| dc.description.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. | en_US |
