Guidance Programme

International Journal of Advance Study and Research Work, 2022

This research paper utilized descriptive research and development design. Surveys were used to determine the status of the existing resources and the extent of their implementation within the guidance services for Glan Central Elementary School in Glan, Sarangani Province, Philippines. The respondents of the study were seventy-three (73) teachers, twelve (12) administrators, and three (3) staff. The result showed that of the five (5) guidance resources, the implementation of the guidance services got the highest mean of (M = 3.43), which was moderately extensive and the rest were fairly adequate. Meanwhile, of the six (6) guidance services evaluated, testing services got the highest mean (M = 3.23), and career guidance services got the lowest mean (M = 2.91), which was verbally described in terms of their status as moderately extensive. The computed t-test result showed that there was a significant difference between the evaluations of administrators, teachers, and staff on the adequacy of the guidance resources. The computed Analysis of Variance (ANOVA) showed that there was a significant difference in the evaluation of the administrators, teachers, and staff on the extent of implementation of the guidance services. The findings led to the conclusion that the school's guidance services were fairly adequate and that the extent of the implementation of the school's guidance services was moderately extensive. Furthermore, this study recommended having a full-time registered guidance counselor, clerical staff assistance, and volunteers to assist the administrators and teachers in performing their duties. Guidance personnel and volunteers should attend training, seminars, and orientation in human services and counseling programs. The guidance office should be accessible to its clientele and visitors. It is also suggested that the office should have sufficient space to provide individual and small group counseling, testing, and related activities to understand the pupils' abilities, needs, and interests. Games and toys for play therapy for establishing rapport with children and other materials for guidance and counseling use are also recommended. An adequate budget for the guidance program for its activities and services, maintenance of equipment, guidance materials and supplies, communication and travel, and guidance personnel training are also encouraged. Orientation activities should be conducted annually to familiarize pupils with school facilities, activities, and school rules and regulations. Cases that are beyond the counselor's competencies should be referred to appropriate professionals. The school should get in touch with its graduates by conducting alumni homecomings and should design a guidance program suited for the needs of its clientele.

British Journal of Guidance & Counselling, 1994

European Journal of Education Studies, 2018

The most important outcome of a guidance and counselling programme is desirable change in students, such as improved school attendance, better study habits, and better scholastic achievement, fewer scholastic failures, lower dropout rate, better educational planning, and better home-school relations. The purpose of this study was to evaluate the implementation of guidance services in senior high schools in Ho the Municipality. Descriptive survey research design was adopted for the study. A sample size of 376 students and 21 counsellors from 7 senior high schools in the Ho Municipality was selected using the multistage sampling procedure comprising proportional stratified sampling, purposive sampling and systematic sampling procedures were used. Data was collected using researcher-made questionnaire with reliability coefficient of was 0.83 and 0.80 for students and counsellors questionnaires respectively. Frequency counts and percentages were used to analyze the five research questio...

(NOTE: The word " guidance " is used in this document and the associated template to describe the activities provided by " guidance and counselling services " identified under " support services " in Section 2 of the Education Act, 1998). Suggested steps to follow in developing and revising/updating this plan:

Taking Issues: Debates …, 1998

This chapter considers guidance as a whole-school feature of British secondary schools. Rationales for guidance within an overarching whole-school view of students' personal-social development are offered. Arguments for a comprehensive, developmental and distributed approach are emphasised. No single organisational model is offered, although curriculum and coordination concerns are briefly discussed.

INTERNATIONAL JOURNAL OF RESEARCH AND ANALYTICAL REVIEWS, IJRAR: IJRAR.ORG., 2023

This study explored the experiences of the school guidance designates in the implementation of guidance services in Impasugong 1 district, Division of Bukidnon during the school year 2019-2020. The qualitative narrative inquiry method of research by Clandinin and Huber (2010) served as the methodology of the study. There were seven guidance designates purposively chosen as the participants of the study. An in-depth interview using the interview guide questions gathered the significant information. The analysis made use of Creswell's (2017) model. Findings revealed that the guidance designates encountered barriers and difficulties in the implementation of guidance services. Among the seven services, on individual inventory there were three emergent themes discovered experienced Difficulty in the implementation due to lack of knowledge on individual inventory services, Hindrances in the implementation due to multitasking of the guidance designates, and Insufficient support for the guidance services. While in the implementation of Information services there were also the emergent themes explored they Struggle to implement due to lack of information in conducting the services, Overlapping of responsibilities and the Insufficient support system. While in terms of implementing guidance counselling the emergent themes were as follows, they encountered problems having no background knowledge and information in conducting proper counseling techniques among learners, Difficulty in conducting counseling due to insufficient support system and the absence of facilities conducive for counselling among learners and The guidance designate should be qualified with enough background information and units in master in guidance. Hence in Assessment and appraisal they experienced, Struggles to conduct assessment and appraisal among learners due to a lack of background and enough information about the services, and they need training and orientation on assessment and appraisal to effectively implement. As well as on referral services, the guidance designates experienced is not properly and effectively implemented due to no background and enough information about the services, and in the follow-up services they encountered problems with the learners and parents' schedule and cooperation during follow-up since parents and working for a living and on Consultation the designates has problems encountered in the conduct of an effective and proper consultation among the learners due to lack of knowledge and

European Journal of Education and Pedagogy, 2021

The study aimed to establish the effect of secondary school guidance programs in preparing students for successful transition to university. Mixed methods research design was used which included the use of both quantitative and qualitative methods to generate data using a concurrent triangulation approach. Purposive sampling was applied to sample first year students in Moi University and proportionate sampling together with simple random sampling was used in the selection of 375 participants comprising both male and female students. Data were collected through questionnaires and focus group discussions. Quantitative data were analyzed using descriptive (mean and standard deviation) and inferential statistics by means of SPSS (Pearson Correlation Coefficient), followed by linear regression to test the hypothesis. Thematic analysis was used for qualitative data analysis. The findings of this study revealed that high school guidance programs do not support learners adequately in prepar...

Eduhumaniora, 2012

his work is a summary of a study conducted to propose a model to enhance quality and management system for guidance and counseling services at public Senior High Schools (hereafter Indonesian SMANs). The model resulted is called A Model for Comprehensive Guidance developed conceptually and empirically based on field study at SMAN 1 Padang, SMAN 1 Tangerang, SMAN 1 Manado, SMAN 1 Bali, and SMAN 1 Kupang. The finding upon completion of the study is in the form of a comprehensive model for guidance comprising components of comprehension and philosophical grounds, the vision and mission of the guidance, students' needs, content of the guidance and, the supporting system.