FACTORS INFLUENCING IMPLEMENTATION OF GUIDANCE AND

COUNSELLING SERVICES IN PUBLIC SECONDARY SCHOOLS IN

BARINGO CENTRAL SUB-COUNTY

BARINGO COUNTY, KENYA

BY

GLADYS J. CHERUIYOT

B.Ed. (Kampala International University)

A Thesis Submitted to the School of post graduate studies in Partial Fulfilment

for the Award of the Degree of Master of Educational Management in

Administration, Faculty of Education and Human Resource Development,

Department Of Education Management, Planning And Economics Of Education

Kisii University

NOVEMBER, 2017

DECLARATION AND RECOMMENDATION

Declaration by Candidate

This Research Thesis is my original work and has not been presented for a degree in

any other university or any other award.

Signature…………………………… Date………………………….

Gladys J. Cheruiyot

Reg: EM17/03523/12

Declaration by Supervisors

The research thesis has been submitted for examination with our approval as

University Supervisors:

Signature…………………………… Date………………………….Dr. Bernard Chemwei, PhD LecturerDepartment of Education ManagementPlanning and Economics of EducationFaculty of Education and Human Resource DevelopmentKisii University.

Signature…………………………… Date………………………….Dr. Enock Obuba, PhD LecturerDepartment of Curriculum,Instruction and MediaFaculty of Education and Human Resource DevelopmentKisii University.

ii

PLAGIARISM DECLARATION

Declaration by Student

i. I declare that I have read and understood Kisii University postgraduateExamination Rules and Regulations, and other documents concerningacademic dishonesty.

ii. I do understand the ignorance of these rules and regulations is not an excusefor a violation of the said rules

iii. If I have any questions or doubts, I realize that it is my responsibility to keepseeking an answer until I understand.

iv. I understand I must do my own work

v. I also understand that if I commit any act of academic dishonesty likeplagiarism, my thesis can be assigned a fail grade (“F”)

vi. I further understand I may be suspended or expelled from the University forAcademic Dishonesty.

Gladys J. Cheruiyot Signature……………………...…

Reg: EM17/03523/12 Date………………….…………..

Declaration by the supervisor (s)I/we declare that this thesis has been submitted to plagiarism detection service.

The thesis contains less than 20% of plagiarized work.

Signature…………………………… Date………………………….Dr. Bernard Chemwei, PhD LecturerDepartment of Education ManagementPlanning and Economics of EducationFaculty of Education and Human Resource DevelopmentKisii University.

Signature…………………………… Date………………………….Dr. Enock Obuba, PhD LecturerDepartment of Curriculum,Instruction and MediaFaculty of Education and Human ResourceDevelopmentKisii University.

iii

DECLARATION OF NUMBER OF WORDS

GLADYS J. CHERUIYOT REG: EM17/03523/12

DEPARTMENT OF EDUCATION MANAGEMENT, PLANNING ANDECONOMICS OF EDUCATION. FACULTY OF EDUCATION ANDHUMAN RESOURCE DEVELOPMENTKISII UNIVERSITY.

FACTORS INFLUENCING IMPLEMENTATION OF GUIDANCEAND COUNSELLING SERVICES IN PUBLIC SECONDARYSCHOOLS IN BARINGO CENTRAL SUB-COUNTY BARINGOCOUNTY, KENYA

I confirm that the word length of; the thesis, including footnotes, is (21,885) 2)the bibliography is (2,882)

I also declare that the electronic version is identical to the final, hard copy ofthe thesis and corresponds with those on which the examiners based theirrecommendation for the award of the degree.

Sign……………………………… Date…………………………….

I confirm that the thesis submitted by above-named candidate complies withthe relevant word length specified in the school of postgraduate andcommission of University Education regulations for Masters and PHDDegrees

Signature……………………… Date………………………….Dr. Bernard Chemwei, PhD LecturerDepartment of Education ManagementPlanning and Economics of EducationFaculty of Education and Human Resource DevelopmentKisii University.

Signature……………………… Date………………………….Dr. Enock Obuba, PhD LecturerDepartment of Curriculum,Instruction and MediaFaculty of Education and Human Resource DevelopmentKisii University.

iv

COPYRIGHT

All rights are reserved. No part of this thesis or information herein may be

reproduced, stored in a retrieval system or transmitted in any form or by any means

electronic, mechanical, photocopying, recording or otherwise, without the prior

written permission of the author or Kisii University.

© 2016, GLADYS J. CHERUIYOT

v

DEDICATION

This work is dedicated to my children Winnie, Emmanuel, Linda, Anita, Shirley, Roy

and Vania.

vi

ACKNOWLEDGEMENT

I wish to acknowledge the following individuals and institutions for their invaluable

support and encouragement during the course of my research work.

First, I thank the Kisii University for giving me an opportunity to study and advance

my knowledge in the field of education. Much gratitude to my supervisors; Dr.

Bernard Chemwei, PhD who assisted me during the writing of research thesis by

guiding me and making corrections and also Dr. Joseph Rotumoi, PhD for tirelessly

guiding me through this research thesis.

Special thanks to the institutions which gave me a chance to undertake my research in

their schools. Special acknowledgement to all the respondents who filled out my

thesis questionnaires. These include 36 principals of the selected public secondary

schools, and 72 guiding and counseling teachers, from whom 2 teachers were selected

from each school.

Finally, I cannot forget to thank the deputy head teacher at my working station who

stepped in for me when I was away carrying out my research. I cannot forget to

mention my staff members, colleagues and friends whose encouragement and support

contributed a lot in making my research thesis a success

To all, may God bless you.

vii

ABSTRACT

This study examined the factors influencing implementation of guidance andcounseling services in Baringo Central Sub-County Secondary Schools. Specificresearch objectives of this study include; the availability of facilities that can be usedin the implementation of Guidance and Counseling program in Baringo Central Sub-County Secondary Schools, to find out the effect of Professional Guidance andCounselling Teacher’s Qualification influence on the implementation for guidanceand counseling services in Baringo Central Sub-County Secondary School, toexamine the influence of the guidance and counseling teachers’ workload on theimplementation of guidance and counseling in Baringo Central Sub-CountySecondary Schools and Finally, the study examined the influence of the school’smanagement attitudes towards guidance and counseling on the implementation ofguidance and counseling within Baringo Central Sub-County Secondary Schools. Thestudy used the survey descriptive research design and a sample of 36 secondaryschools, 36 principals and 72 teacher-counselors out of a total of 367 teachers. Thestudy used questionnaires as a means of data collection and the results were analyzedusing SPSS version 22. The study found that most schools lacked appropriatefacilities needed for effective implementation of guidance and counseling. Teachershad been fully trained on the interpersonal skills necessary to undertake guidance andcounselling within secondary schools. Majority of the Guidance and CounselingTeachers had a work load that hinders them from effectively discharging Guidanceand Counseling services to the students effectively. Also, although most school’sManagement embraced and recognized the role of Guidance and Counselling in theschool, little time and resources was availed to sustain the service. These affected theimplementation of guidance and counselling in the schools. In 2001, It was prescribedthat the Ministry of Education and the Teachers' Service Commission should concoctclear approach rules on arrangement, obligations, preparing of advocates, workloadand compensation of school guides. To offspring high showing loads, the area chooseparticular educators, particularly for guiding and counselling at each school. There isneed professionally prepared school counsellors for viable conveyance of guidanceand counselling services. Guidance ought to be conceptualized in a more extensiveand more complete and all-encompassing perspective, consolidating professional anddifferent parts of improvement. Additionally, studies have likewise suggested onfactors that impact students’ state of mind towards looking for guidance services.

viii

TABLE OF CONTENTS

DECLARATION AND RECOMMENDATION......................................................ii

PLAGIARISM DECLARATION.............................................................................iii

DECLARATION OF NUMBER OF WORDS........................................................iv

COPYRIGHT...............................................................................................................v

DEDICATION............................................................................................................vi

ACKNOWLEDGEMENT........................................................................................vii

ABSTRACT..............................................................................................................viii

TABLE OF CONTENTS...........................................................................................ix

LIST OF TABLES....................................................................................................xiv

LIST OF FIGURES...................................................................................................xv

ABBREVIATIONS AND ACRONYMS.................................................................xvi

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study.........................................................................................1

1.2 Statement of the Problem.........................................................................................8

1.9 Assumptions of the study.........................................................................................9

1.3 Purpose of the Study..............................................................................................10

1.4 Research Objectives...............................................................................................10

1.5 Research Questions................................................................................................10

1.6 Significance of the Study.......................................................................................11

1.7 Scope of the Study.................................................................................................11

1.8 Limitation of the Study..........................................................................................11

1.10 Operational definitions of terms..........................................................................13

CHAPTER TWO

LITERATURE REVIEW

ix

2.1Introduction.............................................................................................................14

2.2 Concept of Guidance and Counseling....................................................................14

2.3.1 Impact of the Professional Guidance and Counselling of Teachers’

Qualifications...............................................................................................................19

2.3.2 Impact of Guidance and Counseling Teachers’ Workload.................................30

2.3.3 Impact of School’s Management Attitude towards Guidance and Counseling. .34

2.4 Theoretical Framework..........................................................................................44

2.4.1 Psychoanalytic Theory........................................................................................45

2.4.2 Personal Construct Theory..................................................................................46

2.4.3 Role Theory........................................................................................................47

2.4.4 Connecticut School Association Theory.............................................................47

CHAPTER THREE

RESEARCH METHODOLOGY

3.0Introduction.............................................................................................................50

3.1 Research Design.....................................................................................................50

3.2 Description of the study area.................................................................................50

3.3 Target Population...................................................................................................51

3.4 Sample Size and Sampling Procedure...................................................................51

3.4 Research Instrument...............................................................................................51

3.5 Piloting of the Instruments.....................................................................................51

3.6 Validity of the Research Instruments.....................................................................52

3.7 Reliability of the Research Instruments.................................................................52

3.8 Data Collection Procedure.....................................................................................52

3.9 Data Analysis Techniques......................................................................................53

3.10 Ethical Consideration...........................................................................................53

x

CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND INTERPRETATION

4.1 Introduction............................................................................................................54

4.2 Demographic Characteristics of Participants.........................................................55

4.2.1 Gender of Respondents.......................................................................................55

4.2.2 Age of the Respondents......................................................................................56

4.2.3 Education Level of the Respondents...................................................................57

4.2.4 Professional Guidance and Counseling Qualifications.......................................58

4.2.5 Length of Service as a Teacher...........................................................................58

4.2.6 State Guidance and counseling departments.......................................................59

4.2.3 Frequency of Guidance and Counseling Services..............................................60

4.3 Availability of Guidance and Counseling Facilities..............................................61

4.4 Influence of Teacher’s Qualification on implementation for guidance and

counseling services......................................................................................................62

4.5 Influence of Teacher’s Workload on the Implementation of Services..................64

4.6 Influence of School Management Attitude on Implementation of Guidance and

Counseling...................................................................................................................66

4.7 Correlation Analysis..............................................................................................67

4.7.2 Regression and Correlation Coefficients of variables........................................69

4.8 Regression Model Summary..................................................................................73

CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction............................................................................................................74

5.2 Summary of the Fidings.........................................................................................74

xi

5.4 Influence of the Guidance and Counseling Teachers’ Workload on the

Implementation of the Guidance and Counseling Services.........................................76

5.5 Influence of school’s management attitudes towards guidance and counseling on

the implementation.......................................................................................................77

5.6 Conclusions............................................................................................................77

5.7 Recommendations..................................................................................................78

5.8 Suggestions for Further Studies.............................................................................79

REFERENCES...........................................................................................................80

APPENDIX A: AUTHORITY LETTER................................................................86

APPENDIX B: CONSENT STATEMENT.............................................................87

APPENDIX C: PRINCIPAL’S QUESTIONNAIRES............................................88

APPENDIX D: TEACHERS QUESTIONNAIRES...............................................90

APPENDIX E: INTRODUCTORY LETTER........................................................93

APPENDIX F: RESEARCH AUTHORIZATION.................................................94

APPENDIX D: NACOSTI AUTHORIZATION.....................................................95

APPENDIX G: COUNTY COMMISIONER AUTHORIZATION......................96

APPENDIX H: RESEARCH PERMIT...................................................................97

APPENDIX I: BARINGO COUNTY MAP............................................................98

xii

LIST OF TABLES

Table1.1: Summary of the schools that have experienced student’s unrest..................7

Table 4.1 Response Return Rate..................................................................................54

Table 4.2 Gender of Respondents................................................................................55

Table 4.3a: Age bracket of the Head teachers.............................................................56

Table 4.3b: Age bracket of the Teachers.....................................................................56

Table 4.4: Professional Guidance and Counselling Qualifications.............................58

Table 4.5: Length of Service........................................................................................59

Table 4.6: Guidance and Counselling Department......................................................60

Table 4.7Availability of Guidance and Counselling Facilities....................................61

Table 4.8 Teacher’s training and implementation of guidance and counseling Services

......................................................................................................................................63

Table 4.9Guidance and Counselling Teachers’ Workload and Implementation.........64

Table 4.10 School Management Attitude on Guidance and Counselling....................66

Table 4:11 Correlation Analysis..................................................................................68

Table 4.12: Regression Results....................................................................................71

LIST OF FIGURES

xiii

Figure 4.1 Education Level of Respondents................................................................57

Figure 4.2Frequency of Guidance and Counselling Services......................................60

xiv

ABBREVIATIONS AND ACRONYMS

G&C Guidance and counseling

KIE Kenya Institute of Education

MOE Ministry Of Education

MOEST Ministry of Education Science And Technology

NDEA National Defense Education Act

SPSSS Statistical Package for Social Sciences

TIQET Totally Integrated Quality Education and Training

TSC Teachers Service Commission

USA United States of America

xv

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

In recent years, guidance and counseling services have become a necessity for all

schools in our society. This is because guidance and counseling processes have been

found to be the best approach to help children as well as their family members deal

with frustrating issues (Ngumbi, 2012). An effective guidance and counselling

programme should have the necessary components such as Guidance and counseling

curriculum including responsive services and individual planning as well as system

support (Ojwang, 2010). In fact, these guidance and counseling components should

include educational and academic matters, vocational matters and personal or

psychological counseling (Mungai, 2010). Guidance and counseling services are

organized around appraisal services, informational counseling, planning, placement

and additional follow-up and evaluation services(Igoki, 2013).

There are several reasons why the schools in any county need to facilitate and ensure

that they have a fully functional guidance and counseling department (Wairagu,

2013). The guidance and counselling services ensures that the student is capable of

understanding himself or herself in the world of social and psychological where

he/she happens to live in (Njoroge, 2014). This includes self-acceptance, developing

personal decision making competencies, and being able to resolve special

problems(Gitonga, 2014). The guidance and counseling programme also helps

provide occupational, educational and other information, which helps the students to

formulate realistic educational and vocational plans(Wairagu, 2013). Finally, the

guidance and counseling services is ideal in assisting the students gradually develop

through identification of the qualities he/she needs to modify and strengths he/she

1

needs to develop (Igoki, 2013). This includes assets in physical strength, mental

capacities, and powers of sense, among others. Therefore, these gives teachers and

schools additional responsibility. That is to ensure that each and every student grows

mature in a way that is steady along his or her own personal manner (Njoroge, 2014).

