BEHAVIORAL PROBLEMS AND THE GUIDANCE SERVICES PROVIDED

BY TEACHERS IN THE PUBLIC ELEMETARY SCHOOLS

OF BUGUIAS DISTRICT

______________

A Thesis Proposal
Presented to the Faculty
of the Graduate School
Baguio Central University
Baguio City
______________

In Partial Fulfillment
ofthe Requirements for the Degree
Master of Arts in Guidance and Counseling

_____________

by
Janice B. Buya-an
May 2014

ii

APPROVAL SHEET

This thesis proposal entitled, BEHAVIORAL PROBLEMS AND THE
GUIDANCE SERVICES PROVIDED BY TEACHERS IN THE PUBLIC
ELEMETARY SCHOOLS OF BUGUIAS DISTIRICT, prepared and submitted by
JANICE B. BUYA-AN, in partial fulfillment of the requirements for the degree,
MASTER OF ARTS IN GUIDANCE AND COUNSELING, has been reviewed and
examined and is hereby endorsed for acceptance and approval for proposal defense.

LOUELLA M. BROWN, Ed.D.
Professor


PROPOSAL EXAMINATION COMMITTEE

LOUELLA M. BROWN, Ed.D.
Chairman

SAMUEL K. NEYNEY, Ed.D/Ph.D. GERALDINE S. ORASING, MAEd
Member Member


Noted by:
BERNADETTE C. PAL-EC, Ph.D.
Dean, Graduate School
Date: _____________

iii

ACKNOWLEDGMENT
The researcher wishes to thank the following for their assistance in the completion
of this thesis proposal:
The Good Lord, for giving the researcher sufficient encouragement so she may
pursue this challenging endeavor;
Her family, for all the support, understanding and unconditional love;
Members of the proposal committee, Dr. Louella Brown, Dr. Samuel Neyney and
Maam Geraldine Orasin, for their critiques and helpful suggestions;
Her other relatives and friends who provided spiritual, moral and financial
support;
To the librarians of BCU and SLU for providing some of the reference materials;
And to all those who, in one way or another, contributed in the completion of this
manuscript.

To God be the glory!

J.B.B.






iv

TABLE OF CONTENTS
Page No.
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
LIST OF FIGURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
CHAPTER
1 THE PROBLEM
Background of the Study . . . . . . . . . . . . . . . . . . . . 1
Conceptual Framework . . . . . . . . . . . . . . . . . . . . 6
Paradigm of the Study . . . . . . . . . . . . . . . . . . . . 11
Statement of the Problem and Hypotheses . . . . . . . . . . . . 11
Scope and Delimitation of the Study . . . . . . . . . . . . . . 13
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . 14
Importance of the Study . . . . . . . . . . . . . . . . . . . . . 15
2 DESIGN AND METHODOLOGY
Research Design . . . . . . . . . . . . . . . . . . . . . . . 16
Locale and Population . . . . . . . . . . . . . . . . . . . . . . 17
Data Gathering Tool . . . . . . . . . . . . . . . . . . . . . . 18
Validity and Reliability of Research Instrument . . . . . . . . . . 18
Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . 19
Statistical Treatment of the Data . . . . . . . . . . . . . . . . . 19
v


REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

APPENDICES
A. Letter to the Respondents . . . . . . . . . . . . . . . . . . . . 25
B. The Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . 26

CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . 29















vi

LIST OF FIGURES

Figure Page No.

1 Paradigm of the Study . . . . . . . . . . . . 12

















Chapter 1
THE PROBLEM
Background of the study
We live in a century in which social structures and personal values are constantly
changing. All these changes affect students expectations for the future. Some of the
problems confronted by students are as followsa rapidly changing business world
through globalization and labor force; violence at home, at school, and in society;
divorce; increasing adolescent suicide rates; drug addiction and stress (Gysbers, &
Petroski, 2003). These problems usually affect students personal, social, career, and
academic developments (Kesici, 2007).
For the proper behavioral and courses or subjects combination, pupils, students
and even undergraduate students need guidance and counseling seriously. This will help
shape and sharpen the individuals lives and intellects. However, the impacts of guidance
and counseling in schools cannot be over emphasized. Investigation reveals that students
who are guided by guidance counselors in schools find themselves in the right courses of
study. Hence, guidance and counseling is of great importance to the school system.
Government should establish and enforce guidance and counseling service units in every
school institution. This will better both the lives of the students in the school system and
the general society at large (Karthikeyan, 2013).
Sharma (2001) defined Guidance as a means of helping individuals to understand
and use wisely the educational, vocational and personal opportunities they have or can
develop and as a form of systematic assistance whereby students are aided in achieving
satisfactory adjustment to school and to life. On other hand, Kochhar(1990) argued that
2

guidance seeks to help each individual become familiar with a wide rangeof information
about himself, his abilities, his previous development in the various areas of living and
his plans or ambitions for the future. Therefore, according to the above definitions,
guidance is an assistance given to the individual in making intelligent choices and
adjustments. It is the help to an individual to make his own selection and solution out of
varied type of opportunities and problems. It helps one to adjust with different
environments according to his own abilities and capacities.
The following are characteristics of guidance: Guidance is a process and a
continuous process; it is concerned with problem and choice; it is an assistance to the
individuals in the process of development; and it is a service meant for all. In contrast, the
following indicates what guidance is not. Guidance is not compulsion; it is not making
decision for others; it is not an advice; it is not pampering the student or anyone; it is not
direction; it is not adjustment; and it is not problem solving.
Increasingly, Agarwal (1991) calls counseling as the intimate and vital part of the
entire guidance. Websters Dictionary defines counseling as consultation, mutual
interchange of opinions, deliberating together. On other hand, Bengalee (1990) defined
counseling as a dynamic and purposeful relationship between two people who approach a
mutually defined problem with mutual consideration for each other to the end that the
younger or less mature, or more troubled of the two is aided to a self determined
resolution of his problem. He also come to argue that counseling is a process of helping
person to come to see who he really is, what he has and does not have, what he can do
easily, what he can do with difficulty and what he cannot do at all. It is a close sharing of
3

a human relationship with one who has for him a high regard; one who can offer him
unconditional acceptance, but one who has no guarantees, no answers.
In brief, counseling is a process that occurs between two individuals: counselor
and counselee (client). This takes place within a professional setting and is initiated and
maintained as a means of facilitating changes in the behavior of the client. It is a
professional task for professionally trained people. In this case, the teachers.
The following are the characteristics and function of counseling. Counseling is a
two-way process. It involves two individuals where there is mutual relationships between
the two individuals. Also, it helps an individual to gain self-understanding, self-
acceptance and self-realization. It helps an individual to become happier, more creative
and better adjusted. Counseling is a process which includes a number of activity like
giving information, advice or counseling. But it is not an individual activity like giving
information, advice, suggestion, or recommendation.
The school has an important role to play in preparing pupils for continued
education, paid employment, self-employment and life in the community. Guidance and
counseling sought to prepare pupils in their schooling program to enter into the world of
appropriate work by linking the school curriculum to their future lives. For the school to
be successful in this endeavor, subjects should be taught at a pleasant and convenient
environment and should be made relevant and interesting to the pupils. Another factor
that needs to be considered is the recruitment of competent teachers capable of guiding
and counseling learners in relating to what they teach to the job market. What is taught
and how it is taught can have great influence on the interest and perception or learners.
4

In addition, guidance services in schools have, for a very long time, been left in
the hands of school teachers who are already over-loaded, and without training in the area
of guidance and counseling. Recent developments especially the opportunity for free and
universal education, have resulted in a new scale of problems in schools and the nations
at large. Many children go to school without knowing what they are supposed to do, and
leave school without any idea of what type of jobs or careers they should follow. In
addition, they have little understanding of themselves and their socio-economic and
political environment.
Many school leavers today end up on the streets, and quite a sizeable number
keep on moving from job to job trying to explore, within the world of work, which job
meets their interests and capabilities. A majority of these school leavers are not aware of
their potential. There is, therefore, a need to help young people and children to know
themselves, i.e., their abilities, interests, personalities, values and beliefs, and potential.
They should also be assisted to acquire the skills they need in order to cope with the
different circumstances they may encounter later on in life.
Guidance, therefore, should prepare them for adult life as well as help them
acquire appropriate attitudes and values that enable them to become productive and
active members of their communities. Most importantly, the guidance program should
help young people and children to develop a positive self-image and a sense of
identity, as well as establish a set of beliefs and a value system that will guide their
behavior and actions (UNESCO, 2000).
The aim of education is to achieve the fullest possible realization of possibilities
inherent in the individual. Education fosters all aspects of an individuals personality.
5

