Emerging School Guidance Counselor Roles in the New Normal Secondary Education Landscape
DOI:
https://doi.org/10.5281/zenodo.22281592Keywords:
school guidance counselor, emerging roles, SCARS, new normal education, descriptive researchAbstract
This study examined the emerging roles of secondary school guidance counselors in selected private secondary schools in Dagupan City, Pangasinan, within the new normal educational landscape, using the School Counselor Activity Rating Scale (SCARS) domains and the American School Counselor Association (ASCA) National Model as organizing frameworks. A descriptive quantitative design was employed, with ten (10) school guidance counselors and guidance designates purposively selected as respondents. Data were gathered through a modified, validated self-assessment questionnaire (content validity index = 3.72; Cronbach's alpha = 0.87) and analyzed using weighted means. Results showed an overall weighted mean of 3.97 across the four SCARS domains, interpreted as Often, with Collaboration and Consultation rated highest (4.22, Always) and Career Development rated lowest (3.56, Often); Curriculum and Individual Planning (4.17) and Responsive Services (4.05) were both interpreted as Often. Among the factors influencing role performance, administrative workload (3.67) and large caseloads (3.60) were rated Influential, while the overall factor mean of 2.95 was interpreted as Moderately Influential. Findings indicate that guidance counselors regularly perform their expanding roles but continue to face structural constraints in staffing, resources, and professional development. A three-year development plan addressing capacity building, structural integration, and sustainability is proposed to strengthen the delivery of guidance services in the new normal secondary education context.
Downloads
References
Abad, L. C. (2022). Counselor resilience, peer support networks, and sustainability of guidance services in educational institutions. Journal of Educational Psychology and Counseling, 9(2), 78–92.
Alexander, C., Ellis, K., & Carey, J. (2022). The evolving role of school counselors post-COVID-19. Journal of School-Based Counseling Policy, 25(1), 34–47.
American School Counselor Association. (2019). The ASCA national model: A framework for school counseling programs (4th ed.).
American School Counselor Association. (2020). School counseling during COVID-19: Supporting students in a virtual environment.
Bardhoshi, G., & Um, M. H. (2021). The effects of job demands and resources on school counselor burnout: Self-efficacy as a mediator. Journal of Counseling & Development, 99(2), 112–123. https://doi.org/10.1002/jcad.12359
Benigno, M. A. C. (2017). Challenges encountered by guidance counselors and teacher-designates in Philippine secondary schools. Asia Pacific Journal of Multidisciplinary Research, 5(3), 1–8.
Borders, L. D., & Drury, S. M. (2016). Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of School Counseling, 14(3), 1–27.
Bryan, J., Young, A., Griffin, D., Holcomb-McCoy, C., & Moore-Thomas, C. (2020). A model for school counselors to support academic achievement: An action research study. Professional School Counseling, 24(1), 1–11. https://doi.org/10.1177/2156759X20940641
Calmorin, L. P., & Calmorin, M. A. (2007). Research methods and thesis writing (2nd ed.). Rex Book Store.
Crespo, J. M., Santiago, L., & Del Mundo, C. (2018). Guidance counselors' competencies and practices in Philippine schools. Philippine Journal of Psychology and Education, 9(1), 67–80.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Culbreth, J. R., Scarborough, J. L., Banks-Johnson, A., & Solomon, S. (2023). The roles of school counsellors in the Philippines: Challenges and opportunities. Asia Pacific Journal of Counsellors and Psychotherapists, 14(2), 175–191. https://doi.org/10.1080/21507686.2023.2212345
DeKruyf, L., Auger, R., & Coghill-Behrends, W. (2013). The role of school counselors in meeting students' mental health needs. Professional School Counseling, 16(5), 271–282. https://doi.org/10.1177/2156759X1301600502
Dela Cruz, A. P. (2021). Accessibility and continuity of guidance services in flexible learning environments during the COVID-19 pandemic. Philippine Journal of Educational Leadership and Management, 8(2), 31–45.
Dionaldo, R. M. (2024). School counselors' academic advising and student planning practices in Philippine secondary education. Asia Pacific Journal of Educational Perspectives, 11(1), 52–67.
Ferree, W. C., Jr. (2022). Role ambiguity and collaboration challenges among school counselors and educational administrators. Professional School Counseling, 26(1), 1–12. https://doi.org/10.1177/2156759X221087654
Filtriyah, F. (2023). Mental health stigma and help-seeking behavior among students in online learning environments. Journal of Educational and Psychological Studies, 17(2), 145–158.
