Performance Assessment of Guidance Counselors of Secondary Schools in the National Capital Region

Abstract

This study assessed the performance of guidance counselors in selected secondary schools in the National Capital Region and used the results as basis for improving guidance and counseling services. A descriptive-evaluative research design was employed using the researcher-developed Guidance Counselors Performance Assessment Tool (GCPAT). The instrument assessed eight domains: Program Management, Guidance, Counseling, Consultation, Coordination, Student Assessment, Professional Behavior, and Professional Standard. The respondents were 314 participants composed of school heads and guidance counselors from public and private secondary schools. Data were analyzed using frequency counts, percentages, weighted mean, Mann-Whitney U test, Kruskal-Wallis test, chi-square procedures, and analysis of variance where applicable. Results showed that the respondents were equally distributed by gender, mostly 31 to 40 years old, mostly married, and mostly from private schools. Guidance counselors rated their performance from above standard to superior/excellent across the eight domains. Their strongest self-assessed domains were Professional Behavior (M = 4.55), Coordination (M = 4.53), and Counseling (M = 4.51), while Program Management and Guidance both obtained M = 4.46. School heads rated guidance counselors higher overall, with all eight domains interpreted as superior/excellent work. The highest school-head ratings were Program Management (M = 4.66) and Professional Standard (M = 4.65). Significant differences were found in several domains when assessments were grouped by age, gender, civil status, length of service, and professional degree. The findings indicate that the GCPAT is a useful tool for evaluating guidance counselor performance and for identifying areas for intervention, policy development, and continuing professional improvement.