Exploring the Roles and Challenges of Guidance Designates in The Preparation of Homeroom Guidance Programs: A Qualitative Study

Abstract

This qualitative study investigates the pivotal roles and multifaceted challenges of Guidance Designates in the development and implementation of Homeroom Guidance (HG) programs in the absence of licensed guidance counselors. Rooted in Humanistic Theory, the research underscores the importance of fostering a supportive, learner-centered educational environment that nurtures the holistic development of students—socially, emotionally, and academically.

The study was conducted in a private sectarian basic education institution in Iligan City, Philippines, and involved six Guidance Designates who participated through written interviews. These individuals, typically teachers with additional responsibilities in student guidance, serve as key implementers and facilitators of HG programs in their respective schools. Data were analyzed using Braun and Clarke’s six-phase thematic analysis approach, allowing for a systematic identification of recurrent patterns and significant themes across responses.

Four central themes emerged from the analysis: (1) the dynamic and multidimensional roles of Guidance Designates, encompassing functions as program consultants, implementers, collaborators with teaching staff, and administrative coordinators; (2) challenges faced in addressing students’ academic, personal-social, and career development needs, often exacerbated by the lack of formal training or certification; (3) influencing factors such as the availability of institutional resources, the diversity of student needs, and the Designates’ intrinsic motivation; and (4) critical insights regarding the perceived relevance and redundancy of program content, as well as the need for targeted training and clearer policy direction.

The findings highlight a pressing need for systemic support structures, including capacity-building initiatives, continuous professional development, inter-stakeholder collaboration, and responsive policy reforms. Strengthening the role and institutional recognition of Guidance Designates is essential to enhance the quality, sustainability, and effectiveness of Homeroom Guidance programs, especially in educational contexts with limited access to licensed counseling professionals.