GUIDANCE, COUNSELING AND STUDENTS' DISCIPLINE AMONG

SELECTED SECONDARY SCHOOLS IN SABATIA DIVISION VIHIGA

DISTRICT, KENYA

NDAREGWA OGWERO SAMSON

BED/I0714/61/DF

A RESEARCH PROJECT SUBMITTED TO THE INSTITUTE OF CONTINUING

AND DISTANCE LEARNING IN PARTIAL FULFILMENT OF THE

REQUIREMENT OF THE AWARD OF A BACHELOR OF EDUCATION (ARTS)

OF KAMPALA INTERNATIONAL UNIVERSITY

SEPTEMBER 2009
 DECLARATION

I, NDAREGW A OGWERO SAMSON do hereby declare that this research project is my

own original work; it is not a duplication of any scholar for academic purpose nor has it
been submitted to any other institution of higher learning for the award of certificate,
diploma or degree in education. I also declare that all materials cited in this paper have
been duly acknowledged.

SIGNATURE0~~IJ'e;(b
.:.0:: 00.00 ••••• • •••

DATE J.~.: ..':\:":.1:-:-.t?. 9. .~- .....

 APPROVAL

This research project has been submitted to the Institute of Continuing and

Distance Learning (IODL) Kampala International University for approval as a university

lecturer.

MS NAKA TE SYLVIA

DATE--------------------------------------------------------

11
 ACKNOWLEDGEMENT

I would like to sincerely appreciate the valuable contributions made by vanous

stakeholders who assisted in the process of this research project. I am faced with this
task, which I fulfill with pleasure, but by no means easy. I do this to appreciate the help
of those without whom I would not have accomplished this noble obligation.

At the onset, the entire staff at the Institute of continuing and Distance Learning (IODL)
of Kampala International University, notably Madam Nakate Sylvia who was my
supervisor. She dedicated a lot of her time to ensure that I did the right thing. Other
lecturers in the Research Department namely Dr. Novembrieta Sumil, Julius Kule Warren
and Professor Immanuel Fagbamiye were very resourceful.

My wife Ritah Ndaregwa cannot escape my bouquets because she gave me both moral
and material support as I concentrated on the task. My children; Allan, Faith, Sharon and
Cynthia cannot be forgotten. Colleagues at Kampala International University, notably the
now KID alumni, Sandagi Tom Alukwili currently stationed at the Vihiga DICECE(
District Centre for Early Childhood Education) College.

lll
 TABLE OF CONTENT

DECLARATION ................................................................................................................ i
APPROVAL ...................................................................................................................... ii
ACKNOWLEDGEMENT ............................................................................................... iii
TABLE OF CONTENT ................................................................................................... iv
ABSTRACT ...................................................................................................................... vi
CHAPTER ONE ............................................................................................................... 1
INTRODUCTION ............................................................................................................. 1
1.0 Introduction ............................................................................................................. I
1.1 Background to the study ........................................................................................ 2
1.2 Statement of the Problem ....................................................................................... 3
1.3 Objectives of the study ............................................................................................ 3
1.4 Resea1·ch question ................................................................................................... 4
1.5 Scope of the study .................................................................................................... 4
1.6 Significance of the study ......................................................................................... 4
CHAPTER TWO .............................................................................................................. 5
LITERATURE REVIEW ................................................................................................ 5
2.0 Introduction ............................................................................................................. 5
3.1 Factors that lead to introduction of guidance and counseling services in
schools ............................................................................................................................ 7
2.2 Impact of guidance and counseling in schools .................................................... 19
2.3 Alternative ways of handling rude students rather than guiding and
counseling..................................................................................................................... 21
CHAPTER THREE ........................................................................................................ 23
METHODOLOGY ......................................................................................................... 23
3.0 Introductions ......................................................................................................... 23
3.1 Research Design .................................................................................................... 23
3.2. Study area ............................................................................................................. 23
3.2 Target population .................................................................................................. 23
3.3 Sample size ............................................................................................................. 23
3.4 Research procedure .............................................................................................. 23
3.5 Data collection instruments .................................................................................. 24
(b) Focus group discussions ................................................................................. 24
(c) Documentary Review ...................................................................................... 24
3.6 Data analysis .......................................................................................................... 25
3. 7 Limitations ............................................................................................................. 25
CHAPTER FOUR. .......................................................................................................... 26
PRESENTATION, ANALYSIS AND INTERPRETATION OF THE DATA ......... 26
4.0 Introduction ........................................................................................................... 26
Head Teachers' Experience ........................................................................................ 29
4.4 Effects of Guidance and Counseling in Sabatia Division .................................. 32
5.5 Alternatives to Guidance and Counseling .......................................................... 37
CHAPTER FIVE ............................................................................................................ 43
CONCLUSIONS, DISCUSSIO AND RECOMMENDATIONS ................................ 43
5.0 Introduction ........................................................................................................... 43

iv
 5.1 Conclusions ............................................................................................................ 43
5.1.1 Effectiveness of Guiding and Counseling Services ......................................... 43
5.1.2 Effects of Guidance and Counseling Services perfo1·mance in Schools ........ 43
51.3 Alternatives to Guidance and Counseling ........................................................ 43
5.1.4 Solutions to Guidance and Counseling Problems ........................................... 44
5.2 Recommendations and Areas for further Research .......................................... 44
5.3 Suggestions for further research ......................................................................... 46
REFERENCE .................................................................................................................. 47

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 ABSTRACT

Guidance and counseling has been adapted as measure to stem indiscipline in Secondary
Schools in Kenya. This proposed research attempts to highlight on the effectiveness of
this strategy and examine other alternatives for stemming the teething problem.

The proposed research problem is "Guidance and Counseling and discipline in Secondary
Schools in Sabatia Division, Vihiga District, Kenya.

This study investigates the effectiveness of Guidance and Counseling in Secondary

Schools in Sabatia Division, Vihiga District Kenya, examine other alternative ways of
curbing indiscipline rather than Guidance and Counseling and attempt to identify
solutions to the problems related to discipline.

The study will answer the following questions:

Is Guidance and counseling effective in stemming/curbing indiscipline III Secondary

schools in Sabatia Division?

Apart from Guidance and counseling, which other strategies will curb indiscipline? What
are the solutions to the problems related to discipline?

VI
 CHAPTER ONE
INTRODUCTION
1.0 Introduction
The govermnent of Kenya came up with Guidance and Counseling services in schools as
an alternative measure of curbing indiscipline in 2002. Guidance and Counseling services
was taken as an alternative measure to corporal punishment which seemed less effective
in controlling the discipline of children. The discipline cases were rampant in schools
because there were frequent strikes which led to torching of schools, destroying the
school property and claiming the lives of other students, e.g. the Kyanguli Saga which
claimed 67 lives of students in dormitory, burning the Standard Newspaper of 12th
October 2001, Bombolulu Saga which claimed 90 lives of girls and the St. Kizito of
Mem, where 19 girls lost their lives after being molested by their colleagues, Daily
Nation of 15th May, 1991 among others. It was because of these problems that the
government of Kenya came up with Guiding and Counseling as an alternative way of
handling discipline in schools (core module 2001.

Glu Makinde (1984) defines Guidance as the process of helping an individual understand
himself and his world so that he can utilize his potentialities for his and societal benefits.
Thompson and Popin (1979) is an education construct of an educational service. Olu
Makinde (1984 ). Guidance helps the individual to answer the question who am 1.

The school of guidance falls under three categories as educational, psychological and
vocational. E. K. Mutie and Ndamhuki (1999:36, 53, 76). In education the teacher
examines the studenf s academic performance and

The client uproots emotional obstacles, releases expression, attains insight and thus opens
the road to growth and health. The interviews may last for several days or weeks (Oiu
Makinde (1984).
Olu Makinde (1984) extensiolism tries to understand human behaviour through the
exposition of philosophy, theology, psychology and psychiatry. Existentialists believe
that psychology and psychiatry should e directed towards and human potentiality rather
than mental illness and cure. Emphasis of existentialism is that man is being in existence
and not a being in essence. Man is totally free and responsible to acts and actions; man is
changing, searching, thinking and feeling. He is growing and is choosing goals.

