Research report of hashimu mapengo 2013

THE INSTITUTE OF SOCIAL WORK
DAR ES SALAAM
RESEARCH REPORT
TITLE: ASSESSMENT OF THE ROLE OF GUIDANCE AND COUNSELING TO THE
STUDENT OF PUBLIC SECONDARY SCHOOLS.
CASE STUDY TANDIKA WARD, TEMEKE
STUDENT: MAPENGO HASHIMU
Contact: +255714526379 E-mail mapengoh@yahoo.com
SUPERVISOR: MANYAMA WILLIAM
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ACKNOWLEDGEMENT
I wish to express my profound gratitude to almighty God and those who have contributed in
one way or another towards the fulfillment of this report. Particularly indebted to my
supervisor Manyama William, who under his supervision this report has become well.
I would like to extend my sincere appreciation to Mr. Alphonce Magambo, who taught me the
foundation of research that helped to understand the method and techniques of writing report.
The acknowledgement should also go to my entire family members, my best friends
especially Ngolo Hadhili, Suleiman Ally, Kiswigu Lusajo, Amin Ngomasere, Khalfan Sudy,
Queen Senzige, Mariki Davis, Neema Peter, Komba Magdalena, Mamboleo Mariam,
Innocent Kilewo, Nyange Abdallah, Mgomba Saidi, Kisamu Esther, Lucas Charles, Weston
Innocent my young brother Hassan Mapengo and especially to my lovely mother and late
father who helped me to accomplish this report.
Finally, I appreciate all the people who in one way or another contributed to the success of my
research work but because of time and space limitations in this report I have not displayed
their names. But I still recognize, appreciate and value their contributions. May the almighty
God grant them merits in all aspects of their lives according to their heart desires.
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ABSTRACT
The abstract explains the comprehensive Research report which has been conducted at
Tandika ward, Temeke and also this report include five chapters as follows:
The first chapter consists of introduction, background to the study, statement of the problem,
general and specific objectives, research questions, significance of the study, scope of the
study, limitation of the study and definition of terms and concepts to be used in this study.
Chapter two explains the literature review that is related to this research. It focus on general
concept, the factors that lead to the guidance and counseling to student and its challenges,
others factors for rise of guidance and counseling to students, different studies concern
guidance and counseling to students, development of guidance and counseling practice in
african schools and the role of guidance and counseling as the main topic.
The third chapter will deal with the research methodology and designed to be adopted in this
study. It describes the research procedure in terms of research approach, research design, and
population of the study, sampling technique as well as data analysis techniques. In this
research both English and Kiswahili has been used in order to facilitate data collection.
Chapter four consists of explanation introduction, demographic characteristics of respondents
and verification of research question, Analysis of the first Research Question which based on
first specific objectives, Analysis of the second Research Question which based on second
specific objectives, Analysis of the third Research Question which based on third specific
objectives, Analysis of the four Research Question which based on four specific objectives,
General suggestions and comment of respondents towards the use of guidance and counseling
programme in public schools.
Chapter five conclude with summary of the research report, recommendation to student,
parents, teachers, NGO’s, government, further researcher and conclusion of the study.
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DECLARATION
I Mapengo Hashimu, I declare that this comprehensive Research report is my original work.
Title “Assessment of the role of guidance and counseling to the student of public secondary
schools”. Case study Tandika ward, Temeke as the partial fulfillment of the requirements for
the award of Bachelor Degree in Social Work.
Date……………………………
Signature……………………
COPYRIGHT
©COPYRITY 2013, MAPENGO, HASHIMU
All rights reserved. No part of this work may be produced, stored in a retrieved system by any
means, photocopying, mechanically, electronically, recording, or otherwise, without permission of
the copyright owner.
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CERTIFICATION
The undersigned certifies that he has read and hereby recommends for acceptance by the
Institute of Social Work Research report Title “Assessment of the role of guidance and
counseling to the student of public secondary schools” for partial fulfillment of the course
as the requirement for the Bachelor Degree in Social Work.
………………………………
MANYAMA WILLIAM
(Supervisor)
Date………………………………
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DEDICATION
The report is specific dedicated to my late father Abdallah Mapengo. Rest in peace
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LIST OF ABBREVIATIONS
AIDS ……………………………..Acquired Immune Deficiency Syndrome
BCC………………….…………….Behaviors Change and Communication
HIV …………………………… Human Immunodeficiency Virus
STD’S……………………………….Sexual Transmitted Diseases
ECA......................................................... Economic Commission for Africa
SGC…………………………………… School Guidance and Counselling
TV…………………………………….Television
USA……………………………….United States of America
UNESCO…………………United National Educational, Scientific and Cultural Organization
MCT………………………………. Multicultural Counselling and Therapy
NGO ………………………………Non-Governmental Organization
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CHAPTER ONE
1.1 INTRODUCTION
This chapter presents: introduction, background to the study, statement of the problem,
general and specific objectives, research questions, significance of the study, scope of the
study, limitation of the study, definition of basic terms and concepts to be used in this study.
1.2 BACK GROUND TO THE STUDY
Globally, the place of guidance and Counselling in the education system has been of great
concern in many European and American countries. Its presence in the system can be likened
to that of psychology in the USA in the late nineteenth century, when psychology as a
discipline was regarded as a branch of philosophy. Hence, to many educationalists in USA,
guidance and Counselling can be given by any teacher, whether a graduate or a non-graduate
teacher. A teacher in a school is appointed and is referred to as the ‘career master/mistress’ or
‘career adviser’. In most cases, he/she has no training and has no insight into the functions of
a guidance-counsellor.
Guidance and counseling have been part of secondary education in New Zealand since the
late 1960s. Their clients are students, staff and families in the school community. Their role
include:-Helping clients to explore their difficulties, concerns, and to develop their
capabilities and resilience, Fostering conditions in which a client can grow and develop as a
person, Offering leadership and sharing expertise in promoting positive relationships,
Promoting awareness of and respect for difference, Advocating for those who are
disempowered (Mertel,2007).
In Japan, the goal of guidance and counseling in high school is to "help every student to
develop abilities of self-understanding, decision-making, life planning, and action-taking to be
able to adjust in the career options he or she decides to pursue". In France, secondary school
counseling started in 1922 and by the late 1930, it was adopted by the educational system and
seen as a necessary part of the institution school counselors to assist students with vocational
guidance (Watanabe, etal p 101,2006).
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In Thailand, school counseling often incorporates advice-given by the teachers. In Israel,
school counselors devote one-third of their time to classroom instruction and the rest to
personal and social counseling. Career counseling is somewhat curtailed because students are
required to enlist with the armed services after high school. In Hong Kong, school counseling
and guidance is becoming more of a service that is incorporated into the whole school with an
emphasis on prevention. Turkey has a fifty-year history of counseling development. There is a
professional association that publishes a journal and sponsors conferences (Watanabe, etal p
101,2006).
In Africa, societies had various forms guidance and counseling that were provided for young
people and children, so that they could develop and grow into responsible and productive
members of their communities or ethnic groups. To function effectively in community, one
need to be aware of the values, beliefs and roles he/she had to play as a member of that
particular community,Many young boys and girls were socialized, or taught the ways of their
communities, as well as the various skills their forebears used to earn a living, or to provide
for their families. Initiation schools, for example, young people were taught things they
would need later on in their adult lives. For instance, they would learn about the history of
their ethnic group, how to relate to each other as boys or girls, and how to behave as adults, as
well as to know their responsibilities as parents or members of the community (Ministry of
Education, Botswana. 2007).
Skills in carving, hunting and other occupations needed later on in life were passed on to
young people by parents at different stages in the development of each child. Some of the
behaviour and skills were learnt either by observing adults, or acquired through other means
of training. Every community had its cultural-based social services for young people and
children. Among these culturally-based social services was the extended family system, in
which relatives played a significant part in providing guidance and counselling for the
young,the initiation schools/ceremonies introduced young people to the history of the ethnic
group, its customs and any other cultural activities that every member of the community
needed to know about, in order to live a successful life (Mapp-Robinson , 2008).
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There is, however, one consolation, and that is the realization by many African countries the
importance of guidance in schools and colleges. Beginning in the early eighties, the Economic
Commission for Africa (ECA) has organized a number of workshops and conferences on
guidance and counselling, both at the regional and country levels. These workshops and
conferences have made many people both in the public and private sectors aware of the need
for guidance in schools. Many African countries have now established guidance services in
schools. Some countries are far ahead, while others are still trying to catch up. The most
important thing is that there has been a re-awakening in countries to the problems facing the
youths, thus why some countries now train teachers in school counselling, so that they can
provide effective counselling and guidance (Shardanand, 2005).
In Tanzania, guidance and counseling began in the year of 1984 ( Omari 2008 ) It was soon
after the introduction of boarding schools that led to moral deterioration and existence of
HIV/AIDS pandemic which made people to lose hope and life. Twenty years ago the ministry
of health decided to introduce guidance and counseling at the University of Dar es salaam as
the way to overcome the problem. Guidance and counseling is now spread on educational
institution, what we can call expert guidance and counseling in Tanzania schools began in the
year 1984 following the National October 1984 Arusha Conference where advice and
counseling services were endorsed by the government as an integral part of the country's
instruction ideas.
The aim of the conference is to create systematic criteria for secondary schools students'
advice and counseling. Students were advised, guided and counseled on matters concerning
their job choice and learner placement for further education. This job was assigned to work
masters and mistresses as explained below, however, there were no adequate advice and
counseling personnel not only in the responsible ministry but also in the schools.
Guidance and Counseling is now becoming moderately institutionalized and spread in
educational institutions. Schools, for example, to a large extent taken over the task of
providing psychological retained to boys and girls, however Tanzania policies related to
advice and counseling is inadequate, the Ministry of Education, has somehow tried to
institutionalize the services within the instruction ideas by appointing work masters and
mistresses. He said that the personnel are expensive with the accountability of advising heads
of secondary schools concerning student’s job choice and placement for further education,
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to try and help students understand and create interest in appropriate jobs or further
instruction or training, to assess the students talents and capabilities and to encourage them to
pursue careers or further instruction best excellent to them and to help students solve their
personal problems which may sway their general improve in school (Biswalo, 2008).
The Tanzanian government have not yet formulated the instruction policy issues pertaining
advice and counseling in spite of the crucially and necessity in schools. Hence it’s emphasized
efforts direct towards fulfilling advice and counseling needs are apparently dissatisfied by
several difficulties together with financial resources to retain even established tiny counseling
activities in several schools.
1.3 STATEMENT OF THE PROBLEM
Despite the efforts taken by the government to introduce opportunity for free and universal
primary education, conducting different work shop to the students, different research done by
organization and guidance and counseling, through the ministry of health and ministry of
education, the provision of this services (guidance and counseling) in secondary schools is not
good and clearly known. It’s due to the shortage of school counselor in secondary schools.
Apart from academic problems of failure and dropout of students from schools; other
numerous psych-social; vocational and personal-social problems abound among students in
our secondary schools. Parents and others in recent times have been so concern about
academic problems of students. The solution of these problems is always done by school
authorities and teachers while seeking of counselor’s attention is always ignored, because of it
many children go to school without knowing what they are supposed to do, leaving them
without any idea of what type of jobs or careers they should follow.
A majority of school leavers are not aware of their potential. There is a need to help young
people and children to understand themselves on their abilities, interests, personalities, values,
beliefs and potential. They should also be assisted to acquire the skills need in order to cope
with the different social, economic and cultural circumstances they may encounter later on in
life through guidance and counseling in schools Kawuki (2003).
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Studies conducted in Tanzania by different researchers such as Mugonzibwa, Kikwilu, Idd
(2007) and Hezron (2008) focused on the factors which influence career choice among
secondary school students. Hence, the part of career services provision in the country and its
role on career decision making among students is not yet to be addressed. That is why this
study sought to fill this gap by examining whether the career services provision in Tanzania
schools is a dream or reality by examining career services provision in government and
international schools.
The absence of guidelines for career services provision contributed to the failure in
establishing effective career programs. This is because teachers were appointed to be career
counselors without any training. In support of this observation Bailyn, as cited in Kidd (2006)
argues that individuals’ career emerge from the interaction between the individual agencies on
the one hand and the experience, constraining and enabling forces of the social context on the
other hand.
Therefore, with this situation where there is inadequate programs and trained career
counseling in schools students will remain ignorance when it comes to the matter of linking
their school content and the world of work.
Santrock (2005) both emphasize in the argument that, with changes in technology there are
many careers added in the world of work for example army, farming , driving , teaching
accountancy, banking, laws, engineering, clerical work and politics. Hence it is necessary for
individuals to be aware so as to help them in making informed career decision through
guidance and counseling.
Due to the fact that till today guidance and counseling is relatively new phenomenon in
Tanzania. The government should insist on guidance and counseling so as to get adequate and
qualified counselors in schools and other institutions.
1.4 RESEARCH GAP
Many studies examine the assessment of the role of guidance and counselling to students and
have shown that schools are faced with the problem of having few or no counselors,
especially public schools. The studies have revealed that, provision of counselling services is
done by teachers and it’s still unsatisfactory due to the poor economic status and rapid
urbanization particularly in developing countries.
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Due to the fact that many researcher look much on the on the poor economic status, low level
of income rather than the other things like the knowledge people have on the importance of
guidance and counselling services, the globalization influence the utilization of counselling
services. But the problem still exist day to day, thus why my study focus on the finding role of
guidance and counselling to students.
1.5 MAIN OBJECTIVE
The research aims to examine the role of guidance and counseling to the students of public
secondary schools.
1.6 SPECIFIC OBJECTIVE
 To examine the accessibility of guidance and counseling to the students of public
secondary schools.
 To understand how guidance and counseling help students of public secondary schools
to succeed in their life and academic performance.
 To understand how guidance and counseling help to encourage students of public
secondary schools to have good behavior.
 To examine the participation/involvement of the teachers and students on the
implementation of guidance and counseling in public secondary schools.
1.7 RESEARCH QUESTIONS
1. How guidance and counseling is accessible to the students in public secondary
schools?
2. Does the provision of guidance and counseling in secondary schools helps the students
in their further future and improve academic performance?
3. How school guidance and counseling help student to change/modify their behavior?
4. How teachers and student are participating or involved in the implementation of
guidance and counseling in the school?
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1.8 SIGNIFICANCE OF THE STUDY
 This work will improve the process of solving student problem and learning process in
secondary schools.
 This research helps teacher and educational officer to deal with different problem in a
school according to the environment, for example to increase number of counselor in
schools.
 This research will benefit the ministry of education and vocational training and
harmonize the ministry to emphasizing guidance and counseling in secondary schools.
 Through this study governmental and non-governmental organizations will be able to
facilitate the creation of opportunities for guidance and counselling in schools.
 The finding will also give the light to the planners, policy maker’s administrators and
other stake holders to have a clear understanding on importance of guidance and
counselling to the student of secondary schools.
 The findings will provide the suggestion and recommendations on the possible ways
of improve guidance and counselling to the student.
1.9 SCOPE OF THE STUDY
The study base on the investigation of guidance and counseling to the students of public
secondary school. It has been conducted at Temeke in Dar es Salaam. Temeke District is the
southernmost of three districts in Dar es Salaam, Tanzania, with Kinondoni located to the far
North of the city, and Ilala located in the downtown of Dar es Salaam. To the East is
the Indian Ocean and to the South and West is the Coastal region of Tanzania. So this study
will involve two secondary schools from Tandika ward which are Tandika and Pendamoyo
secondary schools.
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1.9 LIMITATION OF THE STUDY
The study experience the following challenges lead to the difficulties in completion of it.
Time
This study was conducted in consistence with other academic commitments. These
commitments consume researcher’s time for completing the work, while the time allocated to
research study by the institute management is short .The topic under study needed enough
time to be conducted efficiently.
Unwillingness on the questionnaires filling to some respondents
The researcher faced with respondents knowingly or unknowingly not like to fill in the
questionnaires which was provided to them, even some of respondents stay with
questionnaires for longtime without returning them.
Financial problems
In order to conduct a good research, enough money was needed to complete the study in an
appropriate way. Researcher used money to travel different place to find needed data on
accomplished the activities hence any scarcity of finance was hinder an accomplishment of
the activity in an approved way.
1.10 DEFINITION OF KEY TERMS
Guidance is an assistance given to an individual in making intelligent, choice and adjustment
(Rao, 2008 p34).
Counselling is a relationship between a concerned person and a person with a need. This
relationship is usually person-to-person, although sometimes it may involve more than two
people. It is designed to help people to understand and clarify their views, and learn how to
reach their self-determined goals through meaningful, well-informed choices, and through the
resolution of emotional or interpersonal problems (McLeod 2009:7).
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CHAPTER TWO
LITERATURE REVIEW
2.1 INTRODUCTION
This chapter explains the literature review related to this research. It focus on general concept,
factors that lead to the guidance and counseling to student and its challenges, others factors
for rise guidance and counseling to students, different studies concern guidance and
counseling to students, development of guidance and counseling practice in african schools
and the role of guidance and counseling as the main topic.
2.2 GENERAL CONCEPT
Guidance and counseling is a study of behavior, mental process and it is diverse field. It
involves the process of understanding the reason why people behave and think as they do by
applying scientific method in observing and gathering information in order to come up with
an applicable principle of behavior and motivation. It’s subjective applied according to the
specific requirements of an individual (Kinra, 2008).
2.3 FACTORS WHICH LEAD TO GUIDENCE AND COUNSELING TO STUDENTS
AND IT’S CHALLENGES
Guidance and Counseling is an educational service aimed at assisting individuals to discover
themselves, their worth, aptitudes, capabilities, weakness and understanding the way to move
forward through counseling in life to be useful to oneself and his community. The value and
relevance of guidance to sustainable development cannot be contested. Even in its embryonic
stage guidance was used by Frank Parsons in the USA after the Second World War to
alleviate the post-war psychological trauma and the effect of joblessness that devastated the
Americans during the economic depression years.
The educational challenges that guidance and counseling helped to correct can be noticed as
Tambuwal (2006), posited that social structure, social and personal values continues to
change, it has become diverse with emerging social groups challenging established seeking
equity. People are on the move from rural to urban areas and back again from one region of
the country to another in search of economic, social and psychological security. As a result,
our population is becoming increasing diverse and the trend is forecasted to continue.
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All of these changes create a substantial challenge for our children and youth. The rapidly
changes in our world include changes in the work place and the labour force, increased
violence in the home, school community, as well as divorce rates, substance abuse and sexual
experimentation. These challenges are real and they continue to have substantial impact on
the personal social career, academic development of our children and young people unless
checked and tackled by the use of guidance and counseling within education Tambuwal
(2006).
The aforementioned issues have so far not been addressed by the Nations education system.
They continue to emerge as problems that need to be tackled by the proper meaningful
inclusion of guidance and counseling in all facets of educational implementation. As for now
the main Attention is focused on globalization, the educational system too have focused on it,
but then how can guidance and counseling within education be able to help sort out other
challenges that are currently faced.
In this regard Tambuwal (2006) said that, the rapid technological development we are
witnessing in this early years of twenty fist century, together with factors of globalization, are
likely to lead to radical changes in the world of work. In fact, changing nature of work is
already perceptible in both urban and rural centers and rural communities. It follow therefore,
that human development of which education is such a vital tool must keep in step with these
societal changes if people are to lead production, sustainable, peaceful and satisfying lives.
During the last decades a mismatch has been evident in this country between skills imparted
by the educational system and those demanded by the workplace. This mismatch has been
exuberated in recent years with the introduction of new technologies in almost every sphere of
professional activity. Narrowing the gap between education and the world of work is thus a
priority for our education because of the potential economic and social benefits to be derived
from increasing the proportion of the population that is engaged in productive livelihoods.
The mismatch between education and world of work are so noticed because there is no proper
placement of students in our schools from the primary up to the tertiary. Talents are not
identified earlier and placed appropriately, equipment are not readily available in our schools
for skill acquisition and training. The required manpower is lacking in our schools.
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If guidance and counseling is given its proper place in the educational system, students would
be guided right from the primary schools up to the University on which type of courses to
pursue for a living and for those found not able to catch up with rigors and challenges of
academic work suitable placement could be done for them so that they grow-up with the right
orientation towards work and livelihood.
To address the issue of restive youths, truants, drop-out and violent militant behaviour.
Guidance and Counseling emphasized that peace is the greatest facilitating sustainable
development. Here as Denga (2009), asserted that counseling psychology is replete with
behavioral contingencies that can be used to modify maladaptive behavior, chronic
frustration, misplaced aggression, excessive love of cupidity (money) and other assorted or
variegated cargo of criminal behavior. Guidance and counseling can introduce what Denga
(2009) referred to as “Education for poverty eradication. An educational system that promote
self-reliance, sense of industry and build people’s capability will go a long way in mitigating
economic frustration. Job creation at the grassroots will keep people gainfully employed and
reduce criminal tendencies.
If adequately delivered guidance and counseling can help resolve the problems of Human
Capital which entails the production and empowering of individuals who have the
competence, who are physically, mentally and socially healthy to be useful to develop
physical Capital for the nation because manpower that is deranged cannot participate
effectively in sustainable national development.
In terms of critical infrastructure of the country which subsumes power, transportation,
national gas distribution and telecommunication, guidance and counseling within education is
as Denga (2009) opined, potentially equipped to prospect for talents which can be developed
to produce the necessary manpower to improve and develop the nation’s infrastructure.
Aptitude testing, interest prospecting and appropriate placement of youths in education
programs will save the nation from waste resulting from uninformed choices of subjects and
careers on the basis of whims and caprices. Guidance and Counselling as an educational
service has appropriate progrmmes to train youths to handle the nation’s infrastructural needs
for sustainable development.
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The issue of rural urban drift can also be addressed by guidance and counseling within
education, the Programme view the dreadful review the concomitant ills of the rural urban
drift, namely the spread of diseases urban poverty and the resultant mental problems of
youths. The major contribution of guidance and counselling is to outline a programme of job
creation through the establishment of large scale and small scale industries in rural cities to
keep the youths gradually employed in the rural settings. This will alleviate rural poverty that
has been around in terms of antiquity and ubiquity. Counselling centers can be created in
rural areas to assist in personal-social problems, health concerns and educational
development.
OTHER FACTORS LEADS TO GUIDANCE AND COUNSELING TO THE
STUDENTS
 The introduction of boarding schools that led to moral deterioration and existence of
HIV/AIDS pandemic which made people to lose hope and life.
 Poor academic performance to the students of secondary schools.
 Presence of bad behavior of student such as drug abuse, prostitution, theft and Poor
attendance to school.
Due to these factor, government through ministry of health and ministry of education decided
to introduce guidance and counseling to the student of secondary schools.(Kinra ,2008).
2.4 DIFFERENTS STUDIES CONCERN GUIDANCE AND COUNSELING TO
STUDENTS
Guidance and counseling has been conceptualized as a programme of activities which has
provided us with the gateway out of the existing numerous problems in our present age of
complex scientific and technological development (Okobiah and Okorodudu 2004).
The UNESCO module on guidance and counseling (2000a) also posited that Guidance is a
programme of services to individuals based on their needs and the influence of environmental
factors. Guidance and counseling is a professional field which has a broad range of activities,
programmes and services geared toward assisting individuals to understand themselves, their
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problems, their school environment and their world and also to develop adequate capacity for
making wise choices and decisions.
There is agreement among experts that there are three major components of guidance and
counselling. These are educational guidance, vocational guidance and personal social
guidance (UNESCO module 2000a). Under these three major areas, there are several
guidance and counselling services such as appraisal, information, placement, orientation,
evaluation, referral, and follow-up (Denga 2009) Each of these major components of guidance
and counselling alone with their services address student’s needs, challenges and problems.
The goal of guidance and counselling services is to enable each learner in learning institutions
to derive optimal educational benefits so as to actualize his/her potentialities. Thus, the
highlights of the National Policy on Education states “in view of the apparent ignorance of
many young people about career prospects and in view of personality adjustments among
school children, career officers and counsellors will be appointed in post-primary institutions
and tertiary levels. Unfortunately the practice of these services in our institutions of learning
is nothing to write home about. The programme is not encouraged at the secondary school
level and even at the university level.
Previous studies such as those of Denga (2009); Edet (2008), have shown that principals and
teachers constitute the greatest obstacle to the success of guidance and counselling services in
schools. The report showed a negative attitude of school authorities to guidance services and
to counsellors in particular.
Edo (2010) believed that principals and teachers misconceived the counsellor’s status, which
often creates conflict between them and in most cases teachers and principals who believe in
the need for counsellors in the school may see no reason why there should be full time
counsellors in schools.
Denga (2009) stressed that the Principals who know little about counselling will not in any
way appreciate the need for the counsellor to be relieved of heavy teaching load and other co-
curricular duties. Such principals will stifle the counsellors work by withholding budgetary‟
allocation for guidance services.
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Researches carried out by Ubana (2008) have discovered both positive and negative attitudes
of students towards guidance and counselling services including influence of sex and school
geographical location. In the study of high school students attitude toward guidance and‟
counselling services discovered no significant differences in sex, and grade level, but a
positive/favourable overall attitude toward their guidance offices. It was inferred that the
needs and Expectations of the majority of the students were being met by the guidance and
counselling services.
Ubana (2008) in her research study on the attitude of secondary school students towards
guidance and counselling services in Yakurr local government area of Cross River State came
out with the findings that students attitude towards guidance and counselling services was
negative and that sex of the student and the geographical location of the school had no
significant influence on students attitudes toward guidance and counselling services.‟
2.5 DEVELOPMENT OF GUIDANCE AND COUNSELING PRACTICE IN AFRICAN
SCHOOLS
Guidance and Counseling Practices in Tanzanian Schools in Post-colonial era In several
literatures and sources, guidance and counseling on education sector in Tanzania and some
other African countries is regarded as the youngest discipline. This is evidenced by First
International Conference on Guidance, Counseling and Youth Development in Africa held in
Nairobi, Kenya from 22nd to 26th April, 2002 which pointed out that the Guidance,
Counseling and Youth Development Programme was initiated in Africa in April 1994,
following the First Pan African Conference on the Education of Girls that was held in
Ouagadougou in 1993. It is designed to introduce or strengthen guidance and counseling in
African countries. It focuses on capacity building in the countries involved and provides
training at both regional and national levels on issues of guidance and counseling of schools
and colleges.
This is an impossible and realistic burden on these untrained personnel. It reflects the apathy
of policy and decision makers regarding the new field of guidance and counseling in schools;
the strength of the myth of planned manpower in which career guidance is erroneously
regarded as redundant and the gross lack of trained personnel who would provide effective
guidance and counseling services in schools.
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It is unfortunate that even after the National October 1984 Arusha Conference on the
strengthening of education in Tanzania, where guidance and counseling services were
endorsed by the government as and integral part of the country's education system, the
services are to-date still patchy and ineffective in Tanzania's educational institutions.
Guidance and counseling in this manner is discussed by different scholars in primary,
secondary and tertiary education levels together.
In the case of secondary schools till to-date there is insufficient programmed or time-tabled
system of guiding and counseling students. In some cases this duty is left to discipline masters
and sometimes to class masters and head of schools. At secondary school level, students
would seek educational opportunities, information of all kinds and any other help pertinent to
educational pursuits. These needs are catered to by educational guidance and counseling
Biswalo (2008).
At this level students are helped with subject choice, study techniques and tests and
examination. also sometimes during subject choice, pride of placing as many students as
possible in prestigious streams, such as science, takes precedence over actual abilities,
interests and aptitudes of students. He said this unfortunate situation has been born out of the
lack of genuine educational guidance and counseling services in secondary schools.
The school has an important role to play in preparing pupils for continued secondary
education, paid employment, self-employment and life in the community, as clearly set out by
the Ministry of Education in the objectives for its secondary curriculum. Perhaps uniquely,
there would be total agreement among pupils, teachers and parents over the relative emphasis
a certain schools placed on the preparation for further education, with its focus on academic
knowledge and the pursuit of success in the national examinations.
The secondary schools where counseling is not well performed placed little emphasis on
citizenship and the development of a responsible attitude to life in the community at the local,
regional or national level and employment opportunities. However, what is de-emphasized is
the informal sector including self-employment but the emphasized is employment in the
formal sector with its implied emphasis on white collar jobs Santrock (2005).
15

