University Of Northeastern Philippines

School of Graduate Studies and Research

Iriga City

APPROVAL SHEET

In partial fulfillment of the requirements for the

degree of Master of Arts in Education, Major in Guidance and
Counseling, This thesis entitled: “ROADBLOCKS:CHALLENGES,
NECESSITIES, AND COMPLEXITIES OF GUIDANCE SERVICES IN
PRIVATE SECONDARY SCHOOLS IN BATO CAMARINES SUR” has been
prepared and submitted by John Wilson S. Mota is recommended
for acceptance and approval for final oral examination.

AUBREY S. PILI, MPA,MAED,RGC

Adviser

Approved by the committee on oral examination with a grade

of ________.
MARIA P. DELA VEGA, Ph. D.
Chairman

ELEANOR A. OSEA,Ed. D,CESO IV ELENA C. PRAXIDES, Ed. D.

Member Member

JINA-LUZ Z.ALFELOR, Ed.D, Ph.D.

Member

Accepted as partial fulfillment of the requirements for

the degree of Master of Arts in Education, Major in Guidance
and Counseling.
Comprehensive Examination __________.

ELEANOR A. OSEA, Ed.D., CESO IV

Dean, Graduate Studies

ATTY. REMELISA G. ALFELOR- MORALEDA

University President
University of Northeastern Philippines
i
 School of Graduate Studies and Research
Iriga City

ACCEPTANCE SHEET

This thesis entitled: “ROADBLOCKS: CHALLENGES,

NECESSITIES, AND COMPLEXITIES OF GUIDANCE SERVICES IN
PRIVATE SECONDARY SCHOOLS IN BATO CAMARINES SUR” has been
prepared and submitted by John Wilson S. Mota in fulfillment
of the requirements for the degree of Master of Arts in
Education, Major in Guidance and Counseling.

ELEANOR A. OSEA, Ed.D., CESO IV

Chairman

MARIA P. DELA VEGA, Ph. D.

Member

ELENA C. PRAXIDES, Ed. D.

Member

JINA-LUZ Z. ALFELOR, Ed.D, Ph.D.

Member

Accepted as partial fulfillment of the requirements for

the degree of Master of Arts in Education, Major in Guidance
and Counseling.

ELEANOR A. OSEA, Ed.D., CESO IV

Dean, Graduate Studies

ATTY. REMELISA G. ALFELOR- MORALEDA

University President
University of Northeastern Philippines
School of Graduate Studies and Research

ii
 Iriga City

CERTIFICATION

To whom it may concern:

This is to certify that this thesis entitled:

“ROADBLOCKS: CHALLENGES, NECESSITIES, AND COMPLEXITIES OF
GUIDANCE SERVICES IN PRIVATE SECONDARY SCHOOLS IN BATO
CAMARINES SUR” has been prepared and submitted by John
Wilson S. Mota has passed the criteria set by the committee
on Statistics and Editing of the University.

Issued upon request of the interested party for

reference and whatever purpose this may serve.

ELENA C. PRAXIDES, Ed. D.

Editor

University of Northeastern Philippines

School of Graduate Studies and Research

iii
 Iriga City

CERTIFICATION

To whom it may concern:

This is to certify that this thesis entitled:

“ROADBLOCKS: CHALLENGES, NECESSITIES, AND COMPLEXITIES OF
GUIDANCE SERVICES IN PRIVATE SECONDARY SCHOOLS IN BATO
CAMARINES SUR” has been prepared and submitted by John
Wilson S. Mota has passed the criteria set by the committee
on Statistics and Editing of the University.

Issued upon request of the interested party for

reference and whatever purpose this may serve.

ELEANOR A. OSEA, Ed.D.,CESO IV

Statistics Critique

University of Northeastern Philippines

iv
 School of Graduate Studies and Research
Iriga City

CERTIFICATION

To whom it may concern:

This is to certify that all suggestions/recommendations

given by the panelists during the final oral defense of John
Wilson S. Mota entitled: “ROADBLOCKS: CHALLENGES,
NECESSITIES, AND COMPLEXITIES OF GUIDANCE SERVICES IN
PRIVATE SECONDARY SCHOOLS IN BATO CAMARINES SUR” has been
complied.

Issued upon request of the interested party for

reference and whatever purpose this may serve.

SHIRLEY M. GALVEZ, DBM

Panel Secretary

ACKNOWLEDGMENT

v
 The researcher wishes to convey his profound gratitude,

appreciation and sincere thanks to the following persons who

unselfishly share their time, effort, encouragement and

inspiration in the completion of this study:

Dr. Eleanor A. Osea, Dean of the Graduate School, who

shared her expertise and knowledge about this subject and

for her word of wisdom and encouragement to accomplish this

work;

To his adviser, Aubrey S. Pili, for her helpful

feedback, inputs and guidance during the preparation and

actual conduct of the study;

To the Members of the Panel of this thesis for their

professional assistance, constructive criticisms, valuable

suggestions and recommendation;

To the Faculty and Members of UNEP Graduate School: Dr.

