Authors : Gretel Fair A. Rebadulla

Volume/Issue : Volume 10 - 2025, Issue 9 - September

Google Scholar : https://tinyurl.com/5c52zubu

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DOI : https://doi.org/10.38124/ijisrt/25sep1476

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Abstract : This study explored the perceptions of teachers regarding the role of guidance counselors in student development and academic performance at University of Eastern Philippines Laboratory Elementary School, Catarman, Northern Samar. Using a qualitative descriptive-evaluative design, the researchers gathered data from six purposively selected teachers through semi-structured interviews. Thematic analysis was employed to identify key patterns and insights aligned with the study’s objectives. The findings revealed that teachers perceive guidance counselors as integral to the academic and personal growth of students. Counselors were recognized for their roles in managing behavioral concerns, addressing emotional issues, and supporting academic planning. Teachers particularly valued structured collaboration, including the use of anecdotal records and regular communication, which facilitated effective monitoring and intervention. Despite these strengths, challenges such as limited resources, lack of counseling facilities, and persistent behavioral problems among students were reported as significant barriers to the full implementation of guidance services. The study concludes that teacher-counselor collaboration and positive perceptions are crucial in enhancing the impact of school counseling programs. Strengthening institutional support and fostering a shared understanding of the counselor’s role can significantly improve student outcomes in resource-constrained public-school environments.

Keywords : Teacher Perception, Guidance Counselor, Academic Performance, Student Development, Collaboration.

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