INTEGRATION OF GUIDANCE SERVICES AND CLASSROOM MANAGEMENT PRACTICES IN ELEMENTARY SCHOOL SETTINGS

Educational Management

The research analyzed school practices in guidance, including counseling, orientation, individual inventory, information, referral, and placement services. It highlights the importance of comprehensive and intensive guidance services in schools. This study employed descriptive-correlational research design in Region XII, focusing on counseling, orientation, information, individual inventory records, referral, and placement. The correlational design aimed to determine the relationship between intensifying guidance services practices and classroom management. The study was conducted in selected schools in Region XII using simple random sampling, stratified, and systematic random sampling to select elementary teachers with a proportionate sample size from the total population. Schools have practiced the use of individual inventory, regularly updating students’ information and cumulative records to ensure accurate tracking and prompt intervention. However, anecdotal recording was less intensified compared to other practices. Overall, the data underscores the significance of effective guidance services and classroom management practices in promoting positive discipline and behavior adjustment among students. Teachers’ classroom management is characterized by effective use of social interfaces, providing opportunities for effective student communication, emphasizing the advantages of collaborative learning, allowing dynamic interaction, and fostering a spirit of cooperation among students. They effectively promote collaborative learning and a positive learning environment. Learners generally exhibit strong social skills, with strengths in effective communication, relationship building, and modeling behavior. However, there are areas where further attention and enhancement may be beneficial for promoting comprehensive social skill development. Social skills are behaviors that encourage effective social relationships, enhance an individual’s relationship with nature or the environment, strengthen the connection between mental and working performance, and increase the likelihood of obtaining an occupation. High-level intelligence children can usually compare and interpret information to create appropriate social interactions. Student discipline is also a significant factor in learners’ behavior adjustments. Clear communication of rules and consistent enforcement are rated high, with students being involved in developing procedures for following the rules.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.