The Gestalt therapy theory was developed by Fredric Pearls (1893 - 1970). Glu Makinde
(1984). The goals of this theory are to help an individual assume responsibility for
himself thus move from the environmental suppmi to self suppmi. And the other one is to
achieve integration that is the individual becomes a systematic whole whose inner state
(emotions) and behavior match. The Existential Therapy is not closely tied to one person,
E. K. Mutie and Ndambuki (1999). Some of its proponents include May, Van Kaam and
Frank. Existentialists see human beings as capable of self 0 awareness, unique and have
destructive capacities that allow them to think and decide. The more awareness a person
has, the greater the persons possibilities for freedom. In cognitive Behavioral or Directive
approach, E.K. Mutie and Ndambuki (1999) argue that the counselor seeks to change the
clients thinking so that he abandons irrational thinking or learns to anticipate possible
benefits of a specific behaviour. The theories under this approach include Rational
Emotive (RET), Behavioral Counseling, reality Therapy and the Trailer factor. Therefore
in school setting students and teachers are bound to face the challenges highlighted in this
introduction.

1.1 Background to the study

Effectiveness of guidance and counseling in schools depends on the effmis of a number

of the stakeholders that are closely interlinked. These include the regional or provincial
office, the district office, the local community, the school staff, students and prefects. The
head teacher is the pivotal link in this Net Work Common Wealth Secretarial (Standard
Newspaper 20th June 1994)

2
Despite the complexity of the problems surrounding the majority of schools, very few
countries have seriously addressed the issues relating to guidance and counseling and
how most schools should reve1i to these methods instead of subjecting the youth or rather
children to corporal punishment. E. K. Mutie and P. Ndambuki (1999: 16). Previously
there has been no training or courses related to guiding and counseling in teacher training
colleges and even at the university level. Recently the United Nations came up with a
resolution that corporal punishment should be avoided at all costs and the teachers and
other stakeholders have to revert to guiding and counseling. It is because of this reasons
that universities, teacher training colleges and other institutions have staJied offering
guiding and counseling courses. Even teachers already trained are encouraged to take in-
service courses so as to apply guiding and counseling measures in schools effectively.
There is a national wide MinistJy of Education (2000) programme for training at least
five teachers in every school. This prograrnme is referred to as the training key resource
teachers. These teachers are on the programme (SBTD) the School Based teacher
development programme. In all the subjects covered that is Mathematics, Science,
Kiswahili, English, and Guidance and Counseling, topic is covered.

Stress is given on guiding and counseling so that teachers could apply guiding and
counseling services in their schools. (Ministry of Education School Based Teacher
Development Core Module) 2001

1.2 Statement of the Problem

Indiscipline in secondary schools in Sabatia Division, Vihiga district has been a thorny
issue to the stakeholders of education. Guidance and Counseling has been adopted as a
measure of curbing the problem but its effectiveness is yet to be established.

1.3 Objectives of the study

3
 1. 1. To study examine the impact Guidance and Counseling in selected Secondary
Schools in Sabatia Division, Vihiga district, Kenya.
2. To examine the counseling and guidance in secondary schools.
3. To establish the relationship between counseling and guidance and performance

1.4 Research question

1. What is the impact Guidance and Counseling in selected Secondary Schools in
Sabatia Division, Vihiga district, Kenya?
2. What are the counseling and guidance in secondary schools?
3. What is the relationship between counseling and guidance and performance?

1.5 Scope of the study

The study was carried out in selected secondary schools in Sabatia division of Vihiga
District. The division has a total of 235,676 people according to 1999 Kenya national
census. Men are 63188, women 54675 and children 117,793. The total area of the
division is approximately 391.12 square kilometers. The research area was chosen
because the researcher hails from the division and wants to explore the effectiveness of
guidance and counseling. The study will help all the concerned stakeholders to
understand the effectiveness of guidance and counseling in secondary schools in Sabatia
division and seek solutions to problems related to guidance and counseling procedures so
as to make it more effective in schools in Sabatia division.
1.6 Significance of the study

i) It will exploit ways of curbing or stemming indiscipline in secondary schools in Sabatia

Division, Vihiga District in specific and in U schools in Kenya.

ii) The study will help to identifY other strategies apart from guidance and counseling in
curbing indiscipline in schools.

iii) The study will attempt to offer solutions to problems related to discipline.

4
 CHAPTER TWO
LITERATURE REVIEW

2.0 Introduction
Sabatia division is one of the five divisions that make up Vihiga district. Its neighboring
divisions are Hamisi, Vihiga, Luanda and Emuhaya.

The total area of Sabatia is approximately 391.12 square kilometers and the population is
approximately 250,000. (Vihiga District Statistical Journal). (Statistics drawn from the
Divisional Headquarters Statistical Data). The division is divided into nine locations;
these locations are Chavakali, Izava, Lyaduywa, Maragoli West, North Maragoli,
Wodanga, Busali East and West Busali. The division experiences two maximum rainfalls
coming in the month of March to June and the 2nd one coming in August to November.
The dry period is experienced from December to February. Roads are not all that well
developed, some areas are tarmacked roads, and others muJTamed and others are muddy,
traveling in such areas during the rainy season is difficult.

Cash crops grown in the division are tea and coffee. In some areas there is growing of
maize and beans on small scale. It is on small scale because most farms are small size.
Therefore substance crops are grown for home consumption. There are also growing of
bananas at least is every home there is growing of bananas this is sort of a taboo. Some
people practice dairy farming on small scale. The keeping of animals on zero grazing
especially the Friesian breeds, Ayshire and Jersey. But those kept on tethering are the
zebu cows.

Sabatia Division was curved out of the major Vihiga division in 1988 following frequent
conflicts between the politicians of that area; Moses Mudamba
Mudavadi and Bahati Musil·a Semo. Sabatia was allocated to Mudavadi while Vihiga was
left to Mr. Semo. This was purposefully done to create peace among the inhabitants of
these areas because they were suffering as an effect of the conflicts between individuals
and groups. This happened in the year 1987 before the 1988 general elections (Daily

5
Nation 30th December, 1987) Thus Vihiga and Sabatia Constituency were formed
respectively. This brought in place the bilth of Sabatia Constituency which was to be
referred to as Sabatia Division in Provincial Administration. It was on this ground that
peace then prevailed. Therefore, guidance and counseling played a vital role to bring
peace in the two divisions. The two politicians were guided and counseled by the
Maragoli Elders during the Maragoli Cultural Festival which is held mmual on 26th
December of every year. It happened on 26th December 1987. Another reason for
dividing the giant Vihiga was because of high population hence there was need to take
services closer to the people and also to ensure equitable distribution of resources.

Various educationists accept that there are numerous problems facing our Educational
institutions. This problems some require the services of guiding and counseling. In a
meeting that was held in Mombasa between June 2nd to 20th, 1999, which was attended
by over 2000 secondary school head teachers and other educationalists, It was
unanimously agreed that Kenya Institutions m·e in crisis, hence need for the services of
guidance and counseling. They pointed out the need to address the problems (E. Africa
Standard June 20, 99)

In 1991, 19 students lost their lives at St Kizitos secondm·y school when they were
molested by their colleagues( Griffin 1994) committee was set up to look into the matter
and is reported to have hit a dead rock by bad method of management that it encountered
during its visits to boarding schools throughout the country (Griffin 1994).

In Kenyan news papers, it is not surprising to read about strikes in schools eviction of
teachers, a head teachers etc, students fighting among themselves, students fighting
teachers etc. All this are activities that led for the introduction and stressful of guidance
and counseling in schools.

Therefore teachers, students/students are faced with so many problems that require
guidance and counseling services.

6
3.1 Factors that lead to introduction of guidance and counseling se1-vices in schools

School administrators work with varions groups of people in and outside the school
community since the administrative decisions affect other people. Their programs and
policies therefore are influenced by other people (Ozigi 1977). They are able to ascertain
the views of students, parents, staff and state as conflicting. It is the task of the
administrator to co-ordinate the attainment of the goals. Hence guidance and counseling
is vital.

Guidance and counseling is a way of working with and through individuals and groups
which will enhance the accomplishment of the organizational goals and objectives
(Olembe eta! 1992). And this is management.

The organizational performance is measured in terms of effectiveness and efficiency.

Effectiveness is the degree of achievement of the organization goals. Efficiency indicates
how productivity in an organization uses its resources of labour, materials and capital
(Kae 1987) Guidance and counseling services is among the measures that will determine
efficiency and effectiveness in an organization. Hence the services are very impmtant in
an organization like a school.

Despite the complexity of problems smTounding the majority of the schools, few

countries have seriously addressed the issues using guiding and counseling services. For

example in Kenya the issues of unrest and strikes in secondary schools facilitated the

government to come with issues that stressed the use of guiding and counseling as a way

of correcting the unbecoming behavior. The unrest and strikes that affected schools

during that time included the St. Kizito that claimed lives of some students, the Kyanguli

saga claiming of about 67 lives of students and the Bombolulu fire to just to mention

among others.

