School Guidance Research Articles

Menemukan Nilai-Nilai Kebermaknaan Hidup Melalui Profesi Guru Bimbingan dan Konseling

ABSTRACTThe implementation of quality and effective education is to integrate the three components of the education system which include management and leadership components, educational learning components, and independent guidance and counseling components. In the midst of government attention getting better at strengthening the existence of guidance and counseling in educational institutions, the implementation of guidance and counseling activities in schools is a challenge for guidance and counseling teachers with a lack of support from management and leadership as well as paradigms in the eyes of students and the community. Then how do guidance and counseling teachers face these challenges and obstacles in meeting the demands of the task as one of the important components in the implementation of education. This study aims to find out what the background of guidance and counseling teachers can work as well as possible amid the challenges and obstacles faced by both colleagues, students and the leadership and management. The research method uses a qualitative approach to the type of phenomenology. Data collection techniques through interviews. The participants consisted of three guidance and counseling teachers with 6 years, 11 years and 27 years of service. The results showed that the three participants had values ​​in achieving the meaning of life. Either through Creative values, Experiential Values ​​and Attitudinal Values
 Keywords: Counseling Guidance Teacher, Meaning of Life

Focus on High School: Factors Associated with Creating Harmony between the Educational Transition and Adolescents' Well-Being.

The transition from online to on-site education was difficult due to a lack of standardized school guidance for school reopening. Even though schools have reopened, uncertainty about the COVID-19 situation and the capacity of the school to maintain safe school operations to mitigate risks may increase hesitancy among students and parents to participate in on-site studying. Rapid-response surveys of students and parents can provide information to stakeholders on how learning and well-being can best be supported during the educational transition in each context. The aim of this study was to explore the hesitancy of high-school students and the factors that influenced their hesitancy to return to school on site. An online cross-sectional survey was distributed to high-school students in an urban district of Chiang Mai, Thailand, during the fourth wave of the pandemic from 17 November to 13 December 2021. A multivariable logistic regression was performed to explore factors related to the students’ hesitancy to attend on-site education. With a response rate of 10.2% of the targeted study population, the 1266 participants revealed that 15.9% of them had very-high- and extremely high-level hesitancy to study on site, which was associated with less negative moods while studying online (aOR, 1.69; p, 0.016) and a greater fear of infection after returning to school (aOR, 2.95; p, 0.001). Increased readiness to return to school on site (aOR, 0.28; p, 0.001) and discussing COVID-19 prevention with family or friends (aOR, 0.71; p, 0.016) were also associated with a lower hesitancy of students. Only 5.6% of the students reported being hesitant to receive the COVID-19 vaccination. However, no significant associations were found between schooling hesitancy and their willingness to get vaccinated, nor the frequency of students’ outside activities. High-school students who experience negative moods during online studying should be monitored and receive additional support if the reopening is postponed. More opportunities to discuss COVID-19 prevention with family or friends, as well as a higher level of readiness, may increase the willingness to return to school on site. Local authorities and schools need to strengthen communication and coordination mechanisms to reduce parents’ and students’ schooling hesitancy by providing explicit information about the COVID-19 situation and risk-mitigation measures, along with normalizing messages about fear and anxiety.

Resisting the Invisible: How Do We Resist the Gendered Social Norms That Help Sexual Harassment Exist in Our Schools?

Guidance for schools now includes policy to address sexual harassment and statutory requirements to deliver relationships and sex education, yet recent evidence shows that sexual harassment, in schools and online, remains a pernicious problem. Why does educating for gender equality feel like resistance, and what are educators actually resisting? This paper explores the gendered social norms that lead to sexual harassment and proposes some of the key elements of education – a whole-school approach to tackling sexual harassment, relationships and sex education, working with boys and young men, hearing and including the student voice, and making sure that resistance is intersectional – that both deliver the curriculum and can act as tools for resistance.

Legal Regulation on Cyberbullying of Children

With the prevalence of social networking sites, cyberbullying of children has intensified all over the world and caused serious social problems. Compared with traditional bullying, cyberbullying is more widespread, the methods are more diverse, and the harm to children is more persistent.To further legally regulate children's cyberbullying behavior, the relevant laws of China, the United States, and Japan were selected to investigate, to find out the common points of their laws on children's cyberbullying. The final paper proposes that the behavior of children's cyberbullying should be punished by law, and the correct guidance of society, schools, and families to children's use of the Internet should be strengthened.

