Abstract
This study assessed the implementation of the Homeroom Guidance Program (HGP) at both the school and classroom levels, focusing on its alignment with curriculum standards and its influence on students' developmental competencies. Findings indicated the program was well-structured and effectively delivered, with strong observance of agreed learning guidelines. However, challenges remained in achieving program objectives, particularly in assessment strategies, student engagement, and support mechanisms. While instructional design and delivery were positively received, module implementation and feedback effectiveness areas require further enhancement. The study also highlighted variations in program execution across different schools and classrooms, suggesting that factors such as teacher training, school leadership, and resource availability influence its effectiveness. Although considered relevant and effective, parental involvement remained limited and did not significantly impact student development. While the program successfully looked after self-development and social awareness, its effectiveness in career development was weaker, emphasizing the need for more structured career guidance and decision-making activities. The study concluded that while the Homeroom Guidance Program was generally effective, inconsistencies in delivery, limited parental engagement, and gaps in career-related support hinder its full potential. To enhance its impact, it is recommended that teacher training be supported through interactive and student-centered approaches, parental involvement be improved through structured communication and engagement programs and career development initiatives be expanded. Enhancing assessment methods, incorporating digital progress-tracking tools, and addressing resource gaps will further support the program’s sustainability and effectiveness. Implementing these improvements will ensure the Homeroom Guidance Program holistically supports students’ academic, social, and career development.