This is translated to mean that every guidance and counselling school teachers have

the duty of planning the learning experiences of students , their various activities,

their attitudes and their relationships in order to ensure that by all means, each and

every student’s basic psychological needs are well taken care of via education as a

medium (Aura, 2003). Guiding and counseling students within the educational system

also aims at maintaining order to promote student discipline and develop their

capacities to the full including intellectual, social, physical and moral capacities

(Kamau, 2010).

Guidance and counselling traces its origins as a formal discipliner in institutions of

learning and other institutions in the United States of America (USA) (Njimu, 2013).

The guidance movement grew out of voluntary efforts in educational, civic and social

work, leading to formal guidance and counseling in the United States (Gitonga, 2014).

This movement later led to the growth of the counselling psychology in the 20th

century. This was based on mans' concern for his fellow men and their wellbeing

particularly the younger members of the society (Orenge, 2011).

The notable early developments in the guidance and counseling services in

institutionalized systems can be traced to the development of psychological

experimental laboratories by Wilhelm Wundt in Leipzig, Germany, in 1879 (Mungai,

2010). This was later followed by similar experimental laboratories by Stanley Hall at

John Hopkins University in 1883. The United States government was the first

government across the world to recognize the role of guidance and counselling in an

2

institutional set up (Wairagu, 2013). The government undertook measures to make

sure that these important services of guiding and counselling of students was fully

grounded in the systems and process in institutions across the US. This was gone

through a series of acts by congress. The notable ones include: the George Reed Act

of 1929, on vocational education; the George Dean Act of 1935 on funding for

counseling and George Barden Act of 1946, on vocational funding, the National

Defense Education Act (NDEA) of 1958, on school guidance systems and training for

counselor (Igoki, 2013).

There are several states in guidance and counseling services in school set up in

different countries in African continent. In South Africa for example, high schools

offer effective services in guidance which function in a protective manner which

equip the learners with important skills, acquire information and develop positive

attitudes, thus enabling them to be in a position of negotiating the challenges rising at

adolescent stage and improve on their discipline (Njoroge, 2014). The Malawian

school counselors perceived the Guidance and Counseling services that are being

offered within their schools as weak services and therefore, causing very little impact,

if any, on the general behavior of the student. The reason that could be given for this

dissatisfaction can be explained by the fact that the information provided is not

customized to suit the specific need, requirements and their characteristics and the

assumption that all students have same challenges and therefore, can be guided and

counseled in the same way (Aura, 2003). The Zimbabwean schools have full time

school counselors but their efficiency has also been questioned.

The growth for the guidance and counseling services within the secondary school

systems in Kenya can be traced to the independence government in 1963 (Njoroge,

3

2014). The ministry of labour published a vocational guidance pamphlet in 1963

guide Kenyans on suitable career options (Njimu, 2013). This pamphlet was meant for

use within the school systems to present guidance to students in career options due to

the growth in economic, political and social levels in the independent Kenya (Ojwang,

2010). The need for serious vocational guidance in the sector of education arose as the

state started serious training of the human resource who would replace the European

expatriates who were departing from the country. The target was the Secondary

schools which required vocational guidance (Aura, 2003).

Further development in the guidance and development sphere was the creation of

guidance and counseling section as a unit within the Ministry of Education in 1971

(Kamau, 2010). The sole purpose tasked to this department was promoting guidance

and counseling programme in secondary schools by organizing and conducting

seminars for principals and designated teacher counselors from various secondary

schools across the country (Gitonga, 2014). To emphasize the importance of guidance

and counseling services, the Ministry of education published a guidance and

counseling handbook in the year 1973 which was the first official handbook for

guidance and counseling for secondary schools which revised and updated in the year

1977. The increased need for guidance and counseling service in secondary schools

was escalating and widely recognized (Kamau, 2010).

The Gachathi Commission (1976) on education matters came up with

recommendations that would see the need for reorganization of teacher training

institutions to allow all the teachers who are responsible for the guidance and

counseling services enough time so that they can be able to deal with learners well

(Njimu, 2013). It was a nationwide development plan on career guidance in which

guidance and counseling became a professional study in the teacher- training

4

curriculum. The teacher trainees had to take a compulsory course in guidance and

counseling in order to enable them handle some of psychological issues affecting their

students (Njoroge, 2014). This recommendation made it mandatory for guidance and

counseling to be incorporated into the teacher training curriculum at both the college

and university levels (Mungai, 2010). However, the course was not adequate to

prepare effective counselors because it was too academic and lacked emphasis on

practical skills. The 1976 Gachathi report on education also made a recommendation

that guidance and counseling would be taught by the use of subjects such as Religion

(Njoroge, 2014). This later led to the inclusion of subjects like Social Education and

Ethics in the secondary school level to enable them promote the growth of self-

discipline among learners. The Kamunge Commission on Education created in 1986

published its final report in the year 1988. These Report emphasized on the need to

have guidance and counseling services decentralized and expanded (Wairagu, 2013).

The sessional paper No.6 of 1988 issued guidelines on the expansion and

decentralization of counseling services. However, the recommendations failed to

work due to the overloading of the guidance and counseling teachers with academic

work (Njoroge, 2014).

The deteriorating level of the guidance and counseling status in the Kenyan education

sector was noted through the Totally Integrated Quality Education and Training

(TIQET) report on Educational System of Kenya (Orenge, 2011). This report

indicated neglect of guidance and counseling services unit for many years by the

ministry of education thus making the unit inefficient (Njimu, 2013). Furthermore,

there was mass retirement of most professional human resource at the unit while

others were deployed different ministries of the government. Therefore, both the

institutional as well as the field staffs within the school systems therefore didn’t have

5

places or personnel where they could seek guidance (Igoki, 2013). This advice would

help them carry out the guidance and counselling duties effectively. The TIQET

reiterated that a majority of students in the educational and teaching institutions were

in serious need for guidance and counseling (Njoroge, 2014).

The Koech commission of 2000 in recognizance of the deteriorating guidance and

counselling services within the education sector urgently led to the establishment of

the guidance and counselling department within schools. Among the

recommendations of the Koech report was that Guidance and counseling in schools be

made strong in order to be active all times and its availability to be guaranteed on a

daily basis to all the students of all categories (Ngumbi, 2012). The learners were also

supposed to receive all forms of help on matters academic, social life and practical

experiences of the aspect of life through their teachers who have specifically

undergone training in guidance and counseling issues. Finally, those teachers who

have undergone training in guidance and counseling teachers were to work in

collaboration with their colleagues, school parents, and also the religious groups

where it is seen to be necessary with students being in consistent counseling against

the using violent means as a way of finding solution to their social problems (Ojwang,

2010). It is evident that provision this important service in guidance and counseling of

students in secondary schools in Baringo sub-county is serious. The situations of

schools involved in unrest and unbecoming behavior in the sub-county is as tabulated

in Table 1.1

6

Table1.1: Summary of the schools that have experienced student’s unrest

Name of school Sub-county Year Nature of the unrestSchool A Baringo Central 2013&2014

School B Baringo Central 2013 UnrestSchool C Baringo Central 2010 Complains about food and did

Peaceful demonstrationSchool D Baringo Central 2007 Burning dormitories and laboratory

roomsSchool E Baringo Central 2010 Walk outSchool F Baringo Central 2013 Peaceful demonstration

School G Baringo central 2011 Walk outSchool H Baringo Central 2007 Burnt dormitory and demonstrated

along the road

School I Baringo central 2013 Burning of classrooms

School J Baringo Central 2009 Harsh school rules by administration

and did peaceful demonstration

School K Baringo Central 2010

Source: Ministry of Education Science and Technology Baringo County

(MOEST, 2015)

The existing condition as can be observed could be said to have rose due to a number

of factors. The main factor would be teachers’ competence, work load as well as their

attitudes towards guidance and counseling. The year 2014 realized high number of

schools closed down due to student’s unrests and Baringo central sub-county was also

affected.

This therefore, puts the function of guidance and counseling in secondary schools in

Baringo central sub-county into question given that there is a perception that there is

lack of goodwill between the school administration and the student’s hence making it

difficult to take part in useful dialogue. This thus calls for a serious evaluation of the

7

Burning of dormitory and

laboratory

Destruction of property e.g.

spilling of maize, breaking

window panes and furniture

methods and ways of conducting communication to analyze the areas that need to be

amended in order to put the situation under control. Definitely, there has been high

rates of unrests and unbecoming behavior in Baringo Central sub-county over the past

five years and this is because of lapsing on the part of the guidance and counseling

functions.

1.2 Statement of the Problem

Guidance and counseling services within the education system is fundamental to the

functioning of the school system through maintenance of appropriate student

discipline, and enabling the student make appropriate life decisions. Even though the

Ministry of Education has a department of a guidance and counseling with a teacher

counsellor from the employer Teachers Service Commission (TSC), schools have not

been able to deal with student problems in schools. This shows the effort from the

government through TSC in nurturing students to grow uprightly and become better

citizens in future. However, for any guidance and counseling program to operate

efficiently, it will need to operate and overcome constraints of time, finances,

negative attitudes from students, teachers, parents, and administrators and the

challenges of the changing society. Other challenges affecting the guiding and

counseling departments are ill training of the guidance and counseling teachers, and

low state of planning and support as it was reported by the Task Force on Student

discipline and unrest in secondary schools.

The Republic of Kenya through Wangai report in 2001 recognized and recommended

the use of guidance and counselling in management of discipline among the

secondary school students because it uses an approach that is proactive. Despite that

guidance and counselling has been given recognition and institutionalised as a way of

handling discipline in the Kenyan school system, one is left to wonder on the

8

effectiveness of service delivery given the lapse of discipline in secondary schools in

Kenya. The fact that many schools nationwide are experiencing indiscipline cases in

schools as evidenced by student’s declining discipline casts doubts on the

implementation of guidance and counselling services. Unrests in schools are not only

violent and destructive means of addressing issues but they are also premeditated and

they are well planned and have always led to havoc to lives of many people. This

scenario suggests non-existence of effective substitute approach to manage student

indiscipline and Baringo Central sub-county is not an exception. The level of

indiscipline in schools and social ills such as teenage pregnancy, drug addition,

alcoholism, school drop outs and school strikes indicate an increasing need for proper

guidance and counseling sessions. This study examined the factors influencing

implementation of guidance and counseling in Baringo Central Sub-County

Secondary Schools.

1.9 Assumptions of the study

The researcher made the following assumptions;

1. The respondents gave the correct information to the best of their knowledge

2. The sample is a true representative of the population

9

1.3 Purpose of the Study

The study examined the factors influencing implementation of guidance and

counseling services in Baringo central district Secondary Schools.

1.4 Research Objectives

The research objectives of the study were to;

i) To determine the availability of facilities that can be used in the

implementation of guidance and counseling.ii) To find out the effect of Professional Guidance and Counselling of Teacher’s

Qualification influence the implementation for guidance and counseling

services in Baringo Central Sub-County Secondary Schooliii) To explore the influence of the guidance and counseling teachers’ workload

on the implementation of the guidance and counseling services in Baringo

Central Secondary Schools.iv) Examine the influence of the school’s management attitudes towards guidance

and counseling on the implementation of guidance and counseling within

Baringo Central Sub-County Secondary Schools.

1.5 Research Questions

i. What facilities are available for the teacher counselors to implement guidance

and counseling in Baringo Central Sub-County Secondary School?ii. To which extent does the Professional Guidance and Counselling Teacher’s

Qualification influence the implementation for guidance and counseling

services in Baringo Central Sub-County Secondary School?iii. How does teacher counselor work load influence implementation of guidance

and counseling services in Baringo Central Sub-County Secondary School?iv. To what extent do the school management attitudes influence the

implementation of guidance and counseling in Baringo Central Sub-County

Secondary School?

10

1.6 Significance of the Study

The study was of significance to several groups of people within the education sector

including the school management, teachers, parents, education policy makers,

academic researchers, and the general population. The findings of this study enabled

the school management and teachers learn the best practices in the education sector

for possible implementation in their schools. The study also expanded the knowledge

base with the phenomenon under study and therefore provided useful information for

the parents, general public and the researchers on the subject matter. This would thus

enhance their knowledge on the subject matter. The education policy makers would

gain insights on the challenges that face the sector of education in the area of

guidance and counseling unit and therefore implement policies to change the

situation.

1.7 Scope of the Study

The study was geographically limited to the Baringo Central Sub-County in which the

phenomenon was examined within the county. The respondents were the principals,

guidance and Counselling teachers and teachers. Questionnaire was the main data

collection instrument.

1.8 Limitation of the Study

The school management was reluctant to authorize the data collection in their schools

or the teachers may be reluctant to fill the questionnaires. The researcher took

measures to mitigate these concerns through administration of the consent statement

that assures the respondents on the anonymity of their responses and that the study

was used purely for academic purposes only.

11

1.10 Operational definitions of terms

Counselling – this is a term used to refer to a professional practice of offering advice

to a client purposely to help him or her to become a better person

Guidance – refers to a practice whereby one is availed with tutelage intended to

direct someone towards following the right channel.

- Also refers to being in a position to lead, to organize and to plan for the effective

actualization of services in an entity

Policy – is used in reference to legal framework that guide the operations of a certain

entity

12

CHAPTER TWO

LITERATURE REVIEW

2.1Introduction

This chapter reviews related literature, theoretical framework, conceptual framework,

summary of the literature review, critique of the reviewed literature and the research

gaps. The theoretical review examined the concepts of the guidance and counseling as

well as the concepts of attitudes.

2.2 Concept of Guidance and Counseling

Guiding and counseling is an interactive learning process between teacher counselor

and student, whether individual or assemblage, which methodologies, in a holistic

method, personal, educational and/or vocational issues (Wairagu, 2013). During the

counseling services, a student is presented with a chance to express his/her knowledge

and hence developing themselves through individual inventions or by groups

(Ojwang, 2010). Everyone’s understanding and knowledge and the environment in

which counseling was done leads to personal development Njimu, (2013). Orenge

(2011) notes that guidance and counseling is a collective venture to develop the

individual and aims at enabling the students to exploit and develop their talents and

deal with emotional and psychological problems. Igoki (2013) defines guidance and

counseling service as an organized set of specified service that is an establishment

which make an important part of the environment where a school based. It is designed

in a way that encourages the growth of students and support them to realize a sound,

wholesome, development and fully accomplish them in line with their capabilities and

abilities. Finally, Mungai (2010) conceptualizes guidance and counseling as the

method of assisting individuals ascertain and improve their educational, vocational,

13

and psychological potentials so as to realize an finest level of personal contentment

and social usefulness.

The changes that has occurred in the society and the values guiding families, the

traditions and disconnect in the modern community; forms the foundation of

psychological and social problems experienced in secondary schools and learning

institutions (Wambu & Fisher, 2015) as cited by (Boitt, 2016). Mapfumo and Nkoma,

(2013) argues that students undergo serious and immense experience in socio-

economic and psychological problems and pressures in their daily lives in today’s

world, which disturb their learning process. These negative effects of societal

tendencies have actually underscored the ever growing demand for the services

offered by the professional teacher counsellors hence need for provision of a

comprehensive and detailed Guidance and Counselling Programme in secondary

schools to able to address student needs effectively. In response to this demand,

Guidance and Counselling programme was implemented in the United States and it

became prominent in American schools after the World War 1 (Corsini, 1987) as cited

in (Boitt, 2016). In support of these, Taylor (1971) indicates that the school guidance

and counselling programme was implemented in all the British schools in response to

the changes that have occurred in the society, in family set up and in schools which

then created an environment where individual students were accorded with all the

necessary attention that they required.

