Abstract
This study assessed the competencies of the classroom teachers as counselor as the basis for the development of Humanities and Social Science students’ self-esteem. Through descriptive correlational research design, it investigated the level of competencies of classroom teacher-counselor into behavioral competencies and work-related competencies, and the level of student’s self-esteem into identity, appreciation, acceptance, self-confidence, pride, humility and selfishness. It involved 147 Grade 11 and Grade 12 Humanities and Social Sciences students of one private school in the Philippines during the academic year 2021-2022. The findings revealed that there is a significant relationship between the competencies of classroom teacher-counselors and the self-esteem of senior high school students. Therefore, the null hypothesis posited in the study is not sustained. In this light, the study posits that the competence of the teachers as counselors are significant in the development of students’ self-esteem. Therefore, students may directly share their concerns with their teacher-counselor dealing with personal issues affecting their general well-being and academic progress. Teachers need to continue to support the learners through counseling and guidance leading to their academic success. Similarly, strengthening the competencies of teachers–counselors reassure the students’ mental health.
Keywords: Behavioral competencies, Work related competencies, self-esteem, counselling
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