Teachers and learners perceptions on guidance and counselling services provided in selected secondary schools in Kaputa district, Zambia.
The purpose of this study was to investigate teachers and learners perceptions on guidance and counselling services provided in selected secondary schools of Kaputa District in the Republic of Zambia. The total of 160 respondents participated in the study and consisted of a random sample of five (5) head teachers, 5 guidance and counselling teachers and 30 pupils from each of the 5 selected secondary schools making up 150 pupils. The procedures used to collect data from respondents were questionnaires and interview schedule. Data analysis from questionnaires showed that the government had no enough support in terms of clear policy and syllabi for the provision of guidance and counselling services. Both teachers and learners had negative attitudes towards guidance and counselling because it is not examinable course. Analysis of data from respondents also showed that guidance and counselling teachers had no teaching competences to provide guidance services in schools. The data also indicated that infrastructure; teaching and learning resources were inadequate to effectively provide guidance and counselling services. Some concerns rose from questionnaires and interview included but not limited to lack of parental involvement in the provision of guidance and counselling services. No timetable and syllabus to follow when delivering guidance and counselling. Data analysis from questionnaires showed pupils and teachers expectations that there should be increased parental and community involvement in the provision of guidance and counselling services. Government’s support in terms of adequate supply of educational resources for guidance and counselling; there should be positive attitudes among teachers and pupils and also teachers should go for in service training for them to become competent enough to provide guidance and counselling services. The study therefore recommended that every school should have a guidance room and its proper functioning should be there to help pupils with diverse problems. The study also recommended that there should be training of more guidance teachers and supports them with relevant teaching skills. The study further recommended that the Ministry of Education should put in place clear policy and the curriculum for the provision of guidance and counselling services.
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