According (UNESCO, 2001), the concept of guidance and counseling has been

embraced by governments in the education system despite the fact that it is a

relatively new Africa. Considerable progress has been noted in setting up proper

structures in the administrative level for provision of better Guidance and Counselling

services in educational institutions to enhance personal, educational and vocational

14

development of the students. Therefore Guidance and Counselling has been theorized

as a programme of a series of activities which has offered the African states with the

away to get out of their numerous problems that have been existing in the present age

arising from the complex scientific as well as technological development (Okobiah &

Okorodudu, 2004).

Guidance and Counselling was formally implemented in Kenyan institutions of

learning in 1971 to help students deal with emotional, psychological, educational,

vocational and social problems that confront them in their daily lives (Wango, 2007)

as cited by (Boitt, 2016). The implementation of Guidance Counselling programme

was based on a number of recommendations and guidelines in various Education

Commissions Reports, National Development Plans and Government Sessional

Papers (MOEST, 2004). To strengthen, improve and to make the programme more

effective, the report of the National Committee of Education Objectives and Policies

recommended the provision of resources needed for the expansion of Guidance and

Counselling programme services (G.O.K, 1976). The Report of the Working Party on

Education and Manpower Training For the next Decade and Beyond recommended

the decentralization of the programme to district level and the establishment of the

programme in schools and senior teachers to be in charge (G.O.K, 1988) as cited by

(Boitt, 2016).The Commission of Inquiry into the Education System of Kenya

recommended that guidance and counselling services be offered by professionally

trained and mature teachers (G.O.K, 1999). In addition, the Ministry of Education

Report on Student Discipline and Unrest in Secondary Schools (MOEST, 2001),

recommended the deployment of teachers with professional qualifications in

Guidance and Counselling to secondary schools to provide services in the

implemented Guidance and Counselling programme. Therefore, Guidance and

15

Counselling became an integral part of educational system in Kenya and was further

emphasized after the ban of caning in 2001.

Teacher counsellors are expected to develop effective Guidance and Counselling

programmes in schools that will assist in developing all rounded individuals. To

achieve this, the programme should target all areas of guidance and counselling which

according to MOEST, (2004) include personal and social, vocational, health and

educational guidance and counselling among others.

Despite all these expectations according to ASCA (2005), countries vary on how

Guidance and Counselling programme is being implemented. In fact, Guidance and

Counselling service are accessed so easily in most developed states. However, that is

not the case with developing and third world nations which do not get such benefits

Hiebert & Bezanson, (2002). Some nations consider the offering of G&C services a

luxurious exercise and therefore should be offered only as choice just like it is in

choosing subjects (Gysber & Henderson, 2001).

Although school counseling in majority of American schools is moving toward a

comprehensive guidance and counseling programme approach (Gysber, 2012),

Kenyan schools are still in need of coordinated guidance and counselling

programmes. Absence of a hierarchical structure specifying how school directing

ought to be led in schools has prompted irregularities and variations in how guidance

and counselling is conducted in different schools (Wambu & Fisher, 2012).

Therefore many emerging issues that ought to have been addressed by an effective

provision of Guidance and Counselling services have continued to persist. These

include poor academic performance, alcohol and drug abuse, school unrest, classroom

discipline cases, and examination cheating among others. These are indications that

students need guidance and counselling in academic, vocational, personal and

16

psychological issues that should be addressed by a properly implemented Guidance

and Counselling programme.

Guidance and counseling assume a critical part in advancing learning in schools. As

indicated by Pecku (1991), guidance and counseling approach isn't just limited to

formal subjects offered in secondary school yet additionally incorporated into and out

of school exercises, work, job encounters, and low maintenance work programs. The

obligation of the teacher counselors is to open doors for the students to help shape

their character and conduct in order to acclimate to the general public, make them

ready to connect with others, and be rationally and physically sound. This is

requesting and calls for duty of all gatherings worried for compelling guidance and

counseling. The teacher counselor is an extension between secondary school and

group through follow up of investigations of school students, to achieve learning of

the activity and prepare students for future changes in the general public and in

addition, teaching students close to home issues and formative needs other than

professional and instructive parts.

Cochran and Peters (1972), contend that the educational role of counselors take most

of their time thus implying the need to reduce teacher counselor’s workload to allow

adequate time for effective counseling. According to Traxler and North (1966),

teacher counselors argue that guidance is not an extra load, since its ultimate goal has

the same objectives that good teaching has, maximum adjustment and growth for

every individual student. However, the researcher’s view is that learning and

application of guidance techniques require a considerable amount of the teachers’

time. For effectiveness it may call for reduction in other types of services in the

beginning but in the end it should greatly increase teaching efficiency. Milner (1974)

indicated that counselors spend the largest part of their time on educational programs

17

and school advice. This means that much time is taken by Quasi-Clerical and

administrative duties. Kimathi (2002) indicated that teacher counselors feel that, since

they are classroom teachers, their colleagues perceive them in a resentful manner.

They view them as quasi administrators who do not put a lot of emphasis on

counseling and expressed feelings that they acted more as advisors rather than

counselors and sometimes busier with discipline and clerical duties. He additionally

expresses that, it is once in a while restricted to instructive exhorting with the

instructor advisors going about as a resourceful individual.

Counseling on personal problems seems minimal, partly due to students distrust, time

pressure and a feeling of inadequacy. There is need therefore among teacher

counselors to make effort to promote effective guidance and counseling in schools

with all its functions.

2.3.1 Impact of the Professional Guidance and Counselling of Teachers’

Qualifications

According to Okumbe (2001) training is a process by teachers and other employees

are presented with knowledge and skills that is specific which will help them as they

perform and execute their various tasks. Lack of training professional counsellors is

likely to have influence that is really undesirable on the students. Students are the

ones who are in the receiving end of guidance and counselling services and if

counsellors lack important components that are critical and understand the conditions

which are core during counselling, they cannot be able to conduct counselling in an

effective manner (Abdul, 2012). Students who are left to the benevolence of such

guides will take activities to the impairment of the general public. Such students can't

make great resolutions; they may take activities that are not required at a specific

point in time. In a study conducted by the American School Counsellor Association

18

on various subgroups as cited by Herman (2007), found out that, a school counsellor

must possess personal capabilities and abilities in terms of self-recognition and

interpersonal relationship in their work places. According to the researcher this is true

because teacher counsellors interact with other people including students, school

managers and other teachers, and their interpersonal working relationships will

greatly determine their success. Herman (2007) further indicated that what is of a

serious concern in the field of counselling is the level of preparedness of the

counsellors and the assurance of their capability in carrying out their duties and

responsibilities. Therefore, this is a clear indication that counselling services should

be provided by someone who has some form of training in order to perform their

work more professionally and effectively. However, this is not the case with the

Kenyan school context because, anybody in Kenyan Secondary Schools set up can

offer guidance and counselling services to students so long as they are interested and

willing to do so. For example, administrators, teaching staff or the school chaplain can

perform such duties. This is contrary to the expectations because counselling just

many other professions requires both theoretical and practical knowledge to able to

perform or carry out these services and therefore, training is fundamental. In their

view, Ndambuki and Mutie (2009) dissents the idea of teacher counsellors in Kenyan

secondary schools and instead, emphasize that while doing preparations for

counselling, it is crucial to theoretical knowledge in terms of personality and

psychotherapy as well as analytical and behavioural intervention procedures as well

as the dynamics in human’s behaviour. The implication is that each counsellor must

be willing to continually struggle to live up to his own full potential. According the

Republic of Kenya (2008), it was expected that guidance and counselling was going

19

to be included as part of the counselling teacher’s training curriculum both at the

college and at the University levels.

Although this recommendation was implemented, the course for guidance and

counselling doesn’t seem to have been effectively tackled. It dealt with only on

course, introduction part to guidance and counselling which is not sufficient. This

leaves teachers deficit of many areas in counselling thus finding themselves

incapacitated to offer required help. Nthusi (2009) argued that in Kenya, teacher

counsellors are mostly appointed by the heads of institutions, voted to serve as

counsellors by their colleagues or posted by the Teachers Service Commission (TSC)

to spearhead the department. The latter is here assumed to be a department just like

any other and there is no much consideration as to whether the teacher has the

necessary skills and appropriate knowledge to be tasked with the roles and

responsibilities of guiding and counselling the Students. This becomes an

appointment just like any other subject in the school. It has been proven that such

teacher counsellors are ineffective in offering the services because, in the first place

don’t have the understanding of what roles they are supposed to perform as guidance

and counselling personnel.

The republic of Kenya in 2008, made a recommendation that school heads and their

senior teachers should be tasked with the responsibility of supervising guidance and

counselling programmes that were established for the Kenyan secondary schools.

Proper training in guidance and counselling was not put into consideration while

doing this. One only needed hold a position of either head of institution or that of the

senior teacher to be charged with the role of overseeing guidance and counselling

programs in the school leading to massive failure in the departments to offer real

services. For this reason, in-service courses and short time seminars were introduced

20

for all teachers that are practicing as counsellors in Kenyan secondary schools. KIE

was given the mandate of organizing and coordinating in-service programs at District

levels. According to the researcher this is inappropriate because the teacher counsellor

is expected to gain professional knowledge and practical skills needed for counselling

which requires more than short courses due to the fact that, it deals with human

behaviours which are complex unlike other fields or subjects taught in the school.

The role of the availability of the professionally trained guiding and counseling

teacher’s play a critical role in the implementation of the guidance and counseling in

Secondary schools. The training and professional qualifications of the guidance and

counseling teachers has an effect on the guidance and counseling implementation

process and effectiveness. It has been noted that the necessary training of the guidance

and training teacher positively affect the effectiveness of the services provided

enhancing discipline in schools. In this context, Gitonga (2014) note that the guidance

and counseling teacher must possess personal capabilities in self-recognition and

interpersonal working relationship. This is due to the fact that the guidance and

counseling teachers interact with other people including students, school

administrators and senior and junior teachers, and their interpersonal working

relationships will greatly define their success(Orenge, 2011). Proper and adequate

professional training on these aspects ensure that the teacher is competent in line with

the personal behavior expected of him/her(Ojwang, 2010). There is acute lack of the

adequate training and information on guidance and counseling guidelines. In most

cases, the guidance and counseling teachers wait until students’ emotional

experiences have developed into problems.

Ngumbi (2012) argues that what is of concern in regard to the counsellors is their

preparedness quality and guarantee that they are competent to be school counsellors

21

and the roles they must achieve. This is interpreted to mean that counseling services

are supposed to be provided by someone who has been trained as a counselor. This

reflects negatively on the concept of the teacher counselors in Kenyan Schools

because anybody within the school set up and for as long as he/she has some interest

in helping learners can proceed to guide and counsel, for example, administrators,

teaching staff or the school chaplain (Igoki, 2013). This is not right because

counseling just like many other professions require that counselors should have

theoretical and practical skills and knowledge to able to perform this duties, thus,

proper training (Mungai, 2010). The aspects that the guidance and counseling teachers

need to be trained on include knowledge of theoretical aspects, personality aspect and

psychotherapy aspect, the diagnostic and behavioral intervention techniques as well as

dynamics of human behavior (Aura, 2003).

The guidance and counseling within most Secondary schools in not a fully-fledged

department with adequate resources and competent skills (Wairagu, 2013). The

guiding and counseling teachers in most Secondary schools are nominated by the

school head teacher, or voted by the staff members(Njoroge, 2014). The latter is

assumed to be a department just like any other in secondary schools in Kenya and not

much consideration is given as to whether these teacher counselors have the right

skills and knowledge in guiding and counseling students. This becomes an

appointment just like any other subject in the school. Such teacher counselors have

proved unproductive since they do not in the first place recognize their role in

guidance and counseling (Mungai, 2010). There were recommendations that school

principal and senior teachers supervise guidance and counseling programmers that

had been established in secondary schools (Ojwang, 2010). To work as a counsellor,

there training in the area was not an issues considered. The only requirement was that

22

you are either the head of the institution or a senior teacher for you to qualify as a

counsellor and therefore tasked with the responsibility of spearhead all programs in

guidance and counseling of students leading to failures rather than success in the

department in offering services that are necessary. This led to introduction of in-

service programs and conducting short term seminars for all the teachers that are

participating as counselors in Kenyan secondary schools. However, the same was

missing at Secondary school level (Kamau, 2010). The guidance unit at Kenya

Institute of Education (KIE) was mandated with the organization and co- ordination of

in-service training at County levels (Gitonga, 2014).

Competence refers to having skills, techniques and experience to do something well

and to the necessary standards. Counsellors are furnished with the essential skills and

expertise that make them effective in the discharge of their duty. In the traditional

context, guidance and counselling was done and it included instructing the adolescent

about the conventions and culture of the group. This was done from age to age by the

senior citizens who thought of it as their social duty. Their elders who considered it

their age, knowledge, exposure and expertise. Mutual trust existed between the

different age groups (Charles, 2006).

The objective of guidance and counselling in African traditional context was to mould

the individual in such a way that he fitted in the society as a responsible member of

the community. This was done through the use of dances, stories and offensive or

non-offensive verbal instructions. Female clients were guided by mothers, aunts,

grandmothers and other responsible women in the society. Men, on the other hand,

were guided by grandfathers, uncles, poets and other responsible men in society

(Mutie and Ndambuki 2003). The skills, techniques used by traditional Africans were

acquired through intuition.

23

The guidance and counselling teachers should be people who have gone through

vigorous training and acquired skills, techniques and experience. The level of

education for teacher-counsellors should be master’s degree in counselling

psychology. Teacher counsellors require multicultural competence in order to counsel

diverse students. They should be able to handle counter transference, transference,

stereotypes and ethnicity. A lot of training is needed for one to be an effective teacher

counsellor. Many teacher counsellors lack their rigorous training hence lack the

competence. Secondary schools in Kenya use classroom teachers as teacher

counsellors. Such teachers lack empathy, skills and techniques. They cannot keep

secrets with confidence and therefore are not successful in their counselling practice

(Gichinga, 2005).

Internationally, teacher counsellors’ competence is determined by the level of

education and training one has gone through. Accreditation body for counsellor

programs is the council for the accreditation of counselling and related educational

programs (CACREP), which provides international program accreditation in

counsellor education disciplines including school counselling. In countries like United

States, teacher counsellors must attain master’s degree in counselling psychology to

accredited, registered and certified and given certificate to practice as a counsellor.

Such counsellors must be competent in about eleven areas in specialization including

nationally certified school psychologist (NCSP), certificate of clinical competence

(CCC), nationally certified school counsellor (NCSC).

In some countries in Africa, classroom teachers are made teacher-counsellors with

normal teaching load and counselling activities. They also use education specialists to

provide guidance and counselling on matters of education such countries include

24

Nigeria and Botswana. In Nigeria only in federally funded schools do we find trained,

licensed and certified counsellors (Everard, 2006).

