The Helpfulness of Counselor Educators’ Teaching Competencies and Strategies as Experienced by Passers of Licensure Examination for Guidance Counselors

Abstract

This study focused on the teaching competencies and strategies of counselor educators as perceived by recent passers of the Licensure Examination for Guidance Counselors (LEGC). Using the sequential explanatory research design, the study aimed to explore the experiences of 55 licensed counselors during their master’s degree academic preparation. Furthermore, the counselors rated the helpfulness of their educators’ teaching strategies. Findings revealed that maintaining shared values of respect and trust in the classroom is the most observed competence by the participants, while making use of different techniques for better learning is the least observed competence by same group. In terms of teaching strategies across all subjects, lecture-discussion is considered the most helpful, whereas film analysis and field work with journal writing are considered the least helpful. Concerning the preparation for board exams, lecture-discussions are deemed most helpful. Finally, sharing of actual cases by the counselor educators are considered helpful for the practical application of counseling, but not for the board examination. The results of this study suggest implications to counselor educators in terms of their teaching competencies and strategies to ensure readiness of students in passing the board examinations and consequently, practicing the counseling profession.