Gidaya, S. F. (2023). School counselors' adaptation to online services: A phenomenological study in Antique. Philippine Social Science Journal, 6(3), 82–90. https://doi.org/10.52006/main.v6i3.712
Gonzales, R. P., & Corral, E. T. (2023). Role overload, institutional fragmentation, and professional challenges among school counselors. Asia Pacific Journal of Educational Perspectives, 10(2), 74–89.
Gonzalez, R. M., & Rivera, C. A. (2020). School guidance counselors' role in supporting student mental health during COVID-19. Philippine Journal of Counseling Psychology, 22(1), 15–31.
Goodman-Scott, E., Betters-Bubon, J., & McMahon, H. G. (2022). Influence of MTSS training on school counselors' perceptions. Professional School Counseling, 25(1), 1–13. https://doi.org/10.1177/2156759X211070543
Guzman Dunn, C. A. (2025). Expanding roles of school counselors in institutional crisis management and student support systems. Journal of School Counseling Leadership and Practice, 11(1), 22–37.
Gysbers, N. C., & Henderson, P. (2012). Developing and managing your school guidance and counseling program (5th ed.). American Counseling Association.
Hatch, T., & Powers, J. (2016). The ASCA national model: A framework for school counseling programs (4th ed.). American School Counselor Association.
Hernandez, M. R. (2024). Social media integration in school counseling services: Enhancing student engagement and communication in the digital age. Journal of Educational Technology and Counseling, 12(1), 44–59.
Hilts, S. B., & Liu, Y. (2023). School counselors' climate, leadership, and empowerment before and during COVID-19. Journal of Counseling & Development, 101(1), 15–26. https://doi.org/10.1002/jcad.12451
Lapan, R. T., Gysbers, N. C., & Sun, Y. (2017). Impact of fully implemented guidance programs on student experience. Journal of Counseling & Development, 95(4), 395–405. https://doi.org/10.1002/jcad.12155
Lapitan, L. D., & Regalado, M. J. (2022). Transformations in school counseling practices during and beyond the COVID-19 pandemic. Philippine Journal of Counseling and Education, 24(1), 52–68.
Lee, J. Y., & Whiston, S. C. (2017). Review of school counseling outcome research and implications for evidence-based practice. Professional School Counseling, 21(1), 1–13. https://doi.org/10.1177/2156759X18773580
Levy, I. P., & Lemberger-Truelove, M. E. (2021). Introduction to comprehensive school counseling programs. Oxford University Press.
Li, Q., & Brown, D. (2023). Administrative workload and evolving counselor roles. Journal of Educational Administration, 61(2), 127–144. https://doi.org/10.1108/JEA-05-2022-0081
Llego, M. A. (2021). Guidance and counseling program in Philippine schools. TeacherPH. https://www.teacherph.com/guidance-counseling-program/
Lopez, F., & Santos, E. (2021). Emotional well-being of school guidance counselors during COVID-19. Journal of Philippine Mental Health, 5(2), 112–129.
Lopez, M. T., & Santos, R. V. (2021). Ethical considerations and data privacy compliance in online counseling and student support services. Philippine Social Science Journal, 4(3), 112–126. https://doi.org/10.52006/main.v4i3.398
Mababa, R. T., & Fabella, F. E. (2023). Digital platforms and psychosocial support initiatives among school counselors in the Philippines. Asia Pacific Journal of Educational Perspectives, 10(1), 55–69.
Maidu, N., Boquia, A., Mohamad, H., Sinsuat, D. R. R., Maguid, N., Omar, S., Guiaselon, B., Tuvieron, J. M., Sandialan, H., Esmael, N., Maidu-Kalipa, H., Maidu, Z., & Guiamal, J. (2022). Experiences of designated teacher as guidance and counselor in secondary school of Maguindanao I Division. Psychology and Education: A Multidisciplinary Journal, 5(1), 469–480. https://doi.org/10.5281/zenodo.7214589
Manaois, J. O. (2023). Implementation of virtual guidance and counseling services in Philippine secondary schools during the post-pandemic transition. Philippine Social Science Journal, 6(2), 45–58. https://doi.org/10.52006/main.v6i2.680
Manaois, J. O., Sabalboro, E. J., & Lingbanan, R. G. (2023). Challenges and adaptations of school guidance counselors in delivering psychosocial support services during the post-pandemic transition. Asia Pacific Journal of Educational Perspectives, 10(2), 88–103.
Mason, D., Miller, D., & Smith, R. (2023). School counselor leadership and program implementation. Professional School Counseling, 26(2), 1–10. https://doi.org/10.1177/2156759X231165432
Mendoza, R. P., & Santos, A. L. (2020). School guidance counseling implementation in Philippine secondary schools: Challenges and emerging practices. Asia Pacific Journal of Multidisciplinary Research, 8(4), 67–76.
Ministry of Education. (2018). Education and career guidance. Ministry of Education Singapore.
Obrero, J. P., & Pascua, R. A. (2025). Digital communication platforms and guidance counseling practices in Philippine secondary schools. Asia Pacific Journal of Educational Research, 8(1), 67–81.
Organisation for Economic Co-operation and Development. (2021). Education at a glance 2021: OECD indicators. OECD Publishing. https://doi.org/10.1787/b35a14e5-en
Perryman, K. L. (2025). Trauma-informed school counseling: Supporting student resilience and mental health in diverse educational settings. Routledge.
Peterson, J. S. (2019). Preparing school counselors to address student mental health concerns: Challenges and opportunities for practice. Professional School Counseling, 23(1), 1–10. https://doi.org/10.1177/2156759X20901234
Polit, D. F., & Beck, C. T. (2006). The content validity index: Are you sure you know what's being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489–497. https://doi.org/10.1002/nur.20147
Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2016). Multicultural competence in student affairs: Advancing social justice and inclusion (2nd ed.). Jossey-Bass.
Republic of the Philippines. (2004). Republic Act No. 9258: Guidance and Counseling Act of 2004. Official Gazette.
Republic of the Philippines. (2012). Republic Act No. 10173: Data Privacy Act of 2012. Official Gazette.
Sabalboro, E. J., & Lingbanan, R. G. (2023). Online guidance counseling practices and student support mechanisms in selected Philippine schools. International Journal of Educational Management and Development Studies, 4(3), 87–102. https://doi.org/10.53378/352989
Savitz-Romer, M., Nicola, T., & Rowan-Kenyon, H. (2021). School counseling during COVID-19: Reimagining practice. Harvard Educational Review, 91(3), 433–452. https://doi.org/10.17763/1943-5045-91.3.433
Scarborough, J. L. (2005). Development and validation of the School Counselor Activity Rating Scale. Professional School Counseling, 8(3), 274–283.
SEAMEO INNOTECH. (2017). Guidance and counseling in Southeast Asian schools: Current practices and challenges.
Selna, Z. A. (2023). Professional identity and role challenges among school counselors in contemporary educational settings. Journal of School Counseling, 21(4), 1–18.
Sink, C. A., Akos, P., Turnbull, R. J., & Mvududu, N. (2015). Students' and counselors' perceptions of comprehensive counseling programs. Professional School Counseling, 18(1), 1–14. https://doi.org/10.1177/2156759X1501800101
Smith, T. J., & Roe, E. M. (2022). Burnout and self-efficacy among school counselors. Journal of School Mental Health, 14(2), 45–59.
Tan, C. Y. (2020). School counseling policy gaps and practice realities. Asia Pacific Education Review, 21(1), 103–116. https://doi.org/10.1007/s12564-019-09618-9
Tuason, M. T. G. (2021). The counseling profession in the Philippines. Asia Pacific Journal of Counsellors and Psychotherapists, 12(1), 48–62. https://doi.org/10.1080/21507686.2021.1895640
Um, M. H., & Bardhoshi, G. (2024). Organizational resources, burnout, and work engagement of school counselors. Journal of Counseling & Development, 102(1), 13–25. https://doi.org/10.1002/jcad.12492
UNESCO. (2020). COVID-19 educational disruption and response.
Villalba, J. A., & Baez, J. C. (2020). Implementing comprehensive school counseling programs: Applications of the ASCA National Model in diverse school settings. Professional School Counseling, 24(1), 1–11. https://doi.org/10.1177/2156759X20940650
Whiston, S. C., Tai, W. L., Rahardja, D., & Eder, K. (2017). School counseling outcome: A meta-analytic examination. Journal of Counseling & Development, 95(4), 459–471. https://doi.org/10.1002/jcad.12161
Zyromski, B., Mariani, M. A., Schaladin, C., & Warman, A. (2019). Facilitating evidence-based, data-driven school counseling: A manual for practice. Routledge. https://doi.org/10.4324/9780429431418
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