Elena C. Praxides, Dr. Jinaluz Z. Alfelor, Dr. Helen Abordo,

Ms. Aubrey S. Pili, Dr. Maria P. Dela Vega, and Dr. Shirley

M. Galvez for their wisdom, advices, inspirations and

encouragement.

To the Principals, Teachers, and Students, of the

Private Secondary Schools of Bato, Camarines Sur, for their

vi
kindness, understanding, and support by permitting the

researcher to conduct the research in their respective

schools;

To his classmates in MA: Maam Janine, Maam Rea, Maam

Hya, Maam Tess, Maam Janice, to his co-teachers Maam Eula,

Sir Goland, Sir RR, Sir Nono, and Sir Melvin; who shared

motivations and encouragement all through-out the courses.

His parents, Mr. Noel Mota and Mrs. Salvacion Mota, for

their love, prayers and moral support;

To his siblings Cristina, Mary Grace and Noel Jr, who

served as his inspiration; and

Above all, to Almighty God, for His Mercy, Love, and

Guidance.

J.W.S.M.
Researcher

vii
 CURRICULUM VITAE

PERSONAL BACKGROUND

Name: John Wilson Sesgundo Mota

Date of Birth: June 06, 1990

Place of Birth: Bato, Cam. Sur

Address: Divina Pastora, Bato Cam. Sur

Parents: Noel L. Mota Sr.

Salvacion S. Mota

Civil Status: Single

EDUCATIONAL BACKGROUND

Graduate Studies Masters of Arts in Education

Major in Guidance and Counseling
University of Northeastern Philippines
Iriga City 2019

Methods of Teaching
Mabalacat City College
Mabalacat City, Pampanga
October 2015

Tertiary Bachelor of Science major in Psychology

Lyceum of the Philippines University

viii
 Intramuros, Manila 2012

Secondary University of Saint Anthony

Iriga City 2007

Elementary University of Saint Anthony

Iriga City 2003

ELIGIBILITY

Licensure Examination for Teachers(LET)

PRC Manila, March 2016

PROFESSIONAL EXPERIENCE:

TEACHER II Nabua National High School

San Miguel, Nabua Camarines Sur

SENIOR HIGH SCHOOL COORDINATOR

GUIDANCE COORDINATOR
COLLEGE INSTRUCTOR

Holy Trinity College of Cam. Sur

Santiago, Bato Cam. Sur
June 2017- March 2019

HUMAN RESOURCE SPECIALIST

Sutherland Global Services

Clarkfield, Pampanga
2014-2016

CUSTOMER SERVICE ASSOCIATE

CONVERGYS Philippines
Makati City
2012- 2014
ABSTRACT

ix
Title: ROADBLOCKS: CHALLENGES, NECESSITIES AND
COMPLEXITIES OF GUIDANCE SERVICE IN PRIVATE
SECONDARY SCHOOLS IN BATO DISTRICT

Author: John Wilson S. Mota

Master of Arts in Education
Major in Guidance and Counseling
University of Northeastern Philippines
Iriga City
March, 2019

Keywords: Guidance Services, Challenges, Necessities,

Complexities

This study determined the Road Blocks: Challenges,

Necessities, and Complexities of Guidance Services in

private secondary schools in Bato, Camarines Sur for the

year 2017-2018. Further, it looked into: the extent the

guidance services offered were followed in private secondary

schools; the significant agreement on the rank orders of the

extent of guidance services among four (4) Private secondary

schools; the challenges encountered in the aforementioned

guidance services in the private secondary schools; the

necessities in the aforementioned guidance services in

private secondary schools; the complexities in the

aforementioned guidance services in private secondary

schools; the significant agreement on the rank orders of the

challenges, necessities, and complexities of the guidance

services in private secondary schools of the municipality;

x
and the policy recommendations that can be generated from

the findings of the study.

This study used the descriptive-evaluative-

correlational method of research to reveal the answer to the

researcher’s questions at hand. The questionnaire was used

as the main data gathering tool and further validated

through a qualitative approach from the responses of the

three hundred thirty three (333) students as respondents.

Frequency count, weighted mean, ranking method and

kendall coefficient of Concordance were used with the

corresponding Chi- Square pegged at 0.05 level of

significance.

The following findings of this study surfaced:

1. On the extent of guidance services offered in private

secondary schools in Bato, Camarines Sur, rated much

Evident were: Individual Inventory services, 3.74;

Counseling services, 3.73; Placement services, 3.69;

Follow-up services, 3.54; Informational services, 3.75;

and Research and evaluation, 3.45; and Career Guidance

Service, 3.16 were rated Evident.

2. On the significant agreement of the extent of the

guidance services the coefficient of concordance and

xi
 computed chi square yielded to: Individual Inventory 0.17

and (P>0.05), Counseling services revealed a coefficient

of 0.16, computed value 1.09 (P>0.05), Career Guidance

the relationship was set 0.014 and computed value of 3.92

(P>0.05), Placement services, the relationship was 0.16

and 6.4, In follow-up services, the relationship was 0.07

and 1.12 (P>0.05), In informational services, the

relationship was 0.55 and 13.2(P>0.05) and in research

and evaluation, the relationship was 0.13 revealed a

computed value of 0.13 with significant level of

(P>0.05), which led the researcher to accept the null

hypothesis.

3. On the challenges encountered, all indicators were rated

Much Evident, as follows: Lack of reading and reference

materials and resources in the Guidance Center, 3.79;

Counselors inadequately skilled for the job, 3.74; Heavy

teaching load for teacher-counselor, 3.68; Guidance

service program encounter lack of cooperation from fellow

staff, 3.68; Students are unwilling to cooperate with

their problems, 3.65; Guidance service program encounter

lack of cooperation from the administration, 3.63.

4. On the necessities of the guidance services, rated Much

Evident were: Administrative support of the guidance

program is evidenced through community organizations

xii
 participating in the program, 3.71; The administration

supports guidance services by securing adequate budgetary

provision, as evidenced by personnel, facilities and

materials, 3.71; and desirable publicity is given to

improve school, home, and community relationships and

Members of the school faculty are used as resource

persons by delegating appropriate guidance duties to

them, 3.68.

5. On the complexities of the guidance services, rated Much

Evident were: Guidance Counselors/Teacher Counselors help

students about specific study skills, 3.85; Guidance

Counselors/Teacher Counselors meet with parents and

students to identify future plan and Guidance

Counselors/Teacher Counselors work with students with

regards to family issues, 3.80; and guidance

Counselors/Teacher Counselors works with teachers about

student’s behavior management, 3.79;

6. On the test of significant agreement of the challenges,

necessities, and complexities the coefficient of

concordance W with the computed X2 resulted to:

Challenges, 0.35 and 7.0 with a significance level of

0.05 and with 5 degree of freedom. Since, the computed

value was lesser than the tabular value of 11.070, the

xiii
 decision was to accept the null hypothesis. For the

Necessities, had 0.28 and 6.72 with significance level at

0.05 and 6 degree of freedom. Since the computed value

was lesser than the tabulated value of 12.592, the

decision was to accept the null hypothesis. Complexities,

0.24 and 5.7 with a significance level at 0.05, which

revealed a tabular value of 12.592, thus the researcher

accepted the null hypothesis.

7. The policy recommendations for a more improved guidance

services were: The school administrators, should put up a

separate office for the guidance staff and guidance

materials. It provides privacy and confidentiality for

the students as well as security of all the files and

important information and that the schools should have at

least (1) one Registered Guidance Counselor that would

cater to the counseling needs of the students. The

Guidance Counselors, should administer, interpret,

disseminate, and utilize standard psychological tests.

And other forms of measures that include mental ability,

achievement, aptitude, diagnostic, interest and

personality tests, disseminate to teachers and

administrators, and parents the emotional-psychological

profile of the students, develop programs and activities

for the students that would geared toward self-

xiv
 understanding, development of competencies, career

planning and making decision on their educational and

occupational choices, should design and conduct

enrichment and intervention programs to enhance the

student’s normal growth and development process and to

improve the quality pf life experience if students with

special needs, and should primarily design concept of

providing the guidance personnel activities for personal

and professional advancement such as: participation in

different guidance meetings, In-service seminars,

workshop, training and formation programs, affiliation

and pursuing further studies. To the teachers, should

have a necessary training, seminar and workshop as

teacher-counselor/para- counselor and to the students,

should actively participate and be involved in all

guidance services and activities offered by the school

and to have a positive regard to the policies offered by

this study.

The following conclusion of this study were drawn:

1.The guidance services offered in the private

secondary schools in Bato, Camarines Sur are generally

considered Much Evident.

xv
 2. There is no significant agreement on the rank orders

of the extent of guidance services offered in private

secondary school in Bato, Camarines Sur.

3. The challenges encountered in the guidance services

are Much Evident.

4. There are necessities in the guidance services which

were considered Much Evident.

5. The complexities in the guidance services are

considered Much Evident.

6. There is no significant agreement on the rank orders

of challenges, necessities, and complexities of the guidance

services in private secondary school in Bato, Camarines Sur.

7. The policy recommendations are formulated to

improve the guidance services in the private secondary

schools in Bato, Camarines Sur.

