TEACHERS’ AND STUDENTS’ PERCEPTIONS ON THE NEED FOR GUIDANCE COUNSELLORS IN SECONDARY SCHOOLS IN ENUGU SOUTH LOCAL GOVERNMENT AREA OF ENUGU STATE
ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
TEACHERS’
AND STUDENTS’ PERCEPTIONS ON THE NEED FOR GUIDANCE COUNSELLORS IN SECONDARY SCHOOLS IN ENUGU
SOUTH LOCAL GOVERNMENT AREA OF ENUGU
STATE
ABSTRACT
This study
investigated the Teacher’s and Students’ perceptions on the Need for Guidance
Counsellors in Secondary Schools in Enugu South Local Government Area of Enugu
State. The study was designed to find out if teachers and students really
understand who the Guidance Counsellor is and the need for them in the schools.
To guide
this research, a 20-item questionnaire was formulated for teachers and
students. The randomly selected sample of 15 teachers and 45 students was drawn
from 6 different schools in Enugu South Local Government Area of Enugu State.
The
instrument was administered to the respondents and the results were analyzed
using simple percentages.
The findings
were summarized: it is seen that the teachers clearly perceive the functions of
guidance counsellor in secondary school. The students agreed that there is need
for guidance counsellors in secondary schools.
TABLE OF
CONTENTS
PAGES
TITLE
PAGE
i
CERTIFICATION
ii
APPROVAL
PAGE
iii
DEDICATION
iv
ACKNOWLEDGEMENT v
ABSTRACT
vi
TABLE OF
CONTENTS
vii-ix
CHAPTER
ONE
1
INTRODUCTION
1.1 Background of the Study 1
1.2 Statement of the Problem 8
1.3 Purpose of the Study 9
1.4 Significance of the Study 9
1.5 Scope of the Study’ 10
1.6 Research Questions 11
1.7 Definitions of Terms 11
CHAPTER TWO
REVIEW OF
RELATED LITERATURE
2.1 The Need for Guidance Counsellors
in Secondary
Schools 14
2.2 Teachers’ and Students’ Perception of
Guidance Counsellors.
21
2.3 Summary of Review 28
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.1 Research Design
30
3.2 Area of the Study 30
3.3 Population of the Study 31
3.4 Sample and Sampling Techniques. 32
3.5 Instrument for Data Collection 32
3.6 Validity of Instrument 33
3.7 Method of Data Analysis 33
CHAPTER FOUR
DATA
PRESENTATION AND ANALYSIS
4.1 Research Question 1 34
4.2 Research Question 2 38
4.3 Research Question 3 42
CHAPTER FIVE
DISCUSSION
OF THE FINDINGS, CONCLUSION, SUMMARY AND RECOMMENDATIONS
5.1 Discussion of the Findings 46
5.2 Conclusion
48
5.3 Summary of the Findings 50
5.3.1The
Functions of Guidance and Counsellors
as Perceived by Teachers and
Students. 50
5.3.2The
Perception of Teachers and Students on
the Need for Guidance
Counsellors in Enugu South Local Government Area, Enugu State. 51
5.3.3The
Extent to which the Teachers and Students
Consult the Guidance Counsellors for
Solutions
to their Problems.
52
5.4
Recommendations
53
5.5 Implications of the Study 54
5.6 Limitation of the Study 55
5.7 Suggestions for Further Research 56
References
58-60
Appendices 61-67
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
From time
immemorial, man has always needed some form of guidance in order to properly
manage life issues. In the days of old, young people received guidance
concerning life issues and this was known as informal or traditional education.
In Africa, this traditional type of guidance was administered by families,
priests and church leaders.
According to Anagbogu (1988.1), traditional
guidance was a means “to direct, lead, guide, pilot, show, inform, advise, help
and instruct”. The people were guided or protected by “Ikoro”, Ekwe” or
“Talking Drum” when a message need to be passed or danger was imminent; it was
by this medium that they passed information across each village. Modern
counselling originated from USA in 1909.
