Lived Experience of Guidance Designates in Selected Schools in the Philippines

In response to the lack of registered guidance counselors in the Philippines, the Department of Education has appointed non-registered staff as “guidance designates” to tackle the academic and mental health issues of students, while also overseeing the various functions of school guidance offices. This study aimed to examine the lived experiences of nine guidance designates from public elementary and high schools, concentrating on their challenges, coping mechanisms, and contributions. Employing Interpretative Phenomenological Analysis (IPA), the research uncovered essential themes, such as adaptability in their roles, job satisfaction, and perceived professional limitations. Participants expressed a sense of fulfillment in their positions as intermediaries among students, teachers, and parents, despite the challenges posed by their non-registered status. Many participants indicated a disinterest in seeking licensure, showing obstacles such as time limitations, financial issues, and a lack of institutional support, which raises significant concerns regarding professional identity and systemic challenges. These results illustrate the complexities involved in the role of a guidance designates and emphasize the necessity for improved policies, training opportunities, and systemic backing to address deficiencies in guidance services. Licensed professional teachers who are assigned as guidance designate have limited capacity in managing guidance office and in handling different concerns of the students. They lack the necessary educational qualifications, training, skills and eligibility to perform counseling services. However, the guidance designates are not interested to pursue relevant courses to be eligible as guidance counselors due to several factors. By elevating the perspectives of these individuals, this research enhances the understanding of their experiences and provides practical recommendations for educators, policymakers, and stakeholders dedicated to improving guidance services in Philippine schools. In particular, the Department of Education may strengthen the recruitment of registered guidance counselors to manage Guidance Centers and Offices; and facilitate counseling services in compliance with the law.