea ning di icul ies; psychological es s a e
adminis e ed o Special Science Classes in G ade 1 and G ade 4 le el; and eadiness es s a e adminis e ed o indi idual
lea ne s in Kinde ga en which a ed as e y adequa e. I sugges ed ha he pupils should help pe sonally a e he
in e p e a ion o es esul s and be gi en app op ia e ime o psychological es s as i shows he lowes a ings among
he gi en indica o s.
Using he cumula i e eco d, anecdo al iles, au obiog aphies, in e es s, ap i udes, scholas ic da a, he guidance
designee/counselo will ha e a be e unde s anding o he backg ound and he en i e pe sonali y o he s uden which
is in u n e y help ul in gi ing possible in e en ions.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 2363-2383
2369
3.2.2. In o ma ion Se ices
In o ma ion se ices a e composed o guidance awa eness campaigns, o ien a ion p og am, ca ee guidance sessions,
walk-in session, ca ee week p og am, upda ed in o ma ion h ough bulle in boa d displays, schola ship, and inancial
assis ance in o ma ion, alks on an i-bullying, and eache s’ o ien a ion.
Table 4 In o ma ion Se ice
Indica o s
Weigh ed
Mean
In e p e a ion
A. In o ma ion Se ice
10. A guidance awa eness campaign made wi hin he school yea .
2.60
MA
11. An o ien a ion p og am is conduc ed o help new lea ne s ge acquain ed wi h
he school.
3.30
VA
12. Walk-in-session a e held o gi e social and pe sonal in o ma ion o lea ne s.
2.75
MA
13. Ca ee week p og am is conduc ed o o ien lea ne s o awa eness o
di e en communi y helpe s
2.45
PA
14. Bulle in Boa ds displays a e used o gi e upda ed social, pe sonal and
occupa ional in o ma ion
2.97
MA
15. P o isions a e made o ob aining upda ed in o ma ion ega ding
schola ships and inancial assis ance o lea ne s.
2.87
MA
16. Teache s a e o ien ed o hei oles in he guidance and counseling p og am
2.96
MA
Mean
2.84
MA
Legend: 3.25- 4.0 Ve y Adequa e (VA); 2.5 – 3.24 Mode a ely Adequa e (MA); 1.75 – 2.49 Poo ly Adequa e (PA); and 1.0 - 1.74 Missing (M)
Table 4 p esen s he le el o adequacy o guidance se ices as o in o ma ion se ices which a ed as “mode a ely
adequa e”. I is shown in he a e age weigh ed mean o 2.84 which indica es ha he in o ma ion se ices ende ed
we e done sa is ac o ily. I shows ha he o ien a ion p og am a ed as e y adequa e among o he indica o s which
claimed ha he o ien a ion p og am o Paknaan Elemen a y School was e y s ong such ha he pupils and eache s
we e acquain ed wi h he school’s policy. The ca ee week p og am is conside ed as weak which e ealed a poo ly
adequa e a ing. Ca ee guidance in o ma ion was no being emphasized among elemen a y le el; howe e , i is he
igh o he pupil o be in o med abou he ele ance o di e en communi y helpe s so ha hey will be guided ahead
o hei u u e choice o ca ee .
Da a adminis a ion is p oposed o gi e unde s udies a mo e p ominen in o ma ion on ins uc i e, p o essional,
indi idual social chances wi h he goal ha hey may imp o e, educa ed and sensible decisions and choices abou hei
likely a angemen s.
3.2.3. Counseling Se ices
Counseling se ices a e in ended o all s uden s, eache s, and pa en s. The space mus be conduci e; mo i a ional
counseling o ailu e s uden s e e y qua e , and made a ailable o ans e ees, po en ial d op-ou s s uden s, ailu es,
s uden s wi h i egula a endance, a diness, and s uden s wi h beha io al p oblems/pe sonal-social and academic
p oblems.
Table 5 Counseling Se ices
Indica o s
Weigh ed
Mean
In e p e a ion
C. Counseling Se ices
17. Counseling se ices a e a ailable du ing school days o all lea ne s, eache s
& pa en s
3.33
VA
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 2363-2383
2370
18. Adequa e space o counseling session ( ha is p i a e and ee om
dis u bance is p o ided.
3.10
MA
19. Mo i a ional counseling o lea ne s wi h ailu e is conduc ed e e y g ading
pe iod.
