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
85
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………….
86
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
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