The factors impacting the successful implementation of guidance and counselling services in secondary schools in the Ohangwena region
| dc.contributor.author | Mbongo, Emilia Ndapandula | |
| dc.date.accessioned | 2014-05-20T09:29:06Z | |
| dc.date.available | 2014-05-20T09:29:06Z | |
| dc.date.issued | 2013 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education. | en_US |
| dc.description.abstract | 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. | en_US |
| dc.identifier.other | thesis | |
| dc.identifier.uri | http://hdl.handle.net/11070/899 | |
| dc.language.iso | en | en_US |
| dc.subject | Counselling services | en_US |
| dc.title | The factors impacting the successful implementation of guidance and counselling services in secondary schools in the Ohangwena region | en_US |
| dc.type | Thesis | en_US |