Guidance and counselling is all about individual behavioural processes, this means

that, the counsellor is in a person that can handle the personal world of the internal

world. For this help to be effective, the counsellor needs to be competent. They

should possess the necessary skills, techniques through training. They should also be

licensed and certificated. They should be competent in multicultural counselling,

individual and group assessment. They should also demonstrate skills in the use of

counselling principles, respectable and experienced counsellors in a school setting

should be eclectic. They should understand ethical and legal issues, consultation and

research evaluation and a bit of technology (NACADA 2009). Past studies observed

that seasoned counsellors who possessed relevant professional skills and techniques

enhanced the disciplinary aspects of G/Programs (ASCA 2007)

The guidance and counseling handbook for teachers (2007) identifies six areas of

focus in guidance and counseling programme. These include educational/Academic

guidance and counseling, Vocational/career guidance and counseling, Civic guidance

and counseling, Disaster preparation and conflict resolution, Health and safety

guidance and counseling. Educational guidance and counseling is concerned with all

those activities that are related to student’s adjustment to educational environment.

Vocational guidance and counseling is primarily concerned with assisting students to

understand themselves and the world of work in terms of interests, attitude and

aspirations. Students are supposed to be helped to have an occupation in mind and to

prepare for it with an ultimate goal of entering into work and developing their careers.

The great importance of vocational guidance is that individual interest, aptitude, and

25

personality is considered, students are assisted to realize their abilities, special needs,

interest, and limitations with a view to make appropriate career choices.

Civic guidance and counseling is process of facilitating the awareness of the dynamics

of the civic society, the youths are guided on how to be good and responsible member

of society. Disaster preparation and trauma management; disaster in school set up can

be defined as a serious disruption of the function of the school causing major human,

property or environmental losses hence the need for responses, for example fire

outbreaks, lightning, accidents, floods, infection out breaks, and many more.

Catastrophe bring out grief and causes trauma. There have been cases of traumatizing

school riots and accidents such as the Kyanguli high school where sixty-eight students

died, Bombo lulu secondary school where ten students died and Nyeri high school

where three prefects were burnt to death in an arson attack (Wango and Mungai

2007).

Health and safety guidance and counseling emphasizes on the learner’s good heath as

essential component of an individual’s well-being, learners need to be guided to

appreciate the need to have healthy bodies and mind in order to excel in the conducive

environment and have intellectual performance. The students need an understanding

of destabilizing conditions such as HIV/AIDS, asthma, diabetes, malaria malnutrition

waterborne diseases, and others (Wango and Mungai 2007). Students need to feel

secure by adopting safety measures in health at school, at work, and elsewhere. The

school guidance and counseling programme therefore can help the students through

relevant advisory programmes such as life skills.

According to Herman (1967), a study carried out by American School Counselor

Association on different subgroups revealed that, as a school counselor, one is

required to display personal competences through self-acceptance and have a good

26

interpersonal relationship that is working. This is true according to the researcher

because teacher counselors interact with other people including students, school

administrators and other teachers, and their interpersonal working relationships will

highly determine their success. Herman (1967) further emphasized that the quality of

preparation by the counselors is the most serious and crucial challenge that face

counseling and also guarantee of their competence as school counselors in what they

need to accomplish. And as such, it becomes apparent that a person tasked with the

role of counseling should have some form of training in this work. This reflects

negatively on the concept of the teacher counselors in Kenyan Secondary Schools

because any person in a school setting as long as he/she is interested in helping the

students can guide and counsel, for example, administrators, teaching staff or the

school chaplain. This is a defective view because counseling like any other

professions requires theories and practical skills to carry it out hence training.

Teachers need skills in computers and business management so as to assist students

prepare themselves properly in self-employment. Many learners experience

challenges as they undergo their vocational training. They include unawareness of

their own abilities and their wellbeing, lack of realism, indecisiveness and

inflexibility. They may also lack occupational information and problem-solving skills

(Mutie and Ndambuki, 1999). The main objective for conducting vocational

counselling indeed is about assisting students in order to be able to integrate his or her

personal information with the occupational world hence coming up with ways of

developing life careers.

Personally and socially, learners may come cross a number of challenges which

include conflicts emotion , anxieties, life frustration, general fears, poor state of self-

concept, unable to make decision, alcoholism and abuse of drugs, pregnancies which

27

are unwanted, contraction of HIV/AIDS, law-breaking, commission of suicide, poor

interpersonal relationships or inability to change their maladaptive behaviour as cited

by Hendrikz (1986).

Mwamwenda (1995) pointed out that adolescence is a crucial stage in developing self-

esteem, development of self-image or self-evaluation. Teacher - counsellors need

skills to help students to do away with factors which lead to lacking of understanding

oneself and also not able to accept yourself. Teacher-counsellors need knowledge in

self-awareness to understand and appreciate themselves in order for them to be in a

position to help students manage stress.

Brama (1973) asserts that guidance and counselling should not be carried out by

anybody else other than professionally trained persons. To him, if guidance and

counselling is dealt with by untrained personnel, they are likely to harm their clients.

This is supported by Patterson (1971), and Herman, et al (1974), who state that, for an

individual to work with another or others in a helping relationship, there is need for

specific skills in guidance and counselling. Wahome (1989), while presenting a

guidance and counselling paper in a seminar remarked that ‘most teacher-counsellors,

head teachers included, have no training for the job except probably for the course

they took during their undergraduate or diploma training.’

Durojaiye, (1990) seems to support the fact that there is lack of trained personnel in

G&C, when he argues that though teacher training institutions in Africa offer

educational psychology, it does not relate to the African social and cultural setting,

hence is not suitable for the African child. Since educational psychology concerns

itself with all the child’s development and growth aspect such as those that can be

manifested while at his/her home, in his/her neighborhood and those displayed at

school, which altogether affect how a child responds to school and learning activities.

28

He therefore recommends that the principle of educational psychology should help in

finding solutions to learning problems by using suitable methods and materials that

are related to the learner’s African background.

According to UNESCO (2000), most of children that go schools actually do so

without having knowledge of what are actually supposed to do there, and end up

leaving school with no clue of what kind of a job or life careers which they may like

follow. The duty of helping them focus on a given career falls on the G&C teachers.

As such, Makinde (1993) refers to such teachers as multi-faceted professionals. The

better informed they are of the details of the different careers and professions; the

better they will be at the services which they are called upon to give.

Hendrikz (1986) advices that the youth should know what working for their living

means, how to apply for work, employer needs of qualities such as integrity,

punctuality, honesty and loyalty. Career talks, conferences and tours to industries

should be included in the guiding and counselling programmes, and, according to

Hendrikz, should be done by professionals. Other issue that should be dealt with in

G&C programmes should include budgeting, hire purchase,credit buying and

insurance. According to Jones (2000), the above outline is good, but unfortunately,

most schools lack the physical facilities, material resources, time and proper

management of guidance and counselling programmes.

2.3.2 Impact of Guidance and Counseling Teachers’ Workload

Republic of Kenya (2004) recommended that guidance be provided to students and

through this, a booklet for careers and a selection of career masters were

establishment. The career masters included the regular teachers selected to offer

guidance services on career guidance to the students in addition to the normal

teaching work load. The Kenyan Government recommended that all teachers

29

designated with the role of guidance and counseling services be given a chance to

attend to the needs of students in counseling. However, this recommendation never

saw the light of the day in most of the secondary schools and therefore, the teachers

went ahead to perform double roles of teaching in class and also counseling the

students. Consequently, more time was spent on teaching while very little time, if any

was spent in counseling the students.

Republic of Kenya (2006), observed that guidance and counseling teachers were

expected to provide some counseling and that dual service proved ineffective. This is

true because the designated teachers spent more time in class teaching students rather

than that of counseling them. This makes teacher Counselors perform more duties

than required of them. Some already have been assigned a workload of over 20

lessons, some are classroom teachers while others are heads of departments and others

are school principals and counselors at the same time. This then ends up causing

serious challenge to the confidentiality required in counseling. These conflicts in roles

of teachers, as a counselors and principals brings out the element of distrust while

trying to balance time in order to offer counseling services and teaching in classrooms

to cover the syllabus becomes a challenge. According to the researcher, this balance

is necessary if burnout and stress among teacher counselors is to be avoided as well as

compromising the quality of teaching during the class hours.

Since the Ministry of Education recommended provision of the guidance to students

in 1964 leading to the establishment of the career booklet and selection of career

masters. The guidance and counseling teachers were appointed to provide the services

(Ngumbi, 2012). The guidance and counseling teachers were regular teachers who

were appointed to provide some guidance services to students in addition to their

teaching load. However, the designated guidance and counseling teachers were to be

30

allowed more time to attend to their counseling needs (Njimu, 2013). This proved

inadequate and straining with the teachers playing the dual roles of teaching and

counseling at the same time. Therefore, the guiding and counseling teachers spent

more time teaching than counseling the students (Igoki, 2013).

In addition to teaching workload, the guidance and counseling teachers had other

duties such as being class teachers and others could be heading other departments

while others are school heads and counselors (Ngumbi, 2012). This represents a

noteworthy test to privacy in guidance. The clashing parts of a teacher, as an advisor

and school key draws out an issue of trust while adjusting time for managing

administrations and for teaching the classes allocated is a major challenge (Wairagu,

2013). This leads to teachers’ burn out and stress among the guidance and counseling

teachers as well as compromising the quality of teaching during the class hours. The

huge workload of the guidance and counseling teachers together with the important

areas allocated to the guidance and counseling meant that in most schools it was not

allocated time within the timetable(Igoki, 2013). In this context, the teachers

conducted guidance and counseling session an impromptu manner and due to the

pressing nature as opposed to scheduled programme. There was a noted increase on

the guidance and counseling activities in the third term due to the National

Examinations and the pressing needs for the students to be fully in concentration of

the tasks ahead (Mungai, 2010).

Guidance and counseling plays a very crucial role in the promotion of learning in

secondary schools. According to Pecku (2001), guidance and counseling is an

approach that is not only restricted to the formal teaching subjects that are offered in

schools but it also included in and out of secondary schools events, work, vocation

involvements, and part time work schedules. The duty of the teacher counselors is

31

actually to unlock opportunities for all the students to help them shape their characters

and behaviour so as to adjust to the society’s requirement, make them able to

interact with others, and be mentally and physically healthy. This is demanding and

calls for duty of all parties worried for successful guidance and counseling. The

teacher counselor is an extension between secondary school and community through

follow up of investigations of school graduates, to achieve learning of the activity and

plan to introduce students for forthcoming changes in the general public and also,

managing student's close to home issues and formative needs other than professional

and instructive parts. Cochran and Peters (2002), contend that the educational role of

counselors take most of their time thus implying the need to reduce teacher

counselor’s workload to allow adequate time for effective counseling.

According to Traxler and North (2006), teacher counselors argue that guidance is

not an extra load, since its ultimate goal has the same objectives that good

teaching has, maximum adjustment and growth for every individual student.

However, the researcher’s view is that learning and application of guidance

techniques require a considerable amount of the teachers’ time. For effectiveness it

may call for reduction in other types of services in the beginning but in the end

it should greatly increase teaching efficiency. Milner (2004) indicated that

counselors spend the largest part of their time on educational programs and school

advice. This means that much time is taken by Quasi-Clerical and administrative

duties. Kimathi (2002) indicated that teacher counselors feel that, since they are

classroom teachers, their colleagues perceive them in a resentful manner. They view

them as quasi administrators who do not put a lot of emphasis on counseling and

expressed feelings that they acted more as advisors rather than counselors and

sometimes busier with discipline and clerical duties. He further states that, it is

32

sometimes limited to informative advising with the teacher counselors performing as

a resource person. Counseling on personal problems seems minimal, partly due to

students distrust, time pressure and a feeling of inadequacy. There is need therefore

among teacher counselors to make effort to promote effective guidance and

counseling in schools with all its functions.

2.3.3 Impact of School’s Management Attitude towards Guidance and

Counseling

An attitude is any picked up persisting inclination to react in reliably good or

troublesome approaches to specific individuals, gatherings, thoughts or circumstance,

it is a man's emotions about something (Effinger 2005). Previous studies such as those

of Denga (2001) have demonstrated that principals and teachers constitute the best

deterrent to the accomplishment of guidance and counseling administration in

schools, the report depicted a negative disposition of school experts towards guidance

and counseling services and the counselors in particular. Attitude is beliefs and

feelings that predispose our reactions to objects, people, and events. Gitonga (2009)

points out that attitude consist of three types of components. These are the cognitive

components, affective and behavioral components. The cognitive component is

related to thoughts and beliefs, the affective relates to emotions or feelings and action.

These three components of attitudes interact in such a way that specific feelings and

reaction tendencies become confidentially associated with the attitude object.

The attitude of the school’s management towards the guidance and counseling has a

significant impact on the implementation of the same in their schools. This is because

the school principals have a huge role to play in the resources allocation and the

policy direction of the school (Wairagu, 2013). An attitude is a genuinely stable

supposition with respect to a man, protest or movement, containing an intellectual

33

component. The states of mind have been found to influence the usage and adequacy

of direction and guiding administrations in the instruction sector(Igoki, 2013).In

schools where the school management lack appreciation of the contribution of the

guidance and counseling teachers in the school affairs, then the school management

may place little premium on the implementation of the same(Ngumbi, 2012). This

may lead to the guidance and counseling teachers being openly critical and question

the value of their positions thus lead to less professional development and interest in

the area(Wairagu, 2013). The negative attitude by the school heads regularly

influence the arrangement of direction and guiding projects in schools through

absence of sufficient time profited for the purpose (Igoki, 2013). A prime assignment

of an essential is to practice authority that outcomes in a typical vision of the course to

be attempted by the school, and to oversee change in ways that guarantee that the

school is effective in figuring it out its vision(Wairagu, 2013). A principal as a leader

and a manager of change must support guidance and counseling in managerial roles

all of which, if done well leads to success of guidance and counseling in secondary

schools and achievement of the organizational goals(Aura, 2003). Ngumbi (2012)

recommended that the calling ought to receive school change as its focal point of

gravity. This implies the foremost, in making school related resolutions ought to

ceaselessly have school advancement at the top of the priority list of which direction

and advising is a piece of this change. Putting school change at the focal point of the

calling guarantees that the activity of the chief grounded and attached

straightforwardly deeply business of tutoring.The success of guidance and counselling

programmes in secondary schools depends on how it is viewed by teachers, students

and the school administrators. Teachers always see the programme as an opportunity

for teacher counsellors and students to discuss other teacher’s characters. Such

34

teachers were suspicious that counsellors could be discussing them with students.

Students, on the other hand view guidance and counselling teachers as spies of the

school administration. (Glasser, 2005) They hold the view that teacher counsellors

could be discussing their disclosures in counselling sessions with the school

administrators hence are not willing to open up and disclose their problems lest the

administrators become aware. Administrators also viewed teacher counsellors as

potential threats and are not willing to invest in counselling. Most of the principals

felt that guidance and counselling was expensive and unnecessary .They also felt that

teachers’ in charge of the facility used their office for reasons other than counselling

students; in particular, they felt that teacher-counsellors could incite students against

the administrators.

According to Goodland (2003), the decision of coming up with schools that are

inclusive with effective guidance and counselling entirely depends on the leader’s

value and beliefs. Leaders should be able to display what they belief and what their

priorities are by the following; how their promises are made and whether they are

respected, what they are heard saying in both official and informal set up, what their

interests are and the nature of questions they ask. As a leaders in schools, the

principals are the ones that directly influence how resources are allocated, how

staffing is done, structures of the school, the flow of information and the operation

processes that determines what should and should not be done by their particular

schools. Most principals in developed countries work hand in hand with school

counsellors in assisting students overcome their problems that may be related to

home, school and or community.

In Scotland, a study carried out to examine teacher’s attitude towards guidance and

counselling revealed that teachers had positive attitude generally, towards counselling

35

and particularly valuing the freedoms and skills and knowledge of the school

counsellor. A small minority of teachers however, were found to hold strongly

negative views toward counselling. The study equally found out that a majority of

teachers understood counselling as just giving advice to the students. If all negative

perceptions of the programs can be done away with, then, guidance and counselling

programs will no doubt be a success. When teachers perceive the program negatively

they disseminate wrong information about it to students hence resistance develops. A

guidance and counselling program that is looked upon by school fraternity to provide

solutions to pertinent issues gets strength from the school administration, teachers,

students and parents .It is provided with proper infrastructure to enable establishment

of an effective guidance and counselling facility.(Goodland ,2003)

A principal as a leader and a manager of change must support guidance and

counseling in planning, organizing, directing, coordinating and controlling guidance

and counseling programmers, all of which, if done well leads to success of guidance

and counseling and achievement of the organizational goals (Orenge, 2011). This

shows that school principals are the major actors for a school to improve and therefor

if they fail doing this whole task then the school at large also fails. The roles of these

principals in the school administration are clearly laid down. Among others, they are

the ones to implement the school administration policies and procedures of the

government (Wairagu, 2013). They are pioneers of groups of expert teachers; and

administrators of the supply and compelling utilization of HR (human, monetary and

material assets). To the extent guidance and counseling is concerned, the help of the

schools principals is very fundamental for the advancement, application and upkeep

of advising programs, and in addition the accomplishment of the educator instructors

and the projects. The school foremost affects the school's counseling program on the

36

grounds that building up a positive working connection between school administration

and the school counselors is essential to the achievement of the teachers (Orenge,

2011).

Many guidance and counseling teachers see themselves as change operators,

specialists, emergency chiefs and gathering pioneers (Mungai, 2010). They perceive

that having the help of the main and other school executives is a key component to the

accomplishment of their execution (Ojwang, 2010). The school administration

support can have any kind of effect in the accomplishment of advisors in schools and

absence of the chairmen support can make the advocate's activity greatly troublesome.

The school management is directly involved in the distribution of duties within the

school(Aura, 2003). The guidance and counseling teachers may find themselves being

handed other tasks in the school which leave them with too little time for the students

while carrying out the other non-counseling duties diminishes the overall counseling

programme, and this reduces the counselor’s effectiveness(Njoroge, 2014). Some

principals are confused about the role of guidance and counseling teacher in the

school. This is because the latter lack knowledge of the formers' roles and duties. The

counselors are looked upon with a lot of suspicion by the school management(Igoki,

2013). The reason for this is because the counselors tend to be too close to the

students. They are supposed to handle the students' issue with confidentiality. So

when information is kept from the school principals and he/she gets suspicious,

conflicts are sure to arise between the principal and the teacher counselor (Njimu,

2013).

A prime assignment of a head teacher is to practice administration that outcomes in a

typical vision of the course to be attempted by the school, and to oversee change in

ways that assurance that the school is effective in accomplishing its vision. A head

37

teacher as a leader and a manager of change must support guidance and counseling

in managerial roles all of which, if done well leads to success of guidance and

counseling in secondary schools and achievement of the organizational goals.

Sullivan and Glanz (2000) recommended that the profession should hold onto school

advancement as its concentration of gravity. This implies the head instructor, in

settling on school related choices ought to consistently have school advancement at

the top of the priority list of which direction and guiding is a piece of this change.

Enrolling school advancement at the focal point of the calling guarantees that the

activity of the head is grounded and attached unswervingly to the crucial business of

tutoring.

A head teacher as a leader and a manager of change must support guidance and

counseling in planning, organizing, directing, coordinating and controlling guidance

and counseling programmers, all of which, if done well leads to success of guidance

and counseling and achievement of the organizational goals.

In the school setting, the G&C service is inherently an entity of a large organizational

system, which has two additional components - the administrative and the

instructional components. They all contribute to quality education for each individual

student. The school head teacher more than any other person, is responsible for

ascertaining that the students gain from these entities. Kebeya (1989), pointed out that

a good administrator has the duty of defining the duties to be performed by the G&C

personnel, competencies required for each, selecting the most competent personnel

available, and providing them with the materials that they require, helping them to

develop good working relationships and encouraging their growth on the job.

Consequently, the role of the administration in the G&C programme is perceived

against this setting as suggested by Kebeya. The school head teacher performs the

38

following roles in implementing and facilitating a G&C programme in a school. First

and foremost, he/she has a responsibility to recognize the need for and the importance

of a comprehensive G&C programme (Shertzer and Stone, 1966). In addition, the

school head must be seen to be interested, supportive and encouraging in the

operation of the G&C services. Informed administrators and active leadership is

critical for the success of the programme. The school administration can show

leadership and support to the programme by recognizing and utilizing the counsellor,

providing time and facilities and providing a conducive atmosphere for G&C.

The administration is also responsible for creating among school staff members,

students and the community an awareness of the need for G&C services. This means

that the head teacher has to make it clear to the staff, students and parents what the

programme entails. According to Gutch and Accom (197(5), the success of the G&C

programme depends on a state of readiness of the school staff to accept, contribute to

and utilise the service. It also follows that unless the students are made aware of the

purpose and importance of G&C services, they are likely not to utilise such services

(Moser, 1963). The head teacher also has to erase the misconception by some parents

that G&C is an invasion of their privacy and that of their children, hence, the attempt

by parents to sabotage its development even though their children need counselling

(Makinde, 1993). Kilonzo (1980) states that one of the constraints that G&C

programme in Kenya suffers from, is lack of parental involvement and support. The

inability to gain support for the programme or to maintain and increase such support

once it has been gained can be a real hindrance to the development of G&C services

in schools. Kilonzo suggests that parents’ support could be solicited through parent

bulletins, parent-teacher associations, parent workshops and school magazines. The

39

school administration, therefore, has a duty to persuade parents to take G&C services

positively and seriously.

Where the school counsellor is not appointed by the Teachers Service Commission

(TSC), the head teacher is charged with the responsibility of appointing one. Besides,

the head teacher appoints a school guidance committee from among the staff

comprising of five to eight members (Republic of Kenya, 1976). The head teacher is

expected to encourage the development of the committee as an advisory and policy

recommending body (Shertzer and Stone, 1966; Republic of Kenya, 1976). When

selecting teacher-counsellors, head teachers are expected to look for certain qualities

or attributes. The personality of the counsellor is the most critical variable in the

counselling relationship. Patterson (1971) identifies other attributes which include

interest in student welfare, willingness to serve others, devotion to study, competence,

one who can inspire the confidence of students and the support of fellow staff

members and a good working knowledge of the school norms, values and traditions of

the people.

Mbiti (1974) asserts that since the head teacher cannot do everything, it is necessary

for him/her to delegate certain responsibilities to other teachers. After he/she

identifies staff for G&C that is professionally prepared and defining, clarifying and

allocating responsibilities to them, there should be no fear in delegating the actual

responsibility for the actual operation of the programme. This, Mbiti says, is not

surrender of power or control, but the one performing the particular duty does it on

behalf of and under the authority of the head teacher. This is because if anything goes

wrong, the head would be asked since he/she is accountable. However, regular

advisory meetings are necessary for instructions, evaluation and reporting with the

teachers concerned and the head teacher. Moser (1963) points out that the head

40

teacher must play his/her role of maintaining a controlling interest in the work of the

guidance staff. Reilly (1995) maintains that empowered teachers tend to feel a sense

of ownership in their schools’ successes and failures. Reilly also adds that such

teachers who operated in a leadership role were more satisfied with their careers,

which leads to higher job involvement.

Oketch and Ngumba (1991) have stated that a school head has to view G&C as an

important aspect of the education and development of a youngster. Therefore, he/she

will be vigilant in providing professional personnel, time and facilities to do the job.

In this respect, the school administration has to provide adequate time by arranging

the teaching schedule and non-teaching duties of the teacher- counsellor so that

adequate time and acceptance of the programme will be realized. The counsellors

have to be available to their clients both physically and mentally. Unfortunately, the

issue of time is the major constraint to G&C programmes. A study by Amukoa (1984)

found out that none of the twenty-one schools in his study had a period set aside for

counselling. Amukoa established that 90% of the teacher-counsellors felt that time

available for counselling was not adequate.

Wanjohi (1990) in his study in Nyeri district established that teacher-counsellors had

little time to attend to the needs of students. Lack of adequate time therefore was a

major hindrance to the success of G&C programme. It is a prerogative of the school

administration to provide free time to teacher-counsellors. It is the duty of the school

administration to provide materials, equipment and facilities such as office, filing

space, forms for securing data from students, individual folders to contain counselling

notes, shelves for books, filing cabinets, notice board, desks/tables and chairs. The

head teacher has to recognize the importance of privacy and confidentiality for the

counselling relationship by providing a room or office. Kilonzo (1980) points out that

41

effective counselling is not performed in the presence of others. However, Kilonzo

asserts that in Kenya, facilities and materials for the G&C programme are inadequate.

Some schools especially the newly established ones, lack extra rooms where students

and counsellors can speak privately. Rithaa (1996) in a study on the quality of G&C

services highlighted the need for a room for private counselling. It is unlikely that a

client will reveal his or her deepest, most personal problems in the presence of staff

members or students.

The school administration is responsible for gathering occupational, vocational and

educational information of students from the teachers by observation and watching

student behaviour in and out of class, in different situations and from academic

performance (Kebeya, 1989). Educational and vocational guidance is based on a

thorough knowledge of the students’ problems, progress and potential. Sometimes,

some students may need to be referred to outside agencies for further help or

counselling. It is therefore the administrator’s responsibility to work closely with

teacher-counsellors to avail this information on vocational, educational and

counselling referral agencies related to where they are situated and the services they

provide.

It is upon the school administrator to build relationships with community

professionals and then provide interaction between students, teachers and

professionals. This can be done by organizing workshops, seminars and talks at

school or invite professionals to describe their work in informal sessions in schools.

Such activities expose students to useful personalities in future and existing

professionals which they can join thereafter, hence start working towards achieving

them. Rithaa (1996) maintains that unless G&C services are developed in harmony

with the total educational programme of the school, students and teachers will not

42

cooperate. The school head has therefore to programme G&C activities within the

school calendar every term. He/she has also to budget sufficient amount of funds to

adequately support the G&C programme (Gutch and Alcorn, 1970). They are of the

view that evaluation of the programme is key to gauge the successes and failures, a

duty that the school head cannot delegate.

Therefore, periodic appraisal of the G&C programme should be continuously carried

out for its improvement and effective functioning. Adesina and Ogunsaju (1984) on

secondary education in Nigeria point out that there are instances in Nigerian

secondary schools where the guidance officers fail to receive the cooperation of the

headmaster. In other schools still, some guidance counsellors see themselves first and

foremost as teachers in the school rather than as counsellors. Their teaching

assignment affects their effectiveness as guidance officers in the school. Their

complaints about lack of important resources in their guidance departments are also

commonly reported.

Makinde (1993) says that it requires a guidance worker of personal strength and

conviction to set about in a purposeful way to inform the administration of the need

for an organized guidance programme. Makinde continues to state that some school

principals are not too clear about the role of guidance counsellors. Some principals

and their deputies consider counsellors as threats to their authority. This then depicts

lack of support to the guidance programme and to the teacher-counsellor. From the

above literature, it is clear that a lot has been done on guidance and counseling.

However, not much has been researched on factors influencing implementation of

guidance and counselling services in public secondary schools in Baringo Central

Sub-County Baringo County, Kenya. Hence need for this study.

43

2.4 Theoretical Framework

The theoretical framework was based on the psychoanalytic theory, personal construct

theory, role theory and Connecticut school association theory.

2.4.1 Psychoanalytic Theory

The study used the fifth phase of Erikson's psychoanalytic hypothesis which

personality versus part disarray under which young people fall. The hypothesis

expresses that at pre-adult stage, the adolescent with indiscipline encounter a

noteworthy emergency because of dismissal, negative states of mind, and social

shame from family, companions and society. Psychoanalytic hypothesis underscores

the significance of early intercession in deciding identity attributes.

According to the psychoanalytic approaches the main structure of adult character and

personality are laid down in early childhood. According to Njoroge (2014), it is easy

to exaggerate the importance of these early influences and to neglect the influence of

social forces that mould the personality. The kinds of reinforcement of the early

learning in childhood and adolescence may just be influential, if not more. In

determining the lines along which the growing person will develop (Wairagu, 2013).

Obviously there are influences in personal and family history that can hinder or

facilitate psychological growth. The psycho-, behavior analytical aimed at adjusting

of maladaptive outward conduct (Njoroge, 2014). In view of the learning speculations

of brain science and relies upon the rule that educated conduct can be unlearned.

These mental methodologies are most essential and successful instruments accessible

for the administration of psychoneuroses identity conditions, drugs addictions and

liquor abuse and conduct aggravations of youngster hood (Aura, 2003).

44

In its broadest sense, the techniques concentrate on either just practices or in blend

with musings and sentiments that may cause them (Kamau, 2010). The individuals

who rehearse conduct treatment tend to take a gander at particular, learned practices

and how the surroundings has an impact on those practices (Ojwang, 2010).

The behaviorist theory is based on the premise that only objectively observed

behavior is admissible in science. Since most student behavior in school is acquired

by means of learning then it ought to be possible to contrive conditions in which

undesirable behavior can be unlearned and desirable behavior either learned or re-

learned (Ngumbi, 2012). To modify behavior, a degree of manipulation through

guidance and counseling is inevitable and new learning conditions are consciously

planned act and the results of experimental work (Gitonga, 2014). According to the

behaviorist viewpoint guidance and counseling can be seen as a means of re-arranging

school conditions based on guidance and counseling services provided in schools

(Igoki, 2013).

2.4.2 Personal Construct Theory

George Kelley advanced this theory in 1955. The theory of personal construct argues

that experience shapes the way in which we perceive the world and different

experiences can lead to different perceptions (Orenge, 2011). Pupils brought up in a

family where counseling is practiced are different from those raised up in a family

setup where counseling was never practiced (Igoki, 2013). Experience helps us to

label and differentiate the world. Experience of counseling service would make one to

perceive counseling more differently from one who had no prior experience and

therefore he may tend to have a different perception towards guidance and counseling

service from a person who had no previous experience of counseling service

(Njoroge, 2014).

45

When one looks at this theory in relation to our school setup, one may perceive that

some school stakeholders like school principals and teachers may have been

influenced by their past experience about guidance and counseling service and

therefore may have different perceptions towards guidance and counseling service

(Mungai, 2010). Such past experiences may include certain views about guidance and

counseling service being a waste of time, or guidance and discipline being inseparable

to the extent where school principals assume that guidance and discipline is one thing

(Ojwang, 2010).

