GUIDANCE AND COUNSELING PRACTICE AND STUDENTS’
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GUIDANCE AND COUNSELING PRACTICE AND STUDENTS’ DISCIPLINE IN SECONDARY SCHOOLS IN RWANDA A CASE STUDY OF KAMONYI DISTRICT MURAVA FIDELE MED/49247/2016 A Research Project Submitted in Partial Fulfillment of the Requirements for the Award of the Degree of Master of Educational (Educational Planning, Management and Administration Option) of Mount Kenya University OCTOBER 2018
Transcript of GUIDANCE AND COUNSELING PRACTICE AND STUDENTS’
GUIDANCE AND COUNSELING PRACTICE AND STUDENTS’
DISCIPLINE IN SECONDARY SCHOOLS IN RWANDA
A CASE STUDY OF KAMONYI DISTRICT
MURAVA FIDELE
MED/49247/2016
A Research Project Submitted in Partial Fulfillment of the Requirements
for the Award of the Degree of Master of Educational (Educational
Planning, Management and Administration Option) of Mount Kenya
University
OCTOBER 2018
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DECLARATION
This research study is my original work and has not been presented to any other institution of
Higher learning for any award. No part of this research should be reproduced without the
authors’ consent or that of Mount Kenya University Rwanda
Student’s Name: Murava Fidele
Sign______________________ Date______________________
Declaration by the supervisor(s)
I confirm that the work reported in this research project was carried out by the candidate
under my supervision.
1. Name: Mr. Harelimana Jean Paul
Sign________________________ Date_____________________
2. Name: Dr. Andala Hesbon Opiyo
Sign______________________ Date______________________
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DEDICATION
To my Grandmother Nyiranzarama Euphrasie and my brother Imanishimwe Jean Pierre, who
throughout the long past ages, have contributed to the joys of life through their embroideries.
This Research Project is dedicated.
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ACKNOWLEDGEMENT
This project would not have been completed without the invaluable assistance and
encouragement from a number of people. To begin with, I would like to acknowledge my
supervisors; Mr. Harelimana Jean Paul and Dr. Andala Hesbon Opiyo who provided
guidance and assistance until the completion of the project. It is indeed through their
unwavering efforts and tolerance that I can proudly say that the work contained in this
project is quality. My sincere appreciations are directed to the entire staff in the school of
Education of Mount Kenya University and students for their assistance and encouragement
during the entire period of my studies. May God shower you with His blessings.
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ABSTRACT
This study aims to investigate the effects of guidance and counseling practices on students’ discipline
in secondary schools in Kamonyi District – Rwanda, guided with three specific objectives: to find out
the guidance and counseling practices adopted in secondary schools in Kamonyi District – Rwanda,
to find out the challenges faced by school administrators in ensuring students’ discipline and to
establish the relationship between guidance and counseling practices and students’ discipline in
secondary schools in Kamonyi District – Rwanda. The findings of this study may help in throwing
more light on how guidance and counseling programmes are being implemented in secondary schools
in Kamonyi District and the quality of guidance services received by secondary school students, the
findings would provide information to education planners and school administrators on their
responsibility in providing adequate facilities for guidance and counseling services in order for
students to receive quality guidance and counseling. Descriptive survey design was used. The study
targeted a total of 92 students, teacher-counselors and Head teachers from which the sample of 75
respondents were simple randomly and purposively selected respectively. Data were collected by use
of questionnaires and document review for teachers, students and school administrators. After going
to the field, the researcher analyzed and interpreted the findings in forms of tables, percentages and
graphs by using mean scores and test by using SPSS version 22.0.The finding shows that there was
poor practice of career guidance in the schools and that student discipline was not very good. The
coefficient of multiple regression R was 0.177 and its percentage square was 3.1% implying that there
was a positive but very weak relationship between career guidance practices at the secondary school
and students’ discipline. Career guidance attributed to just 3.1% of the overall student discipline in
the sampled schools. There is need therefore to recruit an education career guidance personnel and
given the mandate for career guidance. This initiative needs to start right from the policy levels with
the blessing of the Ministry of Education, NCDC and Rwanda Education Board.
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TABLE OF CONTENTS
DECLARATION..................................................................................................................... ii
DEDICATION........................................................................................................................ iii
ACKNOWLEDGEMENT ..................................................................................................... iv
ABSTRACT ............................................................................................................................. v
TABLE OF CONTENTS ...................................................................................................... vi
LIST OF TABLES .................................................................................................................. x
LIST OF FIGURES ............................................................................................................... xi
LIST OF ACRONYMS AND ABBREVIATIONS ............................................................ xii
DEFINITION OF KEY TERMS ........................................................................................ xiii
CHAPTER ONE: INTRODUCTION ................................................................................... 1
1.0 Introduction ......................................................................................................................... 1
1.1 Background of the Study .................................................................................................... 1
1.2 Problem Statement .............................................................................................................. 4
1.3 Research Objectives ............................................................................................................ 5
1.3.1 General Objective ............................................................................................................ 5
1.3.2 Specific Objectives .......................................................................................................... 5
1.4 Research Questions ............................................................................................................. 6
1.5 Significance of the Study .................................................................................................... 6
1.6 Limitations of the Study...................................................................................................... 7
1.7 Scope of the Study .............................................................................................................. 7
1.7.1 Content Scope .................................................................................................................. 7
1.7.2 Geographical Scope ......................................................................................................... 8
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1.7.3 Time Scope ...................................................................................................................... 8
1.8 Organization of the Study ................................................................................................... 8
CHAPTER TWO: REVIEW OF RELATED LITERATURE ........................................... 9
2.0 Introduction ......................................................................................................................... 9
2.1 Theoretical Literature .......................................................................................................... 9
2.1.1 Concept of Education, Guidance, and Counselling ......................................................... 9
2.1.2 Historical Development and the Need for Guidance and Counseling ........................... 10
2.1.3 Types of Counseling ...................................................................................................... 14
2.1.4 The Counselor and Counseling ...................................................................................... 15
2.1.5 The Role of Head Teachers in Discipline Management in Schools .............................. 17
2.1.6 Guidance and Counseling Programs and Discipline in Secondary Schools .................. 17
2.1.7 Challenges Facing the School Management in Implementing Guidance and Counseling
................................................................................................................................................. 19
2.2 Empirical Literature .......................................................................................................... 19
2.3 Critical Review and Research Gap Identification ............................................................. 24
2.4 Theoretical Framework ..................................................................................................... 25
2.4.1 System theory................................................................................................................. 26
2.4.2. Joyce Epstein model ..................................................................................................... 27
2.5 Conceptual Framework ..................................................................................................... 29
2.6 Summary ........................................................................................................................... 30
CHAPTER THREE: RESEARCH METHODOLOGY ................................................... 31
3.0 Introduction ....................................................................................................................... 31
3.1 Research design ................................................................................................................ 31
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3.2 Target Population .............................................................................................................. 31
3.3 Sample Design .................................................................................................................. 32
3.3.1 Sample Size .................................................................................................................... 32
3.3.2 Sampling Technique ...................................................................................................... 32
3.4 Data Collection Methods .................................................................................................. 33
3.4.1 Data Collection Instruments .......................................................................................... 34
3.4.2 Administration of Research Instruments ....................................................................... 34
3.4.3 Reliability and Validity .................................................................................................. 35
3.5 Data Collection Procedure ................................................................................................ 35
3.6 Data Analysis Techniques ................................................................................................. 36
3.7 Ethical Considerations ...................................................................................................... 36
CHAPTER FOUR: PRESENTATION OF FINDINGS .................................................... 37
