2. ORGANIZATION - is a process of identifying
and grouping the work to be performed,
defining and delegating responsibility and
authority, and establishing relationship for the
purpose of enabling people to work most
effectively together accomplishing objectives.
ADMINISTRATION – a dynamic organ of an
organization which keeps on responding to the
requirements and needs of its members.

3. BASIC PRINCIPLES IN THE ORGANIZATION OF A
GUIDANCE PROGRAM
 Guidance and guidance services should grow out of the
interests, needs, and purposes of the school child;
 Guidance should be continuous and should serve all;
 Guidance should be concerned with the whole
individual in his total environment but with specific
need and problems;
 Guidance should provide for all phases of pupil
problems as they occur and for the study of the causes
of those problems before they occur;

4.  A guidance program should provide for trained
personnel and specialists;
 Guidance should provide for securing and
recording adequate information through tests
and other techniques;
 Guidance should provide for leadership and for
cooperation among the home, school and
community;
 Guidance should be simple and comprehensible
to the parents, the child himself and the
community.

5. Initiating a Guidance Program
1. How many persons and how much time are
necessary to implement a guidance program?
2. Are the personnel properly trained and qualified
to render the proposed guidance services?
3. Are the personnel, including the administrative
officials, willing to devote their time and energy
in developing an adequate guidance program?
4. What are the pupils’ areas of experience to be
serve?

6. 5. Are the guidance facilities available?
6. Can necessary expenses be met?
7. Are the parents interested and willing to
cooperate with the program?
8. Can the cooperation of other community
agencies be secured?
9. Can the pupils themselves be encouraged to
participate in the program?

7. Factors to be considered:
1. Age at school level
2. Size of the school
3. Available facilities
4. Attitude toward guidance

8. Forms of Organization
1. Non-centralized guidance program
2. Centralized guidance program

9. Organizational Chart for an
Elementary School
Superintendent or Principal
Guidance Committee
Classroom Teacher Homeroom Teacher
Pupils

10. Organizational Chart of Guidance
in High School
Principal
Guidance Coor.
Teacher
Homeroom
Teacher
Student
Asst. Principal
Counselor School Agencies
NGOs
PTA

11. President/Chancellor/Director
Guidance Clinic
Psychologists
Psychiatrists
Dean of
Men
Dean of
Women
Students
Coordinator
School Agencies
Civic Org.
Faculty
College Counselors
Organizational
Chart for a
College

12. Guidance Personnel
1. Chairman
 Responsible in leadership in the organization and
reorganization of guidance services;
 stimulation of a guidance-minded attitude among the
members of the guidance staff by means of orientation
and in-service education
 Selection and assignment or allocation of authority
and responsibility of personnel
 Supervision of guidance activities

13. 2. Homeroom and Classroom teachers
 Guide in desirable interest areas in order to make the
homeroom a real homeroom (McKnown)
a. Orientation
b. Educational Guidance
c. Vocational information & guidance
d. Moral and ethical guidance
e. Guidance in citizenship
f. Guidance in personal relations
g. Health guidance
h. Guidance in courtesy and good manners
i. Guidance in thrift
j. Recreational guidance
k. Guidance in home membership

14. 3. Teacher-counselor
 Should know his pupils well
 Be interested in their problems
 be possessed of a wealth of information
 Have a keen desire for service
*** The teacher approaches his role as guidance counselor
if he can satisfactorily answer the following
questions…

15. a. Do I know my students?
b. Am I constantly reorganizing my subject and my
teaching in terms of what I know about my pupils?
c. Am I using my subject to provide special services to each
pupil – health & study habits, vocational outlook, social
graces, assistance in their problems or their
extracurricular activities?
d. Do I try to prevent difficulties from developing; do I take
time to study pupil’s attendance records, and do I show
interest in overcoming their defects or handicaps and
developing their abilities?
e. Do I pay attention to myself as another being, as a
person?

16. 4. Coordinators and Counselors
“the counselor is like a gardener who prepares the
soil and does everything he can to help each plant
grow in its best way.” (Strang)

17. Who is an Emotionally Mature
Person?
a. Respects people, life.
b. Does not return to childish behavior when under
stress.
c. Finds pleasure in serving others.
d. Gives more than he receives
e. Parental and creative in dealing with others
f. Gives and receives more love, affection

18. g. Is not ashamed of emotions; can work without being
disturbed by emotional tension
h. Does not base his actions on wishful thinking
i. Does not annoy those who are with him
j. Accepts equality as something akin to all forces; is
not prone to exaggeration
k. Has a sense of humor
l. Has a philosophy to cope with frustration and defeat

19. Thank you…