Access to guidance and counselling by learners in selected secondary schools in Luangwa district,Zambia
type: CreativeWork
description: The purpose of this study was to investigate the social and academic factors that affected access to guidance and counselling services among learners in Luangwa district, Lusaka province, Zambia. Invitational Educational Theory guided this study. The study adopted a descriptive survey design. The study population was all grade 11 pupils, guidance teachers and head teachers from the selected schools. The objectives of the study were to; assess social factors that may have affected access to guidance and counselling services in the selected study secondary schools, examine academic factors that might have affected access to guidance and counselling services, establish the effect of non-accessibility to guidance and counselling services on social and academic lives of the learners and suggest measures that may influence pupils’ access to guidance and counselling services in the study schools. The study targeted 90 pupils, 3 head teachers and 4 guidance teachers totalling 97 participants. The researcher used two data collection tools namely interview schedules and questionnaires. Qualitative data was analysed thematically while quantitative data was analysed through the use of Statistical Package for Social Sciences (SPSS) software version 23 in order obtain frequencies, charts and graphs. The study found that the following social factors affected learners’ access to guidance and counselling services: stigmatization among learners, cultural and traditional practices, lack of self-esteem and shyness among learners. Academic factors included use of untrained guidance teachers, lack of confidentiality among guidance teachers, dual roles that guidance and counselling teachers played, guidance and counselling not time tabled and not examinable. The study also established that lack of access to guidance and counselling had a negative effect on social and academic lives of learners, such as, poor academic performance, early pregnancies and general indiscipline. Participants su…
abstract: The purpose of this study was to investigate the social and academic factors that affected access to guidance and counselling services among learners in Luangwa district, Lusaka province, Zambia. Invitational Educational Theory guided this study. The study adopted a descriptive survey design. The study population was all grade 11 pupils, guidance teachers and head teachers from the selected schools. The objectives of the study were to; assess social factors that may have affected access to guidance and counselling services in the selected study secondary schools, examine academic factors that might have affected access to guidance and counselling services, establish the effect of non-accessibility to guidance and counselling services on social and academic lives of the learners and suggest measures that may influence pupils’ access to guidance and counselling services in the study schools. The study targeted 90 pupils, 3 head teachers and 4 guidance teachers totalling 97 participants. The researcher used two data collection tools namely interview schedules and questionnaires. Qualitative data was analysed thematically while quantitative data was analysed through the use of Statistical Package for Social Sciences (SPSS) software version 23 in order obtain frequencies, charts and graphs. The study found that the following social factors affected learners’ access to guidance and counselling services: stigmatization among learners, cultural and traditional practices, lack of self-esteem and shyness among learners. Academic factors included use of untrained guidance teachers, lack of confidentiality among guidance teachers, dual roles that guidance and counselling teachers played, guidance and counselling not time tabled and not examinable. The study also established that lack of access to guidance and counselling had a negative effect on social and academic lives of learners, such as, poor academic performance, early pregnancies and general indiscipline. Participants su…
author: Namoonde, Bbuku
language: en
keywords: Guidance and counselling in secondary schools--Zambia
date published: 2017
date modified: 2026-07-27T22:06:18Z
provider: University of Zambia
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The University of Zambia