Lived Experiences of Guidance Advocates in the Implementation of Guidance Services
Keywords:
Emotional intelligence, spiritual intelligence, self-efficacy, guidance advocates, development planAbstract
This qualitative study explores the lived experiences of Guidance Advocates—specifically Guidance Counselors and Guidance Designates—in the delivery of guidance services within the educational environment. As students’ academic, emotional, social, and career-related needs grow increasingly complex, the role of guidance advocates has become more critical and multifaceted. Employing a phenomenological research approach, the study sought to understand the essence of guidance advocates’ experiences in implementing guidance services in schools through in-depth, face-to-face interviews. Participants were selected through purposive sampling to obtain rich and detailed narratives from practitioners working in mega or very large public secondary schools in Bacolod City. A total of six guidance advocates were included based on established inclusion criteria. Thematic analysis of the interview data revealed three core themes that characterize the experiences of guidance advocates: (1) personal and professional growth, (2) balancing empathy with clear boundaries and professionalism, and (3) resilience amid systemic challenges. The findings highlight a wide range of emotional experiences and adaptive responses as guidance advocates navigate their roles. Participants described feelings of frustration, overwhelm, and emotional strain arising from limited resources, insufficient institutional support, and the absence of a systematized guidance structure. Despite these challenges, guidance advocates demonstrated flexibility, commitment, and resilience in sustaining their professional responsibilities and supporting students’ well-being. The study underscores the need to recognize and strengthen the vital role of guidance advocates in fostering safe, responsive, and supportive school environments. The insights generated contribute to the growing body of literature on educational guidance and inform recommendations for policymakers, school administrators, and counselor training programs, particularly in the development of institutional support mechanisms and well-being initiatives that enhance both counselor effectiveness and sustainability.
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