Faculty of Education and Community Development Studies

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Browsing Faculty of Education and Community Development Studies by Author "Barasa, Loice Njeri"

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    Perceptions of Teacher Counsellors and Students on the Effectiveness of Peer Counselling Services in the Management of Discipline in Public Secondary Schools in Nakuru East Sub-County, Kenya
    (Egerton University, 2024-09) Barasa, Loice Njeri
    Teacher counsellors and other education experts have developed discipline management strategies. In addition to promoting acceptable behaviour and coping mechanisms, preventive measures are one strategy for addressing student indiscipline. The purpose of this study was to establish the perceptions of the teacher counsellors and students by gender on the effectiveness of peer counselling services in the management of discipline in public secondary schools in Nakuru East sub-county, Kenya. The study was guided by the following objectives: to determine perceptions of teacher counsellors, students and whether there was significant gender differences in perceptions of teacher counsellors students by gender on the effectiveness of peer counselling services in the management of discipline in public secondary schools in Nakuru east sub-county. The study was guided by the Social Cognitive Theory (SCT), which holds that behaviour, environment, and person interact dynamically and reciprocally in social contexts to facilitate learning. The study adopted descriptive survey research design. The study's total population of 3040 consisted of 19 teacher counsellors and 3021 form four students from 19 public secondary schools in the Nakuru East Sub-county. A sample size of 346 students was selected from the 19 schools. In addition, 19 teacher counsellors were selected from each of the schools giving a total of 365 participants. The research instruments were pilot tested in one public secondary school using 30 form four students and two teacher counsellors to establish the reliability of the instruments. The scale measuring teacher counsellors’ perception had a Cronbach alpha of 0.907 while that of the students’ perception had 0.972. Based on these results, the two scales were adjudged to be reliable after yielding a reliability coefficient of 0.70 and above. The validity of the study instruments was established through expert opinion in the School of Education. Descriptive and inferential statistics, such as frequencies, percentages, and t-tests, were used to analyse the data. The statistical analysis was done using the Statistical Package for Social Sciences (SPSS) version 22.0 for windows. Students gave peer counselling services a higher aggregate effectiveness rating (mean= 2.81) than teacher counsellors (mean= 2.56). Further results indicated that teacher counsellors’ perceptions of peer counselling’s efficacy in managing discipline did not statistically differ based on gender (t= -3.617, df= 344, P <.001). The study concluded that peer counselling services had a moderate impact on discipline management in public secondary schools in Nakuru East. The study recommended improving peer counsellors’ training and the relationship between teacher counsellors and peer counsellors in order to increase the efficacy of peer counselling.