This study sought to investigate teachers’ perspectives on the necessity of introducing guidance and counselling services in primary schools in Kumba Municipality of the South West Region of Cameroon. The main research objective of the study was to explore teachers’ perspectives on the necessity for introducing guidance and counselling services in primary schools within the Kumba Municipality.
From this research objective emerged three specific objectives which were to explore teachers’ knowledge of guidance and counselling services in primary schools; to access teachers’ expectation on the necessity of introducing guidance and counselling services in primary schools, to find out teachers’ attitude towards the introduction of guidance and counselling services in primary schools and to examine the challenges hindering the introduction of guidance and counselling services in primary schools.
Table of Contents
CHAPTER ONE
GENERAL INTRODUCTION
1.1 Introduction
1.2 Background to the study
1.3 Statement of Problem
1.4 Objective of the study
1.5 Main Objective of the study
1.6 Specific Objectives
1.7 Research Questions
1.8 Main Research Question
1.9 Specific Research Questions
1.10 Justification of Study
1.11 Significant of the study
1.12 Scope of the Study
1.13 Operational Definition of Terms
1.14 Summary of Chapter
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Conceptual Review
2.2.1 Guidance and Counselling Services in Relation to Education of Pupils
2.2.2 Major Guidance and Counselling Services in Schools
2.2.3 Challenges Hindering the introduction of Guidance and Counselling Service in Schools
2.2.4 Teachers’ knowledge of Guidance and counselling Services in Primary School
2.2.5 Teachers’ Expectations on Guidance and Counselling Services in Primary school
2.2.6 Teachers’ Attitudes towards Guidance and Counselling Services in Primary School
2.3 Theoretical Review
2.3.1 Person-Centred Theory by Carl Rogers (1940s)
2.3.2 Social Learning Theory by Albert Bandura (1986)
2.3.3 Behaviour Modification Technique by B.F Skinner (1953)
2.4 Empirical Review
2.4.1 Teachers’ Knowledge of Guidance and Counselling Services in Primary Schools
2.4.2 Teachers’ Expectation on Guidance and Counselling Services in Primary Schools
2.4.3 Teachers’ Attitude towards Guidance and Counselling Services in Primary School
2.4.4 Lapses in Empirical Review
2.5 Summary of Chapter
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Area of Study
3.4 Population of the Study
3.5 Target Population
3.6 Accessible Population
3.7 Study Sample
3.8 Sampling Techniques
3.9 Instrument for Data Collection
3.10 Validity of the Instrument
3.11 Reliability of the Instrument
3.12 Data Collection Procedure
3.13 Method of Data Analysis
3.14 Ethical Considerations
3.15 Summary of Chapter
CHAPTER FOUR
PRESENTATION OF FINDINGS
4.1 Introduction
4.2 Research Question One: What is teacher’s knowledge of guidance and counselling services in primary schools?
4.3 Research Question Two: What are the expectations of teachers on the necessity to introduce guidance and counselling services in primary schools?
4.4 Research Question Three: What are the attitudes of teachers towards the introduction of guidance and counselling services in primary schools?
4.5 Research Question Four: What are the challenges hindering the introduction of guidance and counselling services in primary schools?
CHAPTER FIVE
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
5.2 Discussion of Findings
5.3 Implication of the Findings to Counselling Practice and Contribution to Knowledge
5.4 Conclusions
5.5 Recommendations
5.6 Limitations of the Study
5.7 Suggestions for Further Research
5.8 Summary of Chapter
Research Objectives and Themes
This study aims to investigate and explore teachers' perspectives regarding the necessity of implementing guidance and counselling services within primary schools in the Kumba Municipality, Cameroon. The research specifically focuses on assessing current teacher knowledge, expectations, attitudes, and the potential challenges involved in integrating these essential support services into the primary educational system.
- Teachers' existing knowledge and awareness of guidance and counselling services.
- Teacher expectations regarding the impact of counselling on pupil academic and social development.
- Teachers' attitudes and beliefs toward the introduction of professional school counselling.