2.4.3 Role Theory

The role theory was proposed by Goffman in 1961 and later developed by Biddle in

1986 (Ngumbi, 2012). Role theory is concerned with how rules, norms and

expectations associated with positions held influence behavior of individuals in an

organization. Status is analyzed in terms of how society regards and rewards the

holders of various positions, and the motivation that causes people to assume the

positions (Wairagu, 2013). Role theory argues that an individual's role is determined

by the many functions of that person's context and the perceived expectations from

this perspective (Njoroge, 2014). An individual's role, then, is completely contingent,

always in response to someone or something else, known as a role sender. The way

the actor perceives the role, its work, and the work's context has a direct effect on his

or her abilities to perform the role effectively as well as the person's feelings about the

role and enacting it (Mungai, 2010). The study utilized role theory to determine the

role school principals attitude towards guidance and counseling and the way it

influences the implementation of the guidance and counseling within Secondary

schools (Njimu, 2013).

46

2.4.4 Connecticut School Association Theory

The study was based on the Connecticut School Association hypothesis as laid out by

the Connecticut School Association in 2001 (Igoki, 2013).This hypothesis expresses

that for a complete conveyance of G&C administrations to be ensured in schools

schools, there ought to be some fundamental foundational programs set up, and ensure

that aptitudes and skills required are gained. The hidden principals of this hypothesis

are in the capacity of the guide's better understanding and knowing about the

hypothesis, practices and morals norms that are in respect to a specific individual and

great advising abilities (Wairagu, 2013). This hence makes it workable for the guide

to be capable clarify the hypothetical establishment of the directing practices and be

in a place of giving administrations that fittingly address the interests, their necessities

and furthermore their dynamic levels of various gatherings and theories. The

advocates ought to likewise have the capacity to show his/her capacities in assessing

and evaluating his/her viability in directing administrations, programs and improving

whiling going for doing change in their advising strategies in regard to their common

encompassing (Orenge, 2011). This suits the perspectives of the investigation

instructors must be able to be in a place of accomplishing their targets on the off

chance that they are very much prepared and furthermore furnished well with the

correct abilities for this activity. This legitimizes the need to underscore on the

accessibility of very much prepared instructor advocates keeping in mind the end goal

to be powerful direction and advising administrations (Ojwang, 2010).

This hypothesis proposed by the Connecticut School Association in the year 2001,

additionally shows that the school educational modules which is occupied with

direction and advising administrations is an essential range of the activity (Kamau,

2010). Henceforth, the educator advisors must have the capacity to conspire and

47

actualize an arranged sequentially and formatively great directing educational

modules for schools that are guided by the competency and pointers of establishments

of learning (Njimu, 2013). As needs be, this might be done in a way which deliberate

and which in the meantime perceives the decent variety of the considerable number of

gatherings and societies that exist inside their specific foundation. This apropos

catches the push of an approach domain which can be implemented concerning the

arrangement of G&C administrations (Kamau, 2010). It mirrors the pith of an

empowering arrangement condition to accomplish direction and guiding

administrations.

As indicated by the Connecticut School Association hypothesis of 2001, the advocate

should emerge as a key column in the entire procedure and likewise he/she ought to

have a honorable affair, and very learned and has honed of school-based conference

and be effective in regards to cooperation with different instructors in school, staff,

the organization and furthermore the group based associations going for addressing

the necessities and worry of all understudies (Njoroge, 2014). An advocate should

great in settling on choices and have the correct abilities and learning of the

instruments for assessing and furthermore have strategies to empower him improve

his/her aptitudes for deciding (Ngumbi, 2012). Coordinated effort with other key

players successfully indicates out contribution with applicable partners particularly so

guardians in the acknowledgment of direction and guiding administrations (Njoroge,

2014).

The Connecticut School Association hypothesis of year 2001, likewise accentuates

the requirement for a guide to have the capacity to display great character similarly as

time administration is concerned, the space, the materials and furthermore the

hardware for giving directing projects (Mungai, 2010). He ought to have the capacity

48

to show high capacity of comprehension, sorting out and encouraging the utilization

of innovation in their guiding vocation.

49

CHAPTER THREE

RESEARCH METHODOLOGY

3.0Introduction

This chapter consists of the research design, target population, sampling, data

collection instrument, data analysis and presentation.

3.1 Research Design

The descriptive research technique was used for the study. The descriptive studies in

general describe the state of the affairs as they are without manipulating any

variables(Kothari, 2004). Mugenda & Mugenda (1999)further noted that descriptive

study attempts to describe or outline a subject, often by creating a profile of a group

of problems, people, or events, through the collection of data. In particular, the

descriptive research design was used. According to Musau (2013), the descriptive

research involves posing a series of questions to willing participants, summarizing

their responses with percentages, frequency counts, and other statistical indexes and

then drawing inferences about a particular population from the responses of the

sample. The descriptive survey method is a method that produces graphs and pie

charts according to the responses received. The descriptive survey was used in this

study as the researcher is interested in the factors affecting the implementation of the

guidance and counselling services in Secondary schools within Baringo County.

3.2 Description of the study area

The study was undertaken in Baringo central Sub-County. Baringo central Sub-

County is one of the six Sub Counties of Baringo County. It borders Baringo sub-

County to the North, Baringo South Sub County to the East, Mogotio Sub County to

the South East, Koibatek to the south and Elgeiyo Marakwet County to the west

(Appendix I).

50

3.3 Target Population

The target population comprised of all the 367 teachers in Baringo central Sub-

County secondary schools from 36 secondary schools. Out of these, 72 guidance and

counselling teachers were involved in the study.

3.4 Sample Size and Sampling Procedure

The researcher used all the 36 schools. Out of the 367 teachers the researcher

purposively sampled the counselling teachers in the schools. All the 36 principals in

these schools and a total 72 counselling teachers (two from each school) were used.

These give a total sample of 108 respondents. The principals were purposively

selected and so to the Guidance and Counselling teachers.

3.4 Research Instrument

A structured questionnaire was used as the secondary means of data collection.

Wainaina (2013) defines a questionnaire as a series of questions asked to individuals

to obtain statistically useful information about a given topic. The structured

questionnaires are questionnaires in which they have definite, specific and

predetermined question and answer. The structured questionnaires were used because

they are simple to administer and analysed using the SPSS software. The use of the

questionnaires as means of data collection has advantages such ease of data collection

and they are cost effective in comparison to the alternative data collection methods

(Baloyi, 2010).

3.5 Piloting of the Instruments

A pilot study or pretesting of the questionnaire was undertaken. The objective of the

pilot study was to guarantee that the respondents have no challenges in noting the

inquiries, deciding the lucidity of the inquiries, deciding the time expected to finish

the survey and looking if there are critical oversights in the questionnaires (Nzioka,

51

2013). The researcher then was able to identify areas with difficulties and addressed

them before the actual study took. Data collected during the pilot study was coded and

captured into a statistical package for social sciences (SPSS) for analysis.

3.6 Validity of the Research Instruments

This study was keen on measuring the validity of the instrument. Validity is the

degree to which a test measures what it should measure. In this study, content validity

was key. Content validity relates to how much the instrument completely evaluates or

measures the develop of interest (Dankwah, 2012). Content validity was determined

using balanced analysis through raters who were familiar with the construct of

interest.

3.7 Reliability of the Research Instruments

Wandera & Kipyego (2013) argues that items used to form a scale should have an

internal consistency. In this context, the Cronbach alpha coefficient was used in the

measure of the internal consistency of the questionnaire. The Cronbach’s Alpha is

seen as a coefficient Alpha and with values ranging from 0 to 1 (Mureithi, 2013).

Reliabilities less than 0.6 are rated poor, reliabilities within 0.7 ranges are considered

acceptable and those coefficients over 0.8 are considered good (Mureithi, 2013). The

study utilized the coefficient of 0.7 and above.

3.8 Data Collection Procedure

Introductory letter was obtained from Kisii University. The letter was used to apply

for research permit from National Commission of Science, Technology and

Innovations (NACOSTI). The research permit was used to secure the permission from

the County Director of Education. The Research permit together with the letter from

County Director of Education was presented to the school principals of the selected

schools to secure permission to conduct the study. Once the permission was granted,

52

the consent from the respondents was sought, the questionnaires were then presented

to the respondents and collected the following day.

3.9 Data Analysis Techniques

Data analysis is the whole procedure that starts in a split second after data gathering

and finishes at the point of interpretation and processing of the outcomes. Once the

questionnaires were gathered, they were arranged to evacuate those questionnaires

with deficient reactions. The questionnaires were then coded into the SPSS software

version 22 for the purpose of data analysis. Both the inferential and descriptive

statistics were utilized. The descriptive statistics was used to describe the

characteristics of the sample using frequencies and percentages. Inferential statistics

wasused to determine the strength of the relationship between independent variables

and dependent variables. Among the inferential statistics that will be used include

correlations and multiple linear regressions.

3.10 Ethical Consideration

Ethics have their origin in the values, attitudes and believes which form the basics of

every society. The researcher sought permission to conduct the study from the

relevant authorities. Consent was also obtained from individual respondents. The

respondents were recruited into the study on voluntarily and had the freedom to leave

the study at any time if they wish to do so. Data obtained from the study was treated

confidentially to safeguard the respondents from unnecessary abuse. The researcher

acknowledged all the literature reviewed.

53

CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND INTERPRETATION

4.1 Introduction

This part demonstrates the outcomes and discourse of the finding, in connection to the

destinations of the investigation. The introduction takes after the request by which the

particular targets of the examination were expressed. After the polls were gathered

from the field, the information was broke down, abridged and exhibited in type of

tables and diagrams to reflect measurements that go with clarifications for better

understanding. The study examined the factors influencing implementation of

guidance and counseling services in Baringo central district Secondary Schools. The

study sought to determine the availability of facilities that can be used in the

implementation of guidance and counseling, to find out the effect of Professional

Guidance and Counselling Teacher’s Qualification influence the implementation for

guidance and counseling services in Baringo Central Sub-County Secondary School,

to explore the influence of the guidance and counseling teachers’ workload on the

implementation of the guidance and counseling services in Baringo Central Secondary

Schools and Examine the influence of the schools management’s attitudes towards

guidance and counseling on the implementation of guidance and counseling within

Baringo Central Sub-County Secondary Schools. All respondents were reached and

there was 87.9 % return rate as indicated in table 4.1 below

Table 4.1 Response Return Rate

Respondents Administered Returned Percentage return rate

Principals 36 30 83.3

Counselling Teachers 72 65 90.2

TOTAL 108 95 87 .9%

(Source: Author, 2015)

54

Kathuri (2007) indicated that a 55% return rate is adequate enough for a study hence

the total return rate of 87.9% respondents is representative enough for the study.

4.2 Demographic Characteristics of Participants

While the study did not aim at investigating the effect of teachers’ demographic

characteristics on implementation of guidance and counseling services in Baringo

central district Secondary Schoolsit was critical to get this information for future

article writing and documentation. The participants included 29 Head teachers and 65

Counselling Teachers in Baringo central district Secondary Schools.

4.2.1 Gender of Respondents

The researcher initially looked to set up the sexual orientation of the respondents for

the study. Gender of the respondents determined how certain issues influencing

diverse sex of the students are valued by the teachers and school administration. The

findings are indicated in Table 4.2

Table 4.2 Gender of Respondents

Respondents Males

F %

Female

F %Head teachers 19 63.3 11 36.7

Counselling Teachers 23 35.4 42 64.6

Total 42 44.2% 53 55.8%

(Source: Author, 2015)

The distribution of the respondents showed that 55.8% respondents were females,

while the (44.2%) were male. Most of the teachers in the secondary schools sampled

were female representing 64.6% of the respondents. However most of the head

teachers were male at a significant majority of 63.3%. This finding was contrary to

the findings of Global Campaign for Education (2003), which established that across

developing world, less than one quarter of school teachers are men and in some

55

countries the percentage can be as low as 10% or 13% (UNESCO 2002). However in

the Management of schools, the study indicated that majority of schools were headed

by men as shown in table 4.2 above.

4.2.2 Age of the Respondents

The researcher likewise looked to establish the age of the respondents. The age of the

respondents determined their level of understanding and capacity to give helpful data

concerning execution of guidance and counselling services in Baringo focal locale

Secondary Schools. Table 4.3a and 4.3bshows the distribution.

Table 4.3a: Age bracket of the Head teachers

AGE Frequency Percentage (%)

25 -34yrs 0 0

35-44years 11 36.7

45-54yrs 15 50

Above 55 yrs 4 13.3

Total 30 100(Source: Author, 2015)

Table 4.3b: Age bracket of the Teachers

AGE Frequency Percentage (%)

25 -34yrs 13 20.2

35-44years 23 35.3

45-54yrs 20 30.7

Above 55 yrs 9 13.8

Total 65 100(Source: Author, 2015)

56

An analysis of the age of respondents revealed that majority of the head teachers were

between 35-54 years at 36.7%. Similarly majority of the school teachers were within

35-44 years at 36.7%

4.2.3 Education Level of the Respondents

The researcher tried to find out the educational levels of the respondents and the

finding are as in the following figure 4.1

Figure 4.1 Education Level of Respondents

(Source: Author, 2015)

The findings in figure 4.1 above uncovered that 36% of the respondents had

accomplished College Diploma, 55 % had achieved a degree, and just 19% post

graduate level. Kamuli and Katahore (2003) attested that the level of training and

education for workers impact their expertise power and capacity to acclimate to new

idea. The level of preparing and training for educators decides their recognition and

valuation for complex issue of instruction such guiding and counseling programs.

4.2.4 Professional Guidance and Counseling Qualifications

The researcher also attempted to find out whether the respondents had acquired some

professional guidance and counseling qualifications. Such skills will influence the

57

ability of the teachers to appreciate and facilitate the program in the school while

giving a more professional input.

Table 4.4 Professional Guidance and Counselling Qualifications

Category Frequency Percentage

Yes 35 38.9%

No 60 61.1%

Total 95 100

(Source: Author, 2015)

Table 4.4 indicates that a majority (61.1%) of the teachers had not been trained in

professional in guidance and counselling. This implies that there is a significant

shortage of teachers with adequate have professional guidance and counseling

counselling and guidance skill hence may negatively affect the services rendered in

the department.

4.2.5 Length of Service as a Teacher

The researcher also attempted to find out how long the respondents had served in the

teaching profession. The length of service would enable the teachers to provide

reliable information regarding implementation of guidance and counseling services in

the Secondary Schools.

Table 4.5: Length of Service

Category Frequency Percentage

Less than 5 years 9 9. 8%

5-10 years 28 29.4%

10-20 years 34 35.3 %

More than 20 years 24 25. 5%Total 95100(Source: Author, 2015)

58

From table 4.4 above, Majority of the teachers had served between 10-20 years

representing 35.3% of the respondents. These were followed by between 5-10 years at

29.4% and 20 years at 25.5%. The least majority were teachers who have served

between 0-5 years representing only 9.8% of the respondents. A teacher’s length of

stay at a particular school and experience in teaching determines their capacity to give

valuable information about the issues affecting their school.

4.2.6 State Guidance and counseling departments.

The researcher further attempted to find out the state of the guidance and counselling

department in the school. The finding is shown in Table 4.6

59

Table 4.6: Guidance and Counselling Department

Status Questions Frequency of

respondents

Percentage

Do you Have guidance and counselling teachers in

your school?

80 84.2

Have you benefited from guidance and counselling? 75 78.9

Do you get any support from your school principal

when carrying out guidance and counselling services

in your school?

