Year: 2025
Type: article
Abstract: This study explored the experiences of public-school teachers who are assigned as Guidance Coordinators, focusing on how they navigate their dual roles and the strategies they employ to manage the responsibilities associated with student guidance and support. Specifically, the research aimed to examine their lived experiences, identify coping mechanisms, and derive insights relevant to educational practice and policy. Using a phenomenological approach, the study involved in-depth interviews 5 participants and a focus group discussion 5 participants, allowing participants to share rich, first-hand narratives. Data were analyzed through coding and thematic analysis. In addressing the first research question regarding their experiences as Guidance Coordinators, three key themes emerged: Role Transition and Professional Identity, highlighting the challenges of shifting from purely academic duties to guidance-related responsibilities; Training and Capacity Building, which underscored gaps in preparation and the need for formal training; and Student-Centered Approaches, reflecting the teachers' efforts to prioritize student welfare despite limited resources. For the second research question on coping strategies. The themes identified included Professional Development and Training, where teachers sought external learning opportunities to enhance their guidance functions; Collaboration and Support Networks, involving peer support and teamwork within their school communities; and Adaptation and Resilience, capturing their personal determination to fulfill their expanded roles effectively. The third research question yielded important insights related to Role Transition and the Need for Structured Training and Professional Development. Overall, the study highlights the critical need for systemic support, including policy reforms, capacity-building programs, and institutional frameworks that recognize and empower public school teachers serving as Guidance Coordinators.
Author: Salpid, Ian Jay
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7080177039
FWCI:
Cites:
Cited by:
Related to: