Guidelines for Promoting Coordination between Guidance Teachers and Homeroom Teachers to Provide Guidance Services to Students during Transition from Compulsory Education to Upper Secondary Education
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Abstract
This research aims to: 1) study the current and expected conditions of guidance services provided to students during the transition from compulsory education to upper secondary education, 2) analyze the essential needs for these guidance services during this transition, and 3) develop guidelines for promoting coordination between guidance and homeroom teachers to provide guidance services to students. The study population comprised 55 homeroom teachers and guidance teachers from extra-large secondary schools in Nonthaburi Province during the 2024 academic year. Research tools included a five-point Likert scale questionnaire. Statistical methods were frequency, percentage, mean, standard deviation, Modified Priority Needs Index, and Content Analysis.
The findings revealed: 1) The current conditions of guidance services were rated high overall, while the expected conditions received the highest rating, 2) The prioritized essential needs for guidance services, ranked from highest to lowest, included: Counseling Services, Follow-up Services, Information Services, Placement Services, and Individual Inventory Services, 3) The most frequently identified guideline for promoting coordination was the continuous coordination between guidance and homeroom teachers to address complex student issues and facilitate referrals to specialized professionals.
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