2.51
MA
20. P o isions o counseling a e made a ailable o he ollowing
20.1. T ans e ees
2.68
MA
20.2. Po en ial D opou s
2.71
MA
20.3. Pupils wi h ailu es
2.93
MA
20.4. Pupils wi h excessi e absences
3.11
MA
20.5. Pupils wi h excessi e a diness
3.12
MA
20.6. Pupils wi h beha io al p oblems
3.18
MA
Mean
2.96
MA
Legend: 3.25- 4.0 Ve y Adequa e (VA); 2.5 – 3.24 Mode a ely Adequa e (MA); 1.75 – 2.49 Poo ly Adequa e (PA); and 1.0 - 1.74 Missing (M)
Table 5 showed he le el o adequacy o guidance se ices as o counseling which a ed as “mode a ely adequa e”. I is
shown in he a e age weigh ed mean o 2.96. This means ha he counseling se ices ende ed we e done sa is ac o ily
which shows ha he e is an e ec i e counseling se ice. Howe e , he school eache is weak in gi ing mo i a ion o
pupils wi h ailu e, which will be conduc ed in e e y qua e and less counseling was p o ided o ans e ees and
po en ial d op-ou s as i e ealed as he lowes a ing.
The people expe ience a deepe and wide unde s anding o hei SELF, and a sense o connec edness wi h o he s,
na u e and a spi i ual. Wo king as a counselo , he guidance eache designee can en ich himsel o he sel h ough he
li es o he s uden s, eache s, school heads and pa en s.
3.2.4. Placemen Se ices
This se ice is in ended o p ope sec ioning o g oupings o lea ne s especially o new lea ne s, and assis ance o
lea ne s who need a modula app oach.
Table 6 Placemen Se ices
Indica o s
Weigh ed
Mean
In e p e a ion
C. Counseling Se ices
21. An en ance es is conduc ed o accommoda e new lea ne s o p ope
sec ioning
3.23
MA
22. P o isions a e made o iden i y and loca e lea ne s o igh g oupings.
3.13
MA
23. Assis ance is ex ended o lea ne s who need ADM/modula app oach o
ensu e comple ion o hei elemen a y cou se
2.65
MA
Mean
3.00
MA
Legend: 3.25- 4.0 Ve y Adequa e (VA); 2.5 – 3.24 Mode a ely Adequa e (MA); 1.75 – 2.49 Poo ly Adequa e (PA); and 1.0 - 1.74 Missing (M)
Table 6 p esen ed he le el o adequacy o guidance se ices as o placemen se ices which a ed as “mode a ely
adequa e”. I is shown in he a e age weighed mean o 3.00 which indica es ha he in o ma ion se ices ende ed we e
done sa is ac o ily.
On he indica o in which assis ance is ex ended o lea ne s who need ADM/modula app oach shows lowe a ing
which shows ha elemen a y le el lea ne s ha e less se ices ende ed on indi idual app oach lea ning. Teache s will
guide pupils owa ds hei in e es s, needs and po en ial in he u u e.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 2363-2383
2371
3.2.5. Pa en and S a Consul a ion Se ices
Pa en and s a consul a ion se ices deal wi h p o ision o suppo o employees and amilies; p o ision o daily
counseling, educa ion, and e e al se ices; p o ision on wo k p essu e, conjugal and ela ionship issues, pa en and
youngs e issues, single pa en and mixed amily conce ns, and olde pa en conce ns.
Table 7 Pa en and S a Consul a ion Se ices
Indica o s
Weigh ed
Mean
In e p e a ion
E. Pa en and S a Consul a ion Se ices
24. P o ision o help o ep esen a i es and amilies a pos jus as explici help o
amilies who s ay a pos du ing an unaccompanied isi .
2.38
PA
25. P o ision o ee 24-hou /7 days o he week ad ising, ins uc ion, and e e ence
bene i s ha can help ep esen a i es and ela i es ack down he p ojec s,
supplie s, da a, and asse s hey need o o e see indi idual and expe obliga ions.
