Status of Guidance and Counseling Program in Campuses of Private High Schools
DOI:
https://doi.org/10.5281/zenodo.20338112Keywords:
guidance and counseling program, private high schools, student services, guidance services, school counseling, adolescent supportAbstract
This study determined the status of the guidance and counseling program in campuses of private high schools, particularly Mother Goose Special School System, Inc. (MGSSSI) secondary campuses in Pangasinan. Using a descriptive survey design, the study involved 213 high school students and 34 high school teachers selected from the Dagupan City, Urdaneta City, and San Carlos City campuses. Data were gathered through a validated researcher-made questionnaire and analyzed using frequency count, percentage, average weighted mean, and t-test. Findings showed that student respondents were mostly early adolescents aged 12 to 14, female, eldest children, and from families whose parents had white-collar employment and college-level educational attainment. Teacher respondents were mostly female, single, aged 20 to 25, and had one to five years of teaching experience. Students were very highly aware of the school’s vision, mission, and objectives (overall weighted mean = 4.38), while teachers were highly aware (overall weighted mean = 4.05). Both groups perceived the guidance office as ensuring privacy, although limitations were noted in the availability of counseling nooks and sufficiently spacious group facilities. Individual inventory was the most highly provided guidance service among both students and teachers, while group guidance emerged as the service area with the most serious student concerns. Significant differences were found between student and teacher perceptions regarding awareness of the vision, mission, and objectives, availability of physical resources, and provision of guidance services. The study concludes that while the private high school campuses had visible and functional guidance and counseling services, improvements are needed in facilities, group guidance, placement, referral, and follow-up services. The findings provide empirical basis for strengthening school guidance programs that respond to adolescent developmental needs and support comprehensive student services in private secondary education.
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