Implementing Homeroom Guidance in a Philippine Rural Secondary School: Advisers’ Experiences, Instructional Adaptations, and Student Support Needs

Abstract

Background: Philippine homeroom guidance is intended to support learners’ academic, personal-social, and career development, but classroom advisers often deliver the program alongside other teaching responsibilities. Objective: This study examined how junior high school advisers experienced implementation of the Revitalized Homeroom Guidance Program (RHGP) in Tinoc National High School, Ifugao, during School Year 2022–2023. Methods: A qualitative descriptive-phenomenological study used semi-structured, recorded interviews. The data-gathering section reported seven interviewed advisers, although another section identified 12 intended participants; the achieved sample therefore requires confirmation against records. Existing anonymized quotations were interpreted using the six-stage thematic-analysis approach of Braun and Clarke. Results: Five interconnected themes were identifiable in the available manuscript: approachable life-skills competencies; reliance on pre-prepared but incomplete modules; instructional substitutions and workload pressures; advisers’ informal student-support role in the absence of specialist provision and confidential space; and demand for training and clear referral pathways. Participants described adapting materials to current situations while sometimes replacing unavailable lessons with unrelated activities. Conclusion: The findings indicated a gap between program accessibility and implementation fidelity, alongside a need for clearer role boundaries, complete materials, protected time, confidential referral arrangements, and professional learning. The qualitative accounts did not establish effects on learner outcomes.