2.42
PA
26. P o ision o he ollowing:
26.1. assis ance wi h job s ess,
2.69
MA
26.2. ma i al and ela ionship p oblems,
2.35
PA
26.3. pa en and child p oblems,
3.22
MA
26.4. single pa en and blended amily conce ns, and
2.45
PA
26.5. elde ly pa en conce ns
2.77
MA
Mean
2.61
MA
Legend: 3.25- 4.0 Ve y Adequa e (VA); 2.5 – 3.24 Mode a ely Adequa e (MA); 1.75 – 2.49 Poo ly Adequa e (PA); and 1.0 - 1.74 Missing (M)
Table 7 showed pa en and s a consul a ion se ices which a ed as mode a ely adequa e wi h an a e age weigh ed
mean o 2.61. I appea ed ha he se ices a e weak in: he p o ision o help o ep esen a i es and amilies a pos jus
as explici help o amilies who s ay a pos du ing an unaccompanied isi ; p o ision o ee 24-hou /7 days o he week
ad ising, ins uc ion, and e e ence bene i s ha can help ep esen a i es and ela i es ack down he p ojec s,
supplie s, da a, and asse s hey need o o e see indi idual and expe obliga ions; ma i al and ela ionship p oblems;
and single pa en and blended amily conce ns which a ed as poo ly adequa e. This means ha hese se ices a e no
done sa is ac o ily.
S ipula ed in K-12 Cu iculum he in ol emen o pa en s and communi y o he o al de elopmen o he child. I is
he eache designee’s ole o p o ide consul a ion no only o s uden s bu also o pa en s. The o al de elopmen o
he child is based on he pa en s’ suppo and collabo a ion wi h he school.
Pa sons and Kahn[7] desc ibe an in eg a ed consul a ion model in which School guidance counselo s a e agen s o
change and s uden s a e in luenced sys emically.
3.2.6. Resea ch and E alua ion Se ices
Resea ch and e alua ion se ices deal wi h he eedback o s uden s’ sco es, men al expe imen al ou comes, quali ies,
pe spec i es, and he assessmen o he undamen al di ec ion adminis a ions owa d he inish o he school yea .
Table 8 Resea ch and E alua ion Se ices
Indica o s
Weigh ed
Mean
In e p e a ion
F. Resea ch and E alua ion Se ices
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 2363-2383
2378
2.The e is no adequa e space p o ided o indi idual and g oup es ing
1.33
NH
3.In o ma ion ga he ed om es s is no used o he maximum bene i o he
pupils
1.15
NH
4.Reliabili y and alidi y in he es cons uc ion a e no p ope ly obse ed
1.35
NH
5.The p ope s anda d in he adminis a ion o he es is no u ilized
1.43
NH
6.In eg i y and hones y in checking es esul s is no p ope ly obse ed
1.58
NH
7.Tes esul o pupils is no p ope ly u ilized o pupil’s acking o p og ess
and imp o emen
1.71
NH
Mean
1.38
NH
Legend:3.25 - 4.0 Ve y High (VH); 2.5 – 3.24 Mode a ely High (MH); 1.75 – 2.49 High (H); and 1.0 - 1.74 No High (NH)
Table 19 showed he common p oblems encoun e ed by he esponden s as o es ing which a ed as “no high” wi h
an a e age weigh ed mean o 1.38. This indica es ha he es ing se ices need he leas p io i y o imp o emen . I
p o es ha he guidance eache /designees and school head u ilized he assessmen p ocess and in e p e ed he es
esul s acco dingly.
Howe e , since he guidance counselo s and psychome icians now a e bound by e hical s anda ds, adminis e ing,
sco ing and in e p e ing o ce ain psychological es s should be le unde he disc e ion o he licensed
counselo /psychome icians. Guidance designees may, howe e , help and acili a e bu hey s ill need mo e aining o
his. School guidance se ices mus be accessible o s uden s in dealing wi h hei p oblems, o hese conce n schools
should conduc an assessmen owa ds s uden needs o u he in e en ion [9].
Table 20 showed he common p oblems encoun e ed by he esponden s as o counseling se ices which we e a ed as
high wi h an a e age weigh ed mean o 2.06. This indica es ha he counseling se ices ai ly need imp o emen .
The e’s an e idenced ha he school esponden s ha e encoun e ed p oblems when i comes o guidance counseling
se ices pa icula ly o an indica o “limi ed ime only o counseling se ices because o ull loads and o he ancilla ies”
which shows he s onges among he gi en indica o s. Followed by he guidance pe sonnel a e no ained o
counseling, di icul y accessing s uden s’ cumula i e eco ds/ ile and has no p ope ile s o age, he counselo has no
p i a e counseling oom wi h basic equipmen needed o counselling, and lack o conduci e en i onmen o guidance
and counseling p og am.