7
A repmi on the Mombasa meeting (E. A. Africa Standard June 2699) addressed issues

that require guiding and counseling among the youth. It addressed that the family clan

and community in traditional African context had the responsibility towards each child

rather than the parents alone opposed to present where the parents have no time for their

children. It was further argued that negative influences and sophistication of life are

introduced before age of the children. And this is what causes problems. Hence parents

needs also to the guiding, and counseling services so that they can be aware of when to

introduce the negative influences and sophistication to children. Another issue that was

addressed about parents, concerns parents talking ill of teachers in the presence of

children, these misguide them on respecting their teachers.

This meeting criticized politicians who castigate teachers in parents meetings hence
misleading the students on the dignity that they should accord or give teachers. This
contributed to the crisis in schools. Hence the politicians also require the guiding and
counseling services as well. Head teachers should be guided on how to undertake the
delegation of duties. In the meeting of Mombasa it was noted that other where there is
need for guiding and counseling includes areas of poor channel of communication, drug
abuse that causes indiscipline in Schools, the use of drugs results into other anti social
activities like teachers etc, Media was associated with causing deteriorating of behavior
of the youths. All I this require the service of guiding and counseling it was revealed in
the Mombasa meeting. Ozigi ( 1977) enumerates that shmiage of teaching staff in Africa
institutions leads to shmiage of guidance and counseling services in schools. And this is
one of the causes of problems in schools. Therefore there is need to train more teachers in
this field to curb the menace. It was argued in the Mombasa meeting.

A number of head teachers are faced with conflicts between non teaching and other
members of the institution. There could be complains of attitude of students and

8
academic staff who and insult. The non teaching members of staff (Ozigi, 1977). All this
groups requires the guiding and counseling services in schools.

Another area that requires guiding and counseling services is the area concerning Health
of a student who may be away fi·om school. e.g. at night, Head teacher is called upon or
upon teacher on duty is called upon to give solution. Therefore the students should be
guided and counseled on the imp01iance of maintaining the school hygiene in order to
avoid such catastrophe. Toilets should be cleaned, clean the school compound etc
Because it has been reported that students go on rampage because of health or hygiene
reasons which should have been curbed through guiding and counseling services (Ozigi
1977).

Halsey (1961) observes that fees are a high problem facing some students in secondary
schools. Especially those students who do come from poor families. Such students and
their parents require the guiding and counseling services. Because such students would
give up and may be they are among the bright children in the school. There parents
require the guiding and counseling services especially on how they can require or get
their school fees. E. African Standard (Nov 16, 1989) rep01ied students who were
protesting a decision by the headmaster to expel some of them hence went on the
rampage destroying propetiy which was estimated to be Ksh.600, 000 wotih.
Misunderstanding between the students and the administration thus should be addressed
through the term of guiding and counseling .In the his book Makinde, fundamentals of
guidance and counseling discuses that the pattern of unrest and indiscipline in post
primary institutions that constitutes a need for guidance and counseling in the same way
as the changing psychology of infants and adolescents does. The unrest, revolt and
demonstrations denote frequent agitator of students arising fi·om frustration and
punishment. Revolt or demonstrators are usually against established authorities in an
attempt to earn recognition or achieve the desired need for example first recorded
students strike leading on to legal action occulTed in Kings College, logos. In March
1994, the cause of unrest was the government measure to move Kings' college from its
original location to in temporary buildings formerly occupied by British army personnel

9
move that was rejected by boarding students aged between 12 to 19 years. Another revolt
occmTed in February 1971 during this time the window panes of Lagos Technical
College were broken and a car smashed by the demonstrating students. Main causes of
this rampage were that the school failed to refund final year students their deposit against
damage of school property. Between 1971 and 1978 there were a lot of demonstrations in
schools and other college in Nigeria over poor food, lack of toilets, inadequate
accommodation mass transfer of teaching staff, immoral dealings between teaching staff
and students and coiTuption. Fundamentals of Guidance and counseling the authorities
respond to the unrest in schools was usually hash and brutal for instance, anti riot police
had been used several times to deal with revolts and unrest. Schools were generally
closed and students leaders disciplined by suspension, dismissal or expulsion. Between
1977 and 1979 the military persmmel were stationed in all post secondary institutions
with specific objectives and assignments which included:-

a. To assist secondary school principals or head teachers to restore and maintain

discipline among students.

b. To undet1ake and supervise co-curricula activities of students.

c. To help mould the character of the students out of regular classroom hours through
increased participation in extra-cuiTicular activities.

d. To assist physical education instructors in organizing spm1s and games, thus raising
the standard of games. sports and recreational activities.

e. To organize and surprise other activities like boy scouts, Red Cross, Cadet Corps etc.

f. To ensure general cleanliness of the school premises and punctuality at all times.

g. To carry out any other duty as directed by the principals or head teachers (but not by
school prefects or senior students).

10
The Military Govemment of Nigeria launched the new National Policy or Education
(Federal Republic I 977) which was to mark a big change in the educational system. The
document revealed that most senior of military personnel are trained in professional
ethics and human relations, but they are not trained to handle school discipline, as a
research study by an army major of the ministry of the graduate has revealed. The
presence of soldiers in schools may not radically alter the degree of indiscipline that has
its roofs deep in social institutions. In October I 979 where the military handed over
power to a civilian president, army personnel in schools were withdrawn. We should note
that parents' authorities and govemments must show by concrete examples that they too
are disciplined.

School counselors are trained to promote good neighborliness', good attitude and
disciplined behavior in schools. Counselors are supposed to be in schools and colleges to
prevent crimes and undisciplined, rehabilitate or remedy existing bad practices and
formulate programmes of development for good neighborliness'. The counselors should
be given a chance to work with students and teachers and to instill good discipline and
love for colleagues and neighbors. counselors and teachers should work together to instill
discipline through teaching methods through personal example, through participation of
students in school government, through give and take, through the enforcement of self
control and self discipline rather than sarcasm and corporal punishment. The government
should establish school counseling programmers and use school counselors to help
maintain individual self respect and self disciplined.

Counseling is also needed during the stressful time e.g. When students are undergoing
examination period according to Makinde paragraph 1. Take the care of Victoria Oliri
(real name undisclosed), a 20 year old part two (year one) education major at a university
who learned that she failed or dropped her result of examination. Everything fell a part
for her she felt betrayed. She ended up committing suicide (Achebe 1982) If this students
should have undergone guiding and counseling she couldn't have done all a this since
guiding and counseling could have helped her to over comes the stressful situation

11
concerning her examination. Hence guiding and counseling is very important during the
examination period when most students undergo the momentum of distressfi.JI.
Newsome ( 1975) noted that it is insecurities that breed distress, depression unhappiness
psychological neurosis and psychosis restlessness, and hundred heretorosexual.
According to Thorndike and Hagen (1977) there is need to start guiding and counseling
for full problems (Amendments of guidance and counseling our Makinda).

William Glassier (1969) on the old schools set up and the New National policy on
education in the book of Olu Makinde Chapter 5 explains that the one dimensional
structure or vertical school structure which tries to push the students to the very bottom.
He argues that the students who should have considered last smaller are at the receiving
end while the ministry of education or the central state schools board is always at the
giving end. This kind of approach does not allow the child to utilize all of his potential
capability for growth and for contribution to the development of the society. The attitude
of non involvement, irresponsibility and indiscipline is likely to emerge from such a
structure. It is a structure that allows negative incidental leaning, intellectual defects,
illogical reasoning, uncertainties, self defeating behavior, docilely, academic robbery and
examination cheats. A good educational structure with counseling and guidance services
will be child centered. A good educational structure will be one in which a child will be
educated with a view:-

• To develop the ability to think effectively.

• To communicate through clearly and to make relevant judgment.

• To play ones part as a useful member of ones home and community.

• To understand basic education relating to health sanitation.

• To understand and appreciate ones cultural heritage.

12
• To develop economic efficiency both as a consumer and as a producer of goods to
acquire vocational skills and recognize the dignity of labor.

• Develop ethical clutter

• Appreciate the use ofleisure.

• To understand and appreciate ones cultural heritage.

• To develop economic efficiency both as a consumer and as a producer of goods.

• To acquire vocational skills and recognize the dignity of labor.

• To develop ethical character.

• To appreciate the world outside one's environment.

• To develop a scientific attitude towards problems and to live and act as well integrated
individual.

It is the realization of the unproductive organizational structure that has challenged the

Federal government to devote so much time to the planning and implementation of

guidance and counseling in the white paper that was issued in the national policy on

educational (NPE) in 1981. During the review process guidance and counseling remains

unfelt and was not received any new amendment. Federal government in full support of

planning and implementing guidance and counseling from primary school to university

levels.

13
On primary education the NPE(S.3(1 Oc) says A number of weeks are now undergoing

in-service training in this area (guiding and counseling) and more will be trained in

future. It is also stresses in section 3.8 that progress along the educational cycle will be

based on continuous overall guidance oriented assessment by schools. Even here in

Kenya most of the primary school teachers are undergoing the in-service for guiding and

counseling. There has been a course organized by the ministry for education MOEST).

Here teachers who were first trained were refeiTed to as KRTS. Meaning key resource

teachers. These trainers were trained under the programme of school based teacher

development (SBTD). The first subjects that were covered are mathematics, English and

Science. Various topics have been stressed. The topic guidance and counseling in primary

schools is well covered in the specialized Module. The key resource teachers were trained

by the government and the training took five months. This teachers and the training took

five months. These teachers have also trained the teachers on their staff on topics that

were covered during their training. Meaning all teachers in primary schools have also had

training of guidance and counseling. To give stress to guiding and counseling the

ministry education went counseling the Ministry of Education went to train most

teachers. This time two teachers from every school have undergone training. The subjects

covered have been Kiswahili and guidance and counseling has been covered as a subject

not a topic. The trained teachers of guiding and counseling have also gone further to train

other teachers on their staffs. This gives stress to guiding and counseling in primary

schools. But question is whether teachers do put into practice the skills they have

required through these trainings.

14
According to guidance and counseling for schools and colleges by E.K. Mutie and P.

Ndambuki (there is urgent need to introduce and strengthen the guidance services in

schools and colleges so as to meet the varied needs of students, administration and the

whole educational system. Reasons smmunding twin fact are as follows:-

• To help total development of the student.

• To enable students make proper choices.

• To help students choose, prepare for, progress in a career.

• To help the students in vocational development.

• To help students make adjustments to the situations in school and at home.

• To supplement the efforts at home.

• To minimize the mismatch between education and the employment and help in efficient

use of labour force.

• To identifY and motivate the disadvantaged.

• To help check wastage and stagnation.

• To ensure the proper use of time spent outside the classroom

• To increase the holding power of schools

• To make secondary and higher education successful.

• To minimize the incidence of indiscipline students need guidance in areas such as

personal and marital status, health, moral, social, vocation and education sometimes

students may be faced with many difficult situations and may need guidance on how to

get out of them. Guidance and counseling for seconds and colleges by E.K Mutia and

Ndambuki strength that guiding children during early childhood is very important i.e. the

infants are genetically equipped with the potential for growing, developing and learning.

15
Parents, teachers and others care givers use guidance to help them feel secure, learn

desirable habits and develop self control. To achieve this, the adults concerned need an

endless supply oflove, energy and understanding.

• Although children are a product of the society, it is in the family that he/she is supposed

to receive love care. It is in the family that a child learns to trust other and develop

acceptable behavior. F or this to happen, an enabling environment must be created by:-

• Providing basic needs full and food, clothing and shelter.

• Giving children unconditional love.

• Listening to children and giving simple and appropriate to their questions.

• Avoiding qua!Tels and fights in the home

• Correcting children's mistakes without humiliating them.

• Encouraging positive attitudes and values

• Providing role models for the children.

Educational guidance could make it difficult for students to make realistic choices of

subjects, and even. Educational guidance will in turn respect help students to:- .

• Develop good study habits

• Manage their time properly by developing appropriate study schedules.

• Acquire skills in note -taking and sitting for examinations successfully.

• Properly guided, students will realize what they are capable of will therefore make

realistic educational choices.

The school children and the young experience problems that threaten their lives and those

of other people (guidance and counseling in schools and colleges by E.K Mutie and

16
Ndambuki). The problems include anxiety stress fiustration, fear, poor self concept

alcohol and drug abuse, conflict, juvenile delinquency, teenage pregnancy, Aids, sexually

transmitted diseases, inability to set goals in life, make decisions, solve problems and

assert them.

In order to prevent chaos and destruction in our society, guidance counselors should

provide personal and social guidance to the students in their educational institutions. The

counselors should be able to learn the causes, symptoms and signs of their problems and

how to prevent or deal with them. The government, non-governmental organizations and

the home should assist the schools in this respect. (Ndambuki and E.K. Mutie argument

from page I 02 2nd paragraph in their book entitled guidance and counseling for schools

and colleges).

A good guidance programme is one that would make its impact felt on the growth and

development of the child. It must be an organized service for it to improve the quantity

and quality of the educational programmes in the school or college. To give a political

shape to this programme, every school should have a schedule for carrying out various

guidance activities. The guidance programme should meet the various needs of the

students, the administration and the educational system. The scope of guidance should

also be able to cater for the three fold functions adductive, mental and developmental.

(2nd Paragraph ofE.K. Mutie and Ndambuki).

17
Guidance and counseling have been in existence as long as humanity, people have

provided he! p to one has been in the form of advice giving or wisdom. In School,

counseling helps boys and girls learn to cope with problems encotmtered in life and

eventually learn to thrive in adulthood. This is impmiant for the child who needs to

understand him/her self and the environment better. Counseling aims at giving students

an opportunity to explore, discover and clarity ways of leading more satisfying and

resourceful lives. People concerns or difficulties are mainly in the social and personal

areas. It is here where men and women, boys and girls require counseling. (MOEST 200 I

Core module) F or counseling process to be complete the counselor must explore and

understand the client's problem. After understanding the counselor takes the appropriate

action. Exploration, timderstanding and action is an example of a model of counseling. A

good counselor has the following personal qualities, self knowledge good psychological

health, trustworthiness, honesty and warmth. Essential in counseling practice are

communication skills such as attending, listening empathy and probing. Effective

counseling is dependent on the skills and techniques used by the counselor. The skills

include listening, confrontation and verbal communication. Non verbal communication

research a lot about the client's emotional state. The outcome of counseling is boosted by

counselor's attitude. Counseling is boosted by the counselor's attitude. (DI u Makinde

1984, E.K. Mutie and Ndambuki and MOEST 200 I core module).

In conclusion cotmseling is effective when the adolescent is understood. The beginning

of adolescence is accompanied with pronounced psychological changes, their period of

growth. Peer pressure and the generation gap between the adolescents and negatively

18
affect communication in the family. An amalgamation of problems may affect the aid.

Stress with children should be identified and death with drug abuse in teenagers is a

problem that cannot be ignored. Drugs affect intellectually. Other problems include

traumatized children divorce and its effects on children. It is therefore because of such

problems that the researcher is interested in investigating the effectiveness of guidance

and counseling in schools in the area of study.

2.2 Impact of guidance and counseling in schools

Introducing module (1977) highlights on the following solutions which teachers have

adapted:-

a. Positiveness on work

b. Creativity of and iimovativeness in decision making

c. Being realistic on what the school can achieve and avoidance of over intimacy in the

school.

d. Adoption dynamic improvement as a philosophy.

e. Cooperation between head teacher, the staff, the community and other stakeholders.

Module (I 997) proposes that head teachers should effect changes in their schools which

are beneficial, relevant, and effective and accepted by the staff, students and the

community. This will be achieved through consultative measures. Consultative' simply

means guidance and counseling.

The East African standard June 26, 1999 suggests the following:-

19
 I. Head teachers should intensify guidance and counseling in schools so as to curb

misbehaviors such as drug abuse and other problems faced by students.

2. School authorities should be keener on vetting visitors of their schools who may

influence the school by bringing drugs to students.

3. Teachers, parents, religious institutions and the state should address the problem or

handle guidance and counseling services as a team. The school administration

nonetheless should take the lead.

4. Children should be encouraged to open up their hearts and to speak out all their fears,

joys and anxieties and be listened to and understood in order to be shaped into desirable

adults.

5. James Griffin in his article (vol. 35) points out at democracy as the key aspect in

school management. Parents and teachers should be fully involved whenever any crucial

decision is being made. This is what consultation is all about. This consultation is

synonymous with guidance and counseling. Each one should accept to be guided in order

for a decision to be made.