Guidance is an integral part of education and helps in achieving the goals of education.
Guidance is quite essential for the development of individual which is the main objective
of education. Guidance should be regarded as an integral part of education and not as a
special, psychological or social service which is peripheral to educational purposes. It is
meant for all students not just for those who deviate from the norm in one direction or the
other pointing out the relationship between guidance and education observes. All
guidance is education but some aspects of education are not guidance. Their objectives
are the same which is the development of the individual but methods used in education
are by no means the same as those used in guidance.
Early intervention through collaborative efforts, support services by way of
networking and research are referred to as the sources of hope in these cases of mental,
emotional and behavioral problems. And so, researchers are working to produce more
and new knowledge and understanding regarding this area of difficulties. Other studies
are also exploring ways to prevent and remedy mental, emotional and behavioral
problems, including the range of services that may be required.
Tying together all the various supports and services in a plan of care for particular
child and family is commonly referred to as a system of care. A system of care is
designed to improve the childs ability to function in all areas of life-at home, in school
and in the community.
In this study, the researcher will attempt to find out the behavioral problems
elementary pupils and the existing guidance services which are considered to be most
effective by the teachers in their handling of these problems.

6

Conceptual Framework
According to Imelda Villar (2009), teachers as counselors play five major roles.
These are the 5 Cs: Counselor., Coordinator, Consultant, Conductor of activities and
Change Agent.
As counselor, he/she aims to help people change obstacles to their personal and
educational/professional growth and move toward the maximum development of their
potential. To accomplish these he/she establishes a warm, trusting, confidential working
relationship with the client to assist in self-acceptance and understanding, decision-
making, and problem solving. The clients concern is the focal point in the ideally one-
on-one or small group face-to-face encounter.
As a coordinator, he/she needs to be able to identify tasks that should be done by
other persons or an agency and organize everything to facilitate the performance of such
tasks by the needed person or agency. He/she must act as liaison between the clientele
and the resource person or agency for the purpose of collecting and disseminating
information and providing the necessary services.
As a consultant, he/she may act as an objective party, looking at a situation and
suggesting other helpful interventions without necessarily, having a direct contact with
the identified client whose needs are being addressed. He/she assists others to assess
problems, find alternatives for dealing with them, and develop skills for effective work
with the parties involved.
As conductor of activities, he/she need to carefully plan and directly conduct
certain activities that may promote the clients positive movement in life. Such activities
may focus on orientation, group test interpretation, training peer facilitators, etc. He/she
7

may also write materials on matters that could familiarize people with guidance services
or that could help them improve their lives.
As a change agent, the counselor must be involved in the process of
organizational change, where necessary. His/her roles may involve acting as a catalyzer,
process helper, solution giver, resource linker, and stabilizer. The change agent works to
overcome the status quo if it no longer works or it has become inimical to the people by
pointing out the problems and underscoring the need for change. Counseling skills such
as: recognizing needs, analyzing problems, setting goals, obtaining needed resources,
and/or generating and evaluating solutions in order to facilitate change are most needed.
Among areas that can be worked on are old practices and policies that worsen rather than
improve the situation ,e.g, teaching techniques that ignore the capabilities or learning
styles of the clientele, discipline procedures that alienate rather than create positive
changes.
This study is also founded from Bronfenbrenners Ecological Systems Theory
(Dede and Ryan, 2001).This theory looks at a childs development within the context of
the system of relationships that form his or her environment. Bronfenbrenners theory
defines complex layers of environment, each having an effect on a childs behavior as
part of his/her development. This theory has recently been renamed bioecological
systems theory to emphasize that a childs own biology is a primary environment
fueling her development. The interaction between factors in the childs maturing biology,
his immediate family or community environment, and the societal landscape fuels and
steers his development.
8

Changes or conflict in any one layer will ripple throughout other layers. To study
a childs development then, we must look not only at the child and her immediate
environment, but also at the interaction of the larger environmentas well.
The following are the structures of environment as instigated by Bronfenbrenner.
The microsystem. This is the layer closest to the child and contains the structures
with which the child has direct contact. The microsystem encompasses the relationships
and interactions a child has with her immediate surroundings (Berk, 2000). Structures in
the microsystem include family, school, neighborhood, or childcare environments. At this
level, relationships have impact in two directions - both away from the child and toward
thechild. For example, a childs parents may affect his beliefs and behavior; however, the
child also affects the behavior and beliefs of the parent. Bronfenbrenner calls these bi-
directional influences, and he shows how they occur among all levels of environment.
The interaction of structures within a layer and interactions of structures between layers
is key to this theory. At the microsystem level, bi-directional influences are strongest and
have the greatest impact on thechild. However, interactions at outer levels can still impact
the inner structures.
The mesosystem.This layer provides the connection between the structures of the
childs microsystem (Berk, 2000). Examples are the connection between the childs
teacher and his parents, between his church and his neighborhood,etc.
The exosystem. This layer defines the larger social system in which the child does
not function directly. The structures in this layer impact the childs development by
interacting with some structure in her microsystem (Berk,2000). Parent workplace
schedules or community-based family resources are examples. The child may not be
9

directly involved at this level, but he does feel the positive or negative force involved
with the interaction with his own system.
The macrosystem. This layer may be considered the outermost layer in the childs
environment. While not being a specific framework, this layer is comprised of cultural
values, customs, and laws (Berk, 2000). The effects of larger principles defined by the
macrosystem have a cascading influence throughout the interactions of all other layers.
For example, if it is the belief of the culture that parents should be solely responsible for
raising their children, that culture is less likely to provide resources to help parents. This,
in turn, affects the structures in which the parents function. The parents ability or
inability to carry out that responsibility toward their child within the context of the
childs microsystem is likewise affected.
The chronosystem. This system encompasses the dimension of time as it relates to
a childs environments. Elements within this system can be either external, such as the
timing of a parents death, or internal, such as the physiological changes that occur with
the aging of a child. As children get older, they may react differently to environmental
changes and may be more able to determine more how that change will influence them.
More modern child development theories accept that both a childs biology and his
environment play a role in change and growth. Theories now focus on the role played by
each and the extent to which they interact in ongoing environment. He states that as a
child develops, the interaction within these environments becomes more complex.
This complexity can arise as the childs physical and cognitive structures grow and
mature.
10

Bronfenbrenner sees the instability and unpredictability of family life weve let
our economy create as the most destructive force to a childs development (Addison,
1992). Children do not have the constant mutual interaction with important adults that is
necessary for development. According to the ecological theory, if the relationships in
the immediate microsystem break down, the child will not have the tools to explore other
parts of his environment.Children looking for the affirmations that should be present in
the child and parent (or child and other important adult) relationship look for attention in
inappropriate places. These deficiencies show themselves especially in adolescence
as anti-social behavior, lack of self-discipline, and inability to provide self-direction
(Addison, 1992).
This theory has dire implications for the practice of teaching. Knowing about the
breakdown occurring within childrens homes, the educational system should somehow
make up for these deficiencies. It seems now that it is necessary for schools and teachers
to provide stable, long-term relationships. Yet, Bronfenbrenner believes that the
primary relationship needs to be with someone who can provide a sense of caring that is
meant to last a lifetime.This relationship must be fostered by a person or people within
the immediate sphere of the childs influence.Schools and teachers fulfill an important
secondary role, but cannot provide the complexity of interaction that can be
provided by primary adults. For the educational community to attempt a primary role is
to help our society continue its denial of the real issue. The problems students and
families face are caused by the conflict between the work place and family life not
between families and schools. Schools and teachers should work to support the
primary relationship and to create an environment that welcomes and nurtures families.
11

