READINESS OF GUIDANCE DESIGNATES AND ADVISERS IN THE IMPLEMENTATION OF HOMEROOM GUIDANCE PROGRAM IN ANTIPOLO CITY, PHILIPPINES

Abstract

This study aimed to determine the readiness of guidance designates and advisers in the implementation of homeroom guidance program in public elementary and secondary schools in District II, Division of Antipolo City, during the School Year 2022 - 2023. Furthermore, it sought to explore the relationship between the profile of the respondents and the readiness of guidance designates and advisers in the implementation of homeroom guidance program. And lastly, it attempted to discover the problems encountered by the respondents in the implementation of homeroom guidance program. This study used the quantitative descriptive design and was conducted in 34 different public elementary school and 14 secondary school in District II Division of Antipolo City, Rizal. The participants of this study were 48 guidance designates and advisers. The study utilized a questionnaire checklist as the main instrument, which consists of three parts. The first part focused on the profile of the respondents, the second part focused on the readiness of guidance designates and advisers in implementing the homeroom guidance program along with program implementation, administrative skills, delivery process, assessment of learner’s development, and supervision of homeroom guidance and the third part of focused on the problems encountered by the respondents in implementing the homeroom guidance program. The study found that majority of the respondents are female, in early adulthood stage, married, holding a teacher II teaching position, with master’s unit in graduate school, and with training related to homeroom guidance program. Program implementation is the central point of the guidance designates and advisers followed by delivery process, administrative skills, supervision, and assessment of learners’ development. Age is significantly correlated to the readiness of guidance designates and advisers in implementing homeroom guidance program along with supervision and assessment of learners’ development. Limited instructional materials and other teaching and learning resources, limited school facilities and equipment that promote an engaging learning environment, and adversity in addressing different learner’s needs and concerns with right interventions are some of the serious problems encountered by the guidance designates and advisers in implementing the homeroom guidance.