Homeroom Guidance Practices and Academic Persistence in Public Elementary Schools
Alma D. Calig-Onan
Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.
Josephine B. Baguio *
Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study aimed to determine the significant relationship between homeroom guidance practices and academic persistence in public elementary schools in Caraga District, Division of Davao Oriental. A descriptive-correlational research design was used, with a sample of 98 teachers from various public elementary schools in Caraga District, Division of Davao Oriental. Data was gathered through standardized questionnaires and interviews conducted with students and teachers. Statistical analyses, including mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression, were performed to assess the data. The findings revealed that both the implementation of homeroom guidance practices and academic persistence were at very extensive levels. Correlation analysis indicated a significant relationship between homeroom guidance practices and academic persistence. The study further identified that the domains of the homeroom guidance practices, including academic development, personal development, social development, and career development, significantly influenced academic persistence. Based on these findings, it is recommended that school administrators prioritize the strengthening of homeroom guidance practices to promote academic persistence. Professional development for teachers may focus on enhancing their ability to provide comprehensive guidance across these domains, ensuring students receive adequate support in all areas of their academic and personal growth.
Keywords: Homeroom guidance practices, academic persistence, education, public elementary schools, descriptive-correlational