It is in the best interest of our entire society to lobby for political and economic policies
that support the importance of parents roles in their childrens development.
This theory primarily serves as basis for the teachers to understand their pupils
and at the same times come up with the best guidance services to address whatever issues
or concerns that may be present among their pupils.
Paradigm of the Study
The concept of the study is strengthened by the relationship between the
independent and the dependent variables as shown in figure 1.
The independent variables are the behavioral problems which are as follows:
physical aggression, defiance, impulsivity, extreme shyness, anxiety, passivity, and
somatic complaints and the guidance services rendered by the teachers of the elementary
schools in Buguias District.
On the other hand, the dependent variables includes the extent of prevalence of
the behavioral problems among the pupils and the frequency of the use of guidance
services rendered by the teachers.
Statement of the Problem
This study attempts to find out the behavioral problems and the guidance services
effective in the handling of these behavioral problems.
Specifically, it aims to answer the following specific questions:
1. What are the behavioral problems of pupils encountered by the teachers?
2. Which of the existing guidance services employed by the teachers as they
handle behavioral problems?

12


Independent Variables Dependent Variables

1. Extent of prevalence of
the behavioral problems
among the pupils.








2. Frequency on the use of
guidance services
rendered by the teachers




Figure 1
Paradigm of the study



1. Behavioral Problems

a. Physical aggression
b. Defiance
c. Impulsivity
d. Extreme shyness
e. Anxiety
f. Passivity
g. Somatic Complaints


2. Guidance services
rendered by the
teachers

a. Homeroom
b. Counseling
c. Follow-up/Monitoring
d. Consultations
e. Remedial and
enrichment services
f. Referral to other
agencies
g. Teacher and staff
meeting
h. Parent orientation on
remediation

13



3. Is there a significant difference among the behavioral problems manifested by
the pupils?
Null Hypothesis
1. There is no significant difference among the behavioral problems manifested
by the pupils in the elementary schools of Buguias District.
Scope and Delimitation
The study will be conducted in the forty-three (43) elementary schools of
Buguias District, Division of Benguet
There will be 175 elementary teachers who will served as respondents of the
study. Moreover, this study is delimited to the assessment of the behavioral problems
among the pupils and guidance services provided by the elementary teachers. Also, this
study did not include other guidance services which the teachers have not yet tried or
guidance services they still plan to implement.
Definition of Terms
For consistency for meaning and for the guidance of the readers, the following
terms are defined conceptually and operationally.
Anxiety.This is a word that health professionals used when a child is fearful or
distressed and the distress keeps going on for a long time. Anxious children tends to
worry a lot about some danger or threats.
Defiance. This is an attribute that commonly defines conduct disorder which
denotes persistent failure to control behavior appropriately within socially accepted rules.
14

Extreme shyness.It refers to constant and severe shyness that can reduce the
childs quality of life in many ways. This may lead to avoiding any social situations that
might trigger feelings of discomfort and anxiety.
Impulsivity.It refers to the tendency to respond quickly without thinking about the
answer or the action.
Physical aggression.This refers to childhood aggression common in small
children, when angry or frustrated would often push, shove, bite and hit other children.
Passivity.This is most commonly caused by anxiety and depression whereby the
pupil maybe too anxious or depressed to be active.
Pupils. It refers to learners taught by teachers in the elementary level.
Somatic Complaints. These includes feelings of dizziness, being overtired, having
body aches and pains and headaches. It may also include vomiting, sweating, diarrhea.
Importance of the Study
The results of the study would be beneficial to administrators who plan and make
decisions because they can make use of the results as bases for strengthening relevant
guidance programs that will contribute to the prevention or elimination of behavioral
problems in the primary level.
This study might help teachers become more successful in the performance of
their tasks as investors of learning and as guidance providers to their pupils. Further, this
study may help them determine their weaknesses and strengths which may lead to better
self-awareness of themselves which is an influential factor in providing effective
guidance services.
15

The result of the study would give the parents basis for working for a family
condition that will contribute to the betterment of their children. The parents have more
opportunities to give their children time, guidance and care so as to imbue them with
capabilities to attain their goals through positive and continuous learning.
Most especially, for the pupils who are the main beneficiaries of this study. The
results of this study will provide awareness on the most prevalent behavioral problems
that needs to be prioritized in the formulation of guidance and counseling programs. To
be able to address these issues will significantly aid them to become more participative
and forthcoming toward their educational experiences and as they relate to their teachers
and fellow pupils.
For future researches who can consider this study and its results as viable and
important in similar studies.



