This document summarizes a study that assessed challenges facing guidance and counseling teachers in secondary schools in Nyamira County, Kenya. The study found that there is a lack of adequate training for teacher counselors, as most are not professionally trained in guidance and counseling. There are also insufficient resources to support guidance and counseling programs, such as a lack of counseling books, offices, and career resource centers. Additionally, teacher counselors have heavy teaching workloads that do not allow enough time for guidance and counseling duties. The study recommends that schools provide more counseling resources and administration reduce teacher counselor workloads to improve guidance and counseling services.
Assessment Remedial Counseling the Helikx way ARCpbji
The Best way to educate children having learning disabilities. Assessment and creating remedial measures and counseling the entire environment. Helikx have designed a practical and best to adopt methods. Designed tools that help the child. The methods that help the teacher. The counseling method help the parents and others towards making the process speedier stronger and sustainable.
Guidance and counselling services in schools in Kenya Dr Wango Geoffrey
This paper provides the contextual background of guidance and counselling in schools and other educational institutions in Kenya. It lays the basis of the need for guidance and counselling particularly in schools. The context for effective guidance and counselling programmes in schools is outlined, including specifics for guidance and counselling. Additionally, issues and concerns in schools are highlighted including pinpointing the contemporary issues and enhanced guidance and counselling services. The paper recommends a clear implementation strategy of the guidance and counselling programmes including methods of assessment, monitoring and evaluation.
Liaison work with regular teachers, parents, administrators, resource room teachers, Group counselling, psycho education with parents, guidance and counselling programs in regular school
A Course in Empathy, Finding Wisdom:Verbalizing Your Inner Dialogue, Self-Healing Questionnaire, Creative Solution Development, Your Spirituality Score, Counseling for Depression
Assessment Remedial Counseling the Helikx way ARCpbji
The Best way to educate children having learning disabilities. Assessment and creating remedial measures and counseling the entire environment. Helikx have designed a practical and best to adopt methods. Designed tools that help the child. The methods that help the teacher. The counseling method help the parents and others towards making the process speedier stronger and sustainable.
Guidance and counselling services in schools in Kenya Dr Wango Geoffrey
This paper provides the contextual background of guidance and counselling in schools and other educational institutions in Kenya. It lays the basis of the need for guidance and counselling particularly in schools. The context for effective guidance and counselling programmes in schools is outlined, including specifics for guidance and counselling. Additionally, issues and concerns in schools are highlighted including pinpointing the contemporary issues and enhanced guidance and counselling services. The paper recommends a clear implementation strategy of the guidance and counselling programmes including methods of assessment, monitoring and evaluation.
Liaison work with regular teachers, parents, administrators, resource room teachers, Group counselling, psycho education with parents, guidance and counselling programs in regular school
A Course in Empathy, Finding Wisdom:Verbalizing Your Inner Dialogue, Self-Healing Questionnaire, Creative Solution Development, Your Spirituality Score, Counseling for Depression
An Assessment of the Availability of ICT Infrastructure for Curriculum Instru...iosrjce
The integration of Information and Communication Technology (ICT) into the curriculum has
become a necessity worldwide. The education system does not only pursue the integration of ICT into the
curriculum because of its popularity in the market system, but because of the role it is perceived to play in the
changing curriculum (encourages active construction of knowledge). This paper undertakes an assessment of
the availability of ICT infrastructure for curriculum instruction based on a study of public secondary schools in
Mumias sub-County in Kakamega County, Kenya. The study adopted a descriptive survey design. The target
population comprised head teachers, teachers and students in public secondary schools in Mumias sub-County.
Schools were selected using stratified random sampling technique while students’ sample size was determined
using Kathuri and Pals formula. Head teachers and heads of computer departments were purposively selected.
Questionnaire, structured interview schedule and content analysis were the main instruments of data collection
for the study. Two sets of questionnaire were prepared, one for the students and the other for the teachers. The
structured interview schedule was used to solicit information from the head teachers. Both qualitative and
quantitative data were collected for the study. Qualitative data was analyzed descriptively. Analyzed data was
presented in form of cumulative frequency tables, percentages and graphs. The study established that the main
ICT facilities in place in most schools in Mumias sub-County were radio for interactive radio instruction and
computers. The radios available in the studied secondary schools were however inadequate. A majority of the
examined secondary schools had an average computer to learner ratio of 30:1. The study recommended that the
Ministry of Education should hasten the development of ICT policy to ensure that teachers practice what is in
line with the ministry’s expectations, schools should involve their governing bodies to facilitate provision of ICT
infrastructure and that concerned departments within the Ministry of Education should conduct regular and
differentiated ICT teacher trainings.
Effect Of Supervised Peer-Led Group Counselling Programme On Academic Achieve...iosrjce
Recent trends in global circumstances have focused on one goal of educating every child on the globe.
