Evaluation of school guidance services in terms of developmental guidance model

Developmental guidance approaches aim to support students' life career development by gaining knowledge and skill competence in the areas of educational, vocational and personal social development, taking into account the developmental characteristics of students, their developmental tasks and needs.According to the Comprehensive Developmental Guidance Program (CGRP) Model, school guidance services are carried out through programs that integrate teaching and management dimensions and require teamwork. In this research, it is aimed to evaluate school guidance services according to the developmental guidance model and determine the current situation, problems encountered in practice and suggestions for the development of programs. The importance of the research is that the information to be obtained as a result of the research will provide information to those who have responsibility in this field, give ideas to researchers for new research, and help the studies carried out to prepare and develop guidance programs in accordance with the needs of the day. The research was conducted using a phenomenological design from qualitative research methods. The study group of the research consists of guidance counselors working in public secondary education institutions in the 2023-2024 academic year. The participants of the study consisted of 30 guidance counselors working in public secondary education institutions in Sivas Province, selected by simple random sampling method. The research data were collected with a semi-structured interview form prepared by the researcher. The data collected within the scope of the research were analyzed by content analysis method. From the interviews, it was concluded that counselors found their undergraduate education, RIBA forms for needs analysis studies and cooperation of stakeholders insufficient, and that they experienced time constraints during the implementation of the programs due to extracurricular studies, lack of guidance course hours and the number of counselors. Guidance teachers made suggestions for the effective participation of teachers in guidance, fulfilling their duties, introducing guidance to stakeholders, increasing the number of guidance counselors and lesson hours in schools in the realization of school guidance services.