PERCEPTION OF TEACHERS ON GUIDANCE COUNSELING IN SENIOR

SECONDARY SCHOOL IN IKPOBA-OKHA L.G.A OF EDO STATE

1
 Abstract
This study assessed teachers perception on guidance counseling in senior secondary school in
ikpoba-okha L.G.A of Edo State. The research design used was survey. One hundred teachers from
selected senior secondary schools were used. The instrument used to collect data was close ended
item. The reliability of the instrument was 0.83 using Guttman Split Half. The data were analysed
using chi-square and descriptive statistics (mean and percentage). Finding in this study show that
Teachers and counselor from public school have the higher guidance counseling perception for
effective counseling role in secondary school. Also Female teachers and counseling from public
school have the higher guidance counseling perception for effective counseling role in secondary
school.. However there was no significant difference between the perception of teachers and
counselors from public school and private school on guidance counseling. Recommendations were
made and suggestions for further study.

2
 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

There is a general assumption that the introduction of guidance and counseling in secondary

school systems would enable everybody to appreciate the significance of guidance and counseling in

the school system. Egbochuku (2008) asserts that the aims of school guidance and counseling

services are to provide students with opportunities to develop knowledge and appreciation of

themselves and others, to develop relationship skills, ethical standards and a sense of

responsibility. The students also have the opportunity to acquire skills and attitudes necessary to

develop educational goals which are suited to their needs, interests and abilities and

information that would enable them to make decisions about life and career opportunities

Essien (1998) pointed out the need for the establishment of guidance and counseling

programme in the Nigerian school will help to shaped student knowledge. In spite of this recognition,

these seem to slow progress in the availability of guidance programme in Nigerian secondary schools.

The National policy on Education (1998) has emphasized on the need for guidance programme in our

secondary schools, but in most secondary schools, the counselors or career master are only given the

assignment of counseling duties as a part-time assignment while teaching duties are emphasized for

such officers.

A teacher counsellor is primarily concerned with the growth and development of all

students, and will seek to develop whatever positive qualities that are present in the individual.

The counsellor utilizes the relationship with the students to provide an adult model for the

development of self-concepts and meaningful activities like orientation, in which the more

mature student leaders can contribute to the development of confidence and self-reliance in others.

3
Also, specific programmes for the development of social skills are provided to meet the needs

that are characteristic at this stage of adolescent development.

Due to this, the guidance services have focused more on the objective of psychological growth

that is to aid students to learn how to make comprehensive decisions, enhance personal development,

liberate students and to meet the peculiar needs of the students for individual learning. The problem

that Nigerian secondary schools are currently facing in this era of science and technology are

numerous, such as mass failure in school and public examination, examination malpractice,

indiscipline, over population and decline in social norms and values. Faced with this problem,

secondary school therefore needs an established and effective guidance and counseling program to be

managed by trained counselors.

The meaning of the title counselor remains a puzzle in some quarters such questions as the

counselor as a teachers, an administrator or a principal are asked. The counselor is a very different

person to place within the professional hierarchy of the school personnel. The trained school

counselor therefore is someone who possesses the skill and qualities that could facilitate the decision

making activity of both students and parents. The counselors work is that of growth, of change of

personal expansion in a world that does not always make sense.

The counselors are therefore placed on highly unusual position unlike most of his colleague

who are placed under direct supervision (Dengal 1983). The school administrators including teachers

are sometimes ignorant of the need for guidance services in their school because, they sometimes see

the school counselor as a threat to their status as the head of the school. Counselling on the other

hand helps prevent frustration, restore self-understanding and educate on tasks necessary for

good adolescent growth.

Counseling is concerned with the worth of an individual, awareness of the various aspects of

growth, helping an individual understand himself or herself and his or her world. Thus, it provides

4
favourable conditions for healthier growth and correction of unbecoming behaviour (Makinde,

1994). Guidance and counselling services are therefore necessary in secondary schools where

adolescent stage is at its peak. This study therefore attempt to investigate teachers’ perception on

guidance and counseling in senior secondary school.

1.2 Statement of the Problem

Despite the emphasis of the establishment of guidance and counseling departments by the

Ministry of Education in secondary schools, its effectiveness on ensuring discipline and academic

performance is not felt in recent time. The stakeholders in public secondary schools in Edo State have

asked many questions concerning the poor academic performance in the public secondary schools

and how it can be improve to achieve educational goals and objectives. The poor performance may

be an indicator that the guidance and counseling programmes have not been able to make

education system successful and effective in the area. Because of the complains, worries and

concerns from the board of government, educational stakeholders and parents, this study was

carried out to address the issue.