The growing problems of quality manpower shortages, international circumstances, and advancement in the
sciences, professional and specialized fields have contributed to the increasing awareness of the importance of
modifying academic achievement of underachieving students. In today’s society, according to Howard and
Solberg (2006), education is highly valued and a necessary prerequisite to becoming successful and
experiencing at least a moderately high quality of life as an adult. It is important to note that academic
achievements is very important to the adolescent population and as submitted by Marsh (1990) it is extremely
important given the correlation between school achievement and positive outcomes over the life span
PROPOSAL ISATT 2013
Sub division: 21st century learning
Capacity building for ICT integration in secondary schools in Kenya:
An exploratory case study
Jo Tondeur, Don Krug, Mike Bill, Maaike Smulders & Zhu Chang
Introduction and objectives
The demands of the 21st century dictate that learners should be equipped with requisite skills to competently engage and perform in the new information age. These skills commonly referred to as 21st century skills include inter-alia; critical thinking, problem solving, collaboration, creativity and communication (Voogt & Pareja, 2012). When the learning opportunities presented by Information Communication Technology (ICT) are well utilized, they have a great potential to develop 21st century skills (Selwyn, 2007). In view of the above, the Kenyan Ministry of Education expects ICT to be widely deployed for teaching and learning in primary and secondary schools across Kenya (see Quality Education and Training for Vision 2030). However, a simple placement of hardware and/or software will not make ICT integration naturally follow (Earle, 2002). One of the key failures of many past programs in Africa – and the rest of the world - was that schools were provided with equipment but with little or no support for teachers’ professional development, national and local ICT policies, and/or community involvement (Agyei & Voogt, 2011).
Clearly, the primary factor that influences the effectiveness of learning is not the availability of ICT, but the capacity to integrate of ICT in the different subject areas, the scope of the current study. This study investigates a professional development program that provides not only support to equip secondary schools in Kenya with ICT. The VVOB program was designed from a school improvement point of view to support the process of capacity building for ICT integration in the curriculum. It built upon teachers’ existing practices and facilities their reflection of an inquiry into these practices (see Lim, Tondeur, Nastiti, & Paragan, 2010). The school would be a collaborative community to create engaging content that would be shared and assessed (cf. Arntzen & Krug, 2011). We aim to gain insight into whether and how this program affects secondary school teachers and practices regarding the educational use of ICT.
Method
A case study was conducted in four pilot schools - with no previous ICT investments - to examine the process of capacity building for ICT-integration in the context of secondary education in Kenya. Based on a mixed method research approach, this study aims to critically evaluate the prospects and challenges through the lens of stakeholders at the different aggregation levels: policy makers (macro level), district managers, principals, and ICT coordinators (school level), and teachers and pupils at the micro level.
The influence of parents’ socio-economic status on students’ academic perform...iosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
CHALLENGES TO TEACHER EDUCATION IN 21ST CENTURY : IN THE LIGHT OF INCLUSIVE ...Rajnish Kumar Arya
This presentation is prepared to focused the Challenges for Teacher Education in India especially Chattisgarh, in the 21st to realize the dream of Universalizetion of Elementary Education
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
Influence of Teachers’ Working Conditions on Curbing Examination Malpractices...paperpublications3
Abstract: Examination malpractice has become one of the most serious problem threatening our education system at all levels of learning irrespective of the institution status, level or location. For a long time examinations have witnessed increased and sophisticated incidents of examination malpractices. The problem is so alarming that all stakeholders in the educational systems all over the world have expressed serious concerns about it and need to find solution to it. The purpose of this study was to establish teachers’ working conditions influence on examination malpractices in KCSE examinations in Kisii County selected public secondary schools where the vice has been perennially exhibited. The researcher provided background information on the roles of teachers in examination process and how teacher factors as the independent variables can be manipulated to curb examination malpractices. This study reviewed relevant literature based on the variables guided by the research questions in line with their study objectives. The research analyzed the influence of teachers’ working conditions ,teachers’ roles in the examination process and the challenges teachers are faced with in curbing examination malpractices as dependent variables and illustrated in the conceptual framework and related literature provided. The target population constituted 15 Principals, 15 Deputy Principals, 15Examination Masters and 3 District Examination Officers. Saturated sampling was used to obtain the sample which is equal to the target population. Causal comparative Ex post facto research design was used. Questionnaires and interview schedules which were subjected to expert judgement and pilot tested for validity and reliability were used as research instruments. Statistical analysis was done to generate frequencies and percentages. The study recommended promoting teachers’ morale in terms of remuneration, better working conditions, provision of adequate and relevant educational/ teaching and learning facilities. The study also recommended full implementation of examination regulations and policies without partiality and further research on the role of other stakeholders in curbing examination malpractices.
Leading the Instructional Program and its effect on Academic Achievement of s...inventionjournals
ABSTRACT: The purpose of this study was to determine the relationship between instructional program and academic achievement of students in national examinations in public secondary schools in Tinderet sub county Kenya. The objective of this study was: to determine the impact of leading the instructional program on the students’ academic achievement in national examinations. The study was guided by the effective schools model by Lezotte (2010), which states that an effective school is characterized by seven correlates namely: leading the instructional program, focus on school mission, safety and orderliness of schools, expectations for success, home-school relations, frequent monitoring of students progress and opportunity to learn for students. The researcher employed a survey design targeting all the 18 public secondary schools in Tinderet Sub County, all the 18 principals and the 225 teachers. Stratified sampling technique was used to select 10 schools for the study from the total 18 schools in the distinct. The sampled schools were stratified according to the academic performance for the last three years (2011-2013). All the principals of the sampled 10 schools took part in the study. Simple random sampling was used to select 90 teachers (9 teachers from each school selected). The sample size was 100 respondents. Questionnaires and interview guide were used to collect data. The descriptive survey allowed the generation of both qualitative and quantitative data. Quantitative data was analyzed using the descriptive statistics including frequencies and percentages. Pearson product moment correlation coefficient and Anova were used to make inferences. Qualitative data was put under themes consistent with the research objectives. The analyzed data was then presented in form of graphs, pie charts and tables for easy interpretation. Findings from the study showed that, majority of the principals indicated that they always led the instructional program. Majority of the teachers on the other hand indicated that, principals did not always engage in these leadership practices but did engage sometimes. Analysis of variance between principals' and teachers' responses on similar issues indicated that there was a significant difference in the manner teachers and principals were responding to questions. Findings on the effect of leadership practices on academic performance were consistent as the teachers and principals were in agreement that these leadership practices when applied had a positive effect on academic performance. Correlation test however revealed that the effect was weak as indicated by the correlation coefficients which were below 0.5. The study concluded that; leading the instructional program was not being implemented fully. The study recommended that; Implementation of leading the instructional program practices should be effected in schools by all principals. Various stakeholders that is teachers, students, Board of Management and princi
Girls Mentorship Strategies on Completion Rates in Public Primary Schools in ...ijtsrd
The study investigated how mentorship strategies influence girls’ completion rate in Loima Sub County, Turkana County. The study used a descriptive survey research design. The study was conducted in public primary schools in Loima Sub County involving head teachers, teachers and pupils as respondents. The sample for the study included involves 14 head teachers, 110 teachers and 112 girls. The head teachers and teachers were selected using simple random sampling method while girls were selected through purposive sampling method. Data was collected through interviews with head teachers, administration of questionnaire to teachers and conduction of focus group discussions with 8 girls 14 discussions groups . The research instruments were tested for validity and reliability before they were administered to the field. Data was analyzed using the frequencies, percentages, means, standard deviation and Pearson correlation statistical tool. The study concluded that guidance and counselling was the most preferred mentorship strategies that were used for girls, and this improved their completion rate in schools. Due to inadequacy of female teachers, it was impossible for the teachers available in schools to provide one on one mentorship to girls in the schools. Correlation statistics showed that there existed a signi cant positive effect between school based mentorship activities and girls’ completion rate in public primary schools in Loima Sub County. Looniyo Sarah | Simon Kipkenei | Nelly Andiema "Girls Mentorship Strategies on Completion Rates in Public Primary Schools in Loima Sub-County, Turkana County, Kenya" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52583.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52583/girls-mentorship-strategies-on-completion-rates-in-public-primary-schools-in-loima-subcounty-turkana-county-kenya/looniyo-sarah
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
Administrative Support and Teachers’ Performances in Private Secondary School...PUBLISHERJOURNAL
The aim of this research was to establish the roles of leadership skills and teachers performances by examining the role of motivation of teachers and analyzing the relationship between administrative support and teachers’ performances in private secondary schools in Mbarara City. This study was guided by a descriptive survey design using both qualitative and quantitative approaches. The target population comprised of teachers, head teachers and the LC3 chairperson and school founders from the selected private secondary schools. The researcher obtained responses from selected school founders, head teachers, teachers by using a structured questionnaires and interview guide documentary analysis and focus group discussions. It was revealed that most of the respondents, 119 accounting to 73% strongly agreed that leadership skills lead to improved concentration in class, 8 respondents disagreed while 1.8% strongly disagreed. On the other hand, it was revealed that most of the respondents, 122 (75%) strongly agreed that motivation of teachers leads to enough time dedicated to school, 29 (17.9%) agreed, 8 accounting to 5% disagreed while 3 (1.7%) strongly disagreed with the statement. Most of the respondents, 122 accounting to 75% strongly agreed that there is an interpersonal relationship between administrative support and teachers’ performances, 29 respondents accounting to 17.9% agreed, 8 accounting to 5% disagreed while 5 respondents accounting to 1.8% strongly disagreed. It was concluded that administrative support is a requirement for the performance of teachers. Such support as offering of free counselling services and good interpersonal relationships enhanced the performance of teachers. It was recommended that; school authorities should improve on leadership skills but not dwelling on them as the most important motivational practice required for the performance of teachers. This is because whereas the performance of teachers was good, some leadership skills were poor.
Keywords: Teachers, job, performance, administrative, support, secondary schools, Mbarara city and motivation.
Administrative Support and Teachers’ Performances in Private Secondary School...PUBLISHERJOURNAL
Self-medication particularly with analgesics and antibiotics have been reported by WHO as one of the major causes of antibiotic resistance. In country, like Uganda there is a wide range of drugs, coupled with inadequate health services have resulted to an increased number of drugs used as a self-medication compared to prescribed drugs. Assessment of knowledge and practice of self-medication is needed especially in rural settings. This was an anonymous, questionnaire-based, descriptive study. Questionnaires containing closed ended questions were administered to 288 second year undergraduate medical students. Data analysis was performed using STATA 14. Descriptive statistics were performed in terms of frequencies and percentages. Statistical significance was assessed at alpha of 0.05. The research results indicated that the mean age was (24) and the majority of the students who participated in the study were male (63%). The prevalence of self-medication in the study was found to be markedly high (83.4%). The most important reason for self-medication was that it is cheaper (91%) and the majority (92%) of the students reported that they self-medicated because of diarrhea/vomiting with antacids found to be the highly used class of drug (93%). Majority of the students got the information concerning the drugs through advertisements (98%) and (92%) of the students bought medicine from drug shops. In conclusion, most of the students feared having the side effects of the medications since they were self-prescribed without any experience.
Keywords: Knowledge, attitude, practice, self-medication, undergraduate medical students, Uganda
Similar to Assessment of challenges facing secondary school guidance and counselling teachers in nyamira district, kenya. (20)
Assessment of challenges facing secondary school guidance and counselling teachers in nyamira district, kenya.
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 16, 2012
Assessment of Challenges facing Secondary School Guidance and
Counselling Teachers in Nyamira District, Kenya.
Dr. Callen B.Nyamwange, Faculty of Education Kisii University;P.O BOX 408,Kisii Kenya
Dr. Peter O. Nyakan, Faculty of Education Kisii University College; P.O BOX 408-40200
Paul C. Ondima,Kisii Faculty of Education Kisii University College;P.O Box 408-40200, Kisii,
*Email: nyamwangeb@yahoo.com
ABSTRACT
Guidance and counselling services are part of a broader delivery system designed to enhance the success of all
learners.This study assessed different challenges that guidance and counselling teachers in secondary schools in
Nyamira County encounter in providing this vital service. The study employed an ex-post facto descriptive
survey design. It was limited to 21 secondary schools: Fourteen day and seven boarding secondary schools in
Nyamira County with Practicing Guidance and Counselling teachers. Sex was not a factor in the study. In all,
there were 147 respondents (21 Head teachers, 21 teacher counsellors and 5 students from each of the selected
schools). Purposive and simple random sampling techniques were used in selecting the sample for the study.
Three four-point likert type scale questionnaires were used to obtain data for the study; Secondary school
students’ Questionnaire (SSSQ), Secondary school teacher counsellors’ Questionnaire (SSTCQ); and Secondary
school Head Teachers’ Questionnaire (SSHTQ). The reliability coefficient on SSSQ and SSTCQ of 0.65 and
0.67 respectively were obtained while an alpha coefficient of 0.80 was established for SSHTQ. The data was
analyzed by use of descriptive statistics and the chi-square test, using the SPSS package. The findings indicate
that there are a number of challenges facing the provision of guidance and counselling services. These include:
lack of adequate guidance and counselling training for teacher counsellors; inadequate resources; and lack of
requisite support to guidance and counselling programmes among other challenges. Recommendations made on
ways of overcoming the challenges in order to improve the quality of counselling services include; a need for
schools to provide basic counseling materials, a counselling office equipped with career resources and school
administration endeavouring to reduce teacher counselor workload so as to have enough time to offer the
guidance and counseling service.
Key words: Assessment, Guidance and Counselling, Resources, Attitude, Nyamira county.
1.0 Introduction
Formal guidance and counselling can be traced to America in the late 1890s and the early 1900s. Frank Parsons
who has been called the father of vocational guidance was among the pioneers of the guidance and counselling
movement. Through his efforts, guidance and counselling became an organized service and it gained recognition
for its important contribution in society. Parsons established the first career institution in the USA, and set the
pace for the development of psychological testing. Gradually the guidance and counselling movement
developed into an organized service, which has continued to make a significant contribution to the development
of society (Makinde, 1984). Guidance and Counselling plays a significant role in the overall growth and
development of a high school student and is therefore an essential part of school curriculum. This is because
high school students are at the stage of adolescence which is characterized by many physical and psychological
changes which pose a number of personal, social and educational challenges (Mutie & Ndambuki, 1999).
Guidance and counselling was not emphasized in Kenya’s education system which was adopted by the
government after independence. This was probably because at the time, it was assumed that guidance and
counselling could be provided at home by parents and the community or in religious set ups by ministers and
religious leaders (Mutie & Ndambuki, 1999). And as a means of instilling discipline among school age
children, the education system encouraged physical punishment that included caning and manual work. The last
half of the 1900s and the early 2000s, have witnessed a rise in the cases of indiscipline and unrest in secondary
schools in Kenya (Achieng, 2007). This state of affairs coupled with social, economic, political, educational and
leisure changes has necessitated the introduction of guidance and counselling as a means to counter this trend.
According to Ngumi (2003) the provision of guidance and counselling in secondary schools is riddled with a
number of problems which are attitudinal, structural, human and cultural. These include failure to engage in a
careful diagnosis of the organizational problems that guidance and counselling was designed to solve. There is
also lack of trained school counsellors in institutions of learning, and lack of enough time and facilities and
reference materials for use by counsellors. It was against this background that this study purposed to undertake
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2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 16, 2012
an analysis of the challenges facing the provision of guidance and counselling services in secondary schools in
Nyamira County.
1.1 Statement of the Problem
The Ministry of Education has directed all schools in Kenya to establish guidance and counselling departments.
This is because caning and other forms of physical punishment have been banned and guidance and counselling
is used to instill discipline and achieve positive growth and development in students. It is assumed that trained
teachers can serve as providers of guidance and counselling service in secondary schools. However, the question
that arises is whether these teachers have the prerequisite professional training in guidance and counselling to
enable them effectively provide this vital service. Further, it is important to establish whether there are other
challenges that teacher counsellors encounter in their duty of guiding and counselling students. It was thus
hypothesized that inadequate training of guidance and counselling personnel, lack of resources, lukewarm
support to guidance and counselling programmes and negative attitude to guidance and counselling services will
not significantly influence the quality of guidance and counselling services provided to high school students in
Nyamira County.
1.2 Purpose of the Study
This study assessed the challenges that guidance and counselling teachers in secondary schools in Nyamira
county face in their day-to-day execution of this important duty. To attain this objective, the researcher
examined the availability of the necessary resources and the guidance and counselling teachers’ attitudinal and
professional preparedness to provide the guidance and counselling services. The researcher too was interested in
establishing the attitude of high school students and stakeholders towards guidance and counselling and how this
impacts on the quality of guidance and counselling services provided to high school students in Nyamira county.
1.3 Significance of the Study
Guidance and counselling is a process of helping individuals to understand themselves by discovering their
needs, interests and capabilities in order to formulate their own goals and make plans for realizing those goals.
An assessment of the challenges confronting guidance and counselling teachers in the provision of quality
guidance and counselling services is of paramount importance, hence this study.
The results from the study will help shed light on the challenges facing providers of guidance and counselling
services in secondary schools in Nyamira District. In addition, it will provide vital information to education
planners which can be used to come up with a policy on how to strengthen guidance and counselling
programmes in secondary schools – through provision of adequate resources besides organizing seminars and
workshops for guidance and counselling teachers. The results from this study can also assist education
administrators to understand the need for having trained teacher counsellors as well as the need to support
guidance and counselling programmes in secondary schools. Lastly, as the direct consumers of guidance and
counselling services, students stand to benefit once any necessary remedies are instituted to improve the
guidance and counselling programmes.
2.0 Methodology
The study adopted an ex-post facto descriptive survey design. The scope of the study covered selected day and
boarding schools with practicing teacher counsellors in Nyamira County. Purposive and simple random
sampling techniques were employed in selecting the sample for the study and utilized 147 respondents; 21 head
teachers, 21 teacher counselors, and 5 students from each of the selected schools totaling to 105 students.
2.1 Instrumentation
Three different four-point likert type scale questionnaires were designed toobtain data for the study. These
were:-Secondary School Students Questionnaire (SSSQ); Secondary School Teacher Counsellors Questionnaire
(SSTCQ); Secondary School Head Teachers Questionnaire (SSHTQ). The SSSQ consisted of two sections:
Section A: 10 items eliciting information from respondents about their attitude towards counseling.
Section B: 8 items requesting information from respondents about their assessment of the adequacy of
counseling services.
