Influence of Guidance and Counselling Appraisal Services on Learners’ Discipline in Public Primary Schools in Mbeere South Sub-county, Embu County, Kenya
##plugins.themes.bootstrap3.article.main##
The study sought to determine the influence of guidance and counselling appraisal/assessment services on learners' discipline in public primary schools in Mbeere South Sub County, Kenya. Survey research design was employed in the study. The population was 162 headteachers, 162 teacher counsellors, 4563 class eight pupils. The sample was 48 headteachers, 48 teacher counsellors and 384 pupils. Data for the study was collected by use of questionnaires. Data was analyzed quantitatively using descriptive statistics which included frequencies and percentages and also means and standard deviation. Data was presented by use of frequency distribution tables (FDT). Findings revealed that teachers did not employ important guidance and counselling services such as assisting pupils minimize frustrations in life, assisting pupils balance academic work and recreation, assisting pupils realize their fullest potential in school, they also did not make referral cases on pupils with severe challenges. Findings also revealed that teacher counsellors did not provide appraisal/assessment services on learners. The study concluded that teacher counsellors did not employ the required guidance and counselling practices which could be a cause for indiscipline cases in the schools. It was also concluded that schools did not have appropriate appraisal/assessment services to enhance discipline among the pupils. Among the recommendations that the study came out with included a replication of a similar study in an urban setting. It was also recommended that a study on parental upbringing and its influence on learner discipline may be carried out. Lastly there was a recommendation of a study to establish how integration of guidance and counselling has influenced curriculum implementation in schools.
References
-
Akinade, E. A. (2012). Modern behavior modification, principles, and practices. Ibadan: Bright Way Publishers.
Google Scholar
1
-
Auni, R.T. (2009). Contributions of guidance and counseling program on social adjustment of students in Siaya District public Secondary Schools [M.Ed. thesis. Maseno University].
Google Scholar
2
-
Ayieko, J.S. (2018). Solving Discipline Challenges in Kenyan Secondary schools [Master of Education. Thesis. Unpublished. University of Nottingham].
Google Scholar
3
-
Chepkirui, K. (2011). Assessment of guidance and counseling services in Kenyan secondary schools with special reference to Bureti District [MEd Thesis Kenyatta University, Nairobi].
Google Scholar
4
-
Franklin, N. Zeran et al., (2017) Guidance: Theory and Practice. New York: American Book Company, 196k. pp. llÇ-llél.
Google Scholar
5
-
Heyden, S. M. (2011). Counseling children and adolescents. Belmont, CA: Brooks/Cole.
Google Scholar
6
-
Kranzler, G. A., Mayer, G. M., Dyer, G. O., & Munger, P. F. (1966). Counseling with elementary school children: an experimental study. Personnel and Guidance Journal, 13,153–159.
Google Scholar
7
-
Lieberman, M. (1996). Education as a Profession. New Jersey. Prentice-Hall.
Google Scholar
8
-
Makinde, O. (2018). Fundamentals of Guidance and Counseling. Hong Kong: Macmillan Education. MOEST (1977).
Google Scholar
9
-
Mapp and Robinson (2018). Guidance and counseling program implementation in the school of Botswana: A report of a consultancy. Gaborone: Ministry of Education. Botswana.
Google Scholar
10
-
Morris, V. C. (1966). Existentialism in Education. New York: Harper and Row.
Google Scholar
11
-
Nash, (2016). Some notes toward a philosophy of school counseling, in Guidelines for Guidance; Headings in the Philosophy of Guidance. William C. Brown Co., Inc., p. 166.
Google Scholar
12
-
Onyango, O. A. L. (2007) Conflict prevention, Management and Resolution in Educational institutions in Kenya: Mainstreaming peer counseling and mediation in Administration (Online).
Google Scholar
13