The need for guidance and counselling services in all learning institutions cannot be overstated. In response to this demand, guidance and counselling programme has been implemented since 1971 and more emphasis on its services in 2001 through Legal Notice, No. 95 of the Kenya Gazette that recommended guidance and counseling departments be established in all secondary schools. However, there are indications that student’s still experience problems which are manifested in form of school indiscipline, school unrest, and increased examination cheating, among others. This may be due to lapse in the implementation of the guidance and counselling programme. Thus the purpose of this study was to evaluate the challenges in the implementation of guidance and counselling
programme in Baringo county secondary schools. This study employed a survey design. The population of the study was 23 extra county secondary schools, with 23 teacher counsellors. Purposive sampling was used to select the number of schools and teacher counsellors to be included in the study. The sample comprised of 23 schools and 23 teacher counsellors. A total of 23 respondents constituted the study sample. The data was collected through an open ended questionnaire. Piloting of the instrument was done to improve validity and the test items were validated by experts in the Department of Counselling, Psychology and Educational Foundations. Reliability of the TCEQ was established by use of Cronbach’s alpha method and a reliability coefficient of 0.86
respectively was obtained. Descriptive statistics was utilized to analyse the data with the aid of SPSS version 20 for windows. An analysis of the findings indicated that lack of time and funding, inadequate facilities, uncooperative clients and lack of qualified personnel were among the challenges facing the implementation of the guidance and counselling programme. It was concluded that there are challenges in implementation of the guidance and counselling programme in Baringo county secondary schools. It’s therefore recommended that the teacher counsellors to be provided with training, facilities and funds by the government and school administration. Its further recommended teacher counsellors to be employed on full time basis, time allocated for G&C sessions and the workload of teacher counsellors be reduced.
The need for guidance and counselling services in all learning institutions cannot be overstated. In response to this demand, guidance and counselling programme has been implemented since 1971 and more emphasis on its services in 2001 through Legal Notice, No. 95 of the Kenya Gazette that recommended guidance and counseling departments be established in all secondary schools. However, there are indications that student’s still experience problems which are manifested in form of school indiscipline, school unrest, and increased examination cheating, among others. This may be due to lapse in the implementation of the guidance and counselling programme. Thus the purpose of this study was to evaluate the challenges in the implementation of guidance and counselling
programme in Baringo county secondary schools. This study employed a survey design. The population of the study was 23 extra county secondary schools, with 23 teacher counsellors. Purposive sampling was used to select the number of schools and teacher counsellors to be included in the study. The sample comprised of 23 schools and 23 teacher counsellors. A total of 23 respondents constituted the study sample. The data was collected through an open ended questionnaire. Piloting of the instrument was done to improve validity and the test items were validated by experts in the Department of Counselling, Psychology and Educational Foundations. Reliability of the TCEQ was established by use of Cronbach’s alpha method and a reliability coefficient of 0.86
respectively was obtained. Descriptive statistics was utilized to analyse the data with the aid of SPSS version 20 for windows. An analysis of the findings indicated that lack of time and funding, inadequate facilities, uncooperative clients and lack of qualified personnel were among the challenges facing the implementation of the guidance and counselling programme. It was concluded that there are challenges in implementation of the guidance and counselling programme in Baringo county secondary schools. It’s therefore recommended that the teacher counsellors to be provided with training, facilities and funds by the government and school administration. Its further recommended teacher counsellors to be employed on full time basis, time allocated for G&C sessions and the workload of teacher counsellors be reduced.