The SSTCQ consisted of two sections: Section A: 12 items eliciting information from respondents about their
level of training in guidance and counseling. Section B: 10 items seeking information from respondents
regarding availability of counseling resources.
The SSHTQ also consisted of two sections : Section A: 10 items eliciting information from respondents
about the degree of support to guidance and counselling programmes from stakeholders. Section B: 8
items requesting information from respondents about their assessment of the adequacy of counseling services.
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3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 16, 2012
The respondents in each case were requested to indicate the extent to which they agreed or disagreed to each
item. The scoring of the instruments followed the design thus; strongly 4, Agree 3, Disagree 2, strongly
Disagree 1mark
This was the case for all positive worded items while the reverse was the case for all negative items.
2.2 Validity and Reliability of Instruments
Both construct and face validity was established. From the pilot study, the reliability coefficient of 0.65 was
established for the instrument for students (SSSQ) the reliability coefficient of 0.67 for the instrument for teacher
counsellors (SSTCQ) and an alpha coefficient of reliability of 0.80 for the head teachers instrument (SSHTQ).
2.2 Analysis of Data
Both descriptive and inferential statistics were used to analyze the data. Some of the data obtained was nominal
and the chi-square test was used for analysis. The chi-square was performed at a significance level of 5%.
3.0 Results
Table 1: Students attitudes to guidance and counselling.
Item Responses
Positive % negative % %
Guidance and counselling boosts student’s ability to make 45 42.8 60 57.2 100
informed decisions.
Guidance and counselling enhances students’ self- 38 36.2 67 63.8 100
understanding.
Guidance and counselling assists students in career choice? 49 46.6 56 53.4 100
Guidance and counselling services are a necessity in schools 46 43.8 59 56.2 100
Table 1 above indicates that 56.2% of the students did not consider counselling necessary in the schools while
only 43.8% felt it necessary. It is also clear from the table that only 38% of the students consider guidance and
counselling essential in boosting their self understanding. Besides, the table shows that only 49% of the
students felt that guidance and counselling has a role to play in enhancing their ability to choose careers. These
findings concur with Kombo’s (1998) findings that students have a somewhat negative attitude towards guidance
and counselling services.
Table 2: Students assessment of counselling resources
Adequate Inadequate
Resource Frequency % Frequency %
Time for guidance and counselling 40 38.0 65 62
Guidance and counselling books 30 28.6 75 71.4
Guidance and counselling office 45 42.8 60 57.2
Career resource centre 25 23.8 80 76.2
According to table 2, students felt that the available counselling resources were inadequate to meet their
counselling needs. The table shows that only 38% of them felt the time allocated for counselling was adequate
while 62% thought it was not. This is in line with Crutchfield and Boarders (1997) who have cited lack of time
as a handicap in the provision of guidance and counselling, stating that most teachers are overloaded and often
suffer from professional burnout. They also considered the guidance and counselling office, and career resource
centre insufficient (57.2% and 76.2% respectively).
Table 3: The Professional Training of Teacher Counsellors
Professional training of teachers Frequency %
as counsellors
Trained 8 38.1
Untrained 13 61.9
Total 21 100
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4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 16, 2012
Table 3 shows that only 38.1% of the teacher counsellors had obtained professional training while 61.9 were
professionally untrained as teacher counsellors. The number of professional teacher counsellors is low meaning
that guidance and counselling service is mostly handled by teachers without professional training on guidance
and counselling.
Table 4: The Level of qualification of teacher counsellors
Qualification level of teacher counsellors Frequency Percentage
M.A./M.Ed 2 9.8
B.Ed/B.A 5 66.6
Diploma in Education 14 23.8
TOTAL 21 100
Further inquiry into the level of training of teacher counsellors indicated that only 9.6% of the teacher
counsellors had obtained a masters degree, while 66.6% had university education at Bachelor of Education level
and 23.8% had Diploma in education certificate (Table 4). In spite of these levels of training the study
established that the number of trained teachers offering the counselling service was small. Besides, these
teachers did not cover sufficient guidance and counselling courses in their teacher training programmes to enable
them effectively render the guidance and counselling service (Ngumi, 2003). These findings agree with
Makinde (1984) who contends that inadequate training in guidance and counselling has hindered its development
and success.
Table 5: The Resources for Guidance and Counselling
Facility Available Not Available
Frequency % Frequency %
Reference books 6 28.6 15 71.4
Counselling office 13 61.9 8 38.1
Guidance and Counselling manual 10 47.6 12 52.4
Career resource centre 4 19 17 81
Table 5 shows that few schools had the resources required for Guidance and Counselling. For instance only 28%
of the schools studied had reference books and only 19% had a career resource centre. Although 61.9% of the
schools had a counselling office, the percentage of the schools without was quite big (38.1%) and yet a
counselling office is critical for any effective guidance and counselling programme. These findings concur with
Makinde’s (1984) observations that there is lack of counselling facilities which hinder the provision of guidance
and counselling service.