78 82.1

(Source: Author, 2015)

As indicated in the Table 4.6 Majority (84.2%) of the respondents have guidance and

counseling teachers in their school. Another majority 78.9% had benefited from

guidance and counseling while 82.1% said that they get some support from their

school principal when carrying out guidance and counseling services in their school.

4.2.3 Frequency of Guidance and Counseling Services

The research finally established how often the school offered guidance and counseling

services to the students. The findings are as shown in the Figure 4.2

Figure 4.2Frequency of Guidance and Counselling Services

(Source: Author, 2015)

60

The findings in figure 4.2 above revealed that the majority (54%) of the schools

offered guidance once a month followed by 30% who received the service twice a

month. The least majority were schools that offered the service once a week at 10%

and once per year at 6%.this meant that guidance and counselling services offered in

secondary schools in Baringo Central Sub-County in not sufficient to help students

grow as a disciplined generation.

4.3 Availability of Guidance and Counseling Facilities

In the first objective the researcher sought to determine theavailability of facilities that

can be used in the implementation of guidance and counseling. Various questions

were posed to the respondents to facilitate this investigation. The findings are

indicated in Table 4.7

Table 4.7Availability of Guidance and Counselling services

Statement SA(1) A(2) N(3) D(4) SD (5)

My school has adequate guidance and

counselling teachers

16% 7.9% 16% 29.1% 31%

My school has adequate guidance and

counselling learning materials

21.2% 9% 0% 39% 30.8%

My school allocates sufficient time for

guidance and counselling purposes

13% 17% 7.5% 20.5% 42 %

My school recognizes the importance of

the guidance and counselling services in

the pupils developmental needs

28 % 53% 2% 10% 7%

My school actively supports the guidance

and counselling services in the pupils

developmental needs

10 % 20% 11% 40% 19%

Source: Research data (2015)

As indicated in Table 4.7, a majority 60.1% of the respondents disagreed with the

item that their school has adequate guidance and counselling teachers while 23.9%

agreed. Another 16% were not sure. Another majority (69.8%) of the respondents also

disagreed that their school has adequate guidance and counselling learning materials;

61

another 62.5% felt that their school do not allocates sufficient time for guidance and

counselling purposes. On whether their school recognizes the importance of the

guidance and counselling services in the pupils developmental needs a significant

(81%) of the respondents agreed. Furthermore, a majority (59%) of the respondents

disagreed that their school actively supports the guidance and counselling services in

the pupil’s developmental needs.

4.4 Influence of Teacher’s Qualification on implementation for guidance and

counseling services

In the second objective, the researcher sought to determine the effect of Professional

Guidance and Counselling Teacher’s Qualification influence the implementation for

guidance and counseling services in Baringo Central Sub-County Secondary

School.The findings are indicated in Table 4.8

62

Table 4.8 Teacher’s training and implementation of guidance and counseling

Services

Statement SA(1) A(2) N(3) D(4) SD (5)

I am fully trained on the interpersonal skills

necessary to undertake guidance and counselling

within secondary schools

30% 27% 5% 23% 15%

I regularly attend workshops, seminars and

conferences on guidance and counselling aspects

to improve my skills of guidance and counselling

secondary schools

25% 33% 13% 10% 19%

I often attend refresher courses on guidance and

counselling to improve my skills on the guidance

and counselling within secondary schools

14% 22% 10% 30 % 24%

I feel I am adequately trained and professionally

exposed to deal with any guidance and counselling

needs from my students

15% 30% 13% 23% 19%

Table 4.8 above indicates that a majority 57 % of the respondents strongly agreed and

agreed with the item that they are fully trained on the interpersonal skills necessary to

undertake guidance and counselling within secondary schools. Another 58% equally

strongly agreed and agreed that they regularly attend workshops, seminars and

conferences on guidance and counselling aspects to improve my skills of guidance

and counselling secondary schools. The other 29% disagreed while 13% were neutral.On whether they often attend refresher courses on guidance and counselling to

improve my skills on the guidance and counselling within secondary schools, 54% of

the respondents disagreed. Similarly, Gitonga (2014) note that the guidance and counseling teacher must have

personal competences in self-acceptance and interpersonal working relationship.

Ngumbi (2012) contend that the most basic issue that faces counseling is the nature of

the counselor's planning and certification of skill for school counselors in the parts

they should satisfy. This demonstrates that guidance is provided by a person who

63

must have certain training for this work. This reflects negatively on the concept of the

teacher counselors in Kenyan Schools because any person in a school setting as long

as he/she is interested in helping the students can guide and counsel, for example,

administrators, teaching staff or the school chaplain (Igoki, 2013).

4.5 Influence of Teacher’s Workload on the Implementation of Services.

The researcher also sought to determine the influence of the guidance and counseling

teachers’ workload on the implementation of the guidance and counseling services in

Baringo Central Secondary Schools.The findings are as shown in Table 4.9

Table 4.9 Guidance and Counselling Teachers’ Workload and Implementation

Statement SA(1) A(2) N(3) D(4) SD (5)

I have manageable guidance and counselling

workload spread across different classes in

my secondary school

24% 13% 5% 21% 37%

I have a manageable teaching and guidance

and counselling workload within secondary

school

10% 29% 3% 15% 43%

I sometimes sacrifice time meant for

guidance and counselling due to other

pressing priorities such as class teacher

duties

44% 22% 0% 30.% 4%

I often feel stressed and suffer burnouts

from my guidance and counselling duties as

well as other duties

59.8

%

19% 1.1% 2.1% 18%

I don’t always take extra initiatives in

guidance and counselling programs due to

time constraints

20% 29% 3% 15% 33%

Source: Research Data (2015)

Table 4.9 indicates that 58% of the respondents disagreed that they have a

manageable guidance and counselling workload spread across different classes in my

secondary school. Another 58% asserted that they do not have a manageable teaching

and guidance and counselling workload within secondary. Furthermore 66% of the

64

respondents agreed that they sometimes sacrifice time meant for guidance and

counselling due to other pressing priorities such as class teacher duties. Furthermore,

a majority (78.8%) agreed that they often feel stressed and suffer burnouts from my

guidance and counselling duties as well as other duties. Finally, 49% of the

respondents agreed that they don’t always take extra initiatives in guidance and

counselling programs due to time constraints. As was also observed in Njimu,

(2013),the guidance and counseling teachers were regular teachers who were

appointed to provide some guidance services to students in addition to their teaching

load. However, the designated guidance and counseling teachers were to be allowed more

time to attend to their counseling needs (Njimu, 2013). This proved inadequate and

straining with the teachers playing the dual roles of teaching and counseling at the

same time. Therefore, the guiding and counseling teachers spent more time teaching

than counseling the students (Igoki, 2013).The huge workload of the guidance and

counseling teachers together with the important areas allocated to the guidance and

counseling meant that in most schools it was not allocated time within the timetable

(Igoki, 2013). In this context, the teachers conducted guidance and counseling session

an impromptu manner and due to the pressing nature as opposed to scheduled

programme.

4.6 Influence of School Management Attitude on Implementation of Guidance

and Counseling

Finally, the researcher sought to determine the study sought to establishextent to

which the school management attitudes influence the implementation of guidance and

counseling in Baringo Central Sub-County Secondary School. The outcome was as

indicated in the Table 4.10

65

Table 4.10 School Management Attitude on Guidance and Counselling

Statement SA(1) A(2) N(3) D(4) SD (5)

The school management embraces and

recognizes the role of guidance and

counselling in the school

47% 16 % 1% 26% 10%

The school management often avails

time and resources to undertake

guidance and counselling in the school

1% 8% 1 % 35 % 55%

The school management recognizes

the demands of the guidance and

counselling while assigning duties

23 % 23 % 3% 28% 23%

The school management adheres to the

aspects of confidentiality between

guidance and counselling teachers and

the students

15% 29% 1% 34% 21%

The school management always avails

resources necessary for effective

guidance and counselling programs

20 % 29% 1 % 23% 27%

Source: Research data (2015)

Table 4.8 indicates that 63% agreed that the school management embraces and

recognizes the role of guidance and counselling in the school. Another greater

majority (70%) of the respondents however disagreed that the school management

often avails time and resources to undertake guidance and counselling in the school.

Only 46% and 44% of the respondents respectively agreed that the school

management recognizes the demands of the guidance and counselling while assigning

duties and adheres to the aspects of confidentiality between guidance and counselling

teachers and the students. Finally, 50% of the respondents disagreed that the school

management always avails resources necessary for effective guidance and counselling

programs.

These findings agree with Ngumbi, (2012) who asserted that in schools where the

school management lack appreciation of the contribution of the guidance and

66

counseling teachers in the school affairs, then the school management may place little

premium on the implementation of the same. This may lead to the guidance and

counseling teachers being openly critical and question the value of their positions thus

lead to less professional development and interest in the area .As was observed by

Igoki, (2013), negative attitudes by the school administrators often affect the

provision of guidance and counseling programs in schools through lack of adequate

time availed for the purpose Aura, (2003) further noted that the school management

support can have any kind of effect in the accomplishment of counselors in schools

and absence of the overseers support can make the advisor's activity to a great degree

troublesome. The school management is directly involved in the distribution of duties

within the school.

4.7 Correlation Analysis

To assess the connections between the dependent and independent variables,

correlation and multiple regression analysis was done and the finding displayed in the

accompanying subsections.

In this subsection, a rundown of the correlation and different regression analysis is

exhibited. It seeks to first decide the level of relationship of the autonomous factors

and furthermore demonstrate the level of their relationship with the dependent

variable independently. Connection coefficients (r) can go up against just esteems

from – 1 to +1. The sign at the front demonstrates whether there is a positive

connection (as one variable expands, so does the other) or a negative relationship (as

one variable builds, alternate abatements). The extent of the total esteem (disregarding

the sign) gives a sign of the quality of the relationship. An ideal connection of 1 or – 1

demonstrates that the estimation of one variable can be resolved precisely by knowing

67

the incentive on the other variable. Connection coefficient in the vicinity of .1 and .29

show low relationship, between 0.3 to 0.49 demonstrates medium relationship, and

between 0.5 to 1 high connections while connection under 0.1 imply no relationship

between the variables (Kothari, 2007). The level of criticalness decided for the

investigation was set at 0.05.These results are summarized in Table

Table 4:11 Correlation Analysis

Availability

of facilities

Teacher’s

qualification

Teachers’

workload

School’s

manageme

nt attitudes

Implementation

of guidance and

counselingAvailability of

facilities

1

Teacher’s qualification 0.552 1

Teachers’ workload 0.655 0.544 1

School’s management

attitudes

0.549 0.642 0.549 1

Implementation of

guidance and

counseling

0.529 0.541 0.529 0.555 1

The correlation matrix in the table above indicates that factors influencing

implementation of guidance and counselling are strongly and positively correlated

with availability of facilitiesthat influence Implementation of guidance and

counselling as indicated by a correlation coefficient of 0.529. Further the matrix also

indicated that Teacher’s qualification influencing implementation of guidance and

counselingis also positively correlated with availability of facilitiesinfluencing

implementation of guidance and counselingas indicated by a coefficient of 0.541. The

correlation matrix further indicates thatTeachers’ workloadinfluencing

implementation of guidance and counselingalso strongly and positively correlated

68

with availability of facilitiesinfluencing implementation of guidance and counselingas

indicated by a coefficient of 0.529 andSchool’s management attitudes influencing

implementation of guidance and counseling also strongly and positively correlated

with availability of facilities influencing implementation of guidance and counseling

as indicated by a coefficient of 0.555. The correlation matrix implies that the

independent Variables; Availability of facilities, Teacher’s qualification, Teachers’

workload and School’s management attitudesinfluencing implementation of guidance

and counselling very crucial in enhancing guidance and counselling as shown by their

strong and positive relationship with the dependent variable that is Implementation of

guidance and counselling.

4.7.2 Regression and Correlation Coefficients of variables.

Regression analysis was used to explore the connection between the variables. These

incorporated an error term, whereby a dependent variable was expressed as a mix of

independent variables. The obscure parameters in the model were anticipated,

utilizing watched estimations of the dependent and independent variables. The

accompanying model is the Regression equation representing the relationship between

execution of guidance and counselling as a linear function of the independent

variables (Availability of facilities, Teacher’s qualification, Teachers’ workload,

School’s management attitudes), with έ representing the error term.

Regression applications in which there are several independent variables, x1, x2, , xk .

Multiple regression models were used to determine the importance of each variable

with implementation of guidance and counseling services in Baringo central district

Secondary Schools.

69

Y= β₀+ β₁X₁+ β₂X₂+ β₃X₃+ β₄X₄+ έ.

Where: Y = Implementation of guidance and counsellingb1, b2, b3, b4 = Coefficients of the independent variables x1 = Availability of facilitiesx2 = Teacher’s qualificationx3 = Teachers’ workloadx4 = School’s management attitudesb0 = Constanti = 1….......4e = Error Term

Table 4.12: Regression Results

Unstandardiz

ed

Coefficients

Standardiz

ed

Coefficients

t-

values

t-

critical

Significan

ce

Beta Std.

Error

Beta

(Constant) 4.481 5.30 0.912 1.667 0.042

Availability of

facilities

1.421 1.222 0.97 1.467 1.667 0.035

Teacher’s

qualification

1.752 1.324 0.68 1.226 1.667 0.041

Teachers’ workload 1.782 1.235 0.94 1.444 1.667 0.064

School’s management

attitudes

1.767 1.233 0.93 1.452 1.667 0.031

NB: T-critical Value 1.667 (statistically significant if the t-value is less than 1.667:

from table of t-values).

70

Incorporating the Beta values into equation 1 we have:

Y = 4.481 + 1.421 X1 + 1.752 X2 + 1.782 X3 + 1.767X4 + έ

Table 4.12 gives estimates of the regression coefficients, standard errors of the

estimates, t-tests that a coefficient takes the value zero and the related p values under

the label significance. From the table, under the heading “Unstandardized Coefficients

Beta” the predicted change in the dependent variable when the independent variable is

increased by one-unit conditional on all the other variables in the model remaining

constant is provided.

From Table, the variable availability of facilitieshas the most statistically significant

coefficient as indicated by a t-ratio of 1.467. This implies that adjustment in guidance

and counseling facilities will effectively improve Implementation of guidance and

counselling in secondary schools by a margin of 1.467. There is also a positive

relationship between Implementation of guidance and counselling and Teacher’s

qualification with a statistically significant coefficient as indicated by a t-ratio of

1.226. Teachers’ workload is also statistically significant as indicated by a t- ratio of

1.444 and School’s management attitudes equally statistically significant coefficient

as indicated by a t-ratio of 1.452

Thus, it is estimated that a unit improvement in facilities, improves Implementation of

guidance and counselling by a factor of 1.421 (β1 = 1.421, p = 0.035). Similarly, a

unit improvement in Teacher’s qualification will improve the Implementation of

guidance and counselling by a factor of 1.752(β2 = 1.752, p = 0.041); a unit

improvement on Teachers’ workload will improve implementation guidance and

counselling factor of 1.782 (β3 = 1.782, p = 0.034) and a unit improvement on

School’s management attitudeswill improve implementation guidance and counselling

by actor of 1.767(β3 = 1.767, p = 0.031).

71

Under the heading “Standardized Coefficients Beta”, coefficients are uniform to

measure the change in the dependent variable in units of its standard deviation when

the independent variable increases by one standard deviation. The set of beta-

coefficients suggests that, after adjusting for the effects of other independent

variables, Availability of facilities, Teacher’s qualification, and School’s

administration attitudeshad the strongest effect on implementation guidance and

counselling in schools. This because even though Teachers’ workloadhad higher beta

coefficient, the variable was not significant as shown by p > 0.05, and therefore can

be excluded from the model there was no statistical proof that it was related to

Implementation of guidance and counselling.

4.8 Regression Model Summary

From the results shown in Table 10, the model indicates a goodness of fit as indicated

by the coefficient of determination (r2) with a value of 0.7431. This implies that the

independent variables; Availability of facilities, Teacher’s qualification, Teachers’

workload, School’s management attitudesexplain seventy-four per cent (74%) of the

variations of Implementation of guidance and counselling.

Table 4.10: Regression Model Summary

Model Summary

Model R R

Square

Adjusted R

Square

Std. Error of the

Estimate

1 0.766 0.7431 0.7011 0.707

Predictors: (Constant), Availability of facilities, Teacher’s qualification, Teachers’

workload, School’s management attitudes

72

CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

This section displays the synopsis of the findings, conclusion and recommendations of

the study; in light of the research objectives. Recommendations for further study are

likewise given toward the end of the chapter.

5.2 Summary of the Findings

This study set out to examine the variables impacting execution of guidance and

counselling administrations in Baringo central District Secondary Schools. A concise

review of the background was discussed. The theoretical framework, on which this

study was based, was clarified. A descriptive survey design was utilized as the

preferred research plan and data was gathered using questionnaires. Accordingly, the

objectives of the study were formulated on the basis of;

1. Availability of facilities that can be used in the implementation of guidance

and counseling;

2. Effect of Professional Guidance and Counselling Teacher’s Qualification

influence on the implementation for guidance and counseling services;

3. Influence of the guidance and counseling teachers’ workload on the

implementation of the guidance and counseling services and the

4. Influence of the schools management’s attitudes towards guidance and

counseling on the implementation of guidance and counseling within Baringo

Central sub-County Secondary Schools.Data was presented using tables and

graphs.

Majority (55.8%)of the respondents were females, Majority (64.6%) of the teachers

were female Majority (63.3%). of the head teachers were male, majority of the head

73

teachers were between 35-54 years at 36.7%while school teachers were within 35-44

years at 36.7%. Majority (55 %) of the respondents had attained a degree, majority

(61.1%) of the teachers had not been trained in professional in guidance and

counselling and a majority (35.3%) had served between 10-20 years. Furthermore, the

study found that majority (84.2%) of the respondents has guidance and counseling

teachers in their school. Another majority 78.9% had benefited from guidance and

counseling while 82.1% get some support from their school principal when carrying

out guidance and counseling services in their school. Additionally, the majority (54%)

of the schools offered guidance once a month followed by 30% who received the

service twice a month. Data analysis gave the following findings, which are

summarized below as per the objectives:

5.3 Availability of Guidance and Counseling Facilities

The study found that most schools lacked appropriate facilities needed for effective

implementation of guidance and counseling. A majority (60.1% &69.5%) lack

adequate guidance and counselling teachers ‘guidance and counselling learning

materials respectively. It was also found that a majority (62.5%) felt that their school

do not allocates sufficient time for guidance and counselling purposes. Although

(81%) of the school recognizes the importance of guidance and counselling services

in the pupils’ developmental needs, 59% did not actively supports the guidance and

counselling services in the pupil’s developmental needs. Correlation analysis found a

strong and positive relationship between resource availability and implementation of

guidance and counselling in schools at an R value = 0.529 hence resource availability

contributed (0.529)2 of the variance in implementation.

74

5.3 Effects of Professional Guidance and counselling training on teachers

In the second objective the study found that only 57 % were fully trained on the

interpersonal skills necessary to undertake guidance and counselling within secondary

schools. Although 58% regularly attended workshops, seminars and conferences on

guidance and counselling, majority (54%) had not attend refresher courses. Only 45%

felt adequately trained and professionally exposed to deal with any guidance and

counselling needs from their students. Correlation analysis found a strong and positive

relationship between teacher’s qualification and implementation of guidance and

counselling in schools at an R value = 0.541 hence resource availability contributed

(0.541)2 of the variance in implementation.

5.4 Influence of the Guidance and Counseling Teachers’ Workload on the

Implementation of the Guidance and Counseling Services

On the third objective the study found that majority of the Guidance and Counseling

Teachers had too much work load which affected their provision of adequate guidance

and counseling services to the students. The majority (58%)did not have manageable

guidance and counselling workload spread across different classes, 58% did not have

a manageable teaching and guidance and counselling workload where us 66%

sacrificed time meant for guidance and counselling due to other pressing priorities

such as class teacher duties. The study also found that a majority (78.8%)of the

guidance and counselling teachers often feel stressed and suffer burnouts49% of

which did not take extra initiatives in guidance and counselling programs due to time

constraints. Correlation analysis found a strong and positive relationship between

teachers work load and implementation of guidance and counselling in schools at an

R value=0.529henceresource availability contributed (0.529)2of the variance in

implementation.

75

5.5 Influence of school’s management attitudes towards guidance and counseling

on the implementation

On the last objective the study found that although most schools’ management

embraced and recognizes the role of guidance and counselling in the school, little time

and resources was availed to sustain the service. Only 46% and 44% of the

respondents respectively agreed that the school management recognizes the demands

of the guidance and counselling while assigning duties and adheres to the aspects of

confidentiality between guidance and counselling teachers and the students. The study

finally found that only 50% of the school management always availed resources

necessary for effective guidance and counselling programs. Correlation analysis found

a strong and positive relationship between school’s management attitudesand

implementation of guidance and counselling in schools at an R Value=0.555 hence

resource availability contributed (0.555)2of the variance in implementation.

5.6 Conclusions

The study was effective in tending to its targets. Given the prior, the study arrived at

the following conclusions;

The study concludes that most schools lacked appropriate facilities needed for

effective implementation of guidance and counseling. Very few schools have rooms

specifically allocated for guidance and counselling. The provision of adequate

guidance and counselling facilities influences the effective delivery of quality

guidance and counselling services to learners. Therefore, the provision of resources

and facilities for guidance and counselling needs to be improved.

The procedures of guidance and counselling system on students' social change were

inadequate. The transient workshops and classes that a few heads of guidance and

counselling division from a few schools I had gone to were not adequate in enabling

76

educators to run the program well. Teacher counsellors mentioned high teaching loads

and time constraints as major factors in implementing SGC.

Both the principals and teacher counsellor comprehended the guidance and

counselling program similarly, incorporating its part in the school and the components

that decide its accomplishment as far as service conveyance. Principals, HoDs and

teachers however need to sensitised in school guidance and counselling so that they

can understand and appreciate the value of the guidance and counselling services in

schools.

Principals and HoDs would then be able to see to it that guidance and counselling

programmes are implemented and for them to be able to monitor and render support

to teacher counsellors. Similarly, teachers will work together with teacher counsellors

in identifying and referring learners with difficulties to teacher counsellors.

5.7 Recommendations

The following elements gives recommendations exuding from the study results and

findings of the study;

i. The Ministry of Education and the Teachers' Service Commission should

concoct clear policies and rules on appointment, preparation of counsellors,

workload, compensation and obligations of the school counsellors.ii. Teacher counsellors mentioned high teaching loads and time constraints as

major factors in implementing SGC. It is recommended that the region appoint

specific teachers, specifically for guidance and counselling at each school.iii. There is need for professionally trained school teachers for successful

conveyance of guidance and counselling administrations. Guidance ought to

be conceptualized in a more extensive and more exhaustive and

comprehensive view, consolidating professional and different parts of

improvement.

77

iv. The guidance and counselling teachers should be given a lighter curriculum

workload that can allow them time to prepare for and attend to the students’

counselling needs. They should be freed from other responsibilities that may

interfere with their responsibilities as counsellors. v. The school should also provide resource materials and counselling / meeting

room so as to make it a conducive and comfortable place to work from.

Counsellor timetables for each school should be developed.vi. More resources ought to be given to guidance and the private segment ought

to play more focal part in the guidance provision, especially as the state is

probably not going to have the capacity to stand to help school based guidance

program.

5.8 Suggestions for Further Studies

From the findings of the study, further investigations can be conducted. Therefore, the

following are suggested for further research.

i. There is need for further study on factors that influence students’ attitude

towards seeking counselling services.ii. A study can be conducted to investigate the competencies needed for

counsellors in the secondary schools i. The current counsellor / student ratio in the rest of the country.

ii. Whether non-teacher counsellors in schools would enhance access to guidance

and counselling.

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APPENDIX A: AUTHORITY LETTER

Gladys J Cheruiyot,

P.O Box 107-30400

Kabarnet.

84

2nd May, 2015.

The School Principal,

Institution/organization,

P.O Box …………,

Kabarnet.

Dear Sir/Madam,

REF: AUTHORITY TO CONDUCT A FIELD RESEARCH

I am in the process of undertaking a Masters of Education degree at Kisii University.

As part of my degree program, it is a requirement to undertake a research study on an

aspect of my study specialization. In this regards, I have chosen to undertake a

research on the topic, “Factors Influencing Implementation of Guidance and

Counselling in Baringo Central Sub-County Secondary Schools”

I hereby wish to ask for authority to engage your teachers in the context of collecting

data for the above study. A copy of the questionnaire is attached onto this letter for

your perusal. I am optimistic that your good office will be critical in facilitating this

research study and I do look forward to a favourable response from your office.

Yours faithfully,

Gladys J Cheruiyot

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APPENDIX B: CONSENT STATEMENT

Dear Participant,

My name is Gladys J Cheruiyotand I am a Master’s of Education student at Kisii

University. I am conducting a research on the title “Factors Influencing

Implementation of Guidance and Counselling in Baringo Central Sub-County

Secondary Schools” as part of my master’s Degree program. I am inviting you to

participate in the research by completing the attached questionnaire.

The questionnaire will not take more than your 20 minutes. The information that you

will share with me will not be discussed or accessed by any other person apart from

the researcher and the people directly involved in the project. Your participation is

voluntary and you can withdraw at any time without penalty. Your answers will be

kept confidential. There will be no financial compensation for participating in this

study. The outcome of this research may be used for academic and general purposes

such as research reports, conference papers, or books.

In case of any questions, concerns or clarifications that you would like to be

addressed, please contact me, Gladys J Cheruiyot, on number 0723872892

If you agree to participate in this study, please sign below

Name ( Optional)……………………….Signature……………………Date………….

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APPENDIX C: PRINCIPAL’S QUESTIONNAIRES

Instructions: Please complete the following questionnaire appropriately.

Confidentiality: The responses you provide will be strictly confidential. No reference

will be made to any individual(s).

Please tick or answer appropriately for each of the Question provided.

PART A: BASIC INFORMATION

1) What is your gender? Male [ ] Female [ ]2) Do you have professional guidance and counseling qualifications? Yes [ ] No [ ]3) How long have served as a teacher?____________________________________4) Subject area of specialization_________________________________________5) Do you have guidance and counseling teachers in your school? Yes [ ] No [ ]6) If yes how often do you meet with them to discuss about issues pertaining

guidance and counseling?i. Once a week [ ]

ii. Once after two weeks’ [ ] iii. Once a month [ ] iv. Every beginning of the year [ ]

PART B: IMPLEMENTATION OF GUIDANCE AND COUNSELLING

For each of the following items, please tick the extent in which you agree with the

given likert scale.

SA=Strongly Agreed A =Agreed U= Uncertain D=Disagree SD= Strongly Disagree

Q STATEMENT SA A U D SD

1. My school has adequate guidance and counselling teachers

87

2. My school has adequate guidance and counselling learning

materials

3. My school allocates sufficient time for guidance and

counselling purposes

4. My school recognizes the importance of the guidance and

counselling services in the pupils developmental needs

5. My school actively supports the guidance and counselling

services in the pupils developmental needs

APPENDIX D: TEACHERS QUESTIONNAIRES

FACTORS INFLUENCING IMPLEMENTATION OF GUIDANCE AND

COUNSELLING IN BARINGO SECONDARY SCHOOLS

QUESTIONNAIRES

Instructions: Please complete the following questionnaire appropriately.

88

Confidentiality: The responses you provide will be strictly confidential. No reference

will be made to any individual(s).

Please tick or answer appropriately for each of the Question provided.

PART A: BASIC INFORMATION

1) What is your gender? Male [ ] Female [ ]2) Do you have professional guidance and counseling qualifications? Yes [ ] No [ ]3) How long have served as a teacher?____________________________________

4) Have you benefited from guidance and counselling? Yes [ ] No [ ]

5) Do you get any support from your school principal when carrying out guidance

and counseling services in your school? Yes [ ] No [ ]

PART C: EFFECTS OF GENDER OF TEACHER COUNSELLORS

For each of the following items, please tick the extent in which you agree with the

given likert scale

SA=Strongly Agreed A =Agreed U= Uncertain D=Disagree SD= Strongly Disagree

Q STATEMENT SA A U D SD1. I am fully trained on the interpersonal skills necessary to

undertake guidance and counselling within secondary schools2. I regularly attend workshops, seminars and conferences on

guidance and counselling aspects to improve my skills of

guidance and counselling secondary schools3. I often attend refresher courses on guidance and counselling to

improve my skills on the guidance and counselling within

secondary schools4. I feel I am adequately trained and professionally exposed to

deal with any guidance and counselling needs from my students5. My training is relevant to the guidance and counselling needs

that I encounter from my students

PART D: GUIDANCE AND COUNSELING TEACHER’S WORKLOAD

For each of the following items, please tick the extent in which you agree with the

given likert scale.

89

SA=Strongly Agreed A =Agreed U= Uncertain D=Disagree SD= Strongly Disagree

Q STATEMENT SA A U D SD1. I have manageable guidance and counselling workload spread

across different classes in my secondary school2. I have a manageable teaching and guidance and counselling

workload within secondary school3. I sometimes sacrifice time meant for guidance and counselling

due to other pressing priorities such as class teacher duties4. I often feel stressed and suffer burnouts from my guidance and

counselling duties as well as other duties5. I don’t always take extra initiatives in guidance and counselling

programs due to time constraints

PART E: SCHOOL MANAGEMENT ATTITUDE TOWARDS GUIDANCE

AND COUNSELING

For each of the following items, please tick the extent in which you agree with the

given likert scale

SA=Strongly Agreed A =Agreed U= Uncertain D=Disagree SD= Strongly Disagree

Q STATEMENT SA A U D SD1. The school management embraces and recognizes the role of

guidance and counselling in the school2. The school management often avails time and resources to

undertake guidance and counselling in the school3. The school management recognizes the demands of the guidance

and counselling while assigning duties4. The school management adheres to the aspects of confidentiality

between guidance and counselling teachers and the students5. The school management always avails resources necessary for

effective guidance and counselling programs

90

APPENDIX E: INTRODUCTORY LETTER

91

APPENDIX F: RESEARCH AUTHORIZATION

92

APPENDIX D: NACOSTI AUTHORIZATION

93

APPENDIX G: COUNTY COMMISIONER AUTHORIZATION

94

APPENDIX H: RESEARCH PERMIT

95

APPENDIX I: BARINGO COUNTY MAP

96