Integrating Guidance Advocacy into Filipino Language Pedagogy: The Case of Dipaculao National High School

Abstract

Abstract

This study examined the integration of guidance advocacy into Filipino language pedagogy at Dipaculao National High School, with particular focus on teachers’ instructional practices, awareness of guidance principles, and the influence of such integration on learners’ engagement, behavior, and participation. Using a qualitative descriptive research design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving selected Filipino subject teachers. Thematic analysis revealed that Filipino language instruction serves as a natural and effective platform for guidance advocacy due to its reflective, contextual, and values-oriented nature. Teachers integrated guidance principles through literary discussions, open-ended questioning, reflective activities, and real-life contextualization, fostering a supportive and inclusive classroom environment. However, findings also showed that while teachers possessed basic awareness of guidance advocacy, its application was largely informal and not consistently reflected in lesson plans or instructional materials. Despite this limitation, guidance-integrated pedagogy positively influenced learners’ classroom engagement, respectful behavior, and willingness to participate. The study concludes that intentional and systematic integration of guidance advocacy can enhance both academic learning and socio-emotional development. It underscores the need for structured professional development and clearer instructional guidelines to strengthen the alignment of Filipino language pedagogy with DepEd guidance and counseling policies.

Keywords: guidance advocacy, Filipino language pedagogy, values formation, learner engagement, secondary education