Table 6: Teacher counsellor’s teaching work load
Teacher Counsellor’s teaching load Frequency Percentage
Relieved (less than 18 teaching lessons per week) 2 9.6
Not relieved (18 teaching lessons and more per week) 19 90.4
Total 21 100
Table 6 indicates that only 9.6% of the teacher counsellors handled a workload of less than 18 lessons per week.
This means that the teacher counsellors had the normal teaching load besides providing the guidance and
counselling service. This indicated that teacher counsellors did not have sufficient time to devote to the
provision of the guidance and counselling service.
Table 7: School administration support to Guidance and Counselling
Teacher Counsellor’s teaching load Frequency Percentage
Financial assistance 6 28.6
Availing of competent teacher counselors 7 33.3
Organizing for guest speakers 10 47.6
Sending teacher counsellors for seminars 11 52.4
Giving teacher counsellors less teaching load 3 14.3
Monitoring guidance and counselling in the schools 3 14.3
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From table 7, it can be seen that head teachers gave minimal support to guidance and counselling. For example
the results indicate that only 28.6% of the schools studied offered financial assistance; 33.3% availed competent
teacher counsellors; 47.6% arranged for guest speakers to their students; 52% sent teachers for guidance and
counselling seminars; 14.3% gave teacher counsellors less teaching load; and 14.3% monitored the guidance and
counselling programme in their school. This state of affairs is unfortunate as without support from the school
administration teacher counsellors will find it difficult to render the counselling service.
Table 8: Head Teachers’ Attitude towards Guidance and Counselling
Adequate Inadequate
Resource Frequency % Frequency %
Is Guidance and Counselling necessary in 6 29 15 71
your school?
Can guidance and counselling services 10 48 11 52
improve students’ discipline?
Can guidance and counselling services 5 24 16 76
improve students’ academic performance?
Do guidance and counselling services boost 14 66.7 7 33.3
students ability to make informed career
decisions?
The results from table 8 show that majority of the head teachers had a negative attitude towards guidance and
counselling. For instance 71% agreed that guidance and counselling is not 2necessary in the schools; 52% of the
head teachers agreed that guidance and counselling cannot boost discipline among the students; 76% felt that
guidance and counselling cannot improve students’ academic performance and only 66.7% felt that guidance and
counselling can enhance students’ ability to make informed career decisions. This negative attitude towards
guidance and counselling by head teachers posed a big challenge to provision of effective guidance and
counselling. This concurs with Were’s (2003) opinion that the attitude of head teachers towards guidance and
counselling impact negatively on the guidance and counselling programme in the schools.
4.0 Discussion
The findings of this study revealed that there are a number of challenges facing the secondary school guidance
and counselling teachers in Nyamira District. These challenges have broadly been classified in this study into
attitudinal, structural and lack of professional preparedness on the part of the service providers. These
challenges have negatively impacted on the quality of guidance and counselling services provided to secondary
school students in the study locale.
4.1 Guidance and Counselling facilities and quality of counselling services
Quality guidance and counselling services require a number of facilities. These include: office space,
bookshelves, drawers, files, finance, time, reference books, guidance and counselling manuals, psychological test
materials etc. The findings of this study indicate that the available guidance and counselling facilities are
inadequate. Table 5 indicates that although 61.9% of the guidance and counselling personnel had a office,
38.1% which is a high percentage did not. This is a great challenge which conforms to Achieng’s (2003) views
that without a private accommodation delivery of counselling services will not be effective. Besides, contrary to
Kiragu’s (2002) recommendation, most school counsellors’ offices do not have the basic guidance and
counselling facilities such as reference books, guidance and counselling manual and career resource materials.
4.2 Guidance and Counselling and stakeholders’ support
It was also observed that the guidance and counselling personnel did not receive sufficient amounts of support
from the school administration to enable them render quality services. Table 7 shows that only 28.6% of the
schools studied gave financial assistance to the guidance and counselling department, only 52.4% sent teacher
counsellors for seminars; only 14.3% gave teacher counsellors less teaching load, only 14.3% monitored
guidance and counselling in their schools and only 33.3% availed competent teacher counsellors in their school.
These finding go to stress the point made by Mullan (1990) that the successful implementation of guidance and
counselling programmes depends on support from the stakeholders.
4.3 Students and Head Teachers Attitude to Guidance and Counselling and quality of counselling
Services
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Vol 3, No 16, 2012
Table 1 indicates that students had a generally negative attitude towards guidance and counselling as only a
small percentage thought it had a role to play in boosting their ability to make informed decisions (40%); only
38% regarded guidance and counselling necessary in enhancing their self understanding; and only 46% deemed
guidance and counselling generally necessary in the schools. These findings concur with Kombo’s (1998) that
high school students have a somewhat negative attitude towards guidance and counselling. Besides, the study
also established that head teachers also had a negative attitude towards guidance and counselling. It was
observed that only 29% felt that guidance and counselling is necessary in the schools; 24% thought it had a role
to play in improving students’ academic performance and only 48% deemed it necessary in enhancing the level
of student’s discipline. This negative attitude of both students and head teachers towards counselling does not
auger well for provision of quality guidance and counselling services in secondary schools.
4.4 Level of training of teacher counsellors and quality of counselling services
The findings from the study indicate that only 38.1% of the teacher counsellors had obtained professional
training. This means that 61.9% of the guidance and counselling service providers are untrained in guidance and
counselling. These findings also agree with Ngumi’s (2003) views who argues that even the trained teachers do
not cover sufficient courses in guidance and counselling to enable them effectively render the guidance and
counselling services.
4.5 Teacher counsellors teaching workload and quality of counselling services
The data in table 6 above revealed that teacher counsellors handled the normal workload (more than 18 lessons)
per week and only 9.6% handled less than 18 lessons per week. This means that teacher counsellors have little
time to dedicate to provision of guidance and counselling services and this has compromised the quality of the
counselling services provided.
5.1 Conclusions
Based on the findings of this study which have been discussed in the foregoing sections, the following
conclusions have been drawn:
There are insufficient guidance and counselling resources in secondary schools in Nyamira county.
Most guidance and counselling teachers are not adequately trained on guidance and counselling.
The attitude of students and head teachers towards guidance and counselling is negative.
The support given to guidance and counselling departments in secondary schools is not sufficient.
Guidance and counselling teachers are not sufficiently relieved from their teaching duties to have
adequate time to devote to guidance and counselling.
These challenges: Inadequate guidance and counselling resources; negative attitude towards guidance
and counselling from students and head teachers; lack of adequate support from stakeholders to
guidance and counselling programmes; insufficient training of teacher counsellors on guidance and
counselling; and overburdening of teacher counsellors with heavy teaching work load have sufficiently
influenced the quality of guidance and counselling services in secondary schools in Nyamira District.
5.1 Recommendations
For guidance and counselling to play the role for which it was intended in secondary schools, it requires
concerted efforts from all the stakeholders in the education process. In the light of this, the researcher offers the
following recommendations.
All schools should provide basic resources for guidance and counselling. These include a counselling
office equipped with reference materials as well as adequate career resource materials.
The school counselling teacher should endeavour to mobilize other teachers to assist in creating
awareness and advising students on the importance of counselling services.
There is need to offer guidance and counselling department all the necessary assistance and support it
deserves such as financial and moral support.
There is need to organize for seminars and workshops to offer continuing education in guidance and
counselling. This will equip the teacher counsellors with latest theories and techniques of counselling to
make them effective counsellors.
Teacher counsellors should be allocated less teaching lessons to reduce their work load so as to get
enough time for guidance and counselling.
All teacher training institutions and universities should review their programmes to ensure that they
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Vol 3, No 16, 2012
include more mandatory courses on guidance and counselling.
The researcher recommends further research in guidance and counselling and especially in the following areas.
The attitude of guidance and counsellors towards their role.
Continuing education and training needs of teacher counsellor.
The role of parents in enhancing guidance and counselling among secondary school students.
Assessment of students counseling needs.
The use of counselling in determining the career choices of the secondary school students.
The impact of counselling in enhancing discipline among secondary school students.
References
Achieng, A. A (2007) Guidance and Counselling. An Introduction. Nairobi: Exact Concepts Publishers.
Durojaiye, M. O. (1977) Psychological Guidance of the Child. Ibadan: Evans Brothers Ltd.
Kiragu, T. M. (2002) An Investigation of the Extent of Guidance and Counselling Programmes in some
Secondary Schools in Thika District, Kenya. Unpublished Masters Project. Nairobi: Kenyatta University.
Kombo, K. D. & Tromp, D. L. A (2006) Proposal and Thesis Writing: An Introduction. Nairobi: Paulines
Publications Africa.
Makinde, O. (1984) Fundamentals of Guidance and Counselling. London: Macmillan Education Ltd.
Mutie, E. K. & Ndambuki, P (1999) Guidance and Counselling for Schools and Colleges. Nairobi: Oxford
University Press.
Ngumi, O. N. (2003) Assessment of the Level of Training and Resource Needs of Secondary School Guidance
Counsellors in Nakuru Municipality Kenya, unpublished M.ED Thesis. Egerton University, Njoro.
Sindabi, A. M (1992) An analysis of the Guidance and Counselling Programme in Selected Kenyan Schools.
Unpublished Doctoral Thesis, Virginia University.
47
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