| dc.description.abstract | While education is expected to change the behaviour of learners positively by moulding them into self-respecting and self- reliant individuals, discipline related issues have been at the fore of educational debates as students encounter challenges associated with adolescence. Cases of truancy, drug abuse, immorality, destruction of property and loss of life, are however, indicators of the existence of a conflict between educational aims and discipline among secondary school students despite the provision of guidance and counselling services in schools. The objective of study was to establish the hindrances to effective delivery of guidance and counselling services towards enhancing discipline among secondary school students in Olokurto Division, Narok County, Kenya. Descriptive survey design was employed in the study and questionnaires used obtain data from respondents. Person centred theory advanced by Carl Rogers guided the study. The study population comprised 861 students, 12 teacher counsellors and 6 deputy principals drawn from the six public secondary schools in the division. Stratified and simple random sampling techniques were employed to sample 129 students for the study. Schools, deputy principals and teacher counsellors in the division were purposively sampled. Using test-retest method, the instruments yielded a reliability coefficient of r = 0.76, thus acceptedfor the study. Data were analyzed using the SPSS software version 20.0 and presented in tables, charts, graphs, means, frequencies and percentages. The study established that there was no guidance and counselling policy, teacher counsellors had very low training levels and heavy workloads, poorly established guidance and counselling departments that lacked resources and facilities. The study recommends training of counselling personnel, reduction of teaching load for counsellors and strengthening of guidance and counselling departments by providing resources and facilities.Findings and recommendations of this study, if implemented will be useful to policy makers in the Ministry of Education, heads of secondary schools, counselling personnel and students through improved services from more informed teacher counsellors. | en_US |
