The holistic development contains a learners social, emotional, physical, mental, and intellectual growth. Developed holistically, learners become factors of themselves and, others, and their communities. This study aimed to determine the implementation of the homeroom guidance program, teaching performance, and learners holistic development. A descriptive-correlational design was used to gather the data from 92 teachers, 194 parents, and 194 learners. The data were analyzed using mean, standard deviation, Pearson r, and t-test. The findings revealed that the implementation of the Homeroom Guidance Program (HGP) along with counseling services, program evaluation, needs assessment, response services,  policy, and planning were very high. The teachers have outstanding teaching performance. Learners holistic development relative to their moral, intellectual, social, and physical aspects was very high. The overall HGP implementation has no significant relationship with the holistic development of learners. There is a significant relationship between the policy of HGP implementation and assessment and reporting of teaching performance and needs assessment and curriculum and planning. There was a significant difference in the holistic development of learners according to the assessment of parents and teachers. This study concluded that the Homeroom Guidance Program (HGP) is a complete, developmental, and proactive program that equips learners with life skills and healthy learning opportunities in the classroom that promote positive attitudes, behaviors, and values and strengthen the bonds between them and the teachers. Most teachers performed extraordinarily on their performance. Learners possess very high holistic development that depicts their total personality. The schools may improve the implementation of the Homeroom Guidance Program (HGP), focusing on the planning.  

implementation

learners

holistic development

homeroom guidance program

teaching performance