Guidance And Counselling: A Tool For Quality Enhancement In Secondary Schools
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Guidance And Counselling: A Tool For Quality Enhancement In Secondary Schools
ABSTRACT
The quality of advice and counselling services provided to secondary school pupils in Kenya is critical for their impact on student achievement. The study sought to assess the quality of guidance and counselling services provided by teacher counsellors in public secondary schools in Voi district, Taita Taveta county.Quality Enhancement
The study sought to determine the level of training of teacher counsellors, students’ awareness of guidance and counselling services, the availability of necessary facilities and resources to aid in the provision of guidance and counselling services to students, and the impact of guidance and counselling services on overall student performance.
The study sample was obtained via stratified random sampling; data was collected using questionnaires for students with both closed and open-ended questions, as well as interview schedules for teacher counsellors and head teachers. The survey was done in six public secondary schools: three boys’ only schools, two mixed boys and girls’ schools, and one girls’ only school.
The target population for this study was 392 respondents, which included 380 students, 6 teacher counsellors, and 6 head teachers. The quantitative data collected was analysed using descriptive statistics such as means, frequency distribution tables, percentages, and charts.
Qualitative data from the interviews were gathered, and inferences were formed from the responses to establish the themes. The study found that teacher counsellors have the necessary training, but they prioritise their classroom job, which is their primary mandate; advice and counselling are done when time allows.
The burden of the teacher counsellor and the tension between teacher and teacher counsellor duties were recognised as hurdles to providing pupils with advice and counselling services.
The study also discovered that the majority of students were aware of the guidance and counselling services provided by teacher counsellors, since they were able to identify difficulties to present to a teacher counsellor when necessary.
Resource availability was also highlighted as poor in all schools, with little or no funding allocation for the guidance and counselling department by school management, so teacher counsellors had to make do with what was available.
The study also found that advice and counselling services provided by teacher counsellors had an influence on students. The study thus recommends that, to ensure quality and to enhance the impact of guidance and counselling services offered to students in public secondary schools
a review of guidance and counselling policy should be put in place by the Ministry of Education Science and Technology, such that professional guidance and counselling specialists who are not classroom teachers be employed and deployed in public secondary schools to be in charge of the guidance and counselling services.
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