An Assessment of the Challenges Facing Implementation of Guidance and Counselling Programme in Public Secondary Schools: A Case of Lugari Subcounty, Kakamega County, Kenya

Abstract

Students studying in public secondary schools in Kakamega County, Lugari Sub-County have a range of challenges, which include, deteriorating academic performance, drug and substance abuse, low self-esteem and socially unacceptable behaviour such as destruction of school property, among others. These problems exist despite the fact that guidance and counselling programmes were established in Kenyan public Secondary Schools in 1970s. This study carried out an assessment on the challenges facing implementation of guidance and counselling programme in public Secondary Schools in Lugari Sub-County. The study employed descriptive survey research design. The target population was 21 principals, 42 Guidance and Counselling teachers, as well as, 336 teachers in public Secondary Schools in Lugari Sub-County, making a total of 399 subjects. The sample size was composed of 30% of the total target population which was 120 subjects. The 120 subjects were comprised of 6 principals, 12 guidance and counselling teachers and 102 public secondary school teachers from the study area. A pilot study was carried out on the instruments in two Secondary Schools using test/retest method, with a two weeks’ interval between the tests, to enable assessment of both validity and reliability of the data collection instruments. Simple random sampling was used to select 30% of the principals. However, purposeful sampling was used to select the 30% of the guidance and counselling teachers. Simple random sampling, purposeful, as well as, stratified random sampling were used to select teachers from the schools where the principals were drawn. Stratified sampling was necessary because teachers were selected with respect to their populations in the respective six schools. Data was analyzed using descriptive statistics. Results were presented, using frequency distributions, percentages and narratives for qualitative results. The study established that principals’ support to the G&C departments was minimal as principals gave less weight to the departments. It was also observed that schools had G&C departments but most lacked teachers with G&C skills. The study recommends that: school principals should provide G&C teachers maximum support so as to ensure that discipline is maintained through counselling in the secondary schools. Teachers should take in-service courses and short seminars in G&C, especially those who had not received formal training in G&C.

Keywords: Guidance and counselling, principals’ support, guidance and counselling teachers’ qualifications and training.

DOI: 10.7176/JEP/11-32-16

Publication date: November 30^th 2020