Mwangi (2002), on studying teachers’ perception of guidance counseling in secondary

schools sought to determine whether teachers’ perceptions of guidance and counseling program

was affected by counselor’ level of training in counseling skills. Most of these studies done so far are

limited to the challenges faced by the guidance and counseling departments and school

administrators in the provision of the effective guidance and counseling services and

professional qualifications of the guidance and counseling personnels’ in public secondary

schools.

As such, the perceptions of teachers towards guidance and counseling services have not been

effectively addressed. Yet, it is the perceptions of teachers that will determine whether the

5
services will be effective and successful in making holistic individuals (learners). Besides,

teachers are the main clients for guidance and counseling in secondary school set ups. Thus,

this study set out to establish the perceptions of teachers towards guidance and counseling

services.

1.3 Research Questions

1. Is there a difference between the perception of teachers and counselors from public school and

private school on guidance counseling?

2. Is there a difference between the perception of male teachers and counselors from public

school and private schoolon guidance counseling?

3. Is there a difference between the perception of female teachers and counselors from public

school and private schoolon guidance counseling?

1.4 Hypothesis

HO1: There is no significant difference between the perception of teachers and counselors from

public school and private schoolon guidance counseling

HO 2: There is no significant difference between the perception of male teachers counselors from

public school and male teacher counselors from private schoolon guidance counseling

HO 3: There is no significant difference between the perceptions of female teachers counselors from

public school and female teacher counselors from private schoolon guidance counseling

6
1.5 Purpose of Study

The purpose of the study would be to ascertain whether guidance and counseling programme is

being rendered and the types of service rendered in the secondary schools in Ikpoba-Okha L.G.A Of

Edo State. The study investigated the ways teachers and counsellors perceive guidance counseling

programme in secondary school in the Local Government. Finally, the study assessed the impacts of

the guidance service in the secondary school.

1.6 Significance of the Study

We are today in a period where youths and adults, are heavily confronted and confused with

various developmental needs and problems to content with in their lives; hence determining the

effectiveness of guidance and counseling programme is carried out.

It is hoped that the study will equip school administrators, teachers, counselor or career masters

with the right information on the nature and the magnitude of the guidance and counseling in our

secondary school and the impact of students well-being academically and choice of a future vocation.

The study will correct wrong impression of educational officers like teachers, school

administrators, students developed towards guidance and counseling programme. It will help

educational planners in the ministries of education and educational resource center to know exactly

the situation of guidance and counselling in secondary schools. This study will reveal the strengths

and counselling in secondary school. This study will reveal the strength and weaknesses of the

existing guidance programme in the secondary schools.

The findings and recommendation of the study will help to improve guidance services and

thereby reduce student’s problems and thereby adequately preparing them for the world of work.

7
 Finally, it is hoped that this study would not only add new dimension to work already done in

the field of need and impact of guidance services, but also open up pother area where useful inquiries

or researches could be conducted.

1.7 Scope of the Study

This study is limited in Ikpoba-Okha L.G.A Of Edo State. The secondary school for which

research was carried out.

1.8 Definition of Terms

Perception: The ability to see, hear, or become aware of something through the senses; the way in

which something is regarded, understood, or interpreted.

Counseling: Support process in which a counselor holds face to face talks with another person to

help him or her solve a personal problem.

Guidance: Advice or information aimed at resolving a problem or difficulty, especially as given by

someone in authority.

Trained teacher counsellor: Refers to a teacher who through training for a period of not

less than three months, has acquired basic counselling skills with the aim of helping students cope

with physical, emotional, intellectual and social challenges.

8
 CHAPTER TWO

2.0 LITERATURE REVIEW

This chapter reviews some literature related to the study and it is sub-divided as follow:

 Historical Background

 Historical Review of the Development of School Guidance and Counselling Services

 Guidance and Counselling Services in Nigeria

 Benefits of School Guidance and Counseling Services

a) Personal Social Benefit

b) Scholarly and Academic Benefit

c) Career and Vocational Benefit

 Role of School Counsellors

i. Educational Development Role

ii. Career Development Role

iii. Personal Social Development Role

iv. Referral Role

 Components of Effective school guidance and counselling Services

a) Policies and Mission Statements

b) Mission Statement

c) Services Planning

d) Needs Assessment

e) Peer counseling

 Problems Affecting Guidance And Counseling In Nigerian

 The Roles of Teachers in the Guidance and Counseling Programme in Secondary Schools

 The importance of Guidance and Counselling In Our Schools

9
  Guidance and Counseling Programme and Discipline in Secondary Schools

 The Relationship Between Guidance and Counselling and the Students’ Discipline

 Empirical review

 Summary

2.1 Historical Background

In Nigeria, the organized guidance started in 1959 at St. Theresa’s College, Oke Ado in

Ibadan by some Reverend Sisters, out of concern for the products of their school. These

Reverend Sisters were aware of the importance of guidance and counseling services in

creating job awareness to their out–going students. They invited some resource people to talk to

their final year students on the type of career they may engage in as they enter into the

world of works. Guidance and counselling has been conceptualized as a programme of activities

which has provided us with the gateway out of the existing numerous problems in our present age of

complex scientific and technological development (Okobiah and Okorodudu 2004).

