It is obvious that most of student teachers in colleges are at the age of adolescence. This time is encompassed with a lot of challenges. Individuals’ academic success is attributed to diverse factors that need attention among stakeholders in particular tutors to make student teachers’ development in a holistic manner. According to Annabel (2022) the application of community model in counselling need a thorough investigation of the problem prevailing among individuals in a certain community that can be addressed in such a way that community members can benefit at large. A total of 175 participants were involved as a sample for the study. These student teachers were in second year and third year of their studies.
In this case questionnaire, Focus Group Discussion (FGD) and interviews were used to capture data from student teachers that need psychological and counselling intervention. Delving into the study findings demonstrated that main issues that need psychological and counselling intervention include: Love affairs, family problems, failure in academic matters, diseases and financial problems. Further findings unveiled that love related matters outshine others as 57.1% of the participants mentioned it as one of the factor that triggers their wellbeing while at the college. The study concludes that teacher colleges should strengthen departments relating to guidance and counselling so that services can be more appealing and engaging.
Table of Contents
1.0 Introduction
1.1 Statement of the problem
1.2 Research Questions
2.0 Review of Related Literatures
2.1 Theoretical Underpinning
2.1.1 Cognitive Theory
3.0 Research Methodology
4.0 Results
4.1 Practices of Counselling in Teacher Colleges of Tanzania
4.2 Issues that need Intervention through Counselling in Teachers Colleges of Tanzania
4.3 Challenges in Implementing Counselling Service to Student Teachers in Teacher Colleges of Tanzania
5.0 Discussions
6.0 Conclusions
7.0 Recommendations for Actions
8.0 Consent and Ethical Approval
Objectives and Research Themes
The primary objective of this study is to explore the landscape of counselling services within Tanzanian teacher colleges, specifically identifying the common personal and academic challenges encountered by student teachers that necessitate psychological intervention. The study aims to evaluate existing service delivery models and highlight the structural and procedural barriers that impede effective student support.
- Analysis of current counselling practices in teacher colleges.
- Identification of core issues requiring psychological intervention (e.g., relationship matters, financial concerns).
- Evaluation of the effectiveness of client-based vs. community-based counselling models.
- Assessment of operational challenges, including resource limitations and counselor accessibility.
- Recommendations for institutional improvements in guidance and counselling departments.
Excerpt from the Book
1.0 Introduction
Provision of counselling services in educational institutions and the society at large has become an issues of paramount concern. Teacher colleges as among of educational institutions in Tanzania enrolls and hold individuals who are largely at adolescence stage. During this stage juveniles experience multiples of ambivalences and turbulences. The era is characterized with a lot of questions that need immediate and adequate intervention to tranquilize the situation of instability. When it comes to individuals in educational institutions the situation becomes even worse. Consequently, their academic performance gets obscured. WHO (2019) asserts that suicide cases globally are associated to mental health problems. The key vulnerable group is that of adolescents who are aged below twenty years. These cases are common in colleges and universities. It is apparent that empowering students with substantial counseling services and provision of life skills education is imperative to handle and figure out the situation.
Summary of Chapters
1.0 Introduction: This chapter outlines the critical need for psychological support in educational institutions, emphasizing the vulnerabilities of student teachers during adolescence and the correlation between mental health and academic success.
2.0 Review of Related Literatures: This section examines existing research on the behavioral and psychological challenges faced by college students, formally adopting Cognitive Theory to provide a framework for understanding and addressing student distress.
3.0 Research Methodology: This chapter details the mixed-method approach utilized at Klerruu Teachers college, including sampling procedures and data collection tools like questionnaires and focus group discussions.
4.0 Results: This chapter presents the data collected regarding current counselling practices, identifying the common issues demanding intervention, and the various operational challenges hindering service implementation.
5.0 Discussions: This chapter synthesizes the study's findings, highlighting that while counselling exists, the current client-centered approach is insufficient, necessitating more proactive community-based models.
6.0 Conclusions: This section summarizes the study's core insights, reaffirming that teacher colleges must improve infrastructure and resources to effectively support students during their formative years.
7.0 Recommendations for Actions: This chapter proposes concrete steps for academic institutions and the government to enhance counselling efficacy, including ongoing training for tutors and the adoption of comprehensive community models.
8.0 Consent and Ethical Approval: This section confirms that the research adhered to strict ethical standards, ensuring participant anonymity, voluntary involvement, and confidentiality of provided data.
Keywords
Guidance, Counselling, Adolescence, Academic performance, Student teachers, Tutors, Cognitive Theory, Mental health, Psychological intervention, Teacher colleges, Tanzania, Counselling services, Student wellbeing.
Frequently Asked Questions
What is the primary focus of this research?
The research examines the provision of counselling services in Tanzanian teacher colleges, focusing on how student teachers manage personal and academic challenges during their adolescent years.
What are the central themes of the work?
The central themes include the psychological needs of adolescent student teachers, the evaluation of existing counselling models, and the identification of barriers to effective mental health support in a college setting.
What is the main research question of the study?
The study seeks to understand how counselling is currently offered, what specific issues require intervention, and what challenges prevent the effective implementation of these services in teacher colleges.
Which research methodology was utilized?
The study employed a mixed-method approach using an embedded design, collecting data through questionnaires, focus group discussions, and interviews with 175 participants.
What does the study cover in its main body?
The main body covers the theoretical foundation (Cognitive Theory), an analysis of current practices (client-centered vs. community-based), and an empirical presentation of results regarding health, academic, and relationship-related challenges.
What are the key terms associated with this work?
Key terms include Guidance, Counselling, Adolescence, Academic performance, Student teachers, and Psychological intervention.
What role does Cognitive Theory play in the study?
Cognitive Theory is adopted as the primary framework to help individuals identify and modify unhelpful thinking patterns, thereby reducing psychological distress and improving behavioral responses.
What specific finding regarding relationships highlights the need for counseling?
The study found that 57.1% of participants identified relationship matters as the most significant factor affecting their wellbeing and academic performance, indicating an urgent need for targeted intervention.
- Citar trabajo
- Thadei Filipatali (Autor), Tumaini A. Mangilima (Autor), 2025, Beyond academic. Navigating Issues that Need Intervention Through Counseling in Teacher Colleges in Tanzania, Múnich, GRIN Verlag, https://www.grin.com/document/1569451
