TEACHERS’ VIEWS ON THE EFFECTIVENESS OF THE GUIDANCE AND COUNSELING PROGRAM IN SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
THE STUDY’S BACKGROUND
It is widely assumed that the inclusion of guidance and counseling in secondary school systems would allow everyone to recognize the importance of guidance and counseling in the school system.
Essien (1998) emphasized the importance of establishing a guidance and counselling program in Nigerian schools. Despite this recognition, it appears that these factors are slowing progress in the availability of guidance programs in Nigerian secondary schools. The National Policy on Education (1998) emphasized the importance of a guidance program in our secondary schools; however, in most secondary schools, counselors or career masters are only assigned counseling duties on a part-time basis, while teaching duties are prioritized for such officers.
As a result, the guidance services have recently focused on the goal of psychological growth, which is to assist students in learning how to make comprehensive decisions, enhance personal development, liberate students, and meet the unique needs of the students for individual learning.
In this age of science and technology, Nigerian secondary schools face numerous challenges, including mass failure in school and public examinations, examination malpractice, indiscipline, overpopulation, and a decline in social norms and values. Faced with this challenge, secondary schools require a well-established and effective guidance and counseling program managed by trained counselors.
The meaning of the title counsellor remains a mystery in some quarters, such as when counselors are asked if they are teachers, administrators, or principals. Within the professional hierarchy of school personnel, the counsellor is a very different person to place.
As a result, a trained school counsellor is someone who possesses the skills and qualities that can help both students and parents make decisions. The work of a counselor is one of growth, change, and personal expansion in a world that does not always make sense.
As a result, unlike the majority of his colleagues who are placed under direct supervision, the counselors are placed in an extremely unusual position (Dengal 1983). School administrators, including teachers, are sometimes unaware of the need for guidance services in their school because they perceive the school counselor as a threat to their position as principal.
STATEMENT OF THE PROBLEM
In a typical school sector, it is expected that the school have a guidance counselor because the school is made up of students from various backgrounds, cultures, and ages. The school administration is expected to recognize the importance of the guidance counselor not only in advancing the school’s reputation, but also in improving the overall well-being of the students and ensuring a smooth teaching and learning process.
In most of our secondary schools, the policy of providing guidance services in every school is far from being implemented. Is it possible that the schools are unaware of the Federal Government directive? Are school administrators oblivious to the values and significance of a guidance program in their schools?
In addition, most schools with a guidance program are either malfunctioning or, at best, in the pioneering stage. This is due to a current shortage of men and material resources for effective and in-depth guidance and counselling services (Denga, 1983)
Most students, community members, and parents may begin to regard the school counselor as a very powerful figure with the ability to shape their children’s lives and provide human services to diverse individuals in a variety of settings.
STUDY PURPOSE
The study’s goal is to determine whether or not a guidance and counselling program is in place, as well as the types of services provided in secondary schools in Ondo State’s Okitipupa Local Government Area. The research looked into how teachers, principals, and students perceive the guidance and counselling program in secondary schools in the Local Government. Finally, the study examined the effects of secondary school guidance services.
QUESTIONS FOR RESEARCH
(1) How do Okitipupa secondary school teachers perceive the guidance and counselling program?
(2)How does the secondary school principal view the guidance and counselling program?
(3)How does the school counselor view the secondary school guidance and counselling program?
(4)Do teachers’ and counselors’ perceptions of the effectiveness of the guidance and counselling program in Okitipipa secondary schools differ?
THE STUDY’S IMPORTANCE
We live in a time when youths and adults are heavily confronted and perplexed by various developmental needs and problems in their lives; thus, determining the effectiveness of guidance and counselling programs is carried out.
It is hoped that the study will provide school administrators, teachers, counselors, and career masters with accurate information about the nature and scope of guidance and counseling in our secondary schools, as well as the impact on students’ academic performance and career choices.
The study will correct misconceptions about guidance and counselling programs among educational personnel such as teachers, school administrators, and students.
It will assist educational planners in ministries of education and educational resource centers in understanding the current state of guidance and counselling in secondary schools. This study will reveal secondary school strengths and counseling. This research will reveal the strengths and weaknesses of the current secondary school guidance program.
The study’s findings and recommendations will help to improve guidance services, reducing student problems and adequately preparing them for the world of work.
Finally, it is hoped that this study will not only add a new dimension to previous work on the need for and impact of guidance services, but will also open up new areas for useful inquiries or research.
THE STUDY’S OBJECTIVE
This research is restricted to the Okitipupa Local Government Area of Ondo State. Stella Marris College Okitipupa, Success Secondary Schools of Edepe Secondary School Okitipupa, and Methodist High School Okitipupa are the secondary schools for which research was conducted.
TERMS DEFINITION
The ability to see, hear, understand, and form an opinion.
PIONEERING: Introducing previously unseen ideas and methods.
ACCOMPLISHMENT: An impressive feat accomplished after much effort.
EFFECTIVENESS: The ability to complete a task successfully.
SUMMARY
The purpose of this study is to investigate the effectiveness of guidance and counselling programs as perceived by teachers in some selected secondary schools in Okitipupa Local Government. This chapter discussed the study’s background, which provided us with a general overview of the study, why the researchers chose to focus on this topic, and the purpose of the study. It also stated the research questions, the scope or limitation of the study, and the study’s significance.
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TEACHERS’ VIEWS ON THE EFFECTIVENESS OF THE GUIDANCE AND COUNSELING PROGRAM IN SECONDARY SCHOOL