A total of 54 out of the 60 students benefited from the resource personnel advice and

were placed in various jobs. The innovation was highly welcomed by the society because in

later years this group of people, though not trained counselors, organized career talks,

seminars and workshops for the class five students.

Afterwards, the vocational guidance services spread to other public secondary schools

outsides Ibadan and across the entire Nigeria. Officials from the ministry of education became

interested in these organized services that this group of ―career advisers‖ were invited to

provide career talks and workshop for teachers and career masters. Later, the career

advisers became a national issue. As to make the Nigerian youth to meet up with the

10
challenges of the global trend in technological advancement and by acquiring the

relevant skills needed through the assistances from career counselors in school.

Guidance and counseling services has become an integral and essential

component of Nigerian educational process for all students as they progress through the

educational system. According to Anagbogu (1998), the aims of school guidance and

counseling services, which are base on a developmental hierarchy, are to provide

student, with opportunities to:

1. Develop knowledge and appreciation of themselves and others.

2. Develop relationship skills, ethical standards and a sense of responsibilities.

3. Acquire skills and attitude necessary to develop educational goals which are

suited to their needs, interest and abilities, and

4. Acquire information that would enable them to make decisions about life and

career opportunities

Today, the services has gained prominence in the Nigerian educational system

and many are becoming interested in counseling the youths especially students in making wise

educational, vocational and social decisions. Counseling Service is one of the recent

disciplines introduced into Nigerian Educational system. With the current trends in

technological development and globalization, it has become imperative to refocus counseling

and widen its scope to meet with the challenges of the modern society especially in

Nigerian secondary schools.

Counseling, according to Corey (2003) is an interpersonal relationship in which one

person attempts to help another person to understand and cope with his problems in the

area of education, vocation and family relationship.

11
 To ensure that this discipline, counseling wears a national outlook, the National Policy on

Education (2004) made it clear that counseling services should be rendered to students in schools.

Therefore mentioned policy document noted that ―in view of the apparent ignorance of many

young people about career prospects and in view of personality mal-adjustment among school

children, career officers and counselors will be appointed in post primary institutions (Federal

Republic of Nigeria, 1981). The above citation gives an idea that all students in the school

system should benefit from counseling services.

The counseling services became widely recognized as an important aspect of educational

services. It was to fulfill the Nigeria government policy and as a way of implementing the

policy statement, professional counselors are posted to virtually all the post–primary schools in

Nigeria. The policy provision has been encouraging but appears to run short of many

processes as well as the problem of implementation.

2.2 Historical Review of the Development of School Guidance and Counselling Services

Guidance and counselling in school was introduced for different reasons in different countries.

Schmidt (1997) stated that school guidance and counselling services began in America in the early

1900s to assist students with their educational development and career aspiration. He further stated

that the negative effect of industrial growth and corresponding neglect of human conditions

necessitated the introduction of school guidance and counselling services in the USA.

Schmidt (2003) stated that an increasing population of students entering schools necessitated

the introduction of school guidance and counselling services, after the 1900s, the world wars were the

next major events that had an impact on the development of school guidance and counselling

services. It arose as a response to social crises brought about by the wars. Student needed counselling

services to overcome the traumatic war experiences they had under gone together with their families,

12
relatives and friends. To ensure that this discipline, counseling wears a national outlook, the National

Policy on Education (2004) made it clear that counseling services should be rendered to students in

schools. The aforementioned policy document noted that ―in view of the apparent ignorance of

many young people about career prospects and in view of personality maladjustment among school

children, career officers and counselors will be appointed in post primary institutions (Federal

Republic of Nigeria, 1981). The above citation gives an idea that all students in the school system

should benefit from counseling services. The counseling services became widely recognized as an

important aspect of educational services. It was to fulfill the Nigeria government policy and as a way

of implementing the policy statement, professional counselors are posted to virtually all the post–

primary schools in Nigeria.

