Variance of pupils’ perception on different areas of guidance and counseling and their effect on pupil discipline in Soy constituency, Kenya (original) (raw)
Related papers
2019
Discipline is vital in the success of educational processes. Guidance and Counselling (GC) have been adopted as strategy to manage student discipline the world over including Kenyan schools. Though students form the major clientele of services provided in schools, studies regarding provision of counselling and guidance in relation to management of learners' behaviour have largely ignored students' conceptions. This study sought to establish students' conceptions of the role of GC in managing discipline among learners in public secondary' schools in Kirinyaga County, Kenya. The descriptive survey research design was used and a sample of 167 students was randomly taken from 13 secondary schools and questionnaires used to collect data. Results indicated that though students knew of availability of counselling services, they rarely sought them. The study further noted that students experienced punitive forms of punishment, including corporal punishment, despite availability of GC departments and government policies guiding the handling of learners' discipline in Kenyan schools. The study concluded that secondary school students sampled have not fully embraced GC services. Therefore, the practice of GC as currently structured, may fail as a discipline management strategy. The recommendations based on findings are that the Education Ministry and School Boards of Management should not only enforce government policies on discipline management and explore ways of winning students' confidence in the GC services.
While education is expected to change the behaviour of learners positively by moulding them into self-respecting and self-reliant individuals, discipline related issues have been at the fore of educational debates as students encounter challenges associated with adolescence. Cases of truancy, drug abuse, immorality, destruction of property and loss of life, are however, indicators of the existence of a conflict between educational aims and discipline among secondary school students. This is despite the provision of guidance and counselling services in schools, hence the need to examine the effectiveness of guidance and counselling in enhancing discipline among secondary school students. The objective of study was to establish the effectiveness of guidance and counselling types employed towards enhancing discipline among secondary school students in Olokurto Division, Narok County, Kenya. Descriptive survey design was employed in the study and questionnaire used obtain data from respondents. Person centred theory advanced by Carl Rogers guided the study. The study population comprised 861 students, 12 teacher counsellors and 6 deputy principals drawn from the six public secondary schools in the division. Stratified and simple random sampling techniques were employed to sample 129 students for the study. Schools, deputy principals and teacher counsellors in the division were purposively sampled. Using test-retest method, the instruments yielded a reliability schools coefficient of r = 0.76, thus accepted for the study. Data were analyzed using the SPSS software version 20.0 and presented in tables, charts, graphs, means, frequencies and percentages. The study established that schools employed individual, peer and group types to counsel students but effectiveness had not been attained due to lack of counselling knowledge, skills and techniques due to the low training levels of teacher counsellors. Findings and recommendations of this study, if implemented will be useful to policy makers in the Ministry of Education Science and Technology, heads of secondary schools, counselling personnel and students through improved application of guidance and counselling types.
John Ouru Nyaegah, 2022
The purpose of this study was to establish principals' attitudes towards guidance and counselling services and maintenance of discipline in secondary schools. It further sought to establish whether principals' gender, age, training, teaching and administrative experiences have any effect on their attitudes. Questionnaires, Interview and observation schedules were used to collect data. The researcher used Spearman Brown Prophecy to determine the research instruments' reliability which 0.95. Split-half method was used to determine the Coefficient of Internal Consistency whose values varied between 0.00 and +1.00. The closer the value was to +1.00, the stronger the congruency measure whose value was 0.9 and above hence were reliable. Two-tailed T-test and One Way analyses of Variance (ANOVA) were used to analyze data whose results showed that 24.4% of the principals were conversant with the objectives of guidance and counselling services.
