School-based factors influencing implementation of guidance and counselling programme in Public primary schools in Kikuyu sub county, Kenya
Abstract
The purpose of this study was to establish the school-based factors influencing
implementation of guidance and counselling programme in public primary
schools in Kikuyu Sub County, Kenya. It was guided by four objectives that
included; time allocation, school workload for teacher counsellor, gender of
teacher’s counsellor and head teacher’s choice of a teacher counsellor. The
study adopted descriptive survey research design with the target population
teacher counsellors, head teachers and education officers in public primary
schools constituting the target population. Purposive and census sampling
methods were used to select respondents. Krejcie and Morgan (1970) sample
size estimation table was finally used to get a sample size of 116 respondents.
Questionnaires and interviews guides were used to collect data. Both
descriptive and inferential statistics were used to analyse data. The key
findings were; an adequate sentiment was provided for the assertion that
counseling programme is allocated time in time table. Majority of the
respondents indicated that the teacher counsellor should have a reduced
teaching time to accommodate counseling duties. Most of the respondents
indicated that the attitude of the head teachers on male teachers as counseling
teachers in the school as lukewarm with a few indicating the attitude as
negative. The results indicate that most of the respondents suggested that the
common criteria of appointing counseling teachers in the school is based on
gender, interest in guidance and counseling and religion. The study concluded
that workload of teacher counsellor is therefore the predictor variable of
implementation of guidance and counseling programme in public primary
schools. The study recommended that Schools should set aside adequate time
in the time table for guidance and counseling programme in the school. There
is need of reducing the teaching workload of counseling teachers to enable
them implement guidance and counseling programme effectively in the
school. To deal with the stereotype attitude of head teachers on male teachers
practicing counseling in the schools, there is need to inculcate the importance
of counseling programme to them through seminars and trainings. TSC and
Ministry of education should come out with an articulate criteria for the
appointment of the schools teacher counsellor to streamline the current
confusion in appointment. A suggested area for further research is undertaking
a study on school-based factors influencing implementation of guidance and
counselling programme in secondary schools.
Publisher
University of Nairobi
Description
Thesis
Collections
- Faculty of Education (FEd) [5964]