| dc.description.abstract | 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, socially unacceptable behaviour such as
destruction of school property, among others. These problems exist despite the fact that guidance and counsellingprogrammes were
established in Kenyan public Secondary Schools in 1970s.This study carried out an assessment on the challenges facing
implementation of guidance and counsellingprogramme 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 was120 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 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 counsellingteachers. Simple random sampling, purposeful, as well as, stratified random sampling
were used to select teachers from the schools where the principals weredrawn. Stratified sampling was necessary because teachers were
selected with respect to their populations in the six respective schools. Data was analyzed using descriptive statistics. Results were
presented, using frequency distributions, percentages and narratives for qualitative results. The study observed that G&C teachers were
overwhelmed with responsibilities as most of them held dual responsibilities, such as, being class teachers and gamesteachers, besides
handling their respective lessons in their teaching subjects. This limited their contribution to G&C. The study also 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 counsellingroles. School principals should ensure optimum time is providedfor 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. | en_US |
