EFFECTIVENESS OF GUIDANCE AND COUNSELLING PROGRAMS IN MANAGING INDISCIPLINE CASES IN SECONDARY SCHOOLS IN BURETI SUB-COUNTY, KERICHO COUNTY, KENYA
Abstract
There are many public secondary schools in Bureti Sub-County. Most of the students in these secondary schools have been facing cases of indiscipline for many years and these cases seem to be increasing as years go by causing a lot of concern to the school management, parents and the communities at large. Although counseling is offered in the secondary schools, there has been a rise in indiscipline cases at an alarming rate as experienced especially in 2016. The purpose of this study was to examine the effectiveness of guidance and counselling programs on managing indiscipline cases in secondary schools in Bureti Sub-County, Kericho County, Kenya. The study was guided by the following specific objectives; to investigate the competence of teachers in providing guidance and counselling programs in secondary schools in Bureti Sub-County and to establish the attitude of students and teachers on guidance and counselling programs in secondary schools in Bureti Sub-County. The theoretical framework adopted by the study was the Social Learning theory by Albert Bandura (1977) and Operant Conditioning theory by B.F. Skinner (1948). The Social Learning and Operant Conditioning theories were adopted because they help to change the behavior of the students and thus help to reduce indiscipline cases in schools. The target population comprised 52 public secondary schools, 52 head /deputy head teachers, 52 teacher counsellors, 540 teachers and 10532 students. Out of all these, a sample of 10 secondary schools, 10 head/deputy head teachers, 10 teacher counsellors, 108 teachers and 2106 students were selected through the Purposive sampling technique. Stratified Sampling technique was used to select the secondary schools that were studied whereby the strata consisted of mixed day boarding school, mixed day school, boys’ only boarding school, girls’ only boarding school and girls only day schools. The instruments that were used to collect the data for the study were questionnaires for head/deputies, teacher counsellors, teachers and students and interview schedules were administered to the teacher counsellors and to deputy head teachers. The data was analyzed using descriptive statistics and tested using Pearson product moment correlation coefficient using Statistical Package of Social Sciences. Questionnaires were analyzed using summary tables for the purpose of data presentation and interpretation. The expected findings were used to guide policy makers in providing guidance and counselling programs in secondary schools. These findings will be useful in the schools.
Article visualizations:
Keywords
References
Achoka, S.K. (2007) In Search of Remedy to Secondary School Indiscipline Problems., 85(6), p.688-895.
Bower and Hatch (2002). Effects of crime and violence in the neighbourhood school behavior and performance of adolescence. Journal of adolescence Research, 14,319-342.
Chai Lin (2000) Best Practice in Guidance and Coounselling. China. Lau Pin Press.
Denga, D. (2001). Guidance and counselling in school and non-school settings. 2nd ed. Port Harcourt Double Diamond publications.
Eyo, C. (2006) The complexities of Indiscipline in schools. New Delhi. APH Publishers.
GoK (2001). Report of the Task force on students discipline and unrest in secondary schools.
Gysbers, N. (2003). Compressive guidance and counselling programs, the evolution of evolution of accountability. Columbia: Educational school and counselling Psychology Press.
Matiangi the Cabinet Secretary of Education. The Standard Newspaper, 25th July 2016.
MoE (2004). Effective Literacy Strategies in Years 9 to 13: A Guide for Teachers. Wellington: Learning Media.
Mutie, E.K. and Ndambuki, P. (2004). Guidance and Counseling for Schools and Colleges. Nairobi, Oxford University Press.
Policy of Education (2008). Kenya Bureau of Standards. Nairobi. Government Printers.
Republic of Kenya. (2001). ”Policy Framework for Guidance and Counseling in Education. “Draft Document. Prepared for a workshop at Kenya Institute of Education. By Ministry of Education, Science and Technology.
Rogers Carl (1951) Client Centred theory on Developmental Psychology. Pacific Grove. CA: Brooks/cole
Simotwa, E. M. W. (2007).Management of Student Discipline in Secondary Schools in Bungoma District, Kenya. Unpublished Doctor of Philosophy Thesis in Educational Administration. Maseno University.
Stewart, J. S. (2007). How to Manage Indiscipline in Schools. London. New York Press.
UNESCO (2000). Guidance (Module I). France: Agzi Communication Report.
UNESCO (2011). Conceptual Evaluation and Policy development in Lifelong Learning
DOI: http://dx.doi.org/10.46827/ejes.v0i0.1214
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Hellen Chelagat Kesui, Joshua Manduku, Hellen Sang
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