Chapter 2
DESIGN AND METHODOLOGY
This chapter includes discussion of the research design, locale and population,
data gathering procedure, data gathering tool, validity and reliability of the research
instrument and the statistical treatment used in the study.
Research Design
This study utilized the descriptive method of research. Its primary objective was
to investigate the behavioral problems encountered by the teachers in the elementary
school levels. Secondly, it attempts to find out which of the existing guidance services are
effective in the handling of these behavioral problems. To accomplish this task, the survey
method through two sets of questionnaire was used.
According to Javier (2006), descriptive design is applied to estimate the extent to
which variables are related to each other. Descriptive research design describes the
variables and examines the relationship among this variable. Using this design, it will
help us how to identify the interrelationship of a certain situation (Polit and Tetanobeck,
2008).
Calmorin and Calmorin (2003) cited that descriptive research focuses at the
present condition, the purpose of which is to find new truth. Descriptive research is also
valuable in providing facts on which scientific judgments may be based. Further, Garcia
(2003) cited that descriptive research endeavors to describe systematically,
functionally, accurately and objectively a situation, problem or phenomena.


17

Locale and Population of the Study
The research was conducted in the public elementary schools of Buguias district
among one hundred and seventy five (175) teachers determined through the Slovins
formula (Dawnie and Heath, 1984).
Table A
Distribution of Respondents
List of schools

Number of teachers
1. Abatan Elementary School 19
2. Alapang Elementary School 8
3. Ambanglo Primary school 3
4. Amgaleyguey Primary school 3
5. Amlimay Elementary School 8
6. Bad- Elementary School 9
7. Bangao Elementary School 14
8. Bacasen- Wakit Elementary School 8
9. Bayoyo Primary school 5
10. Bano-oy Elementary School 8
11. Bekes Elementary School 8
12. Bot- oan Elementary School 11
13. Buguias Central Elementary School 12
14. Buyacaoan Elementary School 9
15. Cabuguisan Primary school 1
16. Catlubong Elementary School 8
17. Cayapas Elementary School 8
18. Calamagan Primary school 5
19. Cotcot- Talabis Elementary School 9
20. Deccan Primary school 5
21. Guieong Primary school 4
22. Kimpit Primary school 2
23. Kayang Primary school 1
24. Laduan Primary school 3
25. Lam- ayan Elementary School 4
26. Lengaoan Elementary School 9
27. Loo Elementary School 25
28. Natubleng Elementary School 10
29. Nabalicong Elementary School 8
30. Natokyab Elementary School 7
31. Orlani- telitel Primary school 3
18

32. Paing Elementary School 8
33. Pan- ayaoan Elementary School 8
34. Pasbol Primary school 6
35. Pugo Primary school 7
36. Saclalan Elementary School 8
37. Sagandoy Elementary School 8
38. Sinipsip Elementary School 9
39. Tindo- Bosania Primary school 4
40. Tin- apan Primary school 4
41. Tonglo Primary school 1
42. Taba- ao Primary school 4
43. Bangsalan Primary school 2

Total 300

Data Gathering Tool
The data gathering instrument used in this research is a questionnaire developed
by the researcher based from published and unpublished materials.
The questionnaire had two parts. The first part is consists of thirty-nine (39) items
focusing on the behavioral problems. The respondents were asked to describe in a four
(4)-point scale the frequency occurrence for each problem.
The second part dealt with the different guidance services in relation to the
behavioral problems. The respondents of the study were asked to described in a (4)-point
scale what the guidance services were considered most effective for each of the
behavioral problems.
Validity and Reliability of the Research Instrument
The questionnaire constructed based from informal interviews, journals and
researches related to the study will be shown to experts associated with the subject for
comments and suggestions to further enhance the data gathering tool to establish its
content validity.
19

The Kuder Richardson Coefficient Reliability instrument formula 20 (Downie and
Heath, 1984) will be used to establish the reliability of the questionnaire after a pretest to
10 elementary teachers.
Data Gathering Procedure
Before floating the questionnaire, the needed permission from the proper
authorities of the participating schools will be obtained. The researcher will personally
distribute the questionnaire to the target respondents. This is done in order to explain to
the respondents the proper accomplishment of the questionnaire. It will be during the
distribution and retrieval of the questionnaire that some informal interviews will be
conducted. Likewise, observations will be made to further augment data gathered.
Statistical Treatment of the Data
The data to be gathered in the study will be tallied, classified, tabulated and
subjected to the weighted mean and ranking.
f
WM =
N

Where:
WM = Weighted mean
= summation
f = frequency
N = total number of cases


20

The following numerical values, statistical limits, descriptive equivalents, and
symbols are to be used in the study.
1. Behavioral Problems
2. Guidance Services

To determine if there significant difference among the behavioral problems
among the pupils, the One-Way Analysis of Variance (ANOVA) will employed with the
following formula:
MSc
FCc =
MSe
Where:
FCc - Computed value between groups
MSc - mean square between groups
MSe - mean square of error




NUMERICAL
VALUE


STATISTICAL
LIMIT

DESCRIPTIVE EQUIVALENT

SYMBOL
4 3.26 4.00 Always Encountered AE
3 2.51 3.25 Often Encountered OE
2 1.76 2.50 Seldom Encountered SE
1 1.00 1.75 Never Encountered NE

NUMERICAL
VALUE


STATISTICAL
LIMIT

DESCRIPTIVE EQUIVALENT

SYMBOL
4 3.26 4.00 Always Used AU
3 2.51 3.25 Often Used OU
2 1.76 2.50 Seldom Used SU
1 1.00 1.75 Never Used NU
21

References
Addison, J. T. (1992). Urie Bronfenbrenner. Human Ecology, 20(2), 16-20.
Adler, A. (1989). Introduction to psychology: Exploration and application (5
th
Ed).
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24

APPENDIX A
BAGUIO CENTRAL UNIVERSITY
#18 Bonifacio St., Baguio City
Graduate Program

Dear Respondents,

Greetings!
I am currently conducting a thesis entitled BEHAVIORAL PROBLEMS AND
THE GUIDANCE SERVICES PROVIDED BY THE TEACHERS IN THE
PUBLIC ELEMETARY SCHOOLS OF BUGUIAS DISTRICT for the completion
of the course Master of Arts in Guidance and Counseling. The items in the
questionnaire then, pertain to behavioral problems encountered in the elementary levels
and the various guidance services rendered.
May I then request for your cooperation and rest assured that your answers would
be treated with utmost confidentiality.
Thank you.


Very Truly Yours,

JANICE B. BUYA-AN
Researcher

25

APPENDIX B
QUESTIONNAIRE
Profile
Name: ___________________ (optional) Position: ______________
School: __________________________________________________
Number of Years in Present Position: _____________________
Grades Taught: ____________________
Number of Relevant Trainings Attended: ____________________
Highest Educational Attainment: _________________________________

Part I. The following are some BEHAVIORAL PROBLEMS that you may have
encountered in school. Please put a check mark ( / ) under the number that
corresponds to how often you meet/come across the problems using the following
scale:




Physical Aggression 4 3 2 1
1. Bullying of other children
2. Temper outbursts, blows-up when unable to do what he wants
3. Getting into fights or quarrels with other children
4. Showing little concern for the needs, problems and feelings of
others

5. Restless, being hardly ever still

Defiance 4 3 2 1
1. Disobedience, rebels against teachers, rules, and regulations
2. Obstinacy, insists on own reasoning
3. Cheating during quizzes
4. Lying
5. Does not cooperate with teacher and classmates in school tasks and
activities




NUMERICAL VALUE


DESCRIPTIVE EQUIVALENT

SYMBOL
4 Always Encountered AE
3 Often Encountered OE
2 Seldom Encountered SE
1 Never Encountered NE
26

Impulsivity 4 3 2 1
1. Destroying own things or others belongings
2. Truancy form school (cutting classes)
3. Stealing things
4. Loss of self control, assaulting others, looking for fights
5. Acting act resentment towards authority through retaliation

Extreme Shyness 4 3 2 1
1. Withdrawn, dong tasks in isolation
2. Difficulty in working, playing with others
3. Difficulty in relating with others-poor social relations
4. Lacks confidence
5. Withdrawn, dong tasks in isolation

Anxiety 4 3 2 1
1. Unhappiness, sadness, depression
2. Extreme worrying
3. Squirming behavior, often fidgety
4. Biting nails or fingers
5. Tendency to be afraid or new things or situations

Passivity 4 3 2 1
1. Lack of cooperation while doing school tasks
2. Tends to be absent from school for trivial reasons
3. Lacks motivation for school tasks
4. Daydreaming
5. Inattention in class

Somatic Complaints 4 3 2 1
1. Stuttering in speech
2. Wetting, soiling of pants (poor bowel/bladder control)
3. Becoming sick/upset when faced with a difficulty in school
4. Feeling of dizziness, aches, pain





Part II
The following items pertain to the Guidance Services rendered in the handling of the earlier mentioned behavioral problems.
For each of the guidance services, please encircle the number that corresponds to how frequently you use them for each of the
behavioral problems using the following scale.




Guidance Services
Offered by Teachers
Physical
Aggression
Defiance Impulsivity Extreme
Shyness
Anxiety Passivity Somatic
Complaints
1. Homeroom 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
2. Counseling 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
3. Follow-up/
Monitoring
4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
4. Referrals to other
agencies
4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
5. Consultations 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
6. Remedial and
Enrichment
Services
4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
7. Teacher or Staff
meeting
4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
8. Parent
orientation on
remediation
4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
9. Other guidance
services:
________________

4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1

NUMERICAL VALUE DESCRIPTIVE EQUIVALENT SYMBOL
4 Always Used AU
3 Often Used OU
2 Seldom Used SU
1 Never Used AU
29

CURRICULUM VITAE
PERSONAL DATA:
Name: JANICE BESTRE BUYA-AN
Date of Birth: November 17, 1980
Place of Birth: Abatan, Buguias, Benguet
Civil Status: Married
Parents: Juanito Catagan Bestre
Norma Paleng Bestre
Husband: Romel Contig Buya-an
Child: Antonette Gem Bestre Buya-an

EDUCATIONAL BACKGROUND:

Graduate : Master of Arts in Guidance and Counseling
Baguio Central University
Baguio City
Ongoing

Tertiary: Bachelor of Science in Secondary Education
Baguio Central University
Baguio City
March 20001

Secondary: Buguias Loo Polytechnic College
Loo, Buguias, Benguet
March 1998

Primary: Loo Elementary School
Loo, Buguias, Benguet
March 1994

EXAMINATION PASSED:
Licensure Examination for Teachers (LET) given by the Professional Regulatory
Board last August 14, 2004.

30

WORK EXPERIENCE:

Teacher 1
Buyacaoan Elementary School
Buyacaoan, Buguias, Benguet
May 30, 2013 to present

Substitute Teacher
Loo Elementary School
Loo, Buguias, Benguet
June 01, 2012 to Decemeber 31, 2013

PSB Teacher
Tab-ao Primary Teacher
Loo, Buguias, Benguet
June 06, 2011 to Decemeber 31, 2011

Contractual Teacher
Remnant International College
Camp 7, Baguio City
October 01, 2005 to December 31, 2010

Contractual Teacher
Benguet State University-Buguias Campus
Loo, Buguias, Benguet
October 01, 2003 to March 2004

Volunteer Teacher
Loo National High School
Loo, Buguias, Benguet
October 2013 to March 2003