Guidance Teachers’ Experiences as Counselors During the Transition Surrounding COVID-19 Pandemic: Interpretive Phenomenological Analysis

Abstract

This qualitative study aimed to explore the experiences of guidance teachers in their role as providers of counseling services during the transitional period before and after the COVID-19 pandemic. The research employed Interpretative Phenomenological Analysis (IPA) as the methodological approach. Participants were three secondary guidance teachers. At present, all three work at large public schools but they have also had experience working in schools of different sizes and in private schools. Each teacher has at least five years of experience in counseling and has worked both before and after the COVID-19 pandemic, meeting the qualifications consistent with the purposive sampling criteria. The findings revealed four key themes: 1) counseling students as the core of guidance services, 2) collaboration with all stakeholders as a necessity, 3) challenges in working during the COVID-19 period, and           4) essential perspectives for working during the transitional phase. These findings highlight the adaptive role of guidance teachers in responding to change, connect with related literature, and offer practical recommendations for enhancing post-crisis guidance services.