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PERCEPTION OF TEACHERS ON THE EFFECTIVENESS OF GUIDANCE AND COUNSELLING PROGRAMME IN SECONDARY SCHOOL

ABSTRACT

The main purpose of this study was to investigate the effectiveness of guidance and counselling programme as perceived by secondary school teacher and other school administrator in Okitipopa Local Government Area of Ondo State. From research questions were formulated to guide the study. Descriptive survey research design used was used to describe the perception of teacher and other school administrators on the effectiveness of guidance and counselling programme in Okitipupa. Review of literature was gathered to expose the researcher to what has been done in this area and to provide a good theoretical frame work for the study. Twenty (20) items questionnaire was developed and administered to two hundred teacher and counselors of the secondary school in Okitipupa Local Government Area of Ondo State. The result of the findings revealed that majority of the teachers deems that the effectiveness of guidance and counselling is not the exclusive responsibility of the guidance counsellor. There is a misconception that they are duplication of teaching and administrative function of the teachers and principals. It is also clear from the study that principals who generally believed to be obstinate to the practice of effectiveness guidance in the school now support its functions. The discussion of results, implication of the findings and recommendation were highlighted. The discussion of result, implications of the findings, recommendations, and suggestions for further study were highlighted.

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

There is a general assumption that the introduction of guidance and counselling in secondary school systems would enable everybody to appreciate the significance of guidance and counseling in the school system.

Essien (1998) pointed out the need for the establishment of guidance and counselling programme in the Nigerian school. In spite of this recognition, these seem to slow progress in the availability of guidance programme in Nigerian secondary schools. The National policy on Education (1998) has emphasized on the need for guidance programme in our secondary schools, but in most secondary schools, the counselors or career master is only given the assignment of counseling duties as a part-time assignment while teaching duties are emphasized for such officers.

Due to this, the guidance services have focused much of recent on the objective of psychological growth that is to aid students to learn how to make comprehensive decisions, enhance personal development, liberate students and to meet the peculiar needs of the students for individual learning. The problem that Nigerian secondary schools are currently facing in this era of science and technology are numerous, such as mass failure in school and public examination, examination malpractice, indiscipline, over population and decline in social norms and values. Faced with this problem, secondary school therefore needs an established and effective guidance and counseling programmer to be managed by trained counselors.

 The meaning of the title counsellor remains a puzzle in some quarters such question as the counselors a teachers, an administrator, a principal are asked. The counsellor is a very different person to place within the professional hierarchy of the school personnel. The trained school counsellor therefore is someone who possesses the skill and qualities that could facilitate the decision making activity of both students and parents. The counselors work is that of growth, of change of personal expansion in a world that does not always make sense. The counselors are therefore placed on highly unusual position unlike most of his colleague who are placed under direct supervision (Dengal 1983). The school administrators including teachers are sometimes ignorant of the need for guidance services in their school because, they sometimes see the school counselor as a threat to their status as the head of the school.

STATEMENT OF THE PROBLEM     

In a normal school sector, it sis expected that the school should have guidance counselor, because the school is made up of student from different background, different culture, and are of various sex and age. The school authority is expected to know the importance of the guidance counselor not only to advance the reputation of the school but, to improve the total well being of the students and ensure a smooth teaching and learning process.

The policy of providing guidance services in every school is far from accomplishment in most of our secondary schools. One would ask, are the schools ignorant of the Federal Government directive? Are the school administrators ignorant of the values and importance of a guidance programme in their schools? Also in most of the school where there is a guidance programme, they are either malfunctioning or at best in the pioneering stage. This is because men and material resources for effective and in-depth guidance and counselling services are currently in short supply (Denga, 1983)

Most students, community and parents might begin to see the school counsellor as a very powerful figure, which has the ability to fashion the life of their children and provide human services to diverse individuals in a variety of settings.

PURPOSE OF STUDY

The purpose of the study would be to ascertain whether guidance and counselling programme is being rendered and the types of service rendered in the secondary schools in Okitipupa Local Government Area of Ondo State. The study investigated the ways teachers and principals and students perceive guidance and counselling programme in secondary school in the Local Government. Finally, the study assessed the impacts of the guidance service in the secondary school.

RESEARCH QUESTIONS

(1) How is guidance and counselling programme perceived by secondary school teachers in Okitipupa?

(2)How does the school principal perceive guidance and counselling programme in secondary schools?

(3)How does the school counselor perceive guidance and counselling programme in secondary schools?

(4)Is there any difference in the perception of teachers and counselors in the effectiveness of guidance and counselling programme in secondary schools in Okitipipa?

SIGNIFICANCE OF THE STUDY

We are today in a period where youths and adults, are heavily confronted and confused with various developmental needs and problems to content with in their lives; hence determining the effectiveness of guidance and counselling programme is carried out.

It is hoped that the study will equip school administrators, teachers, counselor or career masters with the right information on the nature and the magnitude of the guidance and counseling in our secondary school and the impact o students well-being academically and choice of a future vocation.

The study will correct wrong impression of educational officers like teachers, school administrators, students developed towards guidance and counselling programme

It will help educational planners in the ministries of education and educational resource center to know exactly the situation of guidance and counselling in secondary schools. This study will reveal the strengths and counselling in secondary school. This study will reveal the strength and weaknesses of the existing guidance programme in the secondary schools

The findings and recommendation of the study will help to improve guidance services and thereby reduce student’s problems and thereby adequately preparing them for the world of work.

Finally, it is hoped that this study would not only add new dimension to work already done in the field of need and impact of guidance services, but also open up pother area where useful inquiries or researches could be conducted.

SCOPE OF THE STUDY

This study is limited in Okitipupa Local Government Area of Ondo State. The secondary school for which research was carried out are, Stella Marris College Okitipupa, Success Secondary schools of Edepe secondary school Okitipupa, Methodist High School Okitipupa.

DEFINITION OF TERMS

PERCEPTION: The ability to see, hear, understand and make opinion.

PIONEERING: Introducing ideas and method that have never been used before

ACCOMPLISHMENT: An impressive thing that is done or achieved after a lot of work.

EFFECTIVENESS: Ability to do well in an assignment.

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