Factors Hindering Implementation of Guidance and Counseling Programme in Secondary Schools in Trans-Nzoia West District.
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Date
2012
Authors
Githinji, Eunice Wangui
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Despite the emphasis by the ministry of education to establish Guidance and Counseling
programmes in schools, cases of students riots, poor performance and cheating in exams have
been on the rise. Such cases can easily be curbed down through offering of guidance and
counseling in schools. Every release of K.C.S.E results is characterized by cases of cancelled
results because of cheating and poor performance. This study sought to investigate factors
that may be hindering implementation of Guidance and Counseling programmes in public
schools in Trans-Nzoia West District. The study focused on the adequacy of available
physical facilities, time allocated, level of training of the teachers offering the guidance and
counseling and the attitude of students and teachers towards guidance and counseling. The
study was guided by the social cognitive theory by Albert Bandura (1989). There are 26
public secondary schools with a total population of 7041 students. 8 schools were sampled
through cluster sampling to select school categories and stratified random sampling was used
to select 200 students and 8 teacher counselors and 8 principals participants making a total of
216 participants. Descriptive survey was used and the data was collected through use of
questionnaires for students and teacher counselors and an interview schedule for the head
teachers. A pilot study. was conducted to ascertain reliability and validity of research
instruments. Data was analysed using descriptive statistics specifically percentages and
measures of central tendency following the research questions. Results were presented in
frequency distribution tables, graphs and charts. Out of the 216 respondents, 75% of the
teacher counselors admitted that there are Guidance and C
ounseling programmes in secondary schools but they are not functioning fully. Specifically
75% of the teacher counselors from District boarding and day schools reported that the
guidance and counseling programmes exist by name but do not function as expected by the
MoO.E. 75% of headteachers and 89.8% of teacher counselors admitted that the available
physical facilities are not adequate for the implementation of the programme. Private rooms
were available in over 80% of the schools, but other important physical facilities were
lacking e.g. career booklets 89.8%, bulletin board 97.2%, display racks 100%, Filing cabinets
80%. Films on life skills education were available in most schools (76.4%). Time allocated
for the programme was not adequate for its implementation, specifically 52.8% of the schools
did not have time officially allocated for the programme, while 58.2% of teacher counselors
reported that they spare some of their free time to attend to the students. 77.6% of the
students and 68.7% of the teachers had a positive attitude towards the programme. 62.5% of
the teacher counselors were trained and therefore had the basic skills. The researcher
recommends that all the stakeholders be sensitized on the importance of the programme,
official allocation for the programme be fitted in the school timetable, finances from the
MoOoEand other donor organization be solicited to help in providing the physical facilities
required in the running of the Guidance and Counseling programme.
Description
A'research Project Submitted in Partial Fulfillment of the Requirements of the Award of Degree of Masters of Education (Guidance And Counseling) Kenyatta University,2012
Keywords
Counseling Programme, Secondary Schools