The Role of Meaningful Work in School Culture and the Meaning in Life of Guidance Designates

This study examined the role of meaningful work in the relationship between school culture and life meaning among guidance counselors (GCs) in the Philippines. Using a correlational quantitative design, data were collected from forty-three (N = 43) GDs employed in public and private schools across the country. Standardized instruments were used, including the School Culture Triage Survey (SCTS), Work and Meaning Inventory (WAMI), and Meaning in Life Questionnaire (MILQ). Results showed that most GDs perceived a positive school culture, particularly in professional collaboration (76.74%) and affiliative collegiality (67.44%), while self-determination or efficacy scored moderately lower (60.47%). Mean scores for meaningful work were moderate: Positive Meaning (M = 17.67), Meaning-Making through Work (M = 13.51), and Greater Good Motivations (M = 12.77). Most respondents (86.04%) reported high levels in both the presence and search for meaning in life. Regression analyses revealed that school culture significantly predicted meaningful work (β = 0.447, p = 0.003, R² = 0.200) and meaning in life (β = 0.333, p = 0.029, R² = 0.111). Meaningful work also significantly predicted meaning in life (β = .350, p = .021, R² = .122), but it did not mediate the relationship between school culture and meaning in life (R² = .161). These findings underscore the importance of cultivating positive school cultures and promoting meaningful work experiences to enhance the psychological well-being, life satisfaction, and professional identity of GDs.