International journal of applied psychology, 2018
There have been efforts aimed at solving student behaviour problems in secondary schools in Kenya. However, this has realized very little achievement. The current study investigated the effectiveness of guidance and counseling in the management of student behaviour in secondary schools in Kenya. The study was informed by assertive discipline model. Mixed method approach with concurrent triangulation design was used for the study. The population of the study was composed of 431 teachers 40 heads of guidance and counseling and 40 Deputy Principals. Stratified random sampling technique was used to select teachers, deputy principals and heads of guidance and counseling. Krejcie and Morgan sample size determination table was used in the study to determine a sample size of 28 deputy principals, 28 heads of guidance and counseling and 196 teachers. Data was collected using questionnaires, interview schedules and document analysis guides. Reliability was ascertained through split half metho...
Journal of Education and Practice
Students studying in public secondary schools in Kakamega County, Lugari Sub-County have a range of challenges, which include, deteriorating academic performance, drug and substance abuse, low self-esteem and socially unacceptable behaviour such as destruction of school property, among others. These problems exist despite the fact that guidance and counselling programmes were established in Kenyan public Secondary Schools in 1970s. This study carried out an assessment on the challenges facing implementation of guidance and counselling programme in public Secondary Schools in Lugari Sub-County. The study employed descriptive survey research design. The target population was 21 principals, 42 Guidance and Counselling teachers, as well as, 336 teachers in public Secondary Schools in Lugari Sub-County, making a total of 399 subjects. The sample size was composed of 30% of the total target population which was 120 subjects. The 120 subjects were comprised of 6 principals, 12 guidance and counselling teachers and 102 public secondary school teachers from the study area. A pilot study was carried out on the instruments in two Secondary Schools using test/retest method, with a two weeks' interval between the tests, to enable assessment of both validity and reliability of the data collection instruments. Simple random sampling was used to select 30% of the principals. However, purposeful sampling was used to select the 30% of the guidance and counselling teachers. Simple random sampling, purposeful, as well as, stratified random sampling were used to select teachers from the schools where the principals were drawn. Stratified sampling was necessary because teachers were selected with respect to their populations in the respective six schools. Data was analyzed using descriptive statistics. Results were presented, using frequency distributions, percentages and narratives for qualitative results. The study established that principals' support to the G&C departments was minimal as principals gave less weight to the departments. It was also observed that schools had G&C departments but most lacked teachers with G&C skills. The study recommends that: school principals should provide G&C teachers maximum support so as to ensure that discipline is maintained through counselling in the secondary schools. Teachers should take in-service courses and short seminars in G&C, especially those who had not received formal training in G&C.
for their insightful, firm and strict but friendly guidance and assistance. It is through their effort and tolerance that I was able to accomplish this work. My appreciation also goes to Mr Caleb M. Osiemo for his effort in offering assistance and encouragement to me during my entire period of the project. I acknowledge all principals, teacher-counsellors and students in all public secondary schools in Kabondo Division, Rachuonyo District, for their cooperation when I visited them. Special mention is of Mr Dickson Samba, the head teacher of Nyangina Primary School in Nyamusi Division and his staff for their valuable time to attend to me and offering help whenever I was in need. Also I earnestly recognise and appreciate the material and moral support I received from my Nephews Jason Nyakundi, Isaiah Ondieki and my in-laws, Mr Daniel Oganda and Wilson Oganda while in Nairobi. My close friend Mr Fred Nyasimi real deserves many thanks for his good editing skills for my work. My cousin, Mrs Joyce Obiero was of great help and took her time to ensure I was through with my research work in good time. Others deserving my sincere appreciation for their good and required support are: Peter Otiso, John M. Mogondo and Chryspin Onkoba. I cannot forget the help of my niece Nitah Onsongo for typing the project in many sleepless nights.