In Britain, school guidance and counselling was introduced in reaction to the changes in

societies in family life and in school which created conditions where greater attention to individual

needs was necessary (Taylor, 1971). He further stated that social pressure from urbanization, decline

in family tradition and the industrial revolution led to the introduction of school guidance and

counselling services development. In urbanization and the industrial revolution created turbulence

among students who were studying under higher anxiety levels as competition levels had becomes

stiffer. They had pressures to choose careers. Owing to these factors, vocational counselling came in

handy to keep them in their vocational plans.

In Hong Kong, the school guidance counselling services were introduced in 1950s because of

the “increased variation in children’s background, increase developmental, personal and social

problems, and lack of motivation toward schools, disruptive behaviors in classrooms and the rise in

juvenile delinquency (Brennan,2004). The school guidance and counselling were introduced to help

students overcome the above problems and this led to better school adjustment and improved

academic achievement.

13
 In Israel, School guidance and counselling was introduced in 1960 (Kungman and

Ajzen,1985). It was introduced to cater for students’ career needs and learning disabilities. In South

Africa, school guidance and counselling was introduced to the white and colored South African

schools in 1960. Euvrand (1992). Manson (1985), argued that guidance and counselling was

introduced in black South Africa schools in 1981 as a social control measure aimed at nurturing a

spirit of submission among black learners. It was also seen as an instrument for government

imposition of religious, cultural and vocational ideologies and value systems.

2.3 Guidance and Counselling Services in Nigeria

School guidance and counselling in Nigeria commenced in 1958. That year the Calotte Sisters of

St Theresa’s College, Ibadan recognized the need to give adequate careers or vocational guidance to

their final year students Dr. C I Bercpiki was the first vocation guidance officer appointed by the

Federal Ministry of Education Lagos, in 1961. Currently the unit is well manned by trained

professional counsellors. Lang (1993) agrees that for Secondary school, effectiveness in counselling

depend on counselling being considered in its broad sense, and integrate it into a whole school

approach. Whether integrated, group or individual, the counselling process should be handled

sensitively and discreetly. Counselling aims at empowering the individual. The teacher-counsellor

requires professional training to accomplish this task successfully. Castillo (1978) acknowledges that

anyone who hopes a child to mature must first get to know and accept him for he is. Otherwise

success will evade even his/her best affairs. Makewa (2008) concedes that it is important to

understand the youth’s world as a counsellor. The counsellor is then able to help them better when

they understand them and that boys and girls are easier to build than it is to mend men and woman.

In 1967, Mr. Rees, an American, introduced guidance and counselling in secondary schools

successfully at comprehensive high school, Aiyetoro, Ogun state and formed the CASSON i.e

14
(Counselling Association of Nigeria). Guidance and counselling should be made part and parcel of

the education system. This will help mould the youths so that when they come out of school they will

not appear confused, undecided and frustrated by life, rather they will be able to face life’s challenges

as they exploit their potentials with courage. With the clear role of guidance and counselling in

schools, there is need for a more open and direct relationship between students, teachers and parents.

Teachers need to show love, affection and appreciation to the students thus creating conducive

environment for learning.

The Federal Government has inserted the need for guidance and counselling in our schools in its

National Policy on Education (1981) this has helped to make all the state government to establish

guidance and counselling units in their Ministries of Education. Suffice to say that, although the

guidance and counselling is a relatively new comer to Nigeria education scene, it is gradually making

its impact. It is still evolving.

2.4. Benefits of School Guidance and Counseling Services

2.4.1 Personal Social Benefit:

Euvrard (1996) points out that effective Nigeria secondary school guidance and counselling

services acts in a preventive way and equip students with information skills and attitudes which

enable them to successfully negotiate the challenges of adolescence. Adolescents are helped to

develop social skills in getting along personality or social maladjustment.

2.4.2 Scholarly and Academic Benefit:

Wison(1985); Myrick and Dixon (1985) found that classroom guidance lessons led by

counsellors can “positively influence academic achievement in Mathematics’’ Huil (1998) reports

similar experience in Hong Kong. Border &Drudry (2002) cited studies that show increased academic

15
achievement, academic persistence, school attendance and positive attitude towards school and others

as a result of effective guidance and counselling service.

2.4.3 Career and Vocational Benefit:

Hartman (1999) stated that students who received vocational guidance and counselling

developed decision making skills to the point of being capable of making real choices from short term

to long term. That is students are assisted in assessing their aspiration, values, interest and aptitudes

when making career decisions and plans.

16
 FOR THE COMPLETE WORK

CALL ME ON 08100381784 OR 07037246073

EMAIL: afinotakingsley@gmail.com

17