CLASSROOM ADVISERS EXPERIENCE IN COUNSELING ELEMENTARY LEARNERS

EDUCATION

Counseling practices are essential in holistic education, particularly in elementary schools where teachers serve as both academic facilitators and providers of socio-emotional support. This study employs a qualitative phenomenological research design to explore the lived experiences of classroom advisers in counseling elementary learners. Conducted in selected public elementary schools in Maragusan, Davao de Oro, the study involved eight purposively selected participants who shared their experiences through in-depth interviews. Findings reveals that counseling is both challenging and meaningful, as teachers address learners’ academic, emotional, and behavioral concerns using strategies such as trust-building, active listening, and creating supportive environments. Despite challenges such as heavy workload, limited time, and lack of formal training, teachers remain committed to supporting learners’ holistic development. The study highlights the need to strengthen professional development, institutional support, collaboration, and teacher well-being practices to enhance counseling effectiveness. Additionally, it is emphasized the need to examine effective training components, models, and long-term impacts on teachers’ competence, emotional well-being, and student outcomes. Thus, the findings underscore the importance of a holistic, sustainable, and well-supported counseling approach.

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