Factors Hindering Implementation of Guidance and Counseling Programme in Secondary Schools in Trans-Nzoia West District.

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.