The study sought to establish the role of school administration in promoting effective Guidance and Counseling services in secondary schools in Bungoma West Sub-County. The specific objective of the study was to find out how the school administration promotes effective Guidance and Counseling services that addresses the needs of all students including special needs learners. The study was carried out in 8 secondary schools and the education office in Bungoma West Sub-County.
The research design used was descriptive survey design. Purposive sampling, stratified sampling and simple random sampling techniques were used to select the study sample. The target population included school principals, teacher counselors, Education officers and students. The sample size consisted of eight principals, eight teacher counselors, five education officers and three hundred and fourteen students. The study area was Bungoma West Sub-County. Questionnaires, interview schedules, and observation checklist were blended together to capture exhaustive data. Quantitative data collected was sorted, classified and analyzed using descriptive statistical techniques.
Qualitative data was recorded in verbatim, transcribed and organized into themes and sub-themes. The study revealed that the school administration has a direct influence in promotion of Guidance and Counseling services in schools through appointment of heads of department to co-ordinate counseling activities as well as the counseling committee, provision of basic counseling facilities, advocacy and publicity of the services, and monitoring and evaluation. However, it was also revealed that in many schools, the administration accords low priority to Guidance and Counseling services since many schools lacked basic facilities for Guidance and counseling like offices and reference materials, teachers in-charge of Guidance and Counseling are overloaded with their teaching subjects and emphasis is put on attainment of good mean grades.
It is recommended that there is urgent need for the school administration to prioritize counseling services of all categories of learners as they go hand in hand with holistic development of the learners. The Ministry of Education should put disciplinary measures against school administrators who do not implement viable and sustainable Guidance and Counseling services that cater for all learners in secondary schools.
Table of Contents
INTRODUCTION
RESEARCH METHODOLOGY
RESULTS AND DISCUSSION
Gender distribution of teacher counselors basing on how they were appointed.
Time Tabling Guidance and Counseling Activities
Provision of Counseling Offices
Facilitation of teacher counselors for Seminars and Workshops
Advocacy and Publicity
Conclusion
Recommendations
Research Objectives and Themes
The primary objective of this study is to evaluate the role of school administration in promoting effective Guidance and Counseling services in secondary schools within Bungoma West Sub-County, focusing on how these services are implemented to support the diverse needs of all students.
- Administrative support for counseling infrastructure and resources.
- Integration of Guidance and Counseling into school routines and timetables.
- Professional development and facilitation for teacher counselors.
- Advocacy, publicity, and institutional priority given to student welfare services.
Excerpt from the Book
INTRODUCTION
Guidance and Counseling in secondary schools in Kenya is of major concern especially after the ban on corporal punishment. School administrators in learning institutions have been given the mandate to establish and maintain effective Guidance and Counseling services that cater for the needs of all categories of learners including those with special needs. However, the situation on the ground reveals that Guidance and Counseling services are not effective in many schools. In Kenya, the need to establish and provide Guidance and Counseling services in learning institutions goes way back to independence when the government embarked on major reforms in the education sector. This has been captured in various government policy documents, legal guidelines in education, session papers and national development plans (Were, 2003).
The Ominde Report (1964) recommended establishment of a Guidance and Counseling structure in schools. The Kamunge report (1988) recommended that heads of schools were to participate in guidance and counseling and supervision of these services. The Commission of Inquiry into the Education System in Kenya (TIQET,1999) noted that Guidance and Counseling has remained very weak at all levels of the education system and that where it existed, its management and provision was far below the expectations (Koech Report, 1999). A study conducted by Eyo, Joshua, and Esuong (2007), in Nigeria revealed that school principals and teachers constitute the greatest obstacle to the success of guidance and counseling services in schools. The report showed that negative attitude of school authorities to guidance services has stifled the success of the department in some schools in Nigeria.
Summary of Chapters
INTRODUCTION: Provides a contextual background on the development of school-based counseling in Kenya and identifies the critical gaps in administrative support that hinder service effectiveness.
RESEARCH METHODOLOGY: Outlines the descriptive survey design and the sampling techniques used to gather data from principals, teacher counselors, and students in Bungoma West Sub-County.
RESULTS AND DISCUSSION: Analyzes the gathered data regarding administrative practices, including time-tabling, resource provision, staff training, and advocacy efforts within the schools.
Conclusion: Summarizes the study's findings, highlighting that while most schools have counseling services, administrative commitment remains inconsistent regarding facilities and staff support.
Recommendations: Suggests policy interventions, including standardized curricula and better administrative accountability to improve student counseling services.
Keywords
Counseling, Guidance, Effectiveness, School Administration, Special Needs Learners, Secondary Schools, Kenya, Teacher Counselors, Student Welfare, School Management, Education Policy, Counseling Facilities, Professional Development, Advocacy, Educational Reform.
Frequently Asked Questions
What is the core focus of this research?
The study examines how school administrators in Bungoma West Sub-County fulfill their responsibilities in establishing and maintaining effective Guidance and Counseling services for secondary school students.
What are the central thematic areas?
Key themes include the administrative role in time-tabling, facility provision, faculty support, and the overall advocacy for counseling programs within the school environment.
What is the primary objective of this work?
The primary objective is to investigate how school administration facilitates the delivery of Guidance and Counseling to address the various needs of all students, including those with special needs.
Which scientific methodology is employed?
The researchers utilized a descriptive survey design, employing purposive, stratified, and simple random sampling techniques to collect data from a sample of 335 participants.
What does the main body cover?
The main body details the current state of counseling services, presenting findings on teacher counselor appointments, scheduling, availability of physical offices, professional training, and public awareness efforts.
Which keywords characterize the study?
The study is characterized by terms such as Guidance, Counseling, School Administration, Effectiveness, and Special Needs Learners.
How does the lack of administrative support impact the counseling department?
The study suggests that when administration treats counseling as a low priority, it results in inadequate office spaces, lack of record-keeping, and the overburdening of teacher counselors with other academic duties.
What role does the deputy principal play in this context?
The deputy principal is noted for their role in coordinating the school timetable, which includes integrating Guidance and Counseling activities, and collaborating on discipline-related counseling cases.
What is the author's conclusion regarding the effectiveness of these services?
The author concludes that while services exist in all surveyed schools, they are often haphazard, under-resourced, and overly dependent on the personal initiatives of individual teachers rather than structured administrative policy.
- Quote paper
- Dinah Were (Author), Roselyne Wanyama (Author), 2017, The Role Of School Administration In Promoting Effective Guidance And Counseling Services In Secondary Schools, Munich, GRIN Verlag, https://www.grin.com/document/353213
