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Title: Selected Factors Affecting the Implementation of Effective Career Guidance and Counselling among Secondary School Students in Teso District,Kenya
Authors: Etyang(SR.), Elizabeth P.
Keywords: Guidance and counselling
Issue Date: May-2010
Publisher: Egerton University
Abstract: ABSTRACT The purpose of this study was to examine selected factors affecting the implementation of effective career guidance and counselling among secondary school students in Teso District. The main objective was to assess teacher counselor competence in providing career guidance and counselling to students; their teaching load and the extent to which other teachers and school administrators supported the guidance and counselling programme. The study was carried out in eight out of l9 secondary schools in Teso district. The study was a descriptive survey that employed ex post facto design. The study targeted a population of l755 form three students, 19 teacher-counsellors and 19 school administrators. The eight schools were selected through stratified random sampling to represent the four categories of secondary schools in the district namely: boys boarding, girls boarding, mixed-day and mixed-day cum boarding. Student respondents reflecting gender in each sampled school were selected proportionately through stratified random sampling, while teacher counselors and administrators were sampled purposively. The sample size included 313 students, l6 counsellors and l6 school administrators. Questionnaires were used to obtain data from the students and teacher~counsellors while the interview schedules were employed to collect data from school administrators. From the pilot test, instruments had reliability coefficients of 0.80, 0.8land 0.72 respectively. Data was analysed using frequencies, means and percentages with the aid of the Statistical Package for Social Sciences (SPSS) computer programme version 15.0. The findings indicated that teacher-counsellors were not adequately trained to offer career guidance and counselling services to students. Moreover, they had insufficient resources for career guidance and counselling. The study also revealed that teacher- counsellors taught between 22 and 32 lessons a week, which denied them time to offer career counselling services to students effectively. The study recommends the following: that the Ministry of Education should prioritize professional training of teacher-counsellors and constantly update their competence through seminars, workshops and refresher courses; that administrators should support the guidance programme by providing the necessary resources; that the number of lessons taught by teacher-counsellors be reduced to at least six per week to allow them enough time to effectively carry out career guidance and counselling activities in their schools. Suggestions for further research were made and appended in the study.
Appears in Collections:Faculty of Education and Community Studies

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