4.0 Introduction ....................................................................................................................... 37
4.1 Demographic Characteristics ............................................................................................ 37
4.1.1 Gender of the respondents ............................................................................................. 37
4.1.2 Age of respondents ........................................................................................................ 39
4.1.3 Education level of respondents ...................................................................................... 41
4.2 Career guidance practices in the school ............................................................................ 41
4.2.1 Career guidance practices .............................................................................................. 42
4.2.2 Profession career masters ............................................................................................... 43
4.2.3 Career guidance information.......................................................................................... 44
4.3 Student’s discipline in the school ..................................................................................... 46
4.3.1 Adherence to school rules and regulations .................................................................... 46
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4.3.2 Time management .......................................................................................................... 47
4.4 Relationship between career guidance and students discipline ........................................ 48
4.5 Regression ......................................................................................................................... 48
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS ........ 50
5.0 Introduction ....................................................................................................................... 50
5.1 Summary ........................................................................................................................... 50
5.1.1 Career guidance practices in schools ............................................................................. 50
5.1.2 Student’s discipline ........................................................................................................ 51
5.1.3 Relationship between career guidance and students discipline ..................................... 51
5.2 Conclusion ........................................................................................................................ 51
5.3 Recommendations ............................................................................................................. 52
5.4 Suggested further studies .................................................................................................. 52
REFERENCES ...................................................................................................................... 53
APPENDICES ....................................................................................................................... 60
APPENDIX A: RESEARCH INSTRUMENT – QUESTIONNARES .................................. 61
APPENDIX B: QUESTIONNAIRE FOR HEADTEACHERS ............................................. 62
APPENDIX C: TEACHER-COUNSELOR QUESTIONNAIRE .......................................... 64
APPENDIX D: QUESTIONNAIRE FOR STUDENTS ........................................................ 67
APPENDIX E: LETTER OF INTRODUCTION ................................................................... 69
APPENDIX F: AUTHORIZATION LETTER FROM THE DISTRICT .............................. 71
APPENDIX G: TIMEFRAME ............................................................................................... 72
APPENDIX H: BUDGET....................................................................................................... 73
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LIST OF TABLES
Table 4. 1 Gender respondents................................................................................................ 37
Table 4. 2 Age categories of respondents ............................................................................... 39
Table 4. 3 Education level of teacher respondents ................................................................. 41
Table 4. 4 Career guidance practices ...................................................................................... 42
Table 4. 5 Presence of career guidance professional .............................................................. 43
Table 4. 6 Presence of career guidance information ............................................................... 45
Table 4. 7 Adherence to school rules and regulations ............................................................ 46
Table 4. 8 Time management.................................................................................................. 47
Table 4. 9 Regression coefficient R ........................................................................................ 48
Table 4. 10 Coefficients a ........................................................................................................ 49
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LIST OF FIGURES
Figure 2.1Conceptual framework ........................................................................................... 29
Figure4. 1 Gender distribution ............................................................................................... 38
Figure4. 2 Pictorially illustrates the percentage of respondents across the age categories. ... 40
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LIST OF ACRONYMS AND ABBREVIATIONS
A.E.O : Area Education Officer
B.O.G : Board of Governors
D.C : District Commissioner
D.E.O : District Education Officer
G&C : Guidance and Counseling
GoR : Government of Rwanda
H.O.D : Head of Department
MINEDUC : Ministry of Education
NCDC : National Curriculum Development Center
NCST : National Council of Science and Technology
REB : Rwanda Education Board
SPSS : Statistical Package for Social Sciences
TSC : Teachers Service Commission
UNESCO : United Nation’s Educational Scientific and Cultural Organization
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DEFINITION OF KEY TERMS
Discipline: Refers to the general behavior in which students conduct within and outside
school environment. Students tend to behave in certain way which is influenced by several
agents either by social media, community or even families.
Guidance Counseling Practices: These are activities and programs that are structured to
improve the development of students socially, career wise, emotionally and developmentally.
School: A school is an academic institution that offers spaces and environments that can be
used by teachers to teach and educate students.
Secondary Schools: Secondary schools are academic institutions that link elementary studies
and college studies. These schools offer courses that prepare students for college or tertiary
education.
Students: A student in any person who has enrolled in an education institution with the aim
of pursuing studies.
CHAPTER ONE: INTRODUCTION
1.0 Introduction
This chapter comprises of the background to the study, