Implementation of Guidance Program and Services and Teacher-Counselor Competencies: Impact to Grade 10 Students' Personality Development

Abstract

INTRODUCTION

The study was undertaken to find out the relationship of Guidance Program and Services and Teacher-Counselor Competencies to Grade 10 students' Personality Development at Makiling National High School, Division of Calamba City. A total of 58 teacher-counselors and 280 (124 male, 156 female) Grade 10 students served as the respondents of the study.

METHODS

Descriptive type of research was used and applied an adapted and modified questionnaires as the main tool in gathering needed data information. The researcher used statistics such as frequency, percent, mean, and Pearson-r, T-test, and regression analysis. The significance was tested at the 0.05 probability level.

RESULTS

The researcher has come up with the following findings: The level of extent of the guidance program and services was perceived by the respondents to a "high extent" in all variables. As to the level of teacher-counselor competency, it was perceived by respondents to "meet performance expectation". The level of Grade 10 students' personality development, in terms of behavior, was perceived to be "moderately satisfactory" emotional skills and social skills as "very satisfactory" and cognitive skills "below average".

DISCUSSIONS

The results demonstrate there is a significant difference between the perceptions of the Grade 10 students and the teacher-counselor competencies on guidance program and services in terms of individual inventory, and on program/service management. It has also a significant relationship with the Personality Development of Grade 10 students. The result of the regression analysis reveals they significantly affect Grade 10-students' personality development in terms of behavior, emotion, social and cognitive development. The hypothesis there is no significant difference between the level of guidance program and services and teacher-counselor competencies as perceived by the respondents is partially supported. There is no significant relationship between the teacher-counselor competencies and the Grade 10 student's personality development is partially supported. The researcher recommended the following: Teacher-counselors may maintain in fulfilling their responsibilities in the implementation of Guidance program and services in Makiling National High School in Calamba City, Teacher-Counselor may attend training/seminars in line with Guidance Program and services. They may also consider evaluating yearly guidance program and services in line with the student's needs.