Correlates of effective guidance and counseling programmes in public primary schools in Kajiado North, Kajiado County, Kenya

Abstract

Guidance is the process of assisting learners to recognize their potentials. It aims at encouraging self-esteem and the development of various aspects of ‘self’, such as personal, social, and moral. Counseling, on the other hand, is the process of helping an individual explore difficulties experienced in life so as to make informed decisions that will lead towards a more satisfying life. Despite the fact that Kajiado Sub County public primary schools record high incidences of pupils’ absenteeism, alcohol and drugs abuse, psychosocial and teenage sexuality issues, G&C activities are very minimal. The purpose of this study was to examine the correlates of effective G&C programmes in public primary schools in Kajiado Sub County, Kajiado County, Kenya. The study objectives were to establish the relationship between G&C teacher preparedness and effectiveness of G&C programmes, to determine the relationship between availability of G&C programme resources and effectiveness of G&C programmes, and to examine the relationship between the head teachers’ support and effectiveness of G&C programmes in public primary schools in Kajiado North Sub County. The study was anchored on the Rogerian client-centred therapy theory which emphasizes on the importance of the individual in seeking assistance, controlling their destiny, and overcoming their difficulties. Descriptive survey and correlational research designs were adopted. The study population comprised of 28 G&C teachers, and 14 head teachers. All the 28 G&C teachers, and 14 head teachers were sampled for the study. Data were collected through G&C teachers’ questionnaires, head teachers interview guides and G&C resources observation schedules. Items from data collection instruments were reviewed for content validity by the two university supervisors. Pilot study was conducted among public primary schools in the neighbouring Kajiado East Sub County. Reliability of quantitative items in the questionnaires were established by computing Cronbach’s alpha coefficient. Quantitative data were analyzed by use of descriptive statistics such as percentages, means, standard deviation, bar graphs, line graphs and frequencies. The Pearson Product Moment correlation coefficient analysis and chi-square were used for hypotheses testing. Qualitative data was thematically analysed as per the three objectives of the study. It is expected that the study findings will create impetus for the education stakeholders to focus their synergies on the much needed guidance and counselling at the primary school level. The study recommends that the training of G&C teachers in Kenya should be harmonized and be based on clearly defined competencies as opposed to the current situation where teacher counsellors are trained at different levels with varied curricula.