International Journal on Science and Technology

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Teachers’ Role on Revitalized Homeroom Guidance Program and Learners’ Personal Development

Author(s) Mr. Ryan Nail D. Pepito, Dr. Angelica Mae M. Alemanio
Country Philippines
Abstract The Revitalized Homeroom Guidance Program (RHGP) promotes learners’ holistic development through teacher-led guidance instruction. This study determined the teachers’ role on RHGP and learners’ personal development in Manolo Fortich Districts, Division of Bukidnon, School Year 2025-2026. Specifically, it aimed to find out the respondents’ assessment of their role in RHGP, and examine how the respondents perceive the learners’ personal development. The study employed a descriptive research design involving 202 teacher-advisers selected through total enumeration sampling. Data were collected using a patterned and modified questionnaire developed by Dalayap and Cerado (2025) and Panuga and Gutierrez (2023). Mean and Standard Deviation were used to analyze the data.
The findings revealed that teacher-advisers demonstrated a very high level of performance in RHGP, with support and facilitation obtaining the highest rating and learners’ engagement and participation the lowest. Learners were perceived to have attained a very high level of personal development, with social development ranking highest and career development lowest. The study concluded that teacher-advisers were committed to their responsibilities in carrying out the RHGP and perceived that learners were well-engaged in academic, socialize positively with others, and demonstrate awareness for their future career paths. It is recommended that teacher-advisers, school administrators, and guidance designate, should collaborate to strengthen RHGP through learner-centered strategies, enhance career guidance initiatives, and sustain learners’ engagement and participation.
Keywords revitalized homeroom guidance program, personal development
Field Sociology > Education
Published In Volume 17, Issue 3, July-September 2026
Published On 2026-08-29
DOI https://doi.org/10.71097/IJSAT.v17.i3.11535
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