The Guidance eache /designee should spend a la ge pa o hei ime doing counseling asks o pupils because
millennial kids need mo e a en ion and guidance. They assis pupils wi h hei academic planning, like, helping pupils
wi h p ac ical goal se ing owa ds hei academic goals. They also suppo pupils wi h educa ional challenges,
emo ional s uggles, o pe sonal c ises. And acco ding o Gi au[14], he counselo /guidance designee is e y impo an
because wha he s uden s hea om iends, pe sonal belie s o au ho i ies may in luence hem posi i ely o nega i ely.
Table 20 Counselling Se ices
Indica o s
Weigh ed
Mean
In e p e a ion
F. Counselling Se ices
1.The guidance pe sonnel a e no ained o counselling
2.33
H
2.The counselo has no p i a e counseling oom wi h basic equipmen needed o
counselling
1.76
H
3.The counselo has di icul y accessing s uden s cumula i e eco ds/ ile and has
no p ope ile s o age
2.23
H
4.P o ision o indi idual and g oup counseling is no e idenced
1.48
NH
5. S uden wi h p oblems limi edly a ail hemsel es o he counseling se ices
1.72
NH
6.The guidance pe sonnel ha e limi ed ime only o counseling se ices because
o ull loads and o he ancilla ies
3.14
MH

Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 2363-2383
2379
7.Lack o conduci e en i onmen o guidance and counseling p og am
1.75
H
Mean
2.06
H
Legend:3.25 - 4.0 Ve y High (VH); 2.5 – 3.24 Mode a ely High (MH); 1.75 – 2.49 High (H); and 1.0 - 1.74 No High (NH)
Table 21 Remedial and En ichmen Se ices
Indica o s
Weigh ed
Mean
In e p e a ion
G. Remedial and En ichmen Se ices
1.The school seldom adminis e s and in e p e s psychological es s o none
1.45
NH
2.Seldom ollow-up o s uden s’ scholas ic p og ess
1.27
NH
3.S uden s’ beha io is no obse ed du ing academic and non-academic ac i i ies
1.12
NH
4.The e is no mu ual consul a ion be ween guidance pe sonnel, eache s,
adminis a o s and pa en s
1.23
NH
5.The school does no a ail i sel o he se ices o highly compe en people o
e e ences o a end o s uden s’ special needs in he ollowing a eas:
5.a Lea ning p oblems
1.32
NH
5.b Heal h p oblems
1.35
NH
5.c Pe sonali y and emo ional p oblems and diso de s
1.68
NH
5.d Mo al, spi i ual and social p oblems
1.75
NH
6.Home isi a ions o (LARDOs) a e no encou aged in he guidance o ice
1.15
NH
7.ADM / ALS a e no e idence in he guidance p og am
1.39
NH
8.The school does hold egula mon hly mee ings wi h pa en s o eedback on
s uden ’s pe o mance
1.87
H
Mean
1.42
NH
Legend:3.25 - 4.0 Ve y High (VH); 2.5 – 3.24 Mode a ely High (MH); 1.75 – 2.49 High (H); and 1.0 - 1.74 No High (NH)
Table 21 showed he common p oblems encoun e ed by he esponden s in emedial and en ichmen se ices as “no
high”. I is shown in he a e age weigh ed mean o 1.42 which indica es ha emedial and en ichmen se ices ha e he
leas p io i y o imp o emen . I e ealed ha bo h he guidance eache /designees and school head we e hand in hand
pe o ming hei ask o ensu e he de elopmen o he lea ne s h ough en ichmen ac i i ies and emedia ion.
The guidance school p og am is de elopmen al by design which ocuses pa icula ly on s uden s’ needs and
in e es s[15].
Table 22 Voca ional and Ca ee Guidance
Indica o s
Weigh ed
Mean
In e p e a ion
H. Voca ional and Ca ee Guidance
1.The school does no p o ide oppo uni ies o he pupils’ awa eness on
oca ional and ca ee guidance p og am
2.43
H
2.The e is no in e en ion/semina wo kshop implemen ed by he school o
de elop eache s and s uden s p ope a i ude owa ds wo k
2.75
MH
3.No bulle in boa d o display in occupa ional needs o he communi y
3.21
MH
4.No p o isions made o help s uden s iden i y hei oca ion by conduc ing
pa ade o communi y helpe s
3.0
MH
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 2363-2383
2380
Mean
2.85
MH
Legend:3.25 - 4.0 Ve y High (VH); 2.5 – 3.24 Mode a ely High (MH); 1.75 – 2.49 High (H); and 1.0 - 1.74 No High (NH)
Table 22 showed he common p oblems encoun e ed by he esponden s in ca ee guidance se ices which a ed as
“mode a ely high” wi h an a e age weigh ed mean o 2.85. I ’s e idence ha oca ional and ca ee guidance se ices
easonably need imp o emen . As i is s onge on p oblems encoun e ed ha no bulle in boa d o display in
occupa ional needs o he communi y and no p o isions made o help s uden s iden i y hei oca ion by conduc ing
pa ade o communi y helpe s. Elemen a y lea ne s should be guided a an ea ly age because hei abili y and in e es
e en hemsel es don’ ha e any idea wha hey can do o hei u u e.
