Factors Impacting the Implementation Guidance and Counselling Services in Secondary Schools in the Ohangwena Region of Namibia

Mbongo, Emilia Ndapandula; Mowes, Andrew D.; Chata, Charles C.

doi:10.31686/ijier.vol4.iss5.537

Cited by 8 publications

(11 citation statements)

References 1 publication

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“…The present study also revealed that other ways in which guidance can be improved are proper training and retraining of counsellors, the promulgation of policies and sensitisation. These findings are consistent with those of Mbongo (2013), Odeleye (2017) and Waititu and Khamasi (2010). Effective guidance and counselling service delivery depends largely on the counsellor's training (Tsikati, 2018).…”

Section: Discussionsupporting

confidence: 92%

“…Both the quantitative (73.0%, see Table 2) and qualitative data converge that policies are required. Introducing peer counsellors, reducing the workload for counsellors or allocating more time for counselling, and motivating counsellors are some of the ways in which guidance and counselling can be improved (Mbongo, 2013;Waititu & Khamasi, 2010). Undoubtedly, these are all issues that can be driven by policy.…”

Section: Discussionmentioning

confidence: 99%

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Improving Guidance and Counselling in Colleges of Education: Perspectives of Teacher Trainees

2021

JEP

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Although research on guidance and counselling in schools abounds, little is known about how the programme can be improved in Colleges of Education (CoEs), particularly in emerging economies. This study investigated the perspectives of teacher trainees on how to improve guidance and counselling services in CoEs in Ghana. In this convergent parallel mixed methods study, data were gathered from 401 second year teacher trainees using questionnaire and focus group interview. The results indicated that guidance services in CoEs can be improved through ensuring confidentiality; providing facilities; retraining counsellors; sensitising key players; providing funding; and formulating policies. It is recommended that to improve guidance and counselling in CoEs and make it relevant to all students, all stakeholders should collaborate and play their roles effectively.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Improving Guidance and Counselling in Colleges of Education: Perspectives of Teacher Trainees

2021

JEP

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“…A study by Kamore and Tiego (2013) observed that inadequate support by school managers and resource input were some of the challenges impacting negatively on guidance and counselling in schools. This finding concurs with the findings of studies by Nyamwange et al, (2012), Mbongo, et al, (2016), Boit (2016) and Nkala (2014) that found lack of relevant resources and facilities a major factor impacting on the successful implementation of school guidance and counselling services. According to Wambu and Fisher (2015) there is no unified ethical code for school counsellors' in Kenya.…”

Section: Back Ground Of the Studysupporting

confidence: 92%

Gender Differences in Secondary School Teacher Counsellors Perception of Ethical Standards in Counselling in Kiambu County, Kenya

2023

JEP

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Ethical standards are at the core of counselling practice and are aimed at ensuring the welfare of the client and the counsellor are safeguarded. Counselling, like any other profession is governed by ethical standards and unless it's provided on ethical basis, it may cease to serve its intended purpose. Despite the critical role of ethical standards in a counselling relationship, the extent to which a counsellor will adhere to these standards may be dependent on the way he/she perceives these standards. This study presumed that perception of ethical standards may be contingent on ones gender. This is the assumption that motivated this study with a desire to validate whether gender influences perceptions of ethical standards among teacher counsellors in secondary schools in Kiambu County, Kenya. The study was guided by the moral development theory and adopted the mixed method research design. The target population was the 281 heads of guidance and counselling departments of secondary schools in Kiambu County and the five officials of guidance and counselling association in the county. The sample was 170 participants who comprised 165 heads of guidance and counselling departments and five officials of the guidance and counselling association in the County. The study utilized stratified and purposeful sampling methods. Data was collected through self-administered questionnaires and focused group discussion. The instruments were validated by subjecting them to expert's scrutiny. The instrument's reliability coefficient was 0.80 which was accepted. Data accruing from the focus group discussion was transcribed for ease of analysis while responses to the questionnaire were analysed through independent sample test. Five areas were focused by the study. These included ethical standards relating to counsellor-client relationship, counsellor integrity, clients informed consent, clients confidentiality and putting clients first. Accruing findings demonstrated that teacher counsellor's had an unfavourable perception of ethical standards (mean =2.84). and that gender had a statistically significant influence on the perception of ethical standards among teacher counsellor's in secondary schools in Kiambu County, Kenya (p= 0.000, t= -2.276). The study recommends that gender be an important factor for guiding the appointment of teacher counsellor's and capacity building targeting male counsellors be initiated. Additionally, the study recommends that further research be carried out to establish whether there will be gender differences in perception of ethical standards and psychological gender. The study contributes to the body of knowledge as it provides a model of predicting the perception of ethical standards given the gender of teacher counsellors.

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“…These problems are not, however, unique to Namibia, as there is also an increase in the divorce rate and in the number of single-parent families all over the world, which is also a stress factor for learners (Chireshe, 2011). Not only does the ever-increasing needs of children and the expectations of today's society impose growing demands on the education system, but also requires schools to find solutions and respond to these needs by providing counselling services to all learners to learn effectively (Mbongo, Möwes & Chata, 2016).…”

Section: Background and Contextmentioning

confidence: 99%

“…Although many studies have shed light on several counselling services offered in schools, (Mbongo, Möwes & Chata, 2016;Mushaandja, Haihambo, Vergnani & Frank, 2013;Talimethi & Mbewa, 2012;Alemu, 2013;Chireshe, 2011;Gallant & Zhao, 2011), there has been little evidence from a Namibian context. On this basis, the purpose of the study was to understand from the participants' perspective, the counselling services offered in Namibian schools and their effectiveness on enhancing students' self-knowledge and understanding.…”

Section: Background and Contextmentioning

confidence: 99%

Untitled

2019

EJES

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This is an interpretive account of principals, teacher-counsellors, parents and learners' experiences and perceptions on school counselling services in Ohangwena region of Namibia. The study focused on what the stakeholders consider to be the characteristics of the Namibian school counselling programme. The study used a qualitative research approach to collect data. The sample consisted of fifteen learners, twelve teachercounsellors, three parents and five school principals who were purposively selected. Interviews (in-depth semi-structured) and focus group discussions were used to gather data. The results revealed that participants consider counselling, academic development, career planning, education and/ or information dissemination, consultation and referral as the major services that characterize the Namibian School Counselling Programme. While the study highlighted the strengths of the Namibian School Counselling Programme, recommendations are also made regarding areas of the programme which can be improved.

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Factors Impacting the Implementation Guidance and Counselling Services in Secondary Schools in the Ohangwena Region of Namibia

Cited by 8 publications

References 1 publication

Improving Guidance and Counselling in Colleges of Education: Perspectives of Teacher Trainees

Improving Guidance and Counselling in Colleges of Education: Perspectives of Teacher Trainees

Gender Differences in Secondary School Teacher Counsellors Perception of Ethical Standards in Counselling in Kiambu County, Kenya

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