LIGHTS AND SHADOWS: LIVED EXPERIENCES OF SECONDARY PUBLIC TEACHERS IN THE PRACTICE AS GUIDANCE ADVOCATES

GUIDANCE AND COUNSELING

This qualitative phenomenological study explored the lived experiences of teachers designated as advocates for guidance in educational settings. With a focus on understanding how these educators delivered counseling services in practice, the research uncovered their needs, challenges, coping mechanisms, and perspectives on advocacy for guidance. Through in-depth interviews and thematic analysis, the study provided insights into the daily realities, emotional landscapes, and professional aspirations of counseling advocates. The findings aimed to contribute significantly to the enhancement of guidance and counseling services nationwide by establishing a robust foundation of knowledge. Recommendations for policy and program development were proposed based on the identified needs and experiences of the participants, aiming to foster a supportive environment for effective guidance practices. Ultimately, this research endeavored to enrich the understanding of advocacy for guidance among educators and informed initiatives that promoted comprehensive student support within educational institutions.

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