Journal of Education and Practice, 2016
The purpose of the study was to examine the role of guidance and counseling in enhancing student discipline in secondary schools in Koibatek district. The study was guided by Alfred Adler (1998) theory of personality, and humanistic theory of Albert Bandura (1995) social learning model. The study adopted a descriptive survey research design. Population of study was 2624students in 23 schools, 23 principals, 23 school counselors and 227 teachers. Out of those a purposive sampling was used to select 8 schools, 8 principals and 8 school counselors. Simple random sampling and stratified Random sampling was used to select 24 teachers and 262 students. The instruments used to collect data for the study were questionnaires and interview schedule. The study reliability coefficient of 0.81 was obtained. The data was analyzed using descriptive statistics such as frequencies, percentages, mean scores, summary tables, and Statistical Package for Social Science (SPSS) program version 16. Finding...
Academic Journal of Interdisciplinary Studies, 2015
This research probes pertinent issues pertaining to the efficiency and role of Guidance and Counseling in tackling cases of indiscipline in high schools in Kiambu County. A cross sectional parallel sample survey design was used. A total of 31 respondents from high schools in Kiambu County were randomly sampled. The respondents were either teachers or heads of department from Guidance and Counseling. This research endeavors to establish the professional grounding and knowledge of teachers in Guidance and counseling departments in high schools in Kiambu. The capacity of the respondents was investigated. The research also looked at the relationship between budgetary allocation and efficiency of the department in school discipline.
There are many public secondary schools in Bureti Sub-County. Most of the students in these secondary schools have been facing cases of indiscipline for many years and these cases seem to be increasing as years go by causing a lot of concern to the school management, parents and the communities at large. Although counseling is offered in the secondary schools, there has been a rise in indiscipline cases at an alarming rate as experienced especially in 2016. The purpose of this study was to examine the effectiveness of guidance and counselling programs on managing indiscipline cases in secondary schools in Bureti Sub-County, Kericho County, Kenya. The study was guided by the following specific objectives; to investigate the competence of teachers in providing guidance and counselling programs in secondary schools in Bureti Sub-County and to establish the attitude of students and teachers on guidance and counselling programs in secondary schools in Bureti Sub-County. The theoretical framework adopted by the study was the Social Learning theory by Albert Bandura (1977) and Operant Conditioning theory by B.F. Skinner (1948). The Social Learning and Operant Conditioning theories were adopted because they help to change the behavior of the students and thus help to reduce indiscipline cases in schools. The target population comprised 52 public secondary schools, 52 head /deputy head teachers, 52 teacher counsellors, 540 teachers and 10532 students. Out of all these, a sample of 10 secondary schools, 10 head/deputy head teachers, 10 teacher counsellors, 108 teachers and 2106 students were selected through the Purposive sampling technique. Stratified Sampling technique was used to select the secondary schools that were studied whereby the strata consisted of mixed day boarding school, mixed day school, boys’ only boarding school, girls’ only boarding school and girls only day schools. The instruments that were used to collect the data for the study were questionnaires for head/deputies, teacher counsellors, teachers and students and interview schedules were administered to the teacher counsellors and to deputy head teachers. The data was analyzed using descriptive statistics and tested using Pearson product moment correlation coefficient using Statistical Package of Social Sciences. Questionnaires were analyzed using summary tables for the purpose of data presentation and interpretation. The expected findings were used to guide policy makers in providing guidance and counselling programs in secondary schools. These findings will be useful in the schools.
African Research Review, 2010
Many methods are used to enhance discipline in secondary schools. Among them are corporal punishment, guidance and counselling, psychological punishment and suspension from school. The use of corporal punishment was banned by the government and teachers were expected to use alternative methods. The opinion of the students on this matter was not sought. The main purpose of this study was to investigate students' perception of the effectiveness of the methods used to enhance discipline in public schools in Nyahururu division of Laikipia West District. The descriptive survey method was used. From a population of 2497 students, a sample of 333 was selected using the proportionate, stratified and simple random sampling methods. Data was collected using a self-administered student questionnaire developed by the researchers. Descriptive statistics were used to analyse the data. The results showed that students perceived guidance and counselling as more effective in enhancing discipline than other methods. The study also revealed that factors such as age, grade and type of school affected students' perception of the effectiveness of the various methods. From the study it was