The emergence of career development in western countries as a construct suggests that it may
be an essential area in developing country like Tanzania where students need assistance;
students particularly need assistance in selecting colleges and courses. To this end, the schools
should offer a career guidance and counseling programme under the able leadership of
qualified school counselors.
2.6 THE ROLE OF GUIDENCE AND COUNSELING TO STUDENTS OF
SECONDARY SCHOOLS
Guidance and counseling help to increase competence and confidence among the students. It
is simply that when teacher will mostly like to use guidance and counseling student will be
motivated and encouraged with the learning activities, it can lead student to good academic
excellence because of competence and punctuality (Kinra, 2008).
It Improve the relation between students and Teachers. This implies that that guidance and
counseling mostly emphasis on willingness, readiness as well as friendship among the society
surrounding them. Also it improves academic performance due to good relation among
students and teachers (Gibson and Mitchell 2008).
It solves individual differences. Guidance and counseling can solve the different from each
other as considering their physical, mental and emotional fact. In such case development of
individual is total varied to the heredity and environment factors as a result to individual
mental level, ability and interest differ from one another. This can be solved by guidance and
counseling (Okobiah and Okorodudu 2004).
Improve academic performance. Guidance and counseling it lead to advancement of children
and it is essential to remove hurdles in the way of his/her skill honing. It is important for
teachers to understand the method of his teaching only which will prove useful for students,
this process can be meaning full only if teacher will use guidance and counseling (Omari,
2008).
Guidance performs a complementally education function, assisting normal development and
personal autonomy. This means the creation of personal autonomy, purposeful action and
effective person decision making (Rao, 2008:38).
16

2.7 THEORETICAL FRAMEWORK OF THE STUDY
A theoretical framework is a collection of interrelated concepts, like a theory but not
necessarily so well worked-out. A theoretical framework guides the research, determining
what things to measure, and what statistical relationships will look for Sharma (2008).
Theoretical frameworks provide a particular perspective, or lens, through which to examine a
topic. Theoretical frameworks usually come from other disciplines - such as economics, the
social sciences, and anthropology - and are used by historians to bring new dimensions of
their topic to light. There is no right or wrong theoretical framework to use when examining
your topic since every topic can be looked from different perspectives.
A Researcher in this study use Theory of multicultural counselling and therapy (MCT) to
support the topic.Most career counselling and guidance practitioners would readily
acknowledge that each client is unique, and that individual differences must be accepted and
respected. However, practice based on theories taught during initial training and subsequently
developed into 'action theories' in the field often reflects the assumption that a particular
interviewing approach is transferable across a wide range of clients.
Sue et al (2005) propose a theory of multicultural counseling and therapy (MCT). This is
considered necessary because of the inadequacies of current theories informing current
guidance and counselling practice. These theories operate from both explicit and implicit
assumptions that guide their practical application, and so an `assumption audit' is presented as
the starting point for the authors developing MCT as an essential starting point for
understanding this new theory. Current theories of counselling and psychotherapy
inadequately describe, explain, predict and deal with current cultural diversity.
Multiculturalism provides a fourth dimension to the three traditional helping orientations
(psychodynamic, existential-humanistic and cognitive). Asian, African and other non-Western
progenitors of counselling and psychotherapy have been trivialized.
Guidance and counseling is also supported by Behaviorist theory which is more important in
counseling. Counseling theory cannot delink from theories of learning as the goal of
counseling happens to modify the counselee’s behavior.
The S-R theory says that behaviors of the people is the result of the forces existed upon them,
that is a direct outgrowth of the stimuli to which people are subjected, outgrowth of forces
that operate upon them at a particular time. Due to this then counseling is modification of
17

behavior in a matter of the manipulation of the forces exerted upon people. Behavioral
therapy is the method of counseling human behavior.
Skinner’s theory runs like this: “ It a tasty bit of food falls into a skinner box after a pigeon
pocks a button or a rat presses a bar, the pigeon or the rat is likely to pock or press again
behavior is affected by its consequences”. Reinforcement in changing the behavior of persons
who suffered from various behavioral disturbances as single individuals and also as small
groups LeClaire etal (2010).
Generally, a theory is also conceived as a statement or group of statements that has been
established by reasoned arguments on known facts in order to explain about a particular fact
or event.
18

CHAPTER THREE
RESEARCH METHOD
3.0 INTRODUCTION
This chapter shows the research methodology designed adopted in this study. It describes the
research procedure in terms of research approach, research design, and population of the
study, sampling technique as well as data analysis techniques. Both English and Kiswahili has
been used to facilitate data collection on the research
3.1 RESEARCH DESIGN
Qualitative and quantitative research design has been used to attain all kind of data which
include number and explanations.
Quantitative research involves data collection, analysis and interpretation. It is a statistical
analysis method to solve the research problem since the data used in it is mathematical and
statistical form (Creswell, 2003).
Quantitative research use the following
 It uses tools such as questionnaires, surveys and other equipment to collect numerical.
 It is deductive based on obtaining data which is accurate.
 It uses numbers, and numerical values to summarize the whole study, and looking on
numerical data from participants of the research (Neill, 2007).
 Quantitative research focuses on the measurement and amount of characteristics and
behaviour of people (Thomas, 2003).
Qualitative research deals in words, texts, picture so that it can be observed. It allows adaption
of interaction between researcher and its participants (Creswell, 2003). It considers social
activities like education, health, social work, administration in the social science
 In Qualitative research design researcher’s expectations is to discover the information
to describe human experiences, developing concepts and theories, explaining and
interpret human behavior or events; person being studied is an active participant and
its behavior.
 The design stage of Qualitative Research In collecting data involves the use of
individual interviews, structured and non-structured interviews, focus groups,
narratives, content or documentary analysis, participant observation.
19

 Qualitative research is generally inductive and it is based on texts and images, pictures
etc. (Creswell, 2003).
Generally, both Qualitative and Quantitative have been used in interview, observation.
Documentary review and questionnaire during collection and presentation of data that was in
number, chart, graph and explanation.
3.2 POPULATION OF THE STUDY
Population is an entire group of individuals, events or objects having common observable
characteristics (Thomas, 2003).
This study was involves only two secondary school from Tandika ward which are Tandika
and Pendamoyo secondary schools. The targeted population consists of students, teachers,
parents, and other people living near the school environment. The emphasis on this population
is because they are more concerned with the research problem, thus leading to great
possibility of obtaining accurate data related with the problems (study).
3.3 SAMPLING TECHNIQUE
Basically there are two types of sampling techniques, the Probability and Non probability
sampling techniques. Both probability and non-probability sampling techniques have been
used. The study has employed simple random sampling and purposive sampling procedure to
get the sampling frame of a population relating to the study.
Probability Sampling
Probability sampling is the one in which every unit of the population has an equal probability
of being selected for the sample, it selects large representative samples and it has various
forms, for example, Simple random, stratified random and cluster in probability but the used
one this study is simple random sampling
.
Simple random sampling is the simplest method of probability sampling. With simple random
sampling a particular study in a certain population gives everyone an equal chance of
inclusion in the sample. It is considered as fair and allows findings to be generalizing to the
whole population from which the sample was taken.
20

Simple Random is selected due to the following reasons;-
 It provides equal participation of the targeted population.
 It saves time because any one from targeted population has a chance to participate.
Non Probability Sampling
This is a technique whereby it makes no claim for representatives as every unit does not get
the chance of being selected .It is the researcher who decides which sample units should be
chosen .The types of the non-probability sampling are convenience sampling, purposive,
snowball and others. In non-probability I will use purposeful sampling.
Purposive sampling is a technique that involves selection of particular units of the universe.
Purposive sampling is used to draw the representative sample of respondents. In this sampling
also known as judgmental sampling, the researcher purposely chooses a person who in his
judgment about some appropriate characteristics is required of the sample members, it is
relevant to the research topic, and easily available to him (Kothari 2006).
The reasons on the use purposive sampling
 They meet particular criteria of interest in my research.
 They show wide variations in their knowledge, attitudes or practice to a particular
guidance and counseling issue.
 They have particular knowledge or expertise on a problem (study).
 Ensures balance of group sizes when multiple groups are to be selected.
The sampling process of respondent is through taking sample of student in a public secondary
schools, teachers and Parents/neighbor around schools.
3.4 SAMPLE SIZE
Sample size refers to as the size of the respondent where researcher selects few numbers of
respondents according to the area and nature of topic or it is a portion of people drawn from a
large population. It is the representative of the population only if it has the same basic
characteristics of the population from which it is drawn. The study involves taking total
number of sixty respondents (60) who are divided in three categories which include forty (40)
21

students, ten (10) teachers and ten (10) Parents/stakeholders around schools in order to
complete it.
The use of sample size is due to the following reasons;-
 Desirability and feasibility consideration; example issues of time,transport and
financial resources.
 It’s neither desirable nor possible to cover all the entire population, Sampling is
necessary because of nature of this study.
TABLE 1: RESPONDENT CATEGORIES
Category Female Male Total
Students 20 20 40
Teachers 5 5 10
Parents/stakeholders
around schools
5 5 10
Total 30 30 60
Source: Mapengo Field data 2013
3.5 DATA COLLECTION TECHNIQUE
A data collection technique is the technique that is typically associated with either numeric
data or word. This research employs the following technique in data collection;-
.Interview
.Observation
.Documentary analysis
.Questionnaire
3.5.1 INTERVIEW
Personal interview method requires a person known as the interviewer in asking questions
generally in a face-to-face contact to the other person (At times the interviewee may also ask
certain questions and the interviewer responds to these, but usually the interviewer initiates
the interview and collects the information). This sort of interview may be in the form of direct
personal investigation, or it may be indirect oral investigation (Kothari C; 2004, p 7).
The study uses both formal and informal interview so as to ensure mutual data collection.
This method of conversation will give an opportunity to the researcher to observe and
22

understand on what respondent responding and provide the feedback concerning with a topic.
This technique has been used due to the following reasons;-
 It helps the researcher especially to questions covered in the questionnaire, which
needs clarification to the respondent. Here interview skills will be used to insure that
the respondents are free to answer all what they were supposed to answer.
 The Interview helps researcher to get more information as respondents are free to talk
anything and the researcher is able to convince resistant to respond to answer
questions.
 This method also gives a chance to the researcher to add more questions to
respondents.
 It helps researcher to add more information in his findings. Also a researcher has a
chance of revealing information which is emotional, complex and sensitive.
3.5.2 OBSERVATION
This is the method where by the information is sought by the way of investigators own direct
observation without asking from the respondents (Kothari, 2004:118). Observation in other
word is a technique that involves systematic way of watching and recording behaviour and
characteristics of living things, objects or phenomenon. Under this technique the researcher
used observation which helps to justify answer obtained from interview. Questions were much
base on how guidance and counseling help student to their academic performance and moral
development.
3.5.3 DOCUMENTARY ANALYSIS
Documentary analysis is a variable source of information by qualitative research which
consists of public and private record, where documents are already documented (Creswell,
2003), the researcher will get the intended information by studying the document of visual
information such as text book, newspaper, articles, speeches, and others like from library.
23

3.5.4 QUESTIONAIRE
Questionnaire is a research paper containing a research question to be answered by
respondents (Creswell, 2003).Questionnaire can be either open or fixed questionnaire that can
be used to obtain subject perspective, value, attitude, beliefs and other traits. The researcher
design both open and close ended questionnaire to get data.
The reasons why the researcher used the questionnaire method:-
 This technique can work with the aid of the researcher.
 This technique can work together with the interview method to collect required
data.
 It’s less time consuming compare to other techniques like interviewing.
 Less cost and expenditure, since the cost in this method is only that of getting the
prepared questionnaire I will distribute and collect them.
 Possibility of covering a large area since the researcher sends the questionnaire to
the respondents.
 The last reason was that, due to the great reliability and valid of the information
secure, because the data was collected in an objective manner. Furthermore the
respondents are free to give information or views because they fill the forms in
the absence of the researcher.
There are three types of questionnaire which is used in this study one for the stakeholders
which formulated in Swahili and the other for the students and teachers, which formulated in
English.
3.6. DATA ANALYSIS
The level of the study itself (i.e. a small scale research), data analysis and presentation adopt
the traditional techniques and procedures of data analysis. Data collection was through
questionnaires, interviews, observations and documentary reviews which was processed,
classified and presented manually by using simple statistical tools that include calculators,
tabulation, simple average measures and content analysis. In addition, data presentation was
made in form of tables, percentage, histograms and pie charts.
24

CHAPTER FOUR
FINDINGS PRESENTATION, ANALYSIS AND DISCUSSION
4.1 Introduction
This chapter consists of introduction, demographic characteristics of respondents and
verification of research question, Analysis of the first Research Question which based of first
specific objectives, Analysis of the second Research Question which based of second specific
objectives, Analysis of the third Research Question which based of third specific objectives,
Analysis of the four Research Question which based of four specific objectives, General
suggestions and comments of respondents with regard to the use of guidance and counseling
programme in public schools.
4.2 Demographic characteristics of Respondents
This study had a total of 60 respondents, 40 were students, 20 were teachers and parents. As it
has been shown on the table below;-
Table 2: categories of respondents
Type of respondents Number of
respondents
percentage
Students 40 66.6%
Teachers 10 16.7%
Parents/stakeholders
around schools
10 16.7%
Total 60 100%
Table 2 above shows the respondents who participape in data collection which include 40
students who make up 66.6.% of all respondents were selected, also it shows 10 parents and
10 teachers who make up 33.4.% of all respondents were selected, were consulted in the
study.
Table 3: Sex of Respondents
Sex Students Parents Teachers Percentage
25

Male 20 5 5 50%
Female 20 5 5 50%
Total 40 10 10
Grand total 60 100%
Table 3 above shows that 20 male student, 5 parents male and and 5 teacher who make up
50.% of all respondents were selected, 20 respondent was female students, and 5 parent is
female and 5 teacher also female make up equal to 50% were consulted in the study. The
number of male was the same with that of female because study provide equal chance to
respondent. Also the use equal number of male and female in the study this implies that the
selection of respondents took gender into consideration.
Figure 1: shows sex of respondents
4.3 Verification of the Research Questions /Analysis of the research objectives
26

Testing of research question is the most important part of research that is where the researcher
comes up with the answers from the respondents to his/her assumption. It is where the
researcher proves or disapproves his/her research question.
The analysis process implies;- edition coding, classification, tabulation, graphs and charts of
the collected data through questionnaires, documentary, observation and interview from
different respondents. In this analysis, the researcher based on the specific objectives and
hence, simplified in to sub-questions in order to get clean answers from a targeted population.
Specific objectives and research questions one as follows:-
Specific objective
 To examine the accessibility of guidance and counseling to the students of public
secondary schools.
 To understand how guidance and counseling help students of public secondary schools
to succeed in their life and academic performance.
 To understand how guidance and counseling help to encourage students of public
secondary schools to have good behavior.
 To examine the participation/involvement of the teachers and students on the
implementation of guidance and counseling in public secondary schools.
Research question
5. How guidance and counseling is accessible to the students in public secondary
schools?
6. The provision of guidance and counseling in secondary schools helps the students in
their further future and improve academic performance?
7. How school guidance and counseling help student to change/modify their behavior?
8. How teachers and student are participating or involved in the implementation of
guidance and counseling in the school?
27