East African Standard (Nov 16, 1999) proposes some measures to strengthen guidance

and counseling services in schools as follows:-

20
• School committee members' appointments should be on merit and there should include

parents at least five of them.

• Head teachers should reside in schools to care for students/students. This will enable

them offer guidance and counseling services when there is need.

• It further proposed that head teachers should have two deputies, in administrative and

academic.

• It also stressed that the government should set up a rehabilitation centre to assist the

drug addicts.

Keith (1993) proposes that the government should redistribute the existing resources

towards the least favored schools. He also says that high discipline and motivation in

congested classes should be ensured. This will only be attained if there is good and

intensified guidance and counseling services put in place.

2.3 Alternative ways of handling mde students mther than guiding and counseling.

The government banned the use of the cane in the year 2000. This was after the signing

on the United Nations resolutions that the cane shall not be applied in all public and

private institutions, because this was seen as a form of violation of children's rights. Since

most of the students are aware that the cane is no longer in use and any teacher applying

21
it is liable fo~ prosecution in the court of law, this has facilitated the indiscipline cases in

schools. (Argument in the Daily Nation dated 23rd April. 2007). Despite the guiding and

counseling measures being put in place, the cases continue to occur. Therefore it will be

good to have other alternatives to curb discipline apart fi·om guiding and counseling like

the revival of the cane. But it should be controlled i.e. number of canes, the size of the

cane to be used and the strength of the cane should be emphasized. The cane should serve

the purpose for correction and not harming. Another alternative is that the students should

be occupied with academic work. The work should not be less or excessive little

academic work given to students gives them an opportunity to engage in indiscipline

cases. And too much work given will make them tired and again start disturbing others.

Too much work also frustrates the students and this will defeat the purpose of giving the

academic work.

22
 CHAPTER THREE

METHODOLOGY

3.0 Introductions
The chapter highlights methodological details appropriate to this study. These include
research design, location of the study, research instruments, target population, sample
size, sampling techniques, and data collection techniques.

3.1 Research Design

This researcher used descriptive cross sectional survey. The research used both the
qualitative and quantitative analysis approaches in order to get a bigger picture both in
number and data.

3.2. Study area

This study was conducted in selected primary schools in Sabatia division in Vihiga
district, located in the Western part of Kenya.

3.2 Target population

The study population was 4 primary school with 500 students in Sabatia division in
Vihiga District in Kenya

3.3 Sample size

The methods of selecting the sample were convenient sampling from 4 schools. A total of
50 respondents were obtained.

3.4 Research procedure

The researcher begun by getting an introduction letter from Kampala International
University which will be presented to the selected schools in Sabatia division in Vihiga
District in Kenya.

23
3.5 Data collection instrnments
a) The researcher used questiommires to collect data .The questionnaires will contain
questions on both personal information and knowledge and understanding of education.
(b) Focus group discussions
The instrument is being chosen because the respondent give answers and the data
collected can easily be dited since the researcher will have heard when the respondent is
communicating (answering the question. The researcher here is saved from
misinterpretation of questions since he can rephase the question of not fully heard or
answered so that he can get the relevant information wanted.

(c) Documentary Review

This was used to include detailed review of already existing literature. The tool is
selected because it gives accurate, con·ect and historical data, which may be used for
future aspects.
d) Questionnaires were used to extract information form parents. Focus group
discussion will be used to get information fi·om pupils and interviews carried on with the
teachers. Open ended questionnaires will be suitable for investigating deeper the subject
matter.

Research design automatically directs us to the type of research instrument to be

employed. Questionnaires are considered as the best method because respondents can be
reached easily and can be used on a large number of subjects who are able to read and
write independently (Orodho, 2004:42).

Two categories of questions were used in these questionnaires. These were structured

(closed-ended) and unstructured (open-ended) questions. The closed ended questions

were used because they are economical in terms of time spent and also easier to analyze.

The open-ended questions were used as another option so as to permit a greater depth of

response thus giving an insight to hidden motives, interests and decisions (Mugenda,

24
 1999:73). These questionnaires were administered to the Principals, teachers and

students. The investigator took all the questionnaires to schools and explained their

purpose.

The investigator also utilized an observation checklist to record what he had observed.

This was used mostly on the facilities in the school, which enabled counseling to take

place effectively.

3.6 Data analysis

The Statistical Package for Social Scientist (SPSS) was used for processing and analysis

of qualitative data. The researcher will generate frequencies, pie-chart, and cross -

tabulations

3. 7 Limitations

•:• The research being an employee will have limited time.

•:• Lack of funds will limit my research to progress

•:• The respondents may not be willing to answer the questions

25
 CHAPTER FOUR

PRESENTATION, ANALYSIS AND INTERPRETATION OF THE DATA

4.0 Introduction

This chapter presents the data analysis and major findings of the study based on the

research objectives that were:

I. To study examine the impact Guidance and Counseling in selected Secondary

Schools in Sabatia Division, Vihiga district, Kenya.

2. To examine the counseling and guidance in secondary schools.

3. To establish the relationship between counseling and guidance and performance

Table 4.1: Guidance and Counseling Services

Service Number of response

Personal health and education 4
Vocational guidance 0
Behavior modification teacher 0
orientation 4
Placement and service 4
Addiction bevaiour therapy 0
Appraisal service 4
Form 1 placement 4

Source: Head Teachers Questionnaire

From the above table 4. I it is observed that some schools do provide some guidance and
counseling services whereas some services are not provided at all. On the service of
personal health and education, the researcher was informed that students have been
guided on how to take care of their health. The stress is on HIV I Aids pandemic. Head
teachers reported to the researcher that in all subjects the HIV/Aids topics have been

26
integrated. Teachers do touch on this issue as they handle their subjects. It was also
reported to the researcher that some teachers have undergone training on personal health
and education. For example, four teachers have been trained on the schools under
programme of secondary school better health care. This is a programme that was
organized by British govemment. Teachers have been undergoing one week training in
the secondary teacher training colleges. On completion of the course the teachers have
come to advice the young ones in secondary schools.

On vocational guidance, the researcher was told this service IS not rendered. The
researcher learnt that these services are given to people outside secondary school. It is
offered by organizations that have specialized in the guiding and counseling. The
behavior modification service is also rendered in school. Most schools visited, the head
teachers reported that some students who try to show signs of unbecoming behavior have
been advice by the teachers, and the school administration. On orientation service the
researcher learnt that it is conducted but not in the right way. Most schools do advice the
students to show other students joining Secondary schools, areas they are not conversant
with. But they do not make a follow up to prove whether this is done or not. The
researcher was inquisitive on whether orientation meetings are organized but the respond
got was that they do not hold any orientations meetings. Neither were records availed to
prove for such meetings. On addiction behavior therapy the researcher learnt that this
service is not rendered in the schools. Most head teachers interviewed on why this service
is not rendered, reported to the researcher that they do not have extreme cases of either
alcoholic or smoking addiction that would require addiction behavior therapy.

On placement services the researcher learnt that this service is rendered through guiding
and counseling in all schools. Placement services are given to students when they are
promoted from one class to another and from one level to the next level. The appraisal
services are rendered in all schools.

And placement services are given to all the students seating for their final KCSE exam at
the end of the year. During the placement services, every parent is invited at the end of

27
the year to attend fonn four welfare party. During this time students are advised and
counseled how to cope with life after school. And how to cope with life and outside the
school. This service is helping students on how they will be placed. How effective the
foregoing services are in secondary schools in Sabatia Division was the major reason of
the study. Various aspects in guidance and counseling were considered by the researcher
to determine the effectiveness of guidance and counseling as the following section
reveals.

The study found that all schools targeted were mixed schools. Students in mixed schools
tend to interact socially rather than the academically. In one of the schools visited by the
researcher girls are separated from the boys in social groups. Asked why this was the
case, the students responded that they might be involved in boy/girl relationship.
Therefore separation was a way of trying to curb teenage sex hence early pregnancy.
Fmiher the study revealed that emolment has been increasing steadily over the years as
shown in table 4.2 below.

Table 4.2: Enrollment in Schools over Time

Year Enrollment
2004 420
2005 440
2006 482
2007 490

Increased enrolment of students has the concomitant result of shortage of facilities in

school and need for expansion of physical facilities such as offices for various

depatiments including guiding and counseling. With increased enrolment due to free

secondary education, the study revealed that most schools lacked enough teachers and

hence resorted to hiring form fom Leavers to assist to cut the shortage.

