TEACHERS’ AND STUDENTS’ PERCEPTIONS ON NEED FOR GUIDANCE COUNSELLORS IN SECONDARY SCHOOLS
ABSTRACT
This study investigated the Teacher’s and Students’ perceptions on the Need for Guidance Counsellors in Secondary Schools in Enugu South Local Government Area of Enugu State. The study was designed to find out if teachers and students really understand who the Guidance Counsellor is and the need for them in the schools.
To guide this research, a 20-item questionnaire was formulated for teachers and students. The randomly selected sample of 15 teachers and 45 students was drawn from 6 different schools in Enugu South Local Government Area of Enugu State.
The instrument was administered to the respondents and the results were analyzed using simple percentages.
The findings were summarized: it is seen that the teachers clearly perceive the functions of guidance counsellor in secondary school. The students agreed that there is need for guidance counsellors in secondary schools.
TABLE OF CONTENTS
PAGES
TITLE PAGE i
CERTIFICATION ii
APPROVAL PAGE iii
DEDICATION iv
ACKNOWLEDGEMENT v
ABSTRACT vi
TABLE OF CONTENTS vii-ix
CHAPTER ONE 1
INTRODUCTION
1.1 Background of the Study 1
1.2 Statement of the Problem 8
1.3 Purpose of the Study 9
1.4 Significance of the Study 9
1.5 Scope of the Study’ 10
1.6 Research Questions 11
1.7 Definitions of Terms 11
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 The Need for Guidance Counsellors
in Secondary Schools 14
2.2 Teachers’ and Students’ Perception of Guidance Counsellors. 21
2.3 Summary of Review 28
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Design 30
3.2 Area of the Study 30
3.3 Population of the Study 31
3.4 Sample and Sampling Techniques. 32
3.5 Instrument for Data Collection 32
3.6 Validity of Instrument 33
3.7 Method of Data Analysis 33
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 Research Question 1 34
4.2 Research Question 2 38
4.3 Research Question 3 42
CHAPTER FIVE
DISCUSSION OF THE FINDINGS, CONCLUSION, SUMMARY AND RECOMMENDATIONS
5.1 Discussion of the Findings 46
5.2 Conclusion 48
5.3 Summary of the Findings 50
5.3.1The Functions of Guidance and Counsellors
as Perceived by Teachers and Students. 50
5.3.2The Perception of Teachers and Students on
the Need for Guidance Counsellors in Enugu South Local Government Area, Enugu State. 51
5.3.3The Extent to which the Teachers and Students
Consult the Guidance Counsellors for Solutions
to their Problems. 52
5.4 Recommendations 53
5.5 Implications of the Study 54
5.6 Limitation of the Study 55
5.7 Suggestions for Further Research 56
References 58-60
Appendices 61-67
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
From time immemorial, man has always needed some form of guidance in order to properly manage life issues. In the days of old, young people received guidance concerning life issues and this was known as informal or traditional education. In Africa, this traditional type of guidance was administered by families, priests and church leaders.
According to Anagbogu (1988.1), traditional guidance was a means “to direct, lead, guide, pilot, show, inform, advise, help and instruct”. The people were guided or protected by “Ikoro”, Ekwe” or “Talking Drum” when a message need to be passed or danger was imminent; it was by this medium that they passed information across each village. Modern counselling originated from USA in 1909.
Guidance and Counselling is one of the developments in the field of education in Nigeria. It became popular in Nigeria with the introduction of the 6-3-3-4 educational system in 1982. It is generally accepted that in Nigeria, the organized formal guidance stated in 1959 at St. Theresa’s College, Oke Ado in Ibadan through certain reverend sisters, out of concern for the graduates of their school. They felt that there was need to offer vocational guidance to their outgoing final-year students because it would help them with their life outside school to become productive to themselves and the society.
As a result of these, the reverend sisters invited twenty educated people from Ibadan community from different professions to speak to the students. Since they were professionals, they knew more about the emerging world of work than the students and the reverend sisters. Fifty-four out of the sixty students benefited from the experts’ advice and were placed in various jobs. The innovation was highly accepted by the society because in later years, this group of people, though not trained counsellors, organized career talks, seminars, guidance workshops and lectures for the class five students. Later
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