Transition Factors and Capabilities of Public School Guidance Designates in Cagayan de Oro City

Teachers transitioning into guidance designates encounter challenges and opportunities that require adaptation to new responsibilities and specialized skills. This study assessed the level of transition factors and capabilities of guidance designates in Cagayan de Oro City Division during the School Year 2023-2024. It examined transition factors in terms of situation, self, support, and strategies, as well as capabilities in program administration, information, assessment, placement, consultation, research, evaluation and follow-up, public relations, and professionalism and ethical standards. Additionally, it explored the relationship between transition factors and capabilities and proposed a development plan based on the findings. The research involved 181 public school guidance designates across elementary, junior, and senior high schools, using a universal sampling technique and a descriptive-correlational design. Data were gathered through a validated questionnaire and analyzed through mean, standard deviation, Cronbach’s alpha, and Pearson’s correlation coefficient. Findings revealed that respondents perceived their transition factors as high, particularly in self, and rated themselves moderately capable in guidance services, with strengths in professionalism and ethical standards. However, weaknesses were noted in the situation transition factor and in research, evaluation, and follow-up services. A significant correlation was found between transition factors and capabilities of guidance designates. The study concluded that psychological resources and personal attributes enhance role transitions and professionalism and ethical standards. It is recommended that guidance designates embrace their roles for professional development, seek necessary support, and set realistic goals. School administrators should provide training and sustained support to enhance role clarity and address identified weaknesses.