28
This has the effect of forcing teachers to concentrate on teaching subject matter than

guiding and counseling. The teacher involved in guidance and counseling needs to have

the necessary experience to carry out this duty of guiding and counseling. This could be

in term of formal training or on hand training. The study revealed that most of the

teachers targeted had undergone formal training in teacher training institutes where

guidance and counseling is taught. Moreover the respondents reported that they have

colleagues who have received the skills of guiding and counseling through the School

Based Teacher Development Programme (SBTD). However such teachers are not enough

since every school has about three. Figure 5 .I shows the experience of school heads that

play a crucial role in guidance and counseling in their schools.

Head Teachers' Experience

The study findings established that most head teacher have enough expenence as

teachers because for one to be a head teacher, he/she must have served as a teacher for

some time and likely have had a chance to guide and counsel students. Half of the head

teachers are inexperienced in administration and could still be learning their job as head

teachers. Thus are likely to make their decisions through consultation. Table 5.3 shows

the role of head teachers in guiding and counseling in secondary schools

29
The Role of Head Teachers in Guidance and Counseling

RESPONSES NUMBER OF RESPONSES

Facilitating the development of structures 4

Integrations of guidance and counseling 0

on the school on the school calendar of
events
Supporting the circle time activities and the 2
peer counseling group
Procurement and sourcmg of guidance 0
and counseling resources
Liaison with referral agencies 0

Initiating and supp01iing monitoring 4

and evaluating procedures.
Mobilizing the community 4

From table 4.3 above it is clear that all head teachers in the schools targeted by the
researcher have facilitated the development of structure and systems of guidance and
counseling. All head teachers interviewed reported to the researcher that they only do the
general guiding and counseling which is done on parade days in the mornings and
evemngs.

Also general guiding and counseling is done in various classes. But none of the head
teachers has seen it incumbent upon themselves the responsibility of integrating guiding
and counseling in the school calendar of events. They cited overload of work hence no
time for guiding and counseling. On supp01i of the 45 circle time activities and the peer
counseling group, the head teachers of some schools visited rep01ied that if is done but it
is not all that perfect. It is done by some teachers who were trained through the primary
school better health care programme. Most counseling is to do with the preventive

30
measures against the HIV/AIDS pandemic. Head teachers repOJied that this counseling is
not all that way perfect because of the overload on the teachers' side.

All the head teachers interviewed, reported to the researcher that they do not budget for
the procurement of the guiding and counseling resources. They only do the general
guiding and counseling which does not require any expenditure. In liaison with referral
agencies, they reported that they do not have extreme cases which are beyond them and
may require refen·al to other agencies.

Most of counseling done is on boy/girl relationship, academic, professionals and health

issues which is done at the school level. On initiating and supp01iing monitoring and
evaluation procedures most heads rep01ied to the researcher that they do not CatTY out this
role. Most of the heads interviewed repmied that they do mobilize the community to
participate in guiding and counseling of the young. The head teachers reported that they
do guiding by informing parents through PT A on behaviors of some children that require
the services of guiding and counseling.

Also the provincial administration through the chief and assistant chiefs are asked to help
in guiding and counseling of the youths. The message is passed to them who in return
pass the information to parents through their interactive Barazas. This way parents and
the community in general are involved in guiding and counseling.

The issue of gender in guidance and counseling cannot be ignored when we looking at
the effectiveness of this service. This study reveals that the majority of teachers m
secondm·y schools in Sabatia Division are male as figure 5.2 below shows.

Schools have few female teachers as compm·ed to male teachers. It reveals that the
concerns of female students can not be well addressed by male teachers. Moreover
general concerns of counseling may be compromised when female teachers at one time or
the other demand for maternity leave. This affects other important m·eas of the
curriculum, co-curricular and departmental.

31
4.4 Effects of Guidance and Counseling in Sabatia Division

In order to know the effects of guiding and counseling various types of this service are
undertaken as shown in figure 5.3. From figure 5.3 the researcher learnt that the three
types of counseling are utilized. Individual counseling is used by 25% of teachers while
small group counseling is used by 50% of the teachers. From the interview individual
counseling is used by the teachers because the student may have a unique problem or the
student may not be ready to disclose the problem in the presence of other students.

Most teachers interviewed noted that individual counseling is the best especially on
matters relating to the child poor performance which could be because of poverty at
home, or parents do not provide an enabling enviromnent such as a parents being a
drunkard. In order to counsel students on forces of adolescence such as boy-girl
relationship and the concomitant repercussions including HIV/AIDS, pregnancy and
bullying among others.

On students, parents and family counseling 25% of the teachers reported to the researcher
that they involve the parents or a number of family members in a session to ensure family
support. The researcher noted that the parents and family members are not involved in all
sessions, only the extreme cases such as those students with behavior problems such as
smoking, drinking alcohol, training rude, and disobedience among others. This was done
especially to children, who have been guided individually, then is a group and is showing
some resistance to change. Therefore when the offences keep on recuJTing, then they seek
help fi·01n their family members and parents. The study found that from the counseling
minute's students and family counseling does not attract many. In every school the
number ranged from two to ten students.

The study found out that guidance and counseling has vanous effects to students in
Sabatia Division. This is clearly shown in table 5.4. From the table it is clear that
guidance and counseling services in school help students to identifY issues that the school
can not handle and which require external intervention to mitigate. For instance, I 000/0

32
of the head teachers felt that student with special needs and those from broken families
need further attention which secondary schools in Sabatia division cannot handle.

Table 4.4: Guiding and Counseling Problems that Need External Intervention.

Response Frequency
Child with special needs who need to
vist the special needs assessment
center 100
Sexually molested children who need a 50
doctor /counselor
Children from broken families who
need a family 100

Further interviews with the head teachers gave the similar responses. Most head teachers
interviewed on special needs that they might have required help from outside the school;
they reported to have had such cases. For example on children with special needs who
need to visit the special needs who need to visit the special needs assessment clusters
most heads repmied to have had such problems. The needs that have needed such
attention include students with hearing impaired, physically handicapped, students with
communication disorders. In one of the schools visited by the researcher it was observed
that there was a student who had a hearing impairment and was referred to Vihiga
assessment centre. At the centre the boy and his parents were advised to buy the hearing
aid which now helps him to communicate.

Interesting outcome of the study was that sexual related problems are also a problem in
Sabatia Division as table 4.4 shows. Fifty percent of the head teachers said that they had
not come across extreme guiding and counseling problems that prompted them to seek
the services of a gynecologist. This means that such problems are rare in the area visited
by the researcher. The main concern in regard to this has to do with unwillingness of the
students and the parents to divulge information. In one school visited the records revealed

33
that the parent whose child had been molested asserted that the act was committed by
unknown people. When the investigations were carried out it was observed or revealed
that the parents were not willing to reveal the truth of the matter.

In all schools visited it was revealed that a case involving a wife and a husband over
children had been solved. In one of such an instance, the mother stays with children and
the father wanted their custody. The school referred to the matter to the Children
Department. The study found out that guiding and counseling also assists in smiing out
common misbehaviors

Table 4.5: Common Behavior Problems

Response Frequency
stealing 4
Truancy 4
cheating 4
Smoking 2
Drinking 2
Sex offences 2
Fighting 4
Harassment 4
Disobedience 4
Lateness 4

From table 4.5 the most common problems are stealing, truancy, cheating, fighting

harassment, disobedience and lateness. On stealing, responses from interview with

teachers revealed that commonly stolen items are biro pens, exercise books, school and

individual text books, rubbers and pencils. The reasons for stealing such items were given

as follow by the teachers:-

34
 I. Some children came from families that were known for stealing

2. Their peers had encouraged the act such that children were not aware that stealing was

a bad act.

3. For excitement or adventures.

4. To compensate for love deprivation.

5. To express revenge against someone.

6. To acquire things that could be given as presents so as to win friendship,

administration or support of others

7. To express revenge against someone.

On further probing the researcher was able to know the above reasons fi·om the guiding

and counseling sessions. It is also through guiding and counseling sessions that stealing is

curbed. Teachers informed the researcher that they had even advised children how

members of the public dealt with thieves for example lynching them. Therefore the

children were made to understand that a thief was an unwanted person in the society.

Another common behavioral problem that the researcher identified in all schools visited

was the problem of cheating. Some students do cheat teachers, parents and even other

students. Teachers gave the reasons they had investigated that contributed to cheating as:

- Low self esteem; high expectation from parents and laziness or a genuine fear of failure.

On the other hand, the students gave various reasons that may make them steal. These are

shown in table4. 6. Below.

