V3I6P51

Homeroom Guidance School Implementation in South Butuan District: A Descriptive Evaluative Study

Sheila Marie N. Pedida^1*, Rodelio B. Pasion, PhD²

Abstract

This study examined the implementation of the Homeroom Guidance Program (HRGP) in selected elementary schools in the South Butuan District during School Year 2025–2026. Specifically, it assessed the extent of implementation across curriculum implementation and compliance, delivery processes, assessment of learners’ development, supervision, and administrative concerns. It also determined the factors influencing program implementation and explored facilitating and hindering factors affecting its effectiveness. The study employed a descriptive-evaluative research design using a mixed-methods approach. Quantitative data were gathered through the Homeroom Guidance School Implementation Tool administered to teacher respondents, while qualitative data were collected through interviews with guidance designates to enrich the findings. Results revealed that the HRGP was generally implemented at a high level across participating schools, although supervision obtained the lowest rating, indicating a need for stronger monitoring and technical support. Variations in implementation levels were likewise observed among schools. Facilitating factors included strong school leadership, teacher commitment, resource availability, and monitoring mechanisms, while challenges involved heavy teacher workload, scheduling conflicts, limited resources, and weak monitoring practices. Based on the findings, school-specific enhanced implementation plans were proposed to strengthen and sustain effective HRGP implementation across schools.

Keywords:

Homeroom Guidance Program, Curriculum Implementation, Learner Development, Supervision, School Implementation