Challenges Facing the Implementation of Guidance An1) Counselling Services In Selected Seccondary Schools In Wakiso District, Uganda.

ABSTRACT

Students studying in Secondary schools in Wakiso region display a host of problem ranging from poor academic performance to low self-esteem, which drive them to open drunkenness, skipping of classes, stealing other people’s property, sexual misconduct and actual or attempted suicide.

The problems exist despite the fact that guidance and counselling programmes are in place in these schools. The purpose of this study therefore was to establish the challenges facing effective implementation of guidance and counselling programmes in the Secondary in Wakiso district / Region. The study employed the descriptive survey research design. It was carried out in Hope

High School (HI-IS) and Onwards and Upwards Secondary School (O&U SS). The target population were the Headteacher’ s, the teacher counsellors and the students of the two Secondary schools. Each Secondary Schoolhad two teacher counsellors. HHS had over 600

students and O&USS had 800 students making a total of 1400. The sample size was made of 2 Headteacher. 4 teacher counsellors and 240 students. Purposive sampling was used to select the Headteacher and the teacher counsellors. Stratified random sampling and simple random sampling were used to select the student’s sample. Data was collected using questionnaires and it

was analyzed using descriptive statistics, aided by the Statistical Package for Social Sciences (SPSS) computer programme. The results of the study indicated that the major challenge facing effective implementation of guidance and counselling progammes in Secondary Schools was lack of sufficient facilities due to poor support by the Headteachers and Board of Governors

(BOG). The researcher therefore recommends that there is need for all Headteachers to be taken through a thorough and informative training on the importance of giving full support to guidance and counselling programmes in their Schools. There is also need to work to change the negative attitude towards guidance and counselling held by some students.

TABLE OF CONTENTS

DECLARATION AND RECOMMENDATION.

DEDICATION ii

ACKNOWLEDGEMENTS

ABSTRACT iv

TABLE OF CONTENTS

LIST OF TABLES

LIST OF ABBREVIATIONS AND ACRONYMS

CHAPTER ONE 1

INTRODUCTION 1

.1 Background Information 1

1 .2 Statement of the Problem 3

1.3 Purpose of the Study 3

1 .4 Objectives of the Study 3

1 .4.1 General objective 3

1 .4.2 Specific objectives 3

1 .5 Research Questions 4

1 .6 Signiflcance of the Study 4

1 .7 Scope of the Study 4

1.7.1 Geographical Scope 5

1.7.2 Subject Scope 5

1 .7.3 Time Scope

CHAPTER TWO 6

LITERATURE REVIEW 5

2.1 Introduction 6

2.2 Rationale for Guidance and Counselling 6

2.3 The Role of the Teacher Counsellor 7

2.4 Facilities for Counselling 8

2.5 Students’ Attitude Towards Guidance and Counselling 8

2.6 Gender of Student and Counsellor 9

2.7 Teacher Counsellor’s Workload 10

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2.8 Teacher Counsellor’s Training .11

2.9 Conceptual framework 12

CHAPTER THREE 14

RESEARCH METHODOLOGY 14

3.1 Introduction 14

3.2 Research Design

3.4 Population of the Study 14

3.5 Sampling Procedures and Sample Size 15

3.6 Research Instruments 16

3.6.1 Piloting 16

3.6.2 Validity 17

3.6.3 Reliability 17

3.7 Data Collection Procedure 17

3.8 Data Analysis 18

CHAPTER FOUR 19

RESULTS AND DISCUSSION 19

4. 1 Introduction 19

4.2 The clemograph ic characteristics of the respondents 19

4.3 Guidance and Counselling Facilities 19

4.5 Gender and Guidance and Counselling 21

4.5.1 Gender of Student Against Preferred Teacher Counsellor Gende 21

4.5.2 Difference in Gender Seeking Help 22

4.6 Counsellors’ Workload and Guidance and Counselling 24

4.7 Effect of Training on Guidance and Counselling Service Delivery 24

4.8 Principals’ and BOG Support to Guidance and Counselling Programmes 25

CHAPTER FIVE 26

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 26

5.1 Introduction 26

5.2 Summary of Findings 26

5.3 Conclusions 26

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5.5 Suggestions for Further Research .28

REFERENCES 29

APPENDICES 31

APPENDIX I: QUESTIONNAIRE FOR PRINCIPALS/HEAIYrEACHERS 31

APPENDIX II: QUESTIONNAIRE FOR TEACHER COUNSELLORS 34

APPENDIX III: QUESTIONNAIRE FOR STUDENTS 38