35
Response No. of respondents
Some members of their family also 4
steal
Their peers have encourage them 4
For personal gains 3
Child is not aware that stealing is a bad
act 3
To compensate for being deprived of
love hence seeking attention 2

From table 4.6 above, few students reported that the stole because members of their

families were stealing. They value stealing as a habit that was inherited from some of

their family members. Some rep01ted that they learnt stealing due to peer influence.

Others rep01ted that they stole for personal gains especially the necessity they are

lacking. Others indicated that they did not know that stealing was bad. A majority of

those who rep01ted that they did not know that stealing was bad come to understand the

contrary through guiding and counseling services in their schools. Parents who have high

expectations from their children prompted them to cheat. As such the study found out

from teachers that some of these children fail to update their parents with their progress at

school by lying that they had collected their books for marking among other lame

excuses. But through guiding and counseling, the teacher make the children come to

understand that cheating on their parents and teachers is retrogressive to their academic

performance in the school. Fighting is another problem that is common in most schools

revisited by the researcher. Teachers revealed to the researcher that they curb the problem

through guiding and counseling. They revealed to the researcher that students fight

because some would want to know off, are jealousy of another student, irritation because

36
of some other problem. Teachers informed the researcher that they have tried to curb the

problem by encouraging the students to discuss the problem and have been helped to

come to some agreement.

The other problems identified in some school by the researcher include rudeness,

lateness, drinking alcohol, sex offences and disobedience. The researcher interviewed the

teachers and they gave some causes of such problems as home environment, school

environment among others. The local administration has also been informed of extreme

cases like drinking alcohol and indulging in premarital sex. To curb the problem of

lateness the researcher was informed that parents have been asked by the school

administration to give their children household chores only during the weekends and

school holidays. The school administration has also requested the parents to encourage

their children to go to bed early.

5.5 Alternatives to Guidance and Counseling

The role guidance and counseling plays in reducing indiscipline occurrences in primary

schools cannot be overemphasized. However these services alone have proven to be

ineffective in dealing with discipline. This study revealed this fact and identified other

strategies secondary schools administration in Sabatia division have employed to taclde

this problem. These are shown in table 4.7. From the table it is clear that most schools do

not apply the positive reinforcement. The study revealed that instead of most teachers

condemning bad habits they condoned it by allowing the students who had shown bad

habit continue with it. On modeling technique the researcher observed that no school

37
applies it to modify the behavior of children. Most visited reported that to conect a

behavior using a model of another student will portray some kind of favoritism where

most students would think that the child that has been used a model is so much loved by

teachers.

Table 4.7: Strategies to Modify Behavior

Strategy Response
Positive re-enforcements 1
Modeling technique 0
Extinction or ignore technique 4
Punishment technique 4
Technique of negative reinforcement 3

Other techniques used to modify children behavior include extinction or ignore. The

researcher found out that it is applied in all schools under study. But level at which the

technique is used in lower forms differs from that in upper forms. For lower forms, they

do not apply the technique because it may discourage some students who are still young

and are having a first encounter with several teachers. Hence if ignored in an effort to

conect a certain behavior they might give up. For upper forms the researcher discovered

that the teclmique is well used. The teachers interviewed reported that the technique has

helped them to curb the indiscipline cases among the students. For example when the

teacher asks questions and students raise hands shouting "teacher!" The teachers ignore

such students and only select quiet student. With time the students will learn the teachers'

technique and will stop shouting in class. The teachers reported that despite the fact that

they applied the technique to modify behavior, it was not a hundred percent perfect.

38
Meeting punishment on indiscipline students was also used in place of guiding and

counseling. However the punishments differed between the sampled schools. Some the

study discovered that they applied the cane on rude students but sparingly. Others

repmted that they apply the cane always for any mistake or offence committed. These

schools have gone ahead to mobilize parents to agree on the cane punislunent. Where the

cane failed the study found out that the teachers used other means of disciplining the

students. For instance the interview revealed that the extreme cases of becoming behavior

were suspended for two weeks. After the extreme cases of unbecoming behavior were

suspended for two weeks. After which they are subjected to the guiding and counseling

committee then any other form of punislm1ent such as uprooting tree stamps, digging

trenches to control soil erosion on school agriculture demonstration plots, chopping

firewood, cultivating and fetching water apmt from caning.

Fmther the study found that negative reinforcement is a teclu1ique used in most school.

This technique is used to separate students with unbecoming behavior from disturbing

others. The technique is used in class to separate a student who likes talking in class from

the others. If the child is moved away from others the behavior will stop. Teachers

reported that they apply the teclu1ique and they have found it to be the best.

Guidance at1d counseling services are very crucial in primary schools. For the services to

be effective several conditions must be in place. The study identified various issues that

affected negatively the services. These issues are shown in figure 4.4. From the figure all

head teachers in schools visited by the researcher reported that they did not have

39
guidance and counseling policy guide line. They guided students using their professional

experience. At the same time they consulted other teachers on how to handle cases

regarding guidance and counseling. They had trained personnel who were not enough to

handle guiding and counseling cases. For instance in of the schools visited the head

teachers opined that he has four teachers who have undergone the training, him being one

of them. The three teachers when ca!Tying out the guiding and c01mseling services, they

have to forego some of their lessons in order to attend to their clients. This implies that

there is lack of trained personnel to handle issues related to guiding and counseling.

Figme 4.4: Guidance and Counseling Issues and Problems.

Lack of a school guidance & counseling policy guideline

Lack of trained personnel

Inadequate resource

Inadequate resource material

Lack of facilities

Inadequate finances

Work overload for guidance and counseling KRTS

Lack of time allocation for guidance and counseling

All the schools visited revealed that the attitude towards guiding and counseling by the

students was positive. However, some elements of negative attitude were evident in

students who are resistant to change.

40
Hundred percent of the schools visited, head teachers revealed that there is inadequate

resource materials for guiding and counseling. The only resource materials are the trained

teachers the KRTS and the two modules used by the three teachers during their training.

Moreover the researcher observed that all schools visited lacked the facilities for guiding

and counseling. Head teachers interviewed reported that they do not have offices meant

for guiding counseling's. They did not have lockable cupboards for keeping students

confidential records related to guiding and cotmseling. Another notable unavailable

resource was menace to support this service. For example you if one want to guide and

counsel a student who is pregnant, it may be difficult to pin down the child the she is

pregnant is a pregnancy test is not carried out. This test needs finances to be undertake

and the expense is supposed to meet by the guiding and counseling department which the

study found that it does not have a vote head.

Another big problem the study revealed was lack of peer counselors in the schools. The

KR TS who have been mandated by the head teacher to carry out the peer counseling

training have fallen short of their responsibility of training peer counselors. Peer

counselors are very impmiant in guiding and counseling yet the KR TS who do the

guiding and counseling of students just carry out these duties on their own hence

overburdening them.

41
4.9 Solutions to Guidance and Counseling Problems

Response Frequency %
Guidance and counseling 6 33.33%
Banning of cigarette and smoking 1 5.55%
Drug treatment 1 5.55%
Teacher on the effects of drug abuse 2 11.11%
Involving provincial administration to curb 5 27.8%
drinking
Providing vocational training 3 5.55%
Instilling discipline 2 11.11%
Total 18 100%

Table 4.9 reflect that, banning of cigarette and smoking, Dmg treatment and Providing
vocational training (55.5%) for each were least solution suggested by the teachers as a
way of installing discipline while guidance and counseling (33.33) was the most
suggested solution.

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 CHAPTER FIVE

CONCLUSIONS, DISCUSSIO AND RECOMMENDATIONS

5.0 Introduction

This chapter presents conclusions based on the findings of the study. It further presents a

number of recommendations for intensifYing guidance and counseling in schools. This

chapter therefore summarizes the findings.

5.1 Conclusions

5.1.1 Effectiveness of Guiding and Counseling Services

The study identified various guidance and counseling services offered in schools. These

services include personal health and education, behavior modification, placement and

services, appraisal services and Form One placement.

5.1.2 Effects of Guidance and Counseling Services pedormance in Schools

Guidance and counseling services offered in secondary schools in Sabatia Division have

a role to play in helping the students. They are anticipated to have a co!Tective effect in

the behaviours of the targeted clients. The study confirms that indeed these services have

been able to assist the students in the schools. It should be clear that guidance and

counseling has been able to help the school management to identity issues affecting the

students that the school cannot handle.

51.3 Alternatives to Guidance and Counseling

43
The study sought to know the available alternatives to guidance and counseling in

secondary schools. This is because some issues cannot be dealt with well with these

services. Various strategies were identified by the researcher to complement guidance

and counseling.

