THE ROLES OF COLLEGE GUIDANCE COUNSELORS IN CALABARZON:
IMPLICATIONS TO GUIDANCE PROGRAM AND SCHOOL ADMINISTRATION

M. H. A. SEMIRA
Batangas State University
Gov. Pablo Borbon Campus I, Rizal Avenue, Batangas City

ABSTRACT

The study was undertaken to identify and assess the roles of college guidance counselors in CALABARZON and its implications to the schools guidance program and school administration.

According to Erford (2003), the transformative roles of school counselors were leaders, advocates, collaborators, counselors and coordinators and data utilizers. Likewise, Kuhn (2004) explained that better understanding of the roles of guidance counselors diminished some of the misconceptions and confusions of the counselors’ roles. The above-mentioned roles were reflective of the American culture that is why the present study utilized the guidance counselors’ roles presented by De Jesus (2006) which was based on Philippine context. Findings revealed that the guidance counselors highly recognized their roles as counselor, coordinator, consultant, conductor of activities, and change agent. Thus, they were contributory to the effective implementation of the guidance programs in every college or university in the region under study.

INTRODUCTION
The roles of school counselors have changed dramatically over time. As the 20th century began, school counselors did not exist. Instead teachers were using few minutes of their day to provide students with vocational guidance. During the early 1900s, an incursion of different kinds of students in the public schools occurred as a result of the Industrial Revolution, initiating the development of school guidance movement. The rationale of the guidance counselor was to avoid problem behavior, relate vocational interests to curriculum subjects and build up moral fiber. Specifically, from a guidance point of