ABSTRACT
The main purpose of this study was to determine how significantly related the implementation of Homeroom Guidance to Grade 11 learners’ psychological well-being in the City Schools Division of Cabuyao. This study used a quantitative research design and utilized the descriptive correlational research method. The respondents of the study were composed of Grade 11 Learners, 6 Senior High Schools involving 210 respondents, 35 selected learners per school in the City School Divison of Cabuyao. This study used frequency percentage, mean, four-point Likert Scale, T-test Independent, and Pearson’s Correlation Coefficient. Validated researcher-made survey instruments were used for gathering data Findings revealed that the level of manifestation on the implementations in terms of Self-Knowledge and Interpersonal Skills, Life roles, settings, and events were interpreted as Implemented while Life Career Planning was interpreted as Fully implemented. The level of manifestation of Grade 11 learners’ psychological well-being in terms of engagement, perseverance, Optimism, connectedness, and happiness (EPOCH) was interpreted as Often Manifested. There was no significant relationship between the assessments of the implementation of homeroom guidance and grade 11 learners’ psychological well-being. This connotes that the implementation of Homeroom Guidance has no impact on the psychological well-being of the learners through the means of distance learning. With the behavior and performance shown by the learners in performing their functions in coping as a learner with the situation that we have now which is the pandemic it only means that there is a strong personality that the learners perceive that cannot be taken among themselves together with their abilities and skills that completes their environment.
Keywords: homeroom guidance program, well-being, implementation, new normal