ASSESSING THE EFFECTIVENESS OF GUIDANCE SERVICE MANAGEMENT SYSTEM IN REMOTE SCHOOLS: BASIS FOR STRATEGIC ENHANCEMENT

Education is a fundamental human right, yet for Indigenous Peoples like the Aeta communities in region III, Philippines, this right is often challenged by geographic isolation and cultural barriers. This study was born from a deep-seated need to assess the effectiveness of the Guidance Service Management System (GSMS) in these "last mile" schools—sanctuaries where guidance is not just an administrative task but a lifeline for student well-being. Utilizing a descriptive-evaluative research design, the study gathered insights from 20 front-line educators, including School Principals and Guidance Designates, to understand how effectively these systems promote the academic, social, emotional, and cultural development of marginalized learners. The findings reveal a system that is remarkably resilient and "Highly Effective" across several key pillars, despite the harsh realities of remote service. Program Implementation and Delivery achieved a high standard (Mean=3.45), particularly through consistent anti-bullying initiatives and individual counseling. Coordination and Linkages were also rated as highly effective (Mean=3.53), suggesting strong internal alignment, although external community linkages for resource sharing were noted as an area for further growth. Monitoring and Evaluation mechanisms remain robust (Mean=3.49), with systematic record-keeping providing a stable foundation for student support. Notably, the study found no significant difference between the assessments of principals and guidance designates, indicating a unified vision of the system’s goals and operational status. However, beneath these successes lie human challenges that require strategic attention. The data highlighted a "training gap," with many personnel having attended only 1-2 relevant seminars in the last three years, and a pressing need to reduce the auxiliary tasks of guidance designates so they can focus on their core mission of student care. Furthermore, while resource utilization is effective, the physical conduciveness of guidance areas remains a sensitive priority for improvement. Ultimately, this dissertation concludes that while the GSMS is fundamentally sound and compliant with mandates like the Indigenous Peoples Rights Act (IPRA), it requires "strategic enhancement" rather than a total revision. The proposed Strategic Enhancement Plan focuses on specialized training, strengthened leadership-guidance linkages, and the protection of the guidance personnel's time. By humanizing the management of these services and prioritizing the emotional health of both educators and students, we can ensure that every Aeta learner is empowered to thrive within their unique cultural and ecological context.