Peran Guru Kelas Sebagai Pelaksana Bimbingan dan Konseling dalam Membantu Mengatasi Problem Peserta Didik di Madrasah Ibtidaiyah

The importance of guidance and counseling to students is aimed at helping students to overcome the problems of personal, social, and academic aspects. Guidance in elementary school emphasizes the importance of the teachers’ role in the guidance function. In the teacher system, the teachers have more time to recognize the students deeper, so having the opportunity to have relationships is more effective. The aim of this research was to know the suitability of the teachers’ role as a doer of guidance and counseling with services in schools. The types of this research were field research, qualitative, and the approach used was qualitative descriptive. The result of this research was the problem that happened to 1st-grade students, the lack of students' ability to adapt to the new social environment. In 3rd grade, the difficulty with reading and writing skills, boredom in studying, the habit of making noise in class, and fighting habits in the class. In 6th grade, truancy, lack of motivation in learning, and anxiety about facing the final examination. Preventing teachers to help overcome the problem of students was personal, social, and learning development services, and cooperation with parents. The implementation, so far the role of teachers in implementing guidance and counseling had not been implemented optimally in accordance with the guidelines for implementing guidance and counseling in school. This was due to the lack of knowledge about the implementation of guidance and counseling, the teachers were never given specific training and the guidance and counseling program was not regulated systematically and designedly in school.

Using phenomenography to unearth factors influencing the delivery of guidance services

AbstractWhich factors influence the delivery of school guidance services in Colleges of Education (CoEs) in Ghana? The guidance needs of students in the CoEs may not be fully met if the factors that influence guidance service delivery at that level of education are not explored for effective upgrade of service quality. This phenomenographic study therefore explored factors influencing the delivery of guidance services in CoEs in Ghana. We interviewed second‐year teacher trainees (n = 24) and counsellors from three randomly selected CoEs in the Volta region of Ghana (n = 3). The findings indicate that material resources and awareness influenced guidance service delivery in the CoEs. It was also found that although students reported that confidentiality and attitude influenced service delivery in the colleges, the counsellors did not agree with this. Finally, the study discovered that human resource does not influence guidance service delivery in the colleges. It was recommended that college authorities should provide the material resources, such as offices, computers, and test batteries, that are needed for counselling, and counsellors should publicise the guidance programme to raise awareness and lead to the development of positive attitudes towards the programme. This study contributes to the guidance and counselling literature by illuminating the factors influencing guidance service delivery in CoEs. This should be of interest to practitioners, policymakers and researchers in school guidance and counselling.

A Narrative Study of Professional Growth of Outstanding Elementary School Music Teachers

Outstanding elementary school music teachers are outstanding representatives of the elementary school music teacher community, and they are the objects of study and emulation for general elementary school music teachers. Their professional growth experiences can provide inspiration for teacher education institutions to train elementary school music teachers and for general elementary school music teachers to grow professionally on their own. The narrative study of the outstanding elementary school music teachers revealed that the factors affecting their professional growth were from four aspects: personal, family, school and society, and the basic ways of their professional growth were professional learning, teaching and research activities and reflective summaries. It is pointed out that social opinion and encouragement are the key prerequisites for the professional growth of elementary school music teachers, government support and guidance are the important conditions for the professional growth of elementary school music teachers, and school service and management are the basic guarantees for the professional growth of elementary school music teachers, and independent learning and reflection are the inexhaustible motivation for the professional growth of elementary school music teachers.

The role of Comprehensive Sexuality Education on Child Sexual Abuse and Teenage Pregnancy among secondary school learners

The introduction of Comprehensive Sexuality Education (CSE) in the Zambian school curriculum has raised debate among stakeholders. Despite the Ministry of Education using Comprehensive Sexuality Education as a way of reducing various challenges faced by learners with regards to their sexuality education, the effectiveness and mode of implementing CSE is a source of concern. This study sought to explore the perceptions of learners and teachers on the role of Comprehensive Sexuality Education (CSE) in reducing child sexual abuse and teenage pregnancy. The total number of 60 participants who included 40 secondary school learners and 20 secondary school teachers from two secondary schools in Kitwe District on the Copperbelt Province of Zambia. The findings revealed that 50% of the learners were of the view the CSE had failed its goal of reducing child sexual abuse. The study further indicated that 60% of the teachers and 50% of the learners agreed that CSE helped to prevent early sex and teenage pregnancies in learners. The study concluded that both teachers and learners were of the views that CSE increased awareness on child sexual abuse to learners. The study recommended the need by the Ministry of Education to promote guidance and counselling services in schools with emphasis on peer counselling and peer-led life skills education to address issues of child sexual abuse and teenage pregnancy as well as the need by teachers to implement CSE by integrating its content in currier subjects and not teaching it as standalone subject.

