An Assessment of the Challenges Facing Implementation of Guidance and Counseling Programme in Public Secondary Schools: A Case of Lugari Sub County, Kakamega County, Kenya

Abstract

Students studying in public secondary schools in Kakamega County, Lugari Sub-County have a range of challenges, these include, deteriorating academic performance, drug and substance abuse, low self-esteem, theft cases among themselves, socially unacceptable sexual behaviour such as lesbianism and sodomy, destruction of school property, arson attacks, teenage pregnancies and risky abortions, as well, as serious grudges between learners and their teachers. These problems exist despite the fact that guidance and counselling programmes were established in 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 composed of 6 principals, 12 guidance and counselling teachers and 102 public secondary school teachers from the study area. A pilot test 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 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 department was minimal as principals gave less weight to this department. The study established that schools had G&C departments but lacked teachers with G&C skills. In some schools either the principal or the senior teacher was in charge of G&C yet they lacked relevant skills. The study noted that G&C teachers were overwhelmed with responsibilities as most of them held dual responsibilities, such as, being class teachers and games teachers, besides handling their respective lessons in their teaching subjects. This limited their contribution to G&C which, subsequently contributed to unruly behaviour among students. The study established that G&C teachers had personal issues, such as, bereavement, family status and past experiences in life that negatively affected them when handling their counselling roles. 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. This will make them skilled in G&C. School principals should ensure optimum time for G&C teachers so that the teachers can devote more time for the G&C activities. G&C teachers should share information on issues affecting them because in such interactions they can encourage each other in the process of G&C.