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
- Chapter Two: Review of Related Literature
- Introduction
- Conceptual Review
- Guidance and Counselling Services in Relation to Education of Pupils
- Major Guidance and Counselling Services in Schools
- Challenges Hindering the introduction of Guidance and Counselling Service in Schools
- Teachers' knowledge of Guidance and counselling Services in Primary School
- Teachers' Expectations on Guidance and Counselling Services in Primary school
- Teachers' Attitudes towards Guidance and Counselling Services in Primary School
- Theoretical Review
- Person-Centred Theory by Carl Rogers (1940s)
Objectives and Key Themes
This study aimed to investigate teachers' perspectives on the necessity of introducing guidance and counseling services in primary schools in Kumba Municipality, Southwest Cameroon. The research explored teachers' knowledge, expectations, and attitudes towards such services, and examined challenges hindering their implementation. The study employed a qualitative approach using interviews with teachers.
- Teachers' knowledge and understanding of guidance and counseling services.
- Teachers' expectations regarding the benefits of introducing guidance and counseling services in primary schools.
- Teachers' attitudes towards the implementation of guidance and counseling programs.
- Challenges and obstacles to implementing guidance and counseling services in primary schools.
- The potential impact of guidance and counseling services on pupils' academic, social, emotional, and vocational development.
Chapter Summaries
Chapter One: General Introduction: This introductory chapter sets the stage for the research, providing background information on the study's context within the Kumba Municipality of Cameroon. It clearly states the problem of the lack of guidance and counseling services in primary schools and outlines the study's objectives, research questions, and methodology. The chapter also justifies the significance of the study, defining key terms, and specifying its scope, providing a solid foundation for the research to follow. It highlights the gap in existing services and the potential benefits of introducing guidance and counseling to improve the overall well-being and academic performance of primary school students.
Chapter Two: Review of Related Literature: This chapter presents a comprehensive review of existing literature relevant to the study. It explores various theoretical frameworks, including person-centered therapy and social learning theory, providing a foundation for understanding the concepts of guidance and counseling within educational settings. The review delves into the existing research on guidance and counseling services in schools, examining their effectiveness and the challenges encountered in their implementation. Specifically, it examines the knowledge, expectations, and attitudes of teachers regarding these services, setting the context for the empirical findings presented in subsequent chapters. The review critically analyzes the existing literature to identify gaps and highlight the importance of the current research. It thoroughly investigates the various aspects of guidance and counseling in education, providing a detailed backdrop for the study's methodology and analysis.
Keywords
Guidance and counseling, primary education, teacher perspectives, Cameroon, Kumba Municipality, qualitative research, case study, person-centered therapy, social learning theory, educational psychology, student well-being, academic performance, challenges to implementation.
Frequently Asked Questions: A Comprehensive Language Preview
What is this document about?
This document is a comprehensive language preview of a research study investigating teachers' perspectives on the necessity of introducing guidance and counseling services in primary schools in Kumba Municipality, Southwest Cameroon. It includes the table of contents, objectives and key themes, chapter summaries, and keywords.
What are the main objectives of the research study?
The study aimed to investigate teachers' perspectives on the necessity of introducing guidance and counseling services in primary schools. This involved exploring teachers' knowledge, expectations, and attitudes towards such services, and examining challenges hindering their implementation. The research employed a qualitative approach using interviews with teachers.
What are the key themes explored in the study?
Key themes include teachers' knowledge and understanding of guidance and counseling services; teachers' expectations regarding the benefits of introducing these services; teachers' attitudes towards implementation; challenges and obstacles to implementation; and the potential impact of guidance and counseling services on pupils' academic, social, emotional, and vocational development.
What is covered in Chapter One: General Introduction?
Chapter One provides background information on the study's context within Kumba Municipality, Cameroon. It states the problem of lacking guidance and counseling services in primary schools, outlines the study's objectives, research questions, and methodology. It justifies the study's significance, defines key terms, specifies its scope, and highlights the gap in existing services and potential benefits of introducing guidance and counseling.
What is covered in Chapter Two: Review of Related Literature?
Chapter Two presents a comprehensive review of literature relevant to the study. It explores theoretical frameworks (person-centered therapy, social learning theory), examines existing research on guidance and counseling services in schools, and analyzes teachers' knowledge, expectations, and attitudes regarding these services. The review identifies gaps in the literature and highlights the importance of the current research.
What research methodology was used?
The study employed a qualitative approach using interviews with teachers.
What are the key words associated with this research?
Key words include: Guidance and counseling, primary education, teacher perspectives, Cameroon, Kumba Municipality, qualitative research, case study, person-centered therapy, social learning theory, educational psychology, student well-being, academic performance, challenges to implementation.
What is the overall goal of the research?
The overall goal is to understand teachers' perspectives on the importance and challenges related to implementing guidance and counseling services in primary schools in Kumba Municipality, Cameroon, to ultimately improve the well-being and academic performance of students.
Where can I find more information about this research?
Further details about the research methodology, findings, and conclusions would be found in the complete research report. (Note: This preview only provides a summary).
- Quote paper
- Etape Emmanuel Ntungwe (Author), 2022, Introducing Guidance and Counselling Services in Primary Schools in Kumba Municipality of the South West Region of Cameroon. Teacher Perspectives, Munich, GRIN Verlag, https://www.grin.com/document/1217046
