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AWARENESS, EXPECTATIONS AND IMPORTANCE OF HOMEROOM GUIDANCE IN THE GRADE SCHOOL The Problem Lolita Dangoy, M.A.

This study sought to determine the perceptions and practices of the homeroom class advisers, guidance counselors, and parents towards the utilization of the homeroom guidance program of the grade school department of Holy Name University, Tagbilaran of the school year 2005-2006. The first problem dealt with the level of awareness of the various aspects of the guidance program by the class advisers, guidance counselors and the parents. The second question dealt with the practices of class advisers and guidance counselors as well as the expectations of parents of the homeroom guidance program. This is followed by the perceptions of the three groups of respondents on the importance of the homeroom guidance program. The third question focused on determining significant differences between the three groups of respondents on guidance awareness, expectations on the utilization and importance of the homeroom guidance period. Methodology The descriptive correlation design was employed in which there are paired variables for statistical relationship, this necessitated the use of a questionnaire validated as a main tool of gathering data. The said evaluation instrument was given to 90 randomly-selected parents, 10 guidance counselors from the different departments, and 20 class advisers of the Grade School Department of the Holy Name University, Tagbilaran. Descriptive statistics and frequency count to determine the class advisers', guidance counselors', and parents' perceptions and expectations in the homeroom guidance program. Moreover, Spearman's Ratio was employed in the statistical treatment of data. The Findings Generally, there is no significant difference between the homeroom class advisers', guidance counselors', and parents' homeroom guidance awareness, expectations on the utilization of the homeroom period, and perceptions on the importance of homeroom period. On the other hand, and generally, there is a significant relationship between the homeroom class advisers', guidance counselors', and parents' homeroom guidance

awareness, expectations on the utilization of the homeroom period, and perceptions on the importance of the homeroom period. Conclusion The findings indicate that, the respondents generally share the same views regarding particular matters and concerns on homeroom guidance. More collaborations and cooperative efforts could be considered for a more effective and relevant homeroom guidance program. Recommendations Based on the summary and conclusions of this study, the researcher recommended that there ought to be a provision of venues for parents, homeroom advisers and guidance counselors to meet and review the rationale and objectives of the homeroom guidance program , assess its implementation and work together for means and ways to make it more effective and relevant or meaningful to the pupils. Moreover, the homeroom class advisers ought to be actively involved in the preparation of modules to be utilized in the homeroom period, such would enable them to identify and prioritize needs which could be addressed to by adopting a structured activity or session. It was also recommended that there ought to be more opportunities and venues for the homeroom advisers to undergo growth sessions and seminarworkshops on the art of handling of facilitating homeroom sessions/activities. Such could prove to be indispensable and teachers could find more meaning, even appreciation and less pressure with regards playing their crucial role as homeroom advisers

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