Guidance and
Counselling is one of the developments in the field of education in Nigeria. It
became popular in Nigeria with the introduction of the 6-3-3-4 educational
system in 1982. It is generally accepted that in Nigeria, the organized formal
guidance stated in 1959 at St. Theresa’s College, Oke Ado in Ibadan through
certain reverend sisters, out of concern for the graduates of their school.
They felt that there was need to offer vocational guidance to their outgoing
final-year students because it would help them with their life outside school
to become productive to themselves and the society.
As a result of these, the reverend sisters
invited twenty educated people from Ibadan community from different professions
to speak to the students. Since they were professionals, they knew more about
the emerging world of work than the students and the reverend sisters.
Fifty-four out of the sixty students benefited from the experts’ advice and
were placed in various jobs. The innovation was highly accepted by the society
because in later years, this group of people, though not trained counsellors,
organized career talks, seminars, guidance workshops and lectures for the class
five students. Later on, the vocational guidance services spread to other
secondary schools outside Ibadan and across the entire federation.
The Ministry
of Education officials became so interested in these organized services that
the group of “Career Advisers” was invited to provide career workshops for
teachers and career masters. Eventually, the term “Career Advisers” became a
national issue. In an attempt to overhaul the old educational system and steer
it towards the needs of the nation, the Nigeria Educational Research Council
(NERC), now called the Nigeria Educational Research and Development Council
(NERDC), organized a conference on curriculum development in September, 1969.
This
curriculum conference was followed by a government- sponsored National Seminar
in 1973, under the chairmanship of Chief S.O. Adebo to deliberate on all
aspects of a National Policy on Education using the report of the 1969
curriculum conference as the working document. There was need for the
curriculum to emphasis the aspect of students’ adequate preparation for life
after school. The conference produced recommendation for a new National Policy
on Education which the Federal Government accepted and published in 1977; it
has been revised in 1981, 1989 and 2004 respectively.
With the
highlighted changes in the nation’s educational system, the need for guidance
and counselling services in Nigerian secondary schools become more glaring.
Consequently, guidance and counselling services became an integral and
essential component of the educational process for all students as they
progress through the formal educational system.
In
recognition of the need for guidance services in secondary schools, Iwuama
(1999) stated, “we are conscious of the climaxed need for guidance services in
the life of the child at the secondary stage which fairly corresponds with his
pre-adolescent and adolescent stages of development”. The emphasis here is on
the 3:3 educational systems, which implies three years in junior secondary
school and three years in senior secondary school. The former is meant to be
both pre-vocational and academic while the latter is more comprehensive,
comprising the core curriculum designed to broaden student’s knowledge.
Therefore, the services of guidance counsellor are needed for the achievement
of the students’ goals as well as educational objectives. The goals and educational
objective of the students are:
1. To develop a positive self-concept,
attitudes, social values and self-awareness within a changing complex society
such as Nigeria.
2. To gain knowledge of available
educational facilities and learn how to study effectively to achieve academic
aspirations.
In support
of this, Unachukwu (1991) maintained that a close look at the aims of junior
and secondary education will demonstrate the need for proper guiding of
students’ interests, abilities and capabilities for any future choice of career
and proper adjustment in life. It is well known that the present change in the
educational system created a need for guidance counselling.
Prominent
among the services rendered by guidance and counselling personnel in secondary
schools are Information, Appraisal, Referral, Guidance, Planning and Follow-up
for the proper guidance of studnets. These children need information about the
changes of the new system; they need to be educated on the continuous
assessment and they need to be exposed to available opportunities and social
expectations if our society is not to be plagued by bored disgruntled,
frustrated and unrealistic individuals (Durejaiye, 1976).
