Perceptions of Elementary Learners on the Functions of School Counselors in Alamada, Cotabato, Philippines

Abstract

This study explored the perceptions of elementary learners regarding the roles and functions of school counselors in selected public schools in Alamada, Cotabato, Philippines. It aimed to identify the learners’ socio-demographic characteristics in terms of sex, age, and ethnolinguistic group, determine their perceived importance of various counselor roles, and examine whether significant relationships exist between these characteristics and their perceptions. A descriptive-correlational research design was employed, utilizing a validated structured questionnaire to gather data. The sample consisted of selected Grade 6 learners from Raradangan, Macabasa, and Pigcawaran Elementary Schools, chosen through convenience sampling. Descriptive statistics and Spearman-rho correlation analysis were used to analyze the data. Findings revealed that learners perceive all six counselor roles as very important, with the role of collaborator receiving the highest mean rating. Significant relationships were found between sex and perceptions of counselors as advocates, collaborators, coordinators, and managers, while age showed no significant relationship with any role. The ethnolinguistic group was significantly related only to the role of data utilizer. These results suggest that learners’ perceptions of counselor roles are generally positive but can be influenced by specific socio-demographic factors. Based on the findings, it is recommended that school counseling programs be enhanced through gender-responsive and culturally sensitive practices. Strengthening collaboration among counselors, educators, parents, and community stakeholders is also vital to improving the delivery and impact of guidance services in elementary education.