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Guidance and counseling is an essential service in the academic framework that aims to support the optimal development of students. The success of BK services does not only depend on the competence of guidance and counseling teachers, but also on the involvement and synergy of all school personnel. However, in practice, BK services are often understood as the individual responsibility of BK teachers, so that the roles of other school personnel have not been optimally integrated. This research seeks to delineate the duties and responsibilities of school personnel in guidance and counseling activities and to examine the patterns of collaboration that have been established in their implementation. This research utilizes a qualitative approach using a literature study method, with data sources in the form of accredited national journal articles and related scientific publications over the past five years. The data were evaluated by employing content analysis techniques to identify topics related to the roles of the principal, guidance counselors, homeroom teachers, subject teachers, and educational staff. Findings from this research indicate that the effectiveness of guidance and counseling services is greatly influenced by the clarity of the division of tasks, managerial support from the principal, and collaboration between school personnel. The findings also reveal a gap between the ideal concept of collaborative guidance and counseling services and their implementation in schools. The Scientific implications stress the vital role of strengthening coordination and integration of the roles of school personnel in developing more effective, systematic, and sustainable guidance and counseling services.

Managerial competence will determine the progress of an educational institution. If the principal's managerial competence is good, it will be able to improve teacher performance. This study aims to describe the relationship between principal managerial competency and teacher performance improvement. The method used in this study is to use a qualitative approach. This research was conducted at SLB Negeri Sasa Ternate City. The subjects in this study were school principals and teachers. Data collection techniques were carried out in natural settings (natural conditions), primary data sources, and data collection techniques involved participant observation, in-depth interviews and documentation. The results of this study indicate that the head of SLB Negeri Sasa Kota Ternate is able to optimize school resources, both teachers and staff, direct students to be role models and take full responsibility for school progress. Patience, caring, hardworking, punctual attitude. The principal tries to establish himself as a leader according to the expectations of the teachers and all parties. So that it can be said that the principal already has a management program to improve teacher performance. The performance of a good teacher does not just happen, there are many factors that affect the high and low performance of a teacher, including internal factors and external factors, internal factors depend on the skills of the teacher himself, while external factors influence a lot, one of which is the principal's leadership competence. . This shows that the managerial principal can provide a positive increase in teacher performance.