It has been
observed that certain schools in Enugu South Local Government Area, in
particular, have only one guidance counsellor rendering services to both students and staff alike yet students and
teachers cannot say that they fully understand the roles and functions of the
guidance counsellor and the activities they carryout in schools. Moreover, the
importance of the guidance and counselling services in our secondary school
becomes more evident because of the innovations in our educational system such
as provision of DSTV room in education technology for teaching visual and
audio-visual topics, on-line registration and study.
Iwuama
(1999) stated that “Many individuals and government have recognized the need
for guidance and counselling services in the national education system
especially in view of recent socio-economic changes of the age”. Therefore, the
broad aims of secondary education as contained in the National Policy on
Education (2009) have to be achieved in order to identify the level of
government involvement.
The National
Policy on Education (2009) states, “Counselling facilities shall be made
available to students from the elementary level onwards in order to
constructively utilize their energy, to deal with any display of aggression
amongst young students and to address any other psychological distress that a
student may be in by suggesting a suitable remedy”. Based on this provision,
educational guidance should be seen as assistance provided for children to
achieve their goals. Against this background therefore, the focus of this
research is to find out the perceptions of teachers and students on the need
for guidance counsellors in secondary schools in Enugu South Local Government
Area of Enugu State.
1.2 STATEMENT OF THE PROBLEM
The misconception about guidance and
counselling services in schools has given much concern to the guidance
counsellors seeing that there are several problems which the students are
encountering but cannot find a solution to. These problems include: students’
unrest, constant changing of courses, delinquency, promiscuity, indiscipline,
drug use and abuse, robbery and cultism. All these are as a result of lack of
proper guidance while in secondary school.
It is likely
that students do not avail themselves of the guidance and counselling services
because they do not understand what is entailed and how valuable such service
are. There is need to ask:
1. Do both students and teachers have
misconceptions about the role of the guidance counsellors in the schools?
2. Do both students and teachers have
misconceptions about the nature of school guidance and counselling services?
3. Do school guidance counsellors carry out
their functions properly in the schools?
1.3 PURPOSE OF THE STUDY
The study
investigates teachers’ and students’ perceptions of the need for guidance
counsellors in secondary schools in Enugu South Local Government Area of Enugu
State.
This study
will specially focus on the following:
a) Finding out the perceptions of teachers
and students of the need for guidance counsellors in secondary schools.
b) Finding out the functions of guidance
counsellors in secondary schools as perceived by teachers and students.
c) Finding out how often teachers and
students consult the guidance counsellors for solutions to their problems.
1.4 SIGNIFICANCE OF THE STUDY
Guidance
counselling is the bedrock for achieving self-actualization. It is a process of
helping individuals to understand themselves by discovering their own needs,
interests and capabilities in order to formulate their own goals and make plans
for realizing them. This study will help
to highlight how guidance and counselling services are being implemented in
secondary schools in Enugu South Local Government Area of Enugu State and the
quality of guidance services received by secondary school students.
It will help the guidance counsellors to be
better accepted and enabled to function well in secondary schools.
It will educate the students and teachers
on the functions of the guidance counsellor.
It will enable the government to know how
to assign guidance counsellors to secondary schools.
It will also enable the parents to see
guidance counsellors as surrogate parents and caregivers who can assist their
children in secondary school.
1.5 SCOPE OF THE STUDY
The study is
delimited to teachers and students perceptions on the need for guidance
counsellors in secondary schools in Enugu South Local Government Area of Enugu
State.
1.6 RESEARCH QUESTIONS
The
following research questions will guide the study:
a) What are the functions of guidance
counsellors in secondary schools in Enugu South Local Government Area of Enugu
State?
b) What are the perceptions of teachers and
students on the need for guidance counsellors in Enugu South Local Government
Area, Enugu State?
c) To what extent do the teachers and
students consult the guidance counselors for solutions to their problems?
1.7 DEFINITION OF TERMS
The
following are the terms that guided the study;
a). GUIDANCE: According to Oxford Dictionary
7th Edition guidance is a help or advise that is given to somebody, especially
by somebody older or with more experience.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment