ARCHIVES
VOL. 10, ISSUE 3 (2025)
Bridging teaching role with designation as guidance counselor: its influence to job competence
Authors
Michelle L Iglesia
Abstract
This study investigated the competence,
challenges, and coping strategies of teachers designated as guidance counselors
in public elementary and secondary schools in Lower Apayao, Philippines. A
sequential explanatory design was employed, involving both quantitative surveys
and qualitative interviews. A total of 89 teacher-designated guidance
counselors participated through total enumeration. Quantitative data were
analyzed using descriptive and inferential statistics, while qualitative data
were interpreted through thematic analysis. The results showed that the
respondents were moderately competent across four domains: counseling skills,
ethical and legal responsibilities, assessment and monitoring, and program
management and coordination. Significant differences were established along
competence and experience, training, age, and weekly caseloads. Major
challenges included role ambiguity, inadequate training, lack of institutional
support, and difficulties in time management and documentation. Coping
strategies primarily involved self-initiative, peer collaboration, and informal
learning. Overall, the study underscores the importance of equipping
teacher-designated guidance counselors with the necessary competencies and
resources to effectively support students’ holistic development and well-being
Download
Pages:1-9
How to cite this article:
Michelle L Iglesia "Bridging teaching role with designation as guidance counselor: its influence to job competence". International Journal of Multidisciplinary Education and Research, Vol 10, Issue 3, 2025, Pages 1-9
Download Author Certificate
Please enter the email address corresponding to this article submission to download your certificate.