The efforts of school counselor to change students’ negative perceptions of guidance and counseling program

This study aims to focus on the implementation of counseling guidance in changing students' negative perceptions of counseling guidance, and knowing the facts about the implementation of counseling guidance. Counseling guidance teachers play an important role in the implementation of counseling guidance in schools, through appropriate implementation in making an improvement, generally these negative perceptions can be changed. where the lack of understanding of the role and duties of counseling guidance in schools triggers negative perceptions of the implementation of counseling guidance. Meanwhile, positive perceptions of students can arise if the counseling guidance teacher carries out the task, the role is in line with the code of ethics, and fulfills individual requirements as a teacher. This research uses a qualitative descriptive analysis method, research data is collected through interviews, observations, documentation, where to create results. better counseling guidance work, through increasing competence, professional improvement of counselors, implementing service innovations, using media supporting counseling guidance services, providing input to teachers and schools related to counseling guidance so that they pay more attention to their performance, counseling guidance programs are created and carried out in line with policy , so that students can understand, understand its existence and no longer have a negative perception of counseling guidance.

Studi Meta Analisis Problematika Evaluasi Program Bimbingan Konseling Di Sekolah

this study aims to map various problems in implementing the evaluation of counseling guidance in Indonesia. This study uses a meta-analysis method, the first stage in the research is formulating the problem, and the second stage is the follow-up in the form of tracing the results of research with relevant titles for analysis. Search results of research through Google Scholar, Garuda portal, and repository, so that the sample in this study consists of 17 articles. The data analysis used in this research is described qualitatively. Research result. The results of the mapping of the implementation problems of the evaluation of counseling guidance can be concluded that the reasons behind the non-implementation of the evaluation of counseling guidance in schools are the first lack of understanding of BK teachers on the concept of evaluation of counseling guidance, the second background of BK officers is not from the counseling guidance study program, third there are still schools that do not plan the budget. for the implementation of the BK program, fourth there are still principals and BK personnel who do not play a role, fifth there is still a perception of a negative position from BK teachers regarding BK evaluation, fifth there is no provision of legal formats, and methods, sixth is the lack of training in the evaluation of counseling guidance in school

Konsep dan Aplikasi Layanan Dukungan Sistem sebagai Komponen Program Konseling Komprehensif: A Literature Review

The aim of this study is to explore the concept and application of system support services as a component of a comprehensive counseling program. This research method uses literature review by collecting and analyzing journal texts and reference books, both those found from printed sources and electronic sources in the form of ebooks and ejournals that are accessed online. The data analysis technique used is content analysis and the data is classified based on research issues and problems. The results of the study show that system support services are management activities, network development, collaboration between BK teachers/counselors and various parties including collaboration with subject teachers, administrative staff, parents, other relevant experts and continuous professional development strengthened by policy. head of the education unit to achieve the goals of guidance and counseling services. The purpose of the system support service is to facilitate the development of students with various comprehensive strategies from all school personnel without relying solely on the skills of BK teachers/counselors through counseling services. Although system support services are indirect services to students, these services have an impact on three other direct services, namely; basic services, responsive services, and individual planning services. Guidance and counseling service programs in schools are not only determined by the expertise and skills of BK teachers, but are also largely determined by the commitment and skills of all school personnel, especially the skills of principals, subject teachers, administrative staff, and other personnel.

Okul İşbirliği Ölçeğinin Geliştirilmesi Geçerlik ve Güvenirlik Çalışması

The aim of this research is to develop a valid and reliable measurement tool that can measure the collaboration between stakeholders in schools. In the study, data were collected from two different groups for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to determine the construct validity of the scale. There are 600 teachers in the first study group and 960 teachers in the second study group. Participating teachers were selected by simple random sampling from those working at public primary school, secondary school and high school levels. The content validity of the research was provided in line with expert opinions. As a result of the analysis, a structure was obtained where the scale consisted of 38 items, explained 71.78% of the total variance, and the fit indices were at an acceptable level. Since the scale focuses on the level of collaboration between stakeholders in schools, the dimensions are named as "school principal-stakeholder collaboration", "teacher-colleague collaboration", "parent-teacher collaboration" and "school guidance service-stakeholder collaboration". The rotated factor load values of the items in the School Collaboration Scale ranged between .61 and .85. The item-total correlations ranged between .48 and .86. Cronbach's Alpha internal consistency coefficient for the 1st dimension is .96, the 2nd dimension is .95, the 3rd dimension is .94, and the 4th dimension is .95. The total Cronbach's Alpha value of the scale is .97. As a result of the analysis, it was concluded that the school collaboration scale developed is a valid and reliable measurement tool that can be used to measure the level of collaboration at all school levels.