4.3.1 Analysis of the first Research Question which based on first specific objective
The first research question was, “How guidance and counseling is accessible to the students in
public secondary schools?” The main aim of this question was to understand the applicability
and availability of guidance and counselling in public secondary schools. In testing this
research question in questionnaire researcher posed different question so as to measure the
guidance and counselling in secondary schools to check the accessibility of guidance and
counselling services in the public schools.
Unfortunate that even after the National October 1984 Arusha Conference on the
strengthening of education in Tanzania, where guidance and counseling services were
endorsed by the government as and integral part of the country's education system, the
services are to-date still patchy and ineffective in Tanzania's educational institutions.
Guidance and counseling in this manner is discussed by different scholars in primary,
secondary and tertiary education levels together.
The aim of the conference is to create systematic criteria for secondary schools students'
advice and counseling. Students were advised, guided and counseled on matters concerning
their job choice and learner placement for further education. This job was assigned to work
masters and mistresses as explained below, however, there were no adequate advice and
counseling personnel not only in the responsible ministry but also in the schools.
educational pursuits Biswalo (2008).
Through interview one techer said that “we practice counselling with our student but the
problem is that we havent knoledge of guidance and councelling, also we hae a lot of task to
do like to teach, and prepare exams” so this show that the guidance and counseling is there
but implemented by teachers rather than counselors.
28

Table 4: Respondent opinion on accessibility of guidance and counselling in public
secondary schools
Respondent view Students Parents Teachers Percentage
YES 31 4 7 70%
NO 9 6 3 30%
Total 40 10 10
Grand total 60 100%
Table 4 above shows that 31 student agreed that there is a guidance and councelling in their
school who consitute 51.7%, 9 students disagree the presence of guidance and counselling
who make up 15% of all respondents who answer this question, 7 teachers agreed that there is
a guidance and councelling in their school who consitute 11.6%, 3 teachers disagreed about
the presence of guidance and counselling who make up 5%, also 4 parents agreed that there is
a guidance and councelling in their school who consitute 6.7% and 6 parents disagreed the
presence of guidance and counselling who make up 10%, so the total number of respondents
who agreed were 42 equal to 70% and those who disagreed were 18 equal to 30%.
From the table 4 above it show that there is a guidance and councelling in secondary schools.
But unfortunately the practice of these services in our institutions of learning is nothing to
write home about. Due to the fact that the programme is not encouraging at the secondary
school level.
Previous studies such as those of Denga (2009); Edet (2008), have shown that principals and
teachers constitute the greatest obstacle to the success of guidance and counselling services in
schools. The report showed a negative attitude of school authorities to guidance services and
to counsellors in particular. Because there is no counselor in many secondary school rather
than teachers who has heavy teaching load and other co-curricular duties.
Figure 2: shows agreed and disagreed of respondents towards the accessibility of
guidance and counseling in secondary schools
29

Though documentary review show that In Tanzania, guidance and counseling began in the
year of 1984 ( Omari 2008 ) It was soon after the introduction of boarding schools that led to
moral deterioration and existence of HIV/AIDS pandemic which made people to lose hope
and life. So twenty years ago the ministry of health decided to introduce guidance and
counseling at the University of Dar es salaam as the way to overcome the problem.
Ministry of Education has somehow tried to institutionalize the services within the instruction
ideas by appointing work masters and mistresses. He said that the personnel are expensive
with the accountability of advising heads of secondary schools concerning student’s job
choice and placement for further education, to try and help students understand and create
interest in appropriate jobs or further instruction or training, to assess the students talents and
capabilities and to encourage them to pursue careers or further instruction best excellent to
them and to help students solve their personal problems which may sway their general
improve in school (Biswalo, 2008).
Also I was done interview to 6 students 3 teachers and 3 parents, the answer was 5 student
agree 1 student disagree, 3 teachers all agreed and 2 parents disagreed and 1 parent agreed tha
there is guidance and counselling, I asked this type question of to measure the accessibility of
30

guidance and counselling. Due to 9 people agreed it show that there is guidance and
counselling in secondary schools.
Earlier findings in by Nziramasanga (2009:74) revealed that parents might be less
involved because of many social, psychological and economic pressures imposed on the
family. Due to the above pressures, parents tend to devote less and less time to students’
needs. Students might also not have been much involved because of lack of knowledge
on the part of the school counsellor.
educational pursuits. These needs are catered to by educational guidance and counseling
Biswalo (2008).
These implies that in our schools the guidance and couselling service was accesible , but we
use teachers than professional psychologist, these mean that Psychological teams were also
not involved because they are very few in Tanzania and poor budget. One school might have
only one Education Officer for Guidance and Counselling. So schools guidance and
counselling was accessible but without professional counselors.
4.3.2 Analysis of the second Research Question which based on second specific objectives
The second research question was, “The provision of guidance and counseling in secondary
schools helps the students in their further future and improve academic performance?” The
main aim of this question was to know role of guidance and counselling to students in their
further future and improve academic performance, researcher posed different question so as to
measure the roles guidance and counselling in secondary schools.
Table 5: Respondent opinion show agreed and disagreed towards the provision of
guidance and counseling in secondary schools helps the students in their further future
and improve academic performance
31

YES 38 9 10 95%
NO 2 1 0 5%
Total 40 10 10
Grand total 60 100%
Table 5 shows that 38 student equal to 63.3% agreed that there is importance role guidance
and councelling which helps the students in their further future and improve academic
performance, 2 students disagreed who make up 3.3% of all respondents, 10 teachers agreed
that there is is importance role guidance and councelling which helps the students in their
further future and improve academic performance equal to 16.7%, no teachers disagreed, 9
parents agreed that there is importance role guidance and councelling which helps the
students in their further future and improve academic performance 15% and 1 parent
disagreed who make up 1.7%, so the total number of respondents who agreed were 57 equal
to 95% and those who disagreed were 3 equal to 5%.it show that there is importance role
guidance and councelling which helps the students in their further future and improve
academic performance.
Through interview one student said that “ushauri nasaha una umuhimu kwetu kwa sababu
wakati mwingine tunapopata matatizo tunaogopa kuwaambia walimu wetu, kwa mfano
Mabadiliko ya kimwili, hivyo basi tunaiomba serikali ihakikishe upatikanaji wa washauri
mashuleni”. Also one teacher say that “guidance and counselling is very important to student
but the problem is the government did not employ counselors, it mean they use teachers rather
than counselors.
For example teachers were appointed to be career counselors without any training. In support
of this observation Bailyn, as cited in Kidd (2006) argues that individuals’ career emerge from
the interaction between the individual agencies on the one hand and the experience,
constraining and enabling forces of the social context on the other hand.
Edo (2010) believed that principals and teachers misconceived the counsellor’s status, which
often creates conflict between them and in most cases teachers and principals who believe in
32

the need for counsellors in the school may see no reason why there should be full time
counsellors in schools.
The study of (Rutondoki 2008:3; Brown 2007:75; Hartman 2009:91; Mapfumo 2004:4). also
revealed that the majority of school counsellors and students favourably
rated the availability of an orientation programme of SGC for new comers although a
substantial number were either undecided or disagreed with the idea of availability of
orientation services for new comers. Orientation services are important for new students in
their adjustment Thus students in secondary schools where the orientation services are not
available may have adjustment problems leading to poor school performance.
Also study of (Rao, 2008:38) reveals that Guidance performs a complementally education
function, assisting normal development and personal autonomy. This would mean the creation
of personal autonomy, purposeful action and effective person decision making.
The school has an important role to play in preparing pupils for continued secondary
education, paid employment, self-employment and life in the community, as clearly set out by
the Ministry of Education in the objectives for its secondary curriculum. Perhaps uniquely,
there would be total agreement among pupils, teachers and parents over the relative emphasis
a certain schools placed on the preparation for further education, with its focus on academic
knowledge and the pursuit of success in the national examinations.
The above quotation it implies that the guidance and counselling help student to change their
behaviour and it help in their schools performance and further future.
Figure 3: Respondent opinion on the provision of guidance and counseling in secondary
schools helps the students in their further future and improve academic performance
33

Also in order to measure or to know the importance role of guidance and counseling to
impvove students perfomance and futher future, i was set diferent opend ended questionaire
so as to test how do techers, parents and students views on guidance and councelling to
students perfomance, Student on the on the question wher they report their social or academic
problem they said that 32 students reports to the class teacher 7 students report to academic
office and 2 students report to thei parents at home.
Troungh interview many student agree that guidance and counselling is very important to
them because it guide them and help to make choice on their career for academic issues and
futrther future by interaccting with counselors the become stable to various matters in their
life.
Its importance because help student to improve academic performance, guidance and
counseling it lead to advancement of children and it is essential to remove hurdles in the way
of his/her skill honing. It is important for teachers to understand the method of his teaching
34

only which will prove useful for students, this process can be meaning full only if teacher will
use guidance and counseling (Omari, 2008).
The rapidly changes in our world include changes in the work place and the labour force,
increased violence in the home, school community, as well as divorce rates, substance abuse
and sexual experimentation. These challenges are real and they continue to have substantial
impact on the personal social career, academic development of our children and young people
unless checked and tackled by the use of guidance and counseling within education
Tambuwal (2006).
Guidance performs a complementally education function, assisting normal development and
personal autonomy. This means the creation of personal autonomy, purposeful action and
effective person decision making, which make student to have strong ideas, views, and
perspectives in their life (Rao, 2008:38).
It Improve the relation between students and Teachers. This implies that that guidance and
counseling mostly emphasis on willingness, readiness as well as friendship among the society
surrounding them. Also it improves academic performance due to good relation among
students and teachers (Gibson and Mitchell 2008).
Guidance and counseling help to increase competence and confidence among the students. It
is simply that when teacher will mostly like to use guidance and counseling student will be
motivated and encouraged with the learning activities, it can lead student to good academic
excellence because of competence and punctuality (Kinra, 2008).
These mean that the quality of the SGC services in Tanzania secondary schools was
negatively affected by the lack of both human and material resources. In addition to lacking
training in guidance and counselling, the school counsellors perform a number of non-
counselling duties both of which compromise the quality of the SGC services in Tanzania
secondary schools, it means schools use teachers rather than professional counsellors.
Table 6: Answers of respondents views on what are the reasons for the failure of many
students in secondary schools
No Factors /Reasons
35

