Opinions of school psychological counselors and guidance teachers on the contribution of the e-guidance module to psychological counseling and guidance services

In this research, it is aimed to examine the opinions of school psychological counselors and guidance teachers about the contribution of the e-Guidance module, which is implemented in educational institutions affiliated to the Ministry of National Education, to do Psychological counselling and guidance services. Phenomenology design, one of the qualitative research methods, was used in the research. The study group of the research, which was determined by the maximum diversity sampling method, one of the purposive sampling methods, consists of 24 school counselors/guidance teachers working in public schools in the city center of Batman province in the 2022-2023 academic year. A semi-structured interview form developed by the researcher was used as a data collection tool. The obtained data were analyzed with the content analysis method through the MAXQDA 2020 package program. In the coding process, both expert opinion was sought and the coding of two different coders was compered over the samples selected from the data set and it was determined that the agreement between the coders was 93.75%. The findings obtained as a result of the analysis of the research data; the contribution of the module to PDR services, the deficiencies of the module, the aspects of the module that need to be developed, and new services that can be added are presented in 4 sub-themes. e-Guidance module; It has been determined that it contributes to the development and evaluation of evidence-based, stakeholder participation-based, need-oriented, flexible, functional PDR programs, digitization of the process, effective student follow-up by creating a data archive, increasing the visibility of services, standardization and improving the work discipline of the employees. The shortcomings of the e-Guidance module are; ıt has been determined that the needs analysis tools are insufficient, the general and local targets are not inclusive for all levels, the time allowed for data processing is limited, the reporting part for the data is insufficient, the classroom guidance is ignored, and software inadequacies are present. It is thought that the e-Guidance module should go beyond being just a data-processing software, and turn into a separate platform such as EBA, where services are offered and more stakeholders can actively use it for the PDR field. Key Words: e-Guidance module, psychological counselling and guidance services, psychological counselor, guidance teacher