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100			_e _e _aCubillan, Arnulfa Uriarte. _d _b4 _u _c0 _q16
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245		0	_a _aA proposed development plan for elementary guidance program of the division of City schools, Manila / _d _b _n _cArnulfa Uriarte Cubillan. _h6 _p
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300			_e _e _c28 cm. _a189 pages _b
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336			_b _atext _2rdacontent
337			_3 _30 _b _aunmediated _2rdamedia
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500			_a _aThesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 1988.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. _d _b _c56
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520			_b _b _c _aABSTRACT: STATEMENT OF THE PROBLEM: This study evaluated the elementary guidance program in the Division of City Schools, Manila school year 1986-1987. The results of the evaluation served as the basis for developing a proposed development plan for elementary guidance. MINOR PROBLEMS: 1. What is the status of the guidance program in DCS, Manila in terms of the following: 1.1 Context 1.1.1 Objectives 1.2 Inputs 1.2.1 Personnel 1.2.2 Budget 1.2.3 Facilities, equipment, materials 1.2.4 Strategies 1.3 Process 1.3.1 Delivery of services 1.3.1.1 Individual Inventory Services 1.3.1.2 Information Service 1.3.1.3 Counseling Service 1.3.1.4 Placement and Follow-ups 1.3.1.5 Research and Evaluation 2. How do the perceptions of counselors and administrators differ in terms of the following 2.1 Guidance program context 2.2 Guidance program process 3. How do the perceptions of counselors and teachers differ in terms of the following: 3.1 Guidance program context 3.2 Guidance program process 4. How do the perceptions of administrators and teachers differ in terms of the following: 4.1 Guidance program context 4.2 Guidance program process 5. What are the perceptions of pupils regarding the strategies and delivery of guidance services? 6. What are the common problems encountered by the guidance counselors in the implementation of the guidance program. PROCEDURE: The researcher made use of the descriptive method. The main instrument used for gathering data was the questionnaire, reinforced by interviews, and observations. In addition, documentary analysis of guidance records was employed in the study. the questionnaire was divided into three parts. Part I deals on personal information like school assignment, supervisory district classification, position held, length of service, sex and educational qualification. Part II focuses on the evaluation of the different aspects of the elementary guidance as follows: objectives, delivery services, extension services and facilities, equipment and materials. Part III deals with the common problems encountered by guidance counselors in the implementation of the elementary guidance program. The participants of the study were selected from the 72 elementary schools of the Division of City Schools, Manila. Simple random sampling procedure was used. There were four groups of participants - respondents as follows: administrators- supervisory guidance, guidance personnel, Grade VI Teacher Adviser, and Grade VI Pupils (Top Sections for 72 schools). TREATMENT OF DATA: For the results of the personal information sheet, frequencies and percentages of the data were computer to show status of personnel in the Division of City Schools, Manila. For the results of the different components of the elementary guidance program, the weighted means for each group of respondents were computed to illustrate the status of the said program. The t-test for independent samples was used to test mean differences of perceptions of the following groups: counselors and administrators, counselors and teachers, and administrators and teachers along these evaluation components: program context and program process. Calculated t-values were tested at = .05 level of significance in the rejection or acceptance of the null hypotheses. For the common problems encountered by guidance counselors in the implementation of the guidance program, frequencies and percentages were computed. The data from the pupils checklist were tallied and percentages were computed. FINDINGS: ON PROGRAM CONTEXT, tapping community resources seems to be moderately implemented. Apparently, resources of the community should be utilized to help in the total development of each pupil in school. There is a need to assist teachers in the development and internationalization of sound human values, and helping children in introducing to the wider world of work. ON INPUTS, guidance personnel are composed mostly of females. There seems to be in need of male counselors. With regard to budget, it appears that there is a need for definite allocation of budget for the guidance services. For facilities, equipment and materials, it appears that there is an inadequate supply of cassette recorders, tapes, slides and filmstrips. There is also a need to purchase additional copies of personalities and aptitude tests. Most of the guidance centers are in need of cubicles for counseling and testing. ON STRATEGIES, group guidance needs to be improved since this activity is only moderately implemented. ON PROCESS, the delivery services like individual inventory, information, counseling, placement, and follow-ups and research and evaluation need some strengthening and enrichment. The result of the t-test to test the mean differences of perceptions of counselors, teachers, and administrators regarding guidance program context and guidance program process was not significant. The perceptions of pupils regarding the delivery of guidance services show that the counselors seem to be doing their functions well especially on items like giving mental ability tests. The common problems encountered by counselors that stood out are the following: counselor-pupil ratio, too many functions and duties outside guidance, and lack of facilities, equipment and materials for guidance. CONCLUSIONS: The implementation of the elementary guidance program in the division appears to be in need of improvement and modification. The position of guidance counselors seem not attractive to classroom teachers especially male teacher. It would perhaps be more attractive if salaries of guidance counselors would equal that of master teachers. Guidance centers seems to be poorly equipped. Some schools have no provision for testing cubicles, counseling cubicles and waiting rooms. The delivery of services reflect how ell implemented is the guidance program. It appears that improvement in almost all of the aspects of the service is necessary. Non-significance of differences regarding the respondents perceptions on guidance program context and process may be attributed to the common orientation working in one division with common goals. The views of the pupils reflect the kind of services they get from the counselors. The counselors encountered problems in the performance of their job probably due to lack of right attitudes toward the job, lack of knowledge and skills or non-cooperation from other school personnel. RECOMMENDATIONS: The following recommendations are presented: 1. Establish a good relationship with the community resources personnel and agencies. 2. Work for the salary increase of counselors so that they can equal with master teachers. 3. There should be a definite budget for the guidance program coming from the national government. 4. Strengthen the different delivery services so that the program can serve more pupils. 5. Counselors must engage in research work to keep abreast with new strategies and approaches to counseling. 6. Implement the plan for Elementary Guidance Program in the Division. _u
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