ABSTRACT
This study assessed the guidance and counselling services in senior secondary
schools in Ohangwena region with the view to determine the teacher counsellors’
views on the factors impacting the implementation of guidance and counselling
services. Literature shows that guidance and counselling plays a vital role in
preventing educational, emotional, social, personal and other problems among
learners. It was therefore important to the researcher to determine teacher
counsellors’ views on factors impacting the successful implementation of guidance
and counseling in schools.
The study was quantitative in nature and a non-experimental design that involved a
survey was used. The population of the study comprised the teacher counsellors in all
the senior secondary schools in Ohangwena region. Data were collected using
questionnaires which were administered to a sample of twenty six (26) teacher
counsellors. Teacher counsellors were purposively sampled.The data was analysed
by use of descriptive statistics using The Statistical Package for the Social Sciences
(SPSS).
The study revealed that teacher counsellors viewed inadequate training in SGC, high
teaching loads and time constraints, lack of support given to teacher counsellors and
lack of resources and facilities as some of the factors impacting the successful
implementation of SGC. The study also revealed that some biographical variables
(i.e. age, qualifications, teaching experience, counselling experience, training in
guidance and counselling, and type of training they received) significantly influenced
the way teacher counsellors viewed SGC.
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Furthermore, teacher counsellors would need to be supported by parents, teachers,
school principals, Inspectors of Education, Regional School Counsellors, and other
teacher counsellors, in order to improve SCG. Based on these findings, the researcher
recommended that the training of teacher counsellors in school guidance and
counselling be improved, reduced work load, better resources and facilities and for
teacher counsellors to be supported in order for guidance and counselling to be
successfully implemented in schools.
MBONGO, E (2021). The Factors Impacting The Successful Implementation Of Guidance And Counselling Services In Secondary Schools In The Ohangwena Region. Afribary. Retrieved from https://tracking.afribary.com/works/the-factors-impacting-the-successful-implementation-of-guidance-and-counselling-services-in-secondary-schools-in-the-ohangwena-region
MBONGO, EMILIA "The Factors Impacting The Successful Implementation Of Guidance And Counselling Services In Secondary Schools In The Ohangwena Region" Afribary. Afribary, 27 Apr. 2021, https://tracking.afribary.com/works/the-factors-impacting-the-successful-implementation-of-guidance-and-counselling-services-in-secondary-schools-in-the-ohangwena-region. Accessed 10 Nov. 2024.
MBONGO, EMILIA . "The Factors Impacting The Successful Implementation Of Guidance And Counselling Services In Secondary Schools In The Ohangwena Region". Afribary, Afribary, 27 Apr. 2021. Web. 10 Nov. 2024. < https://tracking.afribary.com/works/the-factors-impacting-the-successful-implementation-of-guidance-and-counselling-services-in-secondary-schools-in-the-ohangwena-region >.
MBONGO, EMILIA . "The Factors Impacting The Successful Implementation Of Guidance And Counselling Services In Secondary Schools In The Ohangwena Region" Afribary (2021). Accessed November 10, 2024. https://tracking.afribary.com/works/the-factors-impacting-the-successful-implementation-of-guidance-and-counselling-services-in-secondary-schools-in-the-ohangwena-region