Skills in Implementing Culturally Relevant Learning Practices and Knowledge of Diverse Backgrounds of Students

This explanatory sequential mixed-methods study examined the influence of cultural competence and professional development on the effectiveness of guidance and counseling among senior high school teachers in Cluster IV Schools. The quantitative phase involved the use of validated survey instruments administered to 138 respondents, assessing levels of cultural competence, professional development, and counseling effectiveness. Results revealed that cultural competence significantly predicted guidance and counseling effectiveness (p = .006), particularly among teachers with higher self-assessed counseling performance. Professional development, while rated as moderately relevant and collaborative, did not yield a statistically significant influence on counseling effectiveness. Furthermore, no significant interaction effect was found between the two variables (p = .956). The qualitative phase, comprising in-depth interviews and focus group discussions, further explained these results. Teachers highlighted the importance of cultural awareness, empathy, and rapport in enhancing student trust and improving counseling outcomes. They reported changes in attitudes and practices after participating in culturally focused professional development, including more inclusive and reflective approaches. The findings underscore the critical role of cultural competence in fostering effective, student-centered guidance practices, especially in diverse educational contexts.