A Guidance Program for Glan Central Elementary School

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.