The following recommendations were offered:

1. Information accumulated about the students should

regularly be used by the school to evaluate and improve

the curriculum.

xvi
 2. Counseling facilities, equipment, and materials should

be recommended to enable counselors perform their

duties effectively.

3. Periodic assessment of the students should be utilized

by the guidance counselors in providing career guidance

activities.

4. School should have a regular and frequent contacts with

students who drop-out, graduated should be maintained.

5. The school must gather information concerning students

to improve school programs and curriculum.

6. Resource person from other community should be utilized

and be invited by the school for the bench marking of

their best practices.

7. The school should conduct a research for guidance

programs suitable for every student.

The following are the suggestions for future researchers:

1. A similar study may be conducted in other public and

private secondary schools.

2. An assessment of the implementation of the guidance

services in secondary schools in the implementation of

the K to 12 program.

3. A research on possible solutions to the challenges,

necessities and complexities of guidance services.

xvii
 4. A study on the evaluation on policy recommendations to

improve the guidance services.

5. The impact of the policy recommendation generated from

the study.

TABLE OF CONTENTS

PRELIMINARIES Pages
Title Page i
Approval Sheet ii
Acceptance Sheet iii
Certification v
Acknowledgment vi
Curriculum Vitae vii

xviii
Abstract x
Table of Contents xix
Chapter 1
The Problem

Introduction 1
Statement of the Problem 10
Assumption of the Study 12
Hypothesis of the Study 13
Significance of the Study 13
Scope and Delimitation 18
Locale of the Study 19
Definition of Terms 23
Chapter 2
Review of Related Literature

Guidance Services 26
Challenges of Guidance Services 28
Necessities of Guidance Services 38
Complexities of Guidance Services 41
Synthesis of the State of the Art 43
Gap Bridged by the Study 45
Theoretical Paradigm 47
Conceptual Paradigm 53
Chapter 3
Research Design and Methodology

Research Design 57
Sampling Design 58
Respondents of the Study 59
Research Instrument 62
Table of Specification 63
Formulation and Validation of Instrument 64
Study Procedure 64
Statistical Tool 67
Chapter 4
Road Blocks: Challenges, Necessities and
Complexities of Guidance Services in Private
Secondary School in Bato, Camarines Sur

Individual Inventory Services 73

Counseling Services 77
Career Guidance Services 81
Placement Services 85
Follow-up Services 89
Informational Services 92
Research and Evaluation 96

xix
 Summary of Guidance Services 99
Test of Significant Agreement on the rank orders of 103
Guidance Services

Challenges of Guidance Services 106

Necessities of Guidance Services 110
Complexities of Guidance Services 114
Summary of Challenges, Necessities, and 117
Complexities of Guidance Services

Test of Significant Agreement on the rank orders of 121

Challenges, Necessities and Complexities

Policy Recommendation for a more Improved Guidance 124

Services

Chapter 5
SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary 127
Findings 129
Conclusions 139
Recommendations 141
Suggestions for Future Research 142

BIBLIOGRAPHY 143
APPENDICES 146

LIST OF TABLES

Respondents of the Study 60

Table of Specification 61
Gantt Chart 66

Individual Inventory Services 75

Counseling Services 79

Career Guidance Services 83

Placement Services 87

xx
Follow-up Services 90

Informational Services 94

Research and Evaluation services 97

The Summary of the extent of Guidance Services 100

Test of Significant Agreement on the Rank orders 105

Of the extent of Guidance Services

The Challenges of Guidance Services 108

The Necessities of Guidance Services 112

The Complexities of Guidance Services 115

The Summary of the extent of Challenges, 119

Necessities, and Complexities Guidance

Test of Significant Agreement on the Rank orders 123

Of the Challenges, Necessities, and Complexities

LIST OF FIGURES

School Location Map 22

Theoretical Paradigm 47
Conceptual Paradigm 55

Respondents of the study 61

Individual Inventory Services 76

Counseling Services 80

Career Guidance Services 84

xxi
Placement Services 88

Follow-up Services 91

Informational Services 95

Research and Evaluation 98

The Summary of the extent of Guidance Services 101

Test of Significant Agreement on the Rank orders 105

Of the extent of Guidance Services

The Challenges of Guidance Services 109

The Necessities of Guidance Services 113

The Complexities of Guidance Services 116

The Summary of the extent of Challenges, 120

Necessities, and Complexities Guidance

Test of Significant Agreement on the Rank orders 123

Of the Challenges, Necessities, and Complexities

LIST OF APPENDICES

Letter of Request 147

Questionnaire 151
Sample Computation 161

Individual Inventory Services 162

Counseling Services 163

Career Guidance Services 164

Placement Services 165

Follow-up Services 166

xxii
Informational Services 167

Research and Evaluation 168

The Challenges of Guidance Services 169

The Necessities of Guidance Services 170

The Complexities of Guidance Services 171

xxiii