The Perceptions of Head Teachers and Teacher Counsellors on the Implementation of Guidance and Counselling in Primary Schools, A case of Nakuru Municipality, Kenya

Abstract

Primary school is the basis of formal education which introduces children to a new dimension in their experience and socialization. The Ministry of Education in Kenya has directed all learning institutions to implement guidance and counselling programme so as to assist leamers fit into the school system and develop their potentials. However, the success of guidance and counselling in a school depends on the level of perception of both the head teachers and teacher counsellors on the implementation of the programme. This study sought to assess the perception of the head teachers and teacher counsellors on the implementation of guidance and counselling programme in primary schools in Nakuru Municipality. The study adopted an ex post facto research design. The target population included 74 head teachers and 74 teacher counsellors in the 74 primary schools in Nakuru Municipality. A random sample of 108 respondents (54 head teachers and 54 teacher counsellors) was selected. Data was collected using two sets of structured questionnaires, (for teacher counsellor and head teacher). Data collected were analyzed using descriptive and inferential statistics with the aid of the Statistical Package for Social Sciences (SPSS) version 11.5. The study supports the following five findings. First, teacher counsellor and head teachers had a positive perception on the implementation of guidance and counselling. Second, the level of perception on the implementation of guidance and counselling did not depend on the status, that is, teacher counsellors and head teachers. Third, gender did not influence the level of perception of the teacher counsellors and head teachers. Fourth, the type of school, that is public and private, did not influence the level of perception of the teacher counsellors and head teachers. Fifth, more teacher counsellors than head teachers had trained in guidance and counselling but their level of training was low. Based on the study findings, four key recommendations were made. First, the positive perception of teacher counsellors and head teachers should form the basis to implement guidance and counselling in primary schools. Second, implementation of guidance and counselling in primary schools should not be influenced by the gender ofthe teacher counsellors and/or head teachers. Third, guidance and counselling in primary schools should be implemented irrespective of whether the school is public or private. Fourth, there is need to adequately train all teacher counsellors and head teachers in guidance and counselling for effective implementation of the programme.