1 Language, many student they do not understand English language which make them to fail
2 Lack of counsellors, they use much teachers less than professional counselors
3 Lack of teachers, few number of teachers especially
4 They are not find materials also many student waiting teachers material rather than find
themselves
5 Lack of awareness student they are not mature
6 Poor relationship with their teachers. Many students fear their teachers
7 Transport problem eg. Daladala
8 Lack of materials eg. books and laboratory
9 Lack of competent teachers, also many of teachers themselves they are not competent
10 Poor revision, many student they are not take ample time to make revision at home
11 Uses of mobile phones eg.chating sms
12 Poor understanding mean that other student they has low IQ
13 Parental care example fail to talk with their son about various changes
14 They did not follow examination regulations
15 Peer pressure/bad groups/bad behaviour
16 Use of social networks eg. Facebook, twitter, Skype
17 Poverty example fail to buy food and books
18 Poor attendance of student, many student they not attend school hence they fail
19 Low salaries to teachers, teachers are paid low salary so they teach partially
20 Poor government supervision example to employ counselors
21 Poor learning environment
21 Change of curriculum
4.3.3 Analysis of the third Research Question which based on third specific objective
which say “To understand how guidance and counseling help to encourage students of public
secondary schools to have good behavior.” The main aim of this question was to know
guidance and counselling help change to student’s behaviors. Researcher posed two questions
so as to measure the roles guidance and counselling on changing behaviors to students of
secondary schools, the questions posed is close ended questionnaire
Table 7: Respondent opinion show agreed and disagreed towards the provision of
guidance and counseling in secondary schools does change the behavior of students
YES 38 10 10 96.6%
36

NO 2 0 10 3.4%
Total 40 10 10
Grand total 60 100%
Table 7 above shows that 38 student equal to 63.3% agreed that there is importance role
guidance and councelling which helps the students in changing the behavior of students, 2
students disagreed who make up 3.3% of all respondents, 10 teachers agreed that there is is
importance role guidance and councelling which helps the students in changing the behavior
of students equal to 16.7%, no teachers disagreed, 10 parents agreed that there is importance
role guidance and councelling which will help changing the behavior of students 16.7% so the
total number of respondents who agreed were 58 equal to 96.6% and those who disagreed
were 2 equal to 3.3%.it show that there is importance role guidance and councelling which
helps the students in changing the behavior of students.
The study revealed that school counselling students was help the student involvement of
peer counselling in HIV/AIDS activities substantially positively. school counsellors may
have concentrated on HIV/AIDS because the epidemic is seen as a significant problem in
schools these days it help students changing behaviors.
The finding from America peer counsellors shown that school counsellor’s time and this
subsequently increases the number of students being assisted on HIV/AIDS awreness. (Van
Der Reit & Knoetze 2004:223)
Figure 4: Respondent opinion on the provision of guidance and counseling in secondary
schools helps the students in changing the behavior of students.
37

4.3.4 Analysis of the four Research Question which based on four specific objectives
which need to examine the participation/involvement of the teachers and students on the
implementation of guidance and counseling in public secondary schools. A research question
was, “How teachers and student are participating or involved in the implementation of
guidance and counseling in the school?” The main aim of this question was to understand the
involvement of teachers and student on the application of guidance and counselling in public
secondary schools. In order to get the answer of this research question in questionnaire
researcher pose two different questions to teacher and students this is open-ended
questionnaire so as to examine the implementation of guidance and counselling in secondary
schools.
The questions were needed elaborations from teachers and students teacher’s answers on
ways which are used to implement guidance and counseling public secondary schools,
38

teachers they said many ways including the following; - school meeting, asking question to
those who have faced with social or academic problem, games and sports on every Friday and
tell the important issues concern their study and life at whole and meeting with individual
student when he suspect student has faced wit problem like to fail.
Students answers on how does guidance and counseling implemented in the school, student
say various ways on how they implement guidance and counselling like meeting with
teachers, meet with counselors,discuss with their fellow student, school assembly. So due to
these answers from teachers and student it shows that there is implementation of guidance and
counselling in secondary schools.
The limited involvement of students in SGC services planning contradicts Badza’s
(2005:35) view that students need to be involved in the planning of SGC services.
Also others study revealed that where planning was done, school counsellors and students
positively viewed aspects like SGC activities, classroom sessions with students and
counsellor roles as included in the SGC plans. School counsellors also positively viewed
the inclusion of individual counselling on SGC services plans. Administrative duties,
parent meetings, orientation services, people implementing the services, and resources’
inclusion on SGC services plans were negatively viewed by both school counsellors and
students which calls for the inclusion of all important aspects in SGC services plans. (Lapan
2006:p289)
4.3.4 General suggestions and comments of respondents on use of guidance and
counseling programme in public secondary schools
In this part a researcher posed different questions, here a researcher aimed to get views of
respondent on the ways of improving the academic performance and moral development to
secondary students, which need respondents to provide their suggestion and comment’s
towards the improvement guidance and counselling , students’ performance and modify moral
behaviour.
Suggestions and comment from respondent were, doing counselling one time in a week or one
time in a month, prepare materials of counselling to student and distribute them to a student
one time in a week example books and journals of counselling, build room for doing guidance
and counselling in every school, government should employ professional counselor in all
39

secondary schools rather than depend teachers, use sports and games the make the counselling
to student, talk with parents talk with their sons, use suggestion box to collect, establish
counselling clubs to student and use of TV program to counsel students.
Also in order to improve students’ performance and moral behavior respondent says that
government should employ professional counselor, increase salaries to teachers, insisting
weekly test or examinations, to increase periods of counselling to students, provide
motivation to teachers, building of hostels for students, ensure of materials eg. Books and
laboratory employ more and competent teachers, improvement of curriculum, change
Language of teaching, to punish who use of mobile phones eg.chating sms and social
networks like facebook and to live in moral behavior.
The study revealed that school techers and students viewed the availability of career materials
in SGC services centres more positively while they viewed access to the internet more
negatively. So in oder to improve guidance and counselling goverment and other stakeholders
should prepare material as study of Borders and Drury (2010:490) and Carlson (2007:32-33)
who established that in America, SGC services had counselling centres with computers, self
development resources, college catalogues, career materials, test taking skills packages,
newsletters, brochures and pamphlets.
Responses from the open-ended questions by both school teachers and students on
suggestions as to how the SGC policy could be improved seem to point to the need to involve
all stakeholders in SGC policy formulation, infusion of SGC services into the curriculum
subjects in all schools and provision of SGC services resources which include trained
personnel in SGC services.
The study revealed that SGC services planning was seldom done at the beginning of every
year. This finding confirms Chireshe and Mapfumo’s (2005:23) observations that the majority
of the student SGC services were not annually planned for. Thus the Tanzanian SGC services
can be said to be lacking an essential framework for delivery of the services which is
provided through a plan
40

Lack of planning for the services frequently could be attributed to the lack of a mandatory
SGC policy or ignorance on the part of the school counsellors and school administrators who
have no formal training in guidance and counselling.
Generally there was less involvement of teacher, parents and students with the goverment on
the SGC services planning. Some parents might have lacked the skills and might have been
ignorant. The schools may also not be aware of the important contributions which parents can
make to the planning of the SGC services. So goverment through ministry of education and
vocationa training should involve all stakeholders on SGC planing.
CHAPTER FIVE
SUMMARY, RECOMMENDATION AND CONCLUSION
5.0 INTRODUCTION
This chapter present summary of the study, recommendation to government, parent, students
and researcher for further research and the conclusion of the study.
5.1 SUMMARY
The study consisted to examine the role of guidance and counseling in public secondary
schools. Study case in Tandika ward in Temeke municipal. The origin of guidance and
counseling in Tanzania started in 1984, it was soon after introducing bodying schools. The
reason for guidance and counseling was moral deterioration and the existence of HIV/AIDS
which led people to lose life and hope. Also poor academic performances to the students of
secondary schools, Presence of bad behavior of student such as drug abuse, prostitution, theft
41

and Poor attendance to school. So due to these factor, government through ministry of health
and ministry of education decided to introduce guidance and counseling to the student of
secondary schools.
The findings revealed that, the majority of students, teachers and parents in Tandika ward are
aware on the existence of guidance and counselling in secondary schools, there are only few
parents who are not aware of the existence of guidance and counselling in secondary schools,
also findings show that the guidance and counseling is important for student competent and
punctuality, it help student relation among themselves and others like teachers and parents, it
help to develop academic performances and help to solve the individual differences as it was
shown in chapter four.
Generally findings shown that majority of respondents agreed that there is important role of
guidance and counselling to the student of secondary school, while few respondents they are
not aware with the important role of guidance and counselling to the student of secondary
schools. Even though many respondents agree the role of guidance and counselling to
students, but a problem is who to conduct and how to conduct guidance and counselling to
students. Here there is high demand for every secondary school to have a schools counsellor. I
would like to insist government to ensure the presence of counsellors in every secondary
school as policy of education of 1984 say and to be well implemented.
5.2 RECOMMENDATION
5.2.1 TO PARENTS
 Parents should know their responsibility to their children. They supposed to know the
biological changes of their children and to realize on how to guide them.
 Parents should understand nature and problems of his or her children. The appropriate
measure toward the students must reflect the age of their children. Example the use of
sticks is not necessary for matured students.
42

 Parents should agree that more guidance and counseling is needed to control students.
So they supposed to talk with their child and advise them.
 Parents should make follow up the development of his child by communicating with
their teachers.
5.2.2 TO STUDENTS
 Students themselves must understand who are they, where they are and what are they
supposed to do.
 Students must have respect to everyone, whether at home place or school area it will
help them to get assistance.
 Student should advice his/her fellow toward the good behavior so as to success on
academic matter. Students must have mission and vision toward their life.
 Study hard and cooperate with their teachers in all matter for example asking question
and report various problems for getting guidance and counselling.
5.2.3 TO TEACHERS
 A teacher as key director to guide and counsel students must be punctual and
cooperative with other people relating to this topic such as students, parents and others
stakeholders.
 Teacher must talk with their students and should understand the nature and problem
facing students. This can be done by teacher use counseling knowledge to older
students such as form four and asked them to help to guide their fellow brothers of
43

form three, two and form one. It will be easily because students like to be trusted by
teachers and older students.
 School administrators or headmasters need to be trained in school guidance and
counselling so that they can appreciate the value of the service. Once they have the
awareness they will be able to see to it that SGC services at their schools are properly and
frequently planned for and implemented.
 Teachers rightfully take part in the SGC services activities. The training will further
enable the headmasters to establish the proper SGC services committees at their
schools. With the training, headmasters may allow school guidance counsellors to focus
on school guidance and counselling issues and not on the host of non-counselling duties
being experienced now.
 Use of games and sports, prepare debate about cultural and behavior change, talk with
students parent and build good relationship with both students and their parent so as to
ensure good implementation of guidance and counselling.
5.2.4 TO THE GOVERNMENT
 Through the ministry of education and vocation training government should put
emphasis on student guidance and counseling.
44

 They should prepare teachers who are trained enough to guide and counsel students of
secondary. This can be done through various seminar and workshop to teachers and
school counselors.
 Government should improves schools buildings and improve learning environment
which will make it easily for teachers to control academic and discipline such as
putting fences to control escape behavior and late comers.
 Government should make policy which emphasize counselling and guidance to see the
important of counseling services to the community in order to avoid conflict among
student in our schools and family in order to protect children.
 Government should employ social worker and psychologist who are needed to help
counselling services. These to profession are competent in this area of school to help
student and our community at larger.
 Government at various levels should stop lip service to the implementation of
guidance and counselling services in the educational sector.
 There is an urgent need for training and retraining of professionally qualified and
committed counselors in our educational sectors. So as ensure that every schools have
more than one counselor.
 Guidance and Counselling should be recognized as a profession so that practitioners
can function effectively under guiding rules and regulations.
5.2.5 TO RESEARCHER FURTHER RESEARCH
45

The following issues need to be considered in future research in the area of school guidance
and counselling.
 This study covered only one educational region by sample of two secondary schools in
Tanzania. This is a small area as there are twenty five educational regions. There is
need for conducting such a research at national level.
 Experimental/empirical studies should be carried out to establish the effectiveness of
SGC services by comparing secondary schools implementing the services and those
not implementing the services.
 Extensive studies of the problems of implementing SGC services are needed as a basis
for a well-formulated policy.
 This study covered the perceptions of students , and parents. Thereis a need to
conduct studies which capture the perceptions of teachers, headmasters,Education
Officers for Guidance and Counselling for the effectiveness of the SGC services.
 The effectiveness of SGC services can also be determined by carrying out studies on
the perceptions of post-secondary students attending colleges or universities.
5.3 CONCLUSION
This research intends to show the role of guidance and counselling to students of secondary
schools especially in Temeke municipal. Student’s guidance and counselling should reflect
the age and nature of environment surrounding the students. The method of giving
counselling should be appropriate with the age of students and their nature. So provision of
guidance and counselling is varying from one school to another due to student’s environment
and age.
46

From the findings of this study, it can be concluded that components of effective and
comprehensive SGC services include policy, planning, needs assessment, responsive services
and evaluation. Although the Tanzania SGC services were viewed as beneficial and rated as
fair and the school counsellors were effectively playing their role, the services did not match
with the policy. The frequency of SGC services planning; those involved in the planning,
aspects covered and methods used in SGC services planning, SGC services needs assessment,
and evaluation did not meet the demand of it. One can, thus, conclude that the Tanzanian SGC
services are not as effective as in policy and planning of it.
Generally, the importance of guidance and counselling within secondary education are not be
overemphasized and recognized for a meaningful sustainable development of education to the
students, I concluded by saying that the quality of the SGC services in Tanzania secondary
schools is negatively affected by the lack of both human and material resources. In addition
to lacking training in guidance and counselling, the school counsellors perform a number of
non-counselling duties both of which compromise the quality of the SGC services in Tanzania
secondary schools, it means schools use teachers rather than professional counsellors.
47

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50

APPENDIX 1
QUESTIONNAIRE 1
FOR STUDENTS
I`m a student at Institute of social work. My name is Mapengo Hashimu; I wish to conduct the
study on the role of guidance and counseling in public secondary schools. Please I kindly
request you to answer the following questions;-
INSTRUCTION
I.) Answer all questions
II.) Don’t write your name any were in this questionnaire
III.) Put a star (*) in the bracket provided
1. Class/form
1( ) 2( ) 3( ) 4( ) 5( ) 6( )
2. Sex
Male ( ) Female ( )
3. Is there any guidance and counseling in the school?
Yes ( ) No ( )
4. How many counselors in the school?
a) One ( )
b) Two ( )
c) Two ( )
5. Have you ever get counseling services in the school?
Yes ( ) No ( )
6. Do you agree that guidance and counseling is very important to secondary student?
Yes ( ) No ( )
7. Can guidance and counseling will help students of public secondary schools to succeed in
their academic performance?
Yes ( ) No ( )
51

8. Does guidance and counseling help students of public secondary schools to succeed in the
future?
Yes ( ) No ( )
9. Does guidance and counseling change the behavior of students?
Yes ( ) No ( )
10. Has guidance and counseling encourage students of public secondary school to have good
behaviors?
Yes ( ) No ( )
11. Where did you report when you faced with social or academic problem?
………………………………………………………………………….
12. What are the reasons for the failure of many students in secondary schools?
a)……………………………………………………………………………………
b)……………………………………………………………………………………
c)…………………………………………………………………………………….
13. How do you do guidance and counseling in the school?
…………………………………………………………………………………………
……………………………………………………………………………………………
14. Suggests what can be done to improve counseling services for secondary students?
……………………………………………………………………………..
…………………………………………………………………………….
…………………………………………………………………………….
THANK YOU FOR YOUR COOPERATION
52

APPENDIX 2
QUESTIONNAIRE 2
FOR TEACHERS
I`m a student at Institute of social work. My name is Mapengo Hashimu; I wish to conduct the
study on the role of guidance and counseling in public secondary schools. Please I kindly
request you to answer the following questions;-
INSTRUCTION
I) Answer all questions.
II) Put star (*) in bracket provided.
III) Don’t write your name anywhere in this paper.
1. Sex
Male ( ) Female ( )
2. Is counseling services available in the school?
Yes ( ) No ( )
3. Can environment be a factor for bad behavior in the school?
Yes ( ) No ( )
4. Does school counseling have any impact on increasing student performance?
Yes ( ) No ( )
5. Does the presence of counselors increase the student performance?
Yes ( ) No ( )
6. Has guidance and counseling encourage student of public school to have good behavior?
Yes ( ) No ( )
7. How many students reported when they faced with social or academic problem?
……………………………………………………………………………..
53

Research report of hashimu mapengo 2013

Research report of hashimu mapengo 2013

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