- Identification of primary obstacles and challenges hindering the implementation of these services.
Excerpt from the Book
Challenges Hindering the introduction of Guidance and Counselling Service in Schools
From observation, Guidance and Counselling services is only given a lip service treatment as services of counsellors are yet to be really recognized in most public and private primary and secondary schools in Cameroon. Some secondary schools that have counsellors ensure that those designated as school counsellors are tasked with many duties that overshadow their perceived counselling duties. Some situations are observed where students with deep personal-social problems, educational problems, hardly consult school counsellors. It is either that counsellors do not know how to exert their influence in the school communities or the school authorities do not accord Guidance and Counselling a pride of place in their schools. Equally, the non-school setting Guidance and Counselling are mostly offered by religious organizations which in most cases are not handled by qualified counsellors.
For decades, the African educational system has experienced some bias towards over reliance on educational programmes that are academically-oriented rather than vocationally-oriented. Academically-oriented curricular provide the base for the development of skilled manpower. Furthermore, participation in the regular academic programmes increases aspiration of the youths towards more administrative and congenial occupations which emphasize paper qualification rather than the cultivation of useful skills which is the objective of vocational education (Denga, 2001).
Summary of Chapters
CHAPTER ONE: This chapter provides the foundation for the research by presenting the background, the statement of the problem, the objectives, and the scope of the study.
CHAPTER TWO: This chapter conducts a review of conceptual, theoretical, and empirical literature related to guidance and counselling services in schools.
CHAPTER THREE: This chapter details the qualitative case study research methodology, including the area of study, population, sampling techniques, and data collection instruments.
CHAPTER FOUR: This chapter presents the findings derived from thematic analysis of the interviews conducted with teachers regarding guidance and counselling services.
CHAPTER FIVE: This chapter provides a discussion of the findings, draws conclusions, and offers recommendations for educational stakeholders and future research.
Keywords
Guidance and Counselling, Primary Schools, Teachers' Perspectives, Kumba Municipality, Academic Performance, Vocational Development, Personal-Social Development, School Counsellor, Education in Cameroon, Qualitative Research, Case Study, Student Welfare, Educational Planning, Behaviour Modification, Person-Centred Therapy.
Frequently Asked Questions
What is the primary focus of this study?
The study investigates teachers' perspectives on the necessity and practical implementation of guidance and counselling services in public primary schools within the Kumba Municipality of Cameroon.
What are the central themes discussed in the research?
The research examines four main thematic areas: teachers' knowledge of counselling, their expectations for student outcomes, their attitudes toward implementation, and the human and financial challenges hindering the process.
What is the primary objective of this research?
The goal is to explore how primary school teachers perceive the need for counselling services and to identify what is required for these services to be successfully established to improve pupil development.
What scientific methodology was utilized?
The study adopted a qualitative approach using a case study design, gathering data through open-ended interviews with sixteen teachers selected from various primary schools.
What does the main body of the work cover?
The main sections include a literature review on counselling theories (Person-Centred Therapy, Social Learning Theory, Behaviour Modification), an empirical review of existing studies, and a detailed presentation and discussion of findings from the field interviews.
Which keywords characterize this research?
Key terms include Guidance and Counselling, Primary Education, Teacher Perspectives, Student Development, and Educational Challenges in the context of the Kumba Municipality.
Why is the primary school level considered a critical stage for counselling intervention?
The study argues that the primary school stage involves the formative years of identity and self-concept, where intervention can prevent maladaptive behaviours, learning difficulties, and social issues before they escalate in secondary school.
How do teachers in the study perceive their role relative to counselling?
Teachers generally express a positive attitude and recognize the importance of counselling, yet they often feel limited to offering simple advice because they lack professional training in formal counselling techniques.
- Arbeit zitieren
- Etape Emmanuel Ntungwe (Autor:in), 2022, Introducing Guidance and Counselling Services in Primary Schools in Kumba Municipality of the South West Region of Cameroon. Teacher Perspectives, München, GRIN Verlag, https://www.grin.com/document/1217046