Acco ding o Smy h[16] nume ous kids go o class wi hou ealizing wha hey should do and lea e school wi h no
hough o wha so o employmen o oca ions hey ough o ollow. The job o he eache s designa e is helping and
guiding hem owa ds he igh pa h o hei ca ee .
Table 23 Follow-up Se ices
Indica o s
Weigh ed
Mean
In e p e a ion
I. Follow-up Se ices
1.The ollow-up p og am has no speci ic objec i es and pe sonnel a e no
p ope ly guided
1.56
NH
2. No a ied echniques a e used o con ac s uden s conce ning he s eng hs and
alues o he o al school p og ams.
1.72
NH
3.The e is no a ailable In o ma ion/ eco ds secu ed conce ning he s uden ’s
occupa ions who ha e inished hei cou ses
3.26
VH
4.The e is no a ailable In o ma ion/ eco ds secu ed conce ning he s uden s’
occupa ions who ha e no inished hei cou ses
3.30
VH
5.The school has no eco d o alumni associa ion
1.70
NH
Mean
2.31
H
Legend:3.25 - 4.0 Ve y High (VH); 2.5 – 3.24 Mode a ely High (MH); 1.75 – 2.49 High (H); and 1.0 - 1.74 No High (NH)
Table 23 showed he common p oblems encoun e ed by he esponden s in ollow-up se ices which we e a ed as high
wi h an a e age weigh ed mean o 2.31. This indica es ha ollow-up se ices ai ly need imp o emen . The p oblem
encoun e ed is s ong on he una ailabili y o in o ma ion/ eco ds secu ed conce ning he s uden ’s occupa ions who
ha e inished hei cou ses and una ailabili y o eco ds secu ed conce ning he s uden ’s occupa ions who ha e
inished hei cou ses. The e was e idence ha guidance counselo s/designees ha e di icul y acing he whe eabou s
on he g adua es and d opou lea ne s. They will no be guided and insu icien unds o ollow-up se ices as i shows
weak esul . P epa ing encoun e s in an alumni p og am, school u banici y, and age we e iden i ied wi h he guides'
appa en deg ee o sel -adequacy.
Table 24 O e -All Challenges Encoun e ed by The Teache Designees and School Head Towa ds Guidance Se ices and
Ranking o Challenges Me
Indica o s
Weigh ed Mean
In e p e a ion
Rank
A
Admission Se ice
2.11
H
4
B
Guidance O ganiza ion and Adminis a ion
2.37
H
2
C
O ien a ion Se ices
1.47
NH
7
D
Indi idual In en o y Se ices
1.80
H
6
E
Tes ing Se ices
1.38
NH
9
F
Counseling Se ices
2.06
H
5
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 2363-2383
2381
G
Remedial and En ichmen Se ices
1.42
NH
8
H
Voca ional and Ca ee Guidance
2.85
MH
1
I
Follow-up Se ices
2.31
H
3
G and Mean
1.97
H
Legend:3.25 - 4.0 Ve y High (VH); 2.5 – 3.24 Mode a ely High (MH); 1.75 – 2.49 High (H); and 1.0 - 1.74 No High (NH)
Table 24 e ealed ha he o e all aspec s o common p oblems encoun e ed by he esponden s a ed as high wi h a
g and mean o 1.97. I indica ed ha he mos common p oblems encoun e ed by he guidance eache /designee a e
oca ional and ca ee guidance se ices which a e a ed as mode a ely high. Followed by a high a ing o guidance
o ganiza ion and adminis a ion se ices, ollow-up se ices, admission se ice, indi idual in en o y se ices and
counselling se ices. This implies ha he common p oblems encoun e ed by he esponden s need o be add essed
and be imp o ed.
In anking esul , i was ound ha oca ional and ca ee guidance p og ams anked as he highes among guidance
se ices. This is ue o elemen a y le el school because he eache designee has less ocused on ca ee se ices. Thei
ocus was mo e on emedial and en ichmen se ices, pa icula ly on eading and beha io al p ac ices which is also
a es ed by he esul o he anking which is anked as he lowes among he gi en challenges.
4. Conclusion
The guidance se ices a e a e y impo an aspec in he holis ic de elopmen o he lea ne s which is no gi en a op
p io i y by he school sys em. The ole o he guidance counselo should no be unde mined in school o imp o e he
beha io and alues expec ed o each lea ne as a good ci izen o a coun y.
The esul o he s udy poin s ou ha he e was a signi ican dis inc ion be ween he eache designees p o ile
pa icula ly on he educa ional quali ica ions, he kind o designa ion o a eache as a guidance counsello , and he
leng h o se ice owa ds he guidance se ices ha we e implemen ed. This means ha he eache s’ designees p o ile
a ec s he quali y o guidance se ices, and hey need mo e aining ela ed o guidance and counselling se ices.
I was also ound ou ha he common p oblems encoun e ed by he guidance pe sonnel and school heads we e “high”
which may be concluded ha hese conce ns need o be add essed and hese mus be imp o ed. The school counselo s
ha e inc easingly adop ed du ies ou side he domain o counseling.
Recommenda ions
• Ancho ed on he conclusion o he s udy, he ollowing we e ecommended:
• P opose a comp ehensi e guidance p og am o elemen a y guidance se ices and i s implemen a ion.
• Teache designa e be gi en ime o unc ion ully as guidance counselo .
• No ad iso y, special eache wi h only one o wo subjec s.
• Upli pe sonal and p o essional de elopmen g ow h o elemen a y eache s.
• Semina wo kshop o elemen a y eache s on aining ha ela ed o guidance and counseling se ices.
• DepEd o icials and school adminis a ion ha e o suppo he selec ion o guidance counselo s/designees in
he implemen ing schools.
• Yea ly assessmen o lea ne s’ p og ess and eache s as a basis o an imp o ed Elemen a y Guidance P og am.
• In eg a e age-based and needs-based ac i i ies based upon millennial needs.
• Collabo a e wi h he s akeholde s and neighbo ing communi y o he
• imp o emen and suppo o di ec ion and guiding p og am.
• Fo e e y guidance se ice, one esea ch opic, in dep h assessmen o su ey.
Compliance wi h e hical s anda ds
Disclosu e o con lic o in e es
The manusc ip 's au ho says he e a e no con lic s o in e es ela ing o he s udy's indings. She ce i ies ha his
esea ch has been ca ied ou impa ially, wi hou any inancial o pe sonal ies ha may in luence how he indings a e
in e p e ed o p esen ed. She pledges o disclose any po en ial con lic s o in e es in he u u e immedia ely.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 2363-2383
2382
S a emen o e hical app o al
The in o med consen ci ed p o isions ha au ho ized he esea che o access p i a e in o ma ion which was needed
in he s udy. Howe e , when disclosu e o p i a e in o ma ion may cause damage o in eg i y o pu he esponden s
a isk o any o his immedia e amily we e held con iden ial.
S a emen o in o med consen
The esponden s we e asked and equi ed o sign he in o med consen o m which was a ached o he su ey
ques ionnai e o signi y ha hei pa icipa ion in he s udy was olun a y. The in o med consen clea ly communica ed
o he esponden s on he na u e o hei in ol emen and ha hey should be made o unde s and h ough he o m
ha he unde aking is esea ch unde aking which is a equi emen o he Uni e si y as a compliance o sa is ac o ily
achie e a mas e s’ deg ee.
Re e ences
[1] Du lak JA, Weissbe g RP, Dymnicki AB, Taylo RD, Schellinge KB. The impac o enhancing s uden s’ social and
emo ional lea ning: A me a-analysis o school-based uni e sal in e en ions. Child De elopmen [In e ne ].
2011;82(1):405–32. A ailable om: h ps://s cd.onlinelib a y.wiley.com/doi/10.1111/j.1467-
8624.2010.01564.x
[2] Tuason, M. T. G., & A ellano-Ca andang, M. L. Counseling in he Philippines. In T. H. Hohenshil, N. E. Amundson,
& S. G. Niles (Eds.); 2013. Counseling a ound he wo ld: An in e na ional handbook (pp. 117–125). Ame ican
Counseling Associa ion.
