This study assessed the role of School-Based Guidance and Counselling Services in
Shaping Students’ Discipline in Secondary Schools in Bukoba District. It had three
objectives: to identify challenges of school-based mechanisms in place towards
shaping students’ discipline, to explore stakeholders’ perception on the efficacy of
school-based guidance and counselling services towards shaping students’
discipline, and to examine the scope of secondary school-based guidance and
counselling services in enhancing students’ discipline. The study employed a
qualitative research approach using phenomenology research design. It was carried
out in Bukoba District involving three selected secondary schools. Data were
collected from 42 informants to include heads of schools, discipline
masters/mistresses, teacher-counsellors, non-teaching staff, students, and parents
through interview, focus group discussion, and documentary analysis. Data were
thematically analysed and presented verbatim.
Findings revealed that; the studied secondary schools were dominantly using
punishments and suspension as mechanisms towards shaping students’ discipline.
However, these mechanisms had different challenges such as inflicting pains to
students physically, psychologically, and socially. They were less effective to serve
the intended purpose. Hence indiscipline acts among secondary school students were
persistent and on increase in schools. Again, stakeholders acknowledged that, the use
of guidance and counselling services as effective means of shaping students'
discipline in schools. However, the service is constrained by too much workload to
teacher-counsellors, poor involvement of other stakeholders, and lack of awareness
among some key stakeholders such as students, parents, and non-teaching staff.
Moreover, implementation of school-based guidance and counselling services was
found to be dominated by a common approach of teacher-counsellor talking to
students which is a narrow scope. It was recommended that, school-based guidance
and counselling services need to be broad to encompass films and videos, the
invitation of guest speakers, peer counselling, debates and dialogue, reading
materials, and checklist of standard discipline to enable students have selfassessment
regarding their discipline versus the standard discipline.
SSA, R (2021). The Role Of School-Based Guidance And Counselling Services In Shaping Secondary School Students’ Discipline In Bukoba District. Afribary.com: Retrieved May 13, 2021, from https://afribary.com/works/the-role-of-school-based-guidance-and-counselling-services-in-shaping-secondary-school-students-discipline-in-bukoba-district
Research, SSA. "The Role Of School-Based Guidance And Counselling Services In Shaping Secondary School Students’ Discipline In Bukoba District" Afribary.com. Afribary.com, 26 Apr. 2021, https://afribary.com/works/the-role-of-school-based-guidance-and-counselling-services-in-shaping-secondary-school-students-discipline-in-bukoba-district . Accessed 13 May. 2021.
Research, SSA. "The Role Of School-Based Guidance And Counselling Services In Shaping Secondary School Students’ Discipline In Bukoba District". Afribary.com, Afribary.com, 26 Apr. 2021. Web. 13 May. 2021. < https://afribary.com/works/the-role-of-school-based-guidance-and-counselling-services-in-shaping-secondary-school-students-discipline-in-bukoba-district >.
Research, SSA. "The Role Of School-Based Guidance And Counselling Services In Shaping Secondary School Students’ Discipline In Bukoba District" Afribary.com (2021). Accessed May 13, 2021. https://afribary.com/works/the-role-of-school-based-guidance-and-counselling-services-in-shaping-secondary-school-students-discipline-in-bukoba-district