The Lived Experiences of Guidance Advocate Designates in Implementing Homeroom Guidance Program
DOI:
https://doi.org/10.5281/zenodo.20325275Keywords:
advocates, experiences, implementation, homeroom professional developmentAbstract
This phenomenological inquiry aimed to explore and describe the lived experiences of Guidance Advocate Designates in implementing the Homeroom Guidance Program in the Malita North and West Districts. Specifically, it sought to examine their experiences, coping mechanisms, and insights regarding program implementation. The study employed a qualitative phenomenological research design. Using purposive sampling, eleven (11) Guidance Advocate Designates who were directly involved in the implementation of the program were selected as participants. Data were gathered through in-depth interviews and analyzed using thematic analysis and coding procedures. Findings revealed three major themes regarding participants’ experiences: strengthened student development and engagement through homeroom guidance, implementation constraints in homeroom guidance delivery, and contextual and systemic barriers in guidance implementation. Participants highlighted improved student openness, enhanced teacher–student relationships, and holistic learner development, while also identifying challenges such as time constraints, workload pressure, limited resources, lack of training, parental disengagement, and students’ behavioral and emotional difficulties. In coping with these challenges, participants practiced effective time management, student-centered guidance approaches, and collaboration with parents and colleagues. Insights further emphasized the importance of professional growth, strong interpersonal relationships, and transformative realizations in improving guidance implementation. The study concludes that effective implementation of the Homeroom Guidance Program depends on adaptability, collaboration, and continuous professional development. It is recommended that schools strengthen training opportunities, provide adequate resources, and enhance stakeholder collaboration to support effective program delivery.
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