Self Efficacy and Supervision Practices Among Guidance Directors in Higher Education Institutions in the Philippines

Abstract

In this study, guidance directors at higher education institutions were asked about their selfefficacy and supervision methods. The convergent parallel mixed method design was used, combining survey data (55) participants with (10) in-depth interviews that probed the participants' perspectives among guidance directors from higher education institutions in the Philippines for the academic year 2021–2022. The result of the study identified the emergence of the six (6) themes such as 1. Rising to the ladder of success: Reminiscing humble beginnings 2. Shortage of Guidance Counselors: Poses a challenge to the delivery of Guidance Services, 3. Supportive School Administration: Keystone towards dynamic Guidance Center, 4. Sharpening the Edge: Embracing Life Long Learning Values, 5. The 3 Cs of Supervision: Collaboration, Consultation, and Communication, and 6. Going Beyond Monetary Rewards: Staying Committed Amidst Attractive Offer from Other Universities. The level of self-efficacy among Guidance Directors in Higher Educational institutions as a whole is Exactly True (M=3.57) signifying agreement that they have strong beliefs in their capacity to administer and implement the guidance services as well as in dealing with people under their department. When results are categorized by profile, there are no appreciable differences in the degree of supervision procedures among guidance directors. They expressed agreement that they are indeed doing all of their supervisory duties, regardless of their age, sexual orientation, duration of service, academic rank, or greatest level of education. So that the school would not have to spend as much money retraining its employees and to be prepared for job transfers, the succession planning and mentorship process may be useful to develop future leaders in the business.