[3] Colo oso, Ba ba a. The Bully, he Bullied, and he Bys ande . Upda ed Edi ion ed., New Yo k, Ha pe Collins, 2004.
[4] Na, GoEun. Rela ionship be ween School Counselo Mul icul u al Counseling Compe ence and Sel -E icacy in
Wo king wi h Recen Immig an S uden s. P oQues LLC, P oQues LLC. 789 Eas Eisenhowe Pa kway, P.O. Box
1346, Ann A bo , MI 48106. Tel: 800-521-0600; Web si e: h p://www.p oques .com/en-
US/p oduc s/disse a ions/indi iduals.sh ml, 2025, e ic.ed.go /?id=ED551090.
[5] Mo isse e, P. J. The expe iences o he u al school counselo . P o essional School Counseling, 3(3), 197–207;
2000.
[6] Anagbogu MA, Nwankwo CA, Azuji IM. E ec o socio-cogni i e skills aining on Agg essi e Seconda y School
Adolescen s in anamb a s a e nige ia. OGIRISI: a New Jou nal o A ican S udies. 2020 Oc 2;16:76–93.
doi:10.4314/og. 16i1.5
[7] Pa sons RD, Kahn WJ. The school counselo as consul an : An in eg a ed model o school-based consul a ion.
Sou hbank, Vic o ia, Aus alia: Thomson/B ooks/Cole; 2005.
[8] Ma in DJ, Loomis KS. A cons uc i is app oach o in oducing educa ion [In e ne ]. 2013 [ci ed 2022 Ap 27].
A ailable om:
h ps://www. esea chga e.ne /publica ion/311574840_Building_Teache s_A_Cons uc i is _App oach_ o_In
oducing_Educa ion
[9] Gumisi iza, E.B. The Need o Guidance andCounselling Se ices Today Mo e Than E e Be o e, Jou nal o
Guidance & Counselling. 2012. P 4 (4), Issue 2, Kampala: Minis y o Educa ion and Spo s.
[10] Smi h KG, Hi MA. G ea minds in managemen - pape back - Ken G. Smi h; Michael A. Hi - Ox o d Uni e si y
p ess [In e ne ]. Ox o d P ess; 2006 [ci ed 2022 Ap 21]. A ailable om:
h ps://global.oup.com/academic/p oduc /g ea -minds-in-managemen -9780199276820?cc=us&lang=en
[11] Gibson RL, Mi chell M. In oduc ion o counseling and guidance (7 h edi ion) by Robe L. Gibson [In e ne ].
P en ice Hall; 2007 [ci ed 2021 Ma ch 14]. A ailable om:
h ps://openlib a y.o g/books/OL9481772M/In oduc ion_ o_Counseling_and_Guidance_%287 h_Edi ion%29
[12] Villa , IV G. Empowe ing Li es Th ough Comp ehensi e Guidance P og ams: Li e Skills/Capaci y-Building/
Global Compe i i eness/Ca ee Guidance Ad ocacy. 2014. Maka i Ci y, Philippines: Aligned T ans o ma ions
Publica ions.
[13] Oladele JO. Guidance and counseling a unc ional app oach. ocus on he 6-3-3-4 educa ional sys em. Akoka. Yaba,
Lagos: Johns-Lad Publishe s L d. 1987.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 2363-2383
2383
[14] Gi au K, G.M. L. S eng hening Guidance in You School. A Guide o Posi i e Beha iou al change and managemen
in schools. 2000.
[15] Cooley, L. The powe o g oups: Solu ion- ocused g oup counseling in schools. Co win P ess. 2010.
[16] Smy h J. Wo ld Educa ion Repo 2000: The igh o educa ion: Towa ds educa ion o all h oughou li e. Pa is,
F ance: Unesco; 2000.
Au ho ’s sho P o ile
Ms. Jane N. Ba o holds a Mas e o A s in Educa ion, majo ing in Guidance and Counseling, om
he Uni e si y o he Visayas. She is a licensed and dedica ed elemen a y eache a Paknaan
Elemen a y School, known o he s ong commi men o s uden de elopmen , excellen class oom
managemen skills, and passion o c ea ing a suppo i e and engaging lea ning en i onmen . Wi h
he solid backg ound in counseling, she e ec i ely nu u es bo h he academic and emo ional
g ow h o he lea ne s.