5.1.4 Solutions to Guidance and Counseling Problems

The study endeavored to identifY various issues and problems related to guidance and

counseling services in selected secondary schools in Sabatia Division.

5.2 Recommendations and Areas for fm·the1· Research

Recommendations made relate to the effective needs in guidance and counseling m

schools in Sabatia. The following are recommendations:-

I. Guiding and counseling services should be extended to parents. Parents should be

advised as to when to introduce the sophisticated life this will avoid many problems

2. The government should train and employ more teachers and do staff balancing in

schools in order to have enough persom1el to render services especially in the area of

guiding and counseling.

3. Head teachers should be regularly trained especially in the area of guidance and

counseling. Most head teachers were young and therefore were not well conversant.

44
4. Mixed schools should be encouraged to enable them learn relating to each other

without strings attached. They should be advised to be serious in academic matters.

Separating boys from girls may not be a solution to the problem instead they should be

left to grow together but be advised and guided. Separation may bring gender barrier to

the rest of their lives.

5. To solve the problem of gender imbalances, number of female teachers employed in

every division should be proportional to the numbers of men. This will cater for girls

needs.

6. Schools should have guidance and counseling policy guidelines because most of the

schools assisted did not have this document. Enough resource materials related to guiding

and counseling should be availed in schools. Facilities for guiding and counseling should

be availed.

7. This research also recommends that head teachers should facilitate the development of

structures and systems of guidance and counseling. They

8. The counselors should wear an identity, scarf or cap for easier identification, since

most schools visited by the researcher could not identify such teachers to be interviewed.

This will enable students to associate them with their duties.

9. Guiding and counseling procedures to be intensified on common behavior problems

like stealing, truancy, cheating, fighting etc. This problems were rampant in the area

hence emphasis for a well disciplined society.

45
5.3 Suggestions for further research

I. A fmiher research of similar kind to be carried in primary schools and other

institutions of higher learning. This is because the research was only done in secondary

schools hence not aware of how effective guidance and counseling is applied in primary

schools and other learning of institutions.

2. Another area recommended for further research is on the participation of parents in

guidance and counseling meaning how do they guide students after school during the

school holidays. Students become victims of many problems after school. This is an area

the research is recommending a thorough research to be conducted in future.

46
 REFERENCE

Berymah J. Hargreaves. D. Howels K and Ackieford E (1977) Psychology and yoyi; an

informal introduction, the British psychological society.

Boyse Patrie M (1999) clans' formation and Ciral society politics of education in Afi·ica,
Book Feud USA Ash gate publishing limited .

Brothers D. Clark T and Ritche J. (1989) counseling A staff Development pack, county
of Aron

DL Dubey, D.A Edem and A.S Thakur: and introduction to the sociology of Nigeria
education

JCS Musaazi, the theory and practice of educational administration Ministry of Education
science and technology copyright (Feb 200 1) core module teaching and learning
in the primary classroom

Ministry of Education Science and Technology copyright (Jan 2005) School primary
Head teachers.(SEP)

Mugenda & Mugenda (I 999) Research Methods: Nairobi Acts Press

Mundia A (I 993) Modern Education Psychology for teachers colleges, Tripod publishers

Olu M (1993) Fundamentals of guidance and counseling

Peter canlam & Professor Albert Ozigi, J.A Akinpelu: An introduction to

philosophy of ducation

UNESCO (1996) Behaviour modification module

47
 APPENDIX (i)

STUDY QUESTIONNAIRE FOR SCHOOL HEAD TEACHER

You are kindly requested to respond to the following questions. The information
provided will be treated with a lot of confidentiality.

Name of school

Principal's name:
Age ofthe Principal:
No. of years as Principal:
No. of schools served as Principal:

Location of the school (Tick where appropriate)

Rural:
Urban:

School type (tick where appropriate)

Boys only:
Girls only:
Mixed school:

Students' population
Total enrollment in 2000 ...................... .
Total enrollment in 2001 ..................... .
Total enrollment in 2002 ...................... .
Total enrollment in 2003 ....................... .
Total enrollment in 2004 ....................... .
Total enrollment in 2005 ....................... .
Total enrollment in 2006 ....................... .
Total enrollment in 2007 ..................... .

Schools status
Boarding:
Day:
Boarding with day students:

Teaching staff
No. of male teachers:

66
..

No. of female teachers:

Total female and male teachers:

Teaching specialization
No. of trained teachers:
No. oftmtrained teachers:
Teachers attended in- service past three years:
Up to three years:
Between three months and six months:
More than six months:

Guidance and counseling services offered in your school

" Personal health and education
" Vocational guidance
" Behaviour modification
o Mentator
" Placement and services
" Additional behaviour therapy
• Appraisal behaviour therapy
o Form I placement services

TICK WHERE APPLICABLE.

Guidance and counseling issues and problems experienced in your school

e Lack of guidance and cmmseling policy guideline
e Lack of trained personnel
" Poor attitudes towards guidance and counseling
.. Inadequate resource materials towards guiding and counseling
• Inadequate finances
• Work overload for guidance and counseling KRTS
• Lack of time allocation for guidance and counseling

Role of the head teacher in guidance and counseling

.. Development of structures and systems of guidance and counseling on the
school calendar of events
" Supporting the circle time activities and the peer counseling group
" Procurement and sourcing of guidance and counseling resmrrces
• Initiating and supporting, monitoring and evaluating procedures
.. Mobilizing of the community

67
.,

Challenging needs that would challenge the teaching and the support staff
members
• Violent staff members
• Staff experiencing sum out due to increasing number of children with special
needs
e Staff members caring for ailing family members
e Staff members with drug and substance abuse problems
e Single parents' children
• Staff members with relationship problems
co Tenninal illness
co Staff members with problems with financial management
co Chronic absenteeism

The Plan of Action

co Counselor wearing an identity scarf of cap
co KR T mandated by head teacher to carry out peer counseling
co Desperate cases the head teacher has come across and he/she needs help from
outside school.
" Children with special needs who need to visit the special needs assessment
centers
" Children with attention deficient who needs to see a pediatrician
• Sexually molested children who need a tutor/counselor
• Children from broken families who need a family therapist

The positive impact of guidance and counseling on the students

e Emotional intelligence
" Infonnation on PHSE
" Motivation
• Positive behaviours
" Affiliation to the school community
" Healthy attitudes
" Improved thinking and listening skills
" Goals to focus
" Inspiring role models to emulate
" Healthy relationships with a significant person in the school

68
 APPENDIX (ii)

STUDY QUESTIONNAIRE FOR STUDENTS.

You are kindly required to respond to the following questions. The

information provided will be treated with a lot of confidentiality:-

Name of your school. ...................................................................... .

Location ofthe school (Tick where appropriate)

a) Urban ( )
b) Rural ( )
School type (Tick where applicable)
a) Boys ( )
b) Girls only ( )
c) Mixed ( )

School status
a) Boarding ( )
b) Day School ( )
c) Boarding with day students ( )

Mother's educational level

a) Knowledgeable ( )
b) Gone through adult literacy classes and how to read and write ( )
c) Completed primary education ( )
d) Completed secondary education ( )
e) Completed college education ( )
f) Completed any level of education ( )
Father's level of Education
a) Has knowledge ( )
b) Gone through adult literacy classes and knows how to read and write ( )
c) Completed primary education ( )
d) Completed Secondary Education ( )
e) Completed college Education ( )
f) Completed any other level of education ( )

Mother's occupation.
a) Professional and managed work office ( )

69
 b) Skilled manual ( )
c) Agricultural ( )
d) Unemployment work ( )
e) Business ( )
Father's occupation
a) Professional and managerial work office ( )
b) Skilled manual work ( )
c) Agricultural work ( )
d) Unemployment ( )
e) Business ( )

Time spent on personal studies by students

a) 10 minutes ( )
b) 30 minutes ( )
c) 2 hours ( )

Regularity of home work given to students

a) Always ( )
b) Never ( )
c) Sometimes ( )

Types of help that students receive from their family members:-

a) Helping in answering some questions ( )
b) Advising ( )
c) Suggest Reference book libraries ( )

Checking of student's work

a) Never been checked ( )
c) Hardily checked ( )
d) Sometimes checked ( )
e) Often Checked ( )

Means used by students to reach the school

a) Footing ( )
b) Matatu ( )
d) Bicycles ( )

Guiding of students and are able to

a) Understand themselves ( )
b) Develop their talents ( )

70