Browsing by Author "Mbongo, Emilia Ndapandula"

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    Beneficiaries’ satisfaction with the School Counselling Services in Namibia: A case study of a selected region
    (University of Namibia, 2018) Hako, Anna Niitembu; Mbongo, Emilia Ndapandula
    The study investigated the education stakeholders’ (beneficiaries’) satisfaction with the school counselling services provided to them and their families. The study employed a mixed methods approach, hence both qualitative and quantitative data were collected. The population studied consisted of 288 learners, 142 principals, 68 teacher-counsellors and five parents from schools in Ohangwena region. Questionnaires and interviews (in-depth individual one-on-one semi-structured interviews and focus group discussions) were used to gather data. Quantitative data were analysed by using Statistical Package for Social Sciences (SPSS), while qualitative data were analysed by the use of themes and coding. The study revealed that the beneficiaries were satisfied with the educational, personal/social, and career services, but were dissatisfied with consultation and referral services. It also emerged from the study that parents felt left out and not well enlightened on the value of school counselling services. Therefore, it is recommended that teacher-counsellors regularly hold awareness raising activities on school counselling services to educate parents and other stakeholders on the significance of these services and advocate for the needs of all learners.
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    Factors impacting the implementation guidance and counselling services in secondary schools in the Ohangwena region of Namibia
    (2016) Mbongo, Emilia Ndapandula; Mowes, Andrew D.; Chata, Charles C.
    The study aimed to establish teacher counsellors’ views on the factors impacting the implementation of guidance and counselling services in the Ohangwena region of Namibia. The study was quantitative in nature and used a non-experimental design that involved a survey. The population of the study comprised of teacher counsellors in all senior secondary schools in Ohangwena region. Data were collected using questionnaires which were administered to a sample of twenty-six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics using The Statistical Package for the Social Sciences (SPSS). Based on the findings of this study teacher counsellors viewed inadequate training, high teaching loads and time constraints, lack of support given to teacher counsellors and lack of resources and facilities as key factors impacting the successful implementation of school guidance and counselling. It was thus recommended that the training of teacher counsellors in school guidance and counselling be improved, reduced work load for teacher counsellors, better resources and facilities for guidance and counselling, and for teacher counsellors to be supported in order for guidance and counselling to be successfully implemented in schools.
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    The factors impacting the successful implementation of guidance and counselling services in secondary schools in the Ohangwena region
    (2013) Mbongo, Emilia Ndapandula
    This study assessed the guidance and counselling services in senior secondary schools in Ohangwena region with the view to determine the teacher counsellors’ views on the factors impacting the implementation of guidance and counselling services. Literature shows that guidance and counselling plays a vital role in preventing educational, emotional, social, personal and other problems among learners. It was therefore important to the researcher to determine teacher counsellors’ views on factors impacting the successful implementation of guidance and counseling in schools. The study was quantitative in nature and a non-experimental design that involved a survey was used. The population of the study comprised the teacher counsellors in all the senior secondary schools in Ohangwena region. Data were collected using questionnaires which were administered to a sample of twenty six (26) teacher counsellors. Teacher counsellors were purposively sampled.The data was analysed by use of descriptive statistics using The Statistical Package for the Social Sciences (SPSS). The study revealed that teacher counsellors viewed inadequate training in SGC, high teaching loads and time constraints, lack of support given to teacher counsellors and lack of resources and facilities as some of the factors impacting the successful implementation of SGC. The study also revealed that some biographical variables (i.e. age, qualifications, teaching experience, counselling experience, training in guidance and counselling, and type of training they received) significantly influenced the way teacher counsellors viewed SGC. Furthermore, teacher counsellors would need to be supported by parents, teachers, school principals, Inspectors of Education, Regional School Counsellors, and other teacher counsellors, in order to improve SCG. Based on these findings, the researcher recommended that the training of teacher counsellors in school guidance and counselling be improved, reduced work load, better resources and facilities and for teacher counsellors to be supported in order for guidance and counselling to be successfully implemented in schools.