Usability of the Homeroom Guidance Program in Selected Junior High School in The Schools Division of Zambales: Basis for Proposed Policy Enhancement

ABSTRACT : This study examined the usability of the Homeroom Guidance Program (HGP) and the challenges encountered in its implementation. Specifically, it described the demographic profile of respondents, assessed the perceived usability of HGP across academic, personal and social, and career development dimensions, identified implementation challenges, tested differences in perceptions across demographic variables, and evaluated the relationship between usability perception and implementation challenges. A research gap exists in localized empirical evidence linking HGP usability, stakeholder perception differences, and implementation constraints in school-based guidance programs. Results revealed that teachers were predominantly female, middle-aged, graduate-level educated, experienced, and had limited HGP training exposure, while students were mostly female adolescents. Teachers strongly agreed on HGP usability across developmental domains, whereas students agreed but showed lower ratings on academic development. Significant perceptual differences were found across sex, educational attainment, and professional experience variables, while a low positive correlation was observed between program usability perception and implementation challenges, indicating systemic and operational constraints. Findings conclude that HGP is a viable developmental intervention but requires strengthened institutional support, teacher capacity building, and resource optimization. Policy enhancement focusing on holistic student development, technology integration, improved monitoring systems, and stakeholder collaboration is recommended. Schools may strengthen HGP effectiveness through structured training programs, improved learning resources, and gender-responsive guidance strategies. Future research may explore additional variables and extended population contexts to further validate program effectiveness and sustainability in guidance education systems.

KEYWORDS : Homeroom Guidance Program, Academic Development, Personal and Social Development, Career Development, Instructional resources and materials, School facilities and equipment, Teacher knowledge and training, Administrative support, Monitoring and evaluation, Parental involvement; and Student Engagement