Izuchenie podderzhki starsheklassnikov so storony shkol'nyh metodicheskih sluzhb

The aim of the study was to examine the support that high school students have received from school guidance services. The data were collected using a questionnaire which developed by the researcher. The data were collected through guidance counselors from the records of a total of 2 755 students (1 529 females and 1 226 males) who received support from the guidance services of four different high school types. When the results of the study were examined by the gender variable, it was concluded that female students received more support from the school guidance service than male students.

INSTRUMENTS AND MEDIA IN GUIDANCE AND COUNSELING SERVICES AT ISLAMIC BOARDING SCHOOL

This study was conducted to determine whether Islamic boarding schools were introduced to Islamic guidance and counseling. Because this field is often a problem for every student. Islamic guidance and counseling has a close relationship with the field of fostering mental health attitudes and values. This research on instruments and media in guidance and counseling is focused on what tools and media are used by Islamic boarding schools in Islamic guidance and counseling services. Guidance and counseling in Islamic boarding schools is a relationship that is carried out in order to provide assistance in the form of direction and advice to students to solve a problem or achieve certain goals which is carried out intentionally and continuously. The research method used is by filling out a Google Form that has been made with questions that have been answered by the students. The implementation of guidance and counseling services can be said to have been running at various levels of education, for example in the pesantren environment. Although it can be said that it has been running, its implementation has not been maximized. Because the implementation of guidance and counseling services has not been maximized, researchers are interested in discussing the use of instruments and media in guidance and counseling services in Islamic boarding schools, including the instruments used based on data analysis and student needs.Keywords: Instruments; Media; Guidance; Counseling

교사 직업진로에 관한 명리학적 연구

Recently a variety of aptitude tests are being used such as MBTI or a Holland test. Seeking a practical purpose beyond a literature level, therefore, this study aims to identify the possibility of Myeongli science as useful resources for a career-and- vocational choice and education. The participants were adopted from teachers because this job has been in the first place from 2007 to 2018 at the career preference inventory of Korean high-school students. Instead, Saju was collected from the 999 unspecified teachers who wanted free Saju consultation with this researcher, Thus, the Saju sample was finally selected from 313 teachers. Concerning the research analysis, Then this was charted and analyzed in terms of teaching subjects or factors, utilizing the main central theory from the new-law Myeongli science called Zipíng Mingli. Additionally, the following case analysis was carried out. The findings of sample analysis are as follows. Taking all of these into consideration, characteristics regarding the teacher Saju(四柱) present that Ilgan(日干) is passed across, Deuglyeong(得令) at Wolji(月支), meaning that win-win relationship is harmoniously achieved. Also, in the Saju analysis of teacher participants, Gwaninsangsaeng(官印相生) is dominant, and Jeongin(正 印) as well as Siksin(食神) is commonly predominant in Gyeokguk(格局) and Yongshin(用神). It is revealed that numerical superiority cannot give sufficiently meaningful grounds for identifying professional traits; that is, inspecting Gyeokguk(格局) and Yongsin(用神) is solely connected to the consideration of job choice. This result means that Gyeokguk(格局) and Yongsin(用神) can be correctly analyzed only when the aspects can be synthetically and tridimensionally investigated as follows. This study aims to serve as a cornerstone for the job analysis based on Myeongli science(命理學) to be a rational available alternative towards career guidance in school, in the hope of the follow-up studies.

Investigation of Student and School Characteristics Affecting English Success with a Hierarchical Linear Model

Bu çalışmanın amacı İngilizce başarıları ile ilişkili öğrenci ve okul özelliklerini incelemektir. İlişkisel tarama modelinde olan bu araştırmanın çalışma grubunu 1533 öğrenci ve 23 okul oluşturmaktadır. Verilerin analizleri çok seviyeli analiz tekniklerinden biri olan Hiyerarşik Lineer Modeller ile yürütülmüştür. Araştırmanın sonuçlarına göre, İngilizce başarılarındaki varyansın yaklaşık %17’sinin okullar arası farklılıktan kaynaklandığı saptanmıştır. Okulun akademik başarıya verdiği değer ve okul mevcudu arttıkça öğrencilerin İngilizce başarılarının arttığı görülmüştür. İngilizce başarısı ile ilişkili birey özellikleri incelendiğinde ise, kız öğrencilerin erkeklere göre İngilizce de daha başarılı olduğu; sosyoekonomik ve hedeflediği eğitim düzeyi yüksek olan öğrencilerin İngilizce başarılarının daha yüksek olduğu saptanmıştır. Ayrıca öğrencilerin maruz kaldığı zorbalık düzeyi ile İngilizce başarısı arasında negatif ilişkilerin olduğu, zorbalığa maruz kalan çocukların başarı seviyelerinin daha düşük olduğu görülmüştür. İngilizce başarısının arttırılması için okulların akademik değer algılarını arttıracak eğitimlerin verilmesi, zorbalık davranışına maruz kalan ve zorba davranışlar sergileyen öğrencilerin belirlenerek okul rehberlik servisine yönlendirilmesi, öğrencilerin hedeflediği eğitim düzeyini arttırmak için gerekli çalışmaların yapılması önerilmektedir.

How The Implications of Assessment for Guidance and Counseling in Schools?

<span>Assessment in counseling and guidance activities typically takes the form of outcome and process evaluation. The effectiveness of counseling services as viewed from the process is assessed through process evaluation. An evaluation of the outcomes is used to gather data on the efficiency of counseling and guidance services. An essential part of managing a mentoring program is assessment. Without an assessment, it would be impossible for us to determine whether the intended guidance program had been implemented successfully. The evaluation of the guidance program is to determine the degree to which the program's implementation has met its stated objectives. In other words, the outcome of the assessment activities will determine whether the program is successful in reaching its objectives.</span>

Pengembangan E-Modul Berbasis Android Sebagai Media Pembelajaran Bimbingan Teknologi Informasi dan Komunikasi pada Sekolah Menengah Pertama (SMP)

This study aims to develop an e-module based on android as a learning media for information and communication technology guidance in junior high schools that is valid, practical, and effective in improving student learning outcomes. The development model used is 4D which includes: Define, Design, Develop, and Disseminate. The research subjects were students of class VII with details: 5 students for one to one test at UPT SMPN 1 Duampanua, 10 students for small group testing at UPT SMPN 1 Duampanua, and 22 students for large group testing at UPT SMPN 5 Duampanua. The results showed that (1) The valid e-module was used based on the value of the media expert of 88.46 in the very valid category and the material expert of 90.05 in the very valid category; (2) The practical e-module is used with a score from the teacher of 87.53 in the very practical category, students of 86.66 in the very practical category, and observers of 87.46 in the very practical category, and (3) N- Gain score from the pre-test and post-test results was 0.71 with the high category, so it can be said that e-module based android is effective in improving learning outcomes of information and communication technology guidance.

Student support teams: perceptions of the nature, scope and function in post-primary education

ABSTRACT In recent years, the personal, social and emotional development of students has become a priority area in post primary education. This has been further accentuated during the COVID-19 pandemic. Using a case study design, this naturalistic study set out to explore perceptions of the function of a Student Support Team (SST), and its role in the provision of a whole school guidance programme in one post-primary school. Semi-structured interviews were completed with members of the SST (n = 6). Findings from this particular case study school suggest that the SST plays an integral role in the whole school guidance programme. However, the delivery of this programme in post-primary education requires a high level of commitment from senior management and a greater understanding from the wider school community. The findings also highlight the need for a more structured approach to the formation and implementation of SSTs within the school. The paper considers some of the implications for policy and practice in the post-primary sector.

Factors that hinder medical career aspirations: A nationwide questionnaire survey of teachers in charge of career guidance in Japanese high schools

Despite concerns raised on the inequality in healthcare provision in Japan, little is known about the factors that hinder candidates’ application to medical schools. A nationwide cross-sectional survey was conducted to identify the impact of economic factors and living place on students’ choice of and preparation for medical school. The survey was administered to high school teachers with career advisory roles, as they support and likely influence students’ choice and decision on this matter. Responses totaling 1,094 were obtained from 1,746 high schools across Japan. The ratio of high schools with two or more students enrolled in medical schools every year is higher in private schools, those with high tuition, and those located in big cities. Approximately 66.8% of the respondents agreed that "It is difficult for students in economically disadvantaged families to enroll in medical schools;" 42.0% agreed that "Some students gave up on aspiring to enter medical schools because they could not afford it," and 61.2% agreed that "Students living in urban areas are more likely to enroll in medical schools." When asked about the percentage of students attending prep school among those aspiring for a medical career, significantly more respondents from private versus public high schools answered "80% or more." When asked about the percentage of parents who are doctors or dentists among students aspiring for a medical career, significantly more respondents from private versus public high schools answered "50% or more.” The results suggest that students from lower-income families and those living in rural areas are more likely to be disadvantaged when choosing a medical career (because of financial difficulties) than those who live in urban areas and come from wealthier families. The results imply that economic and geographical divides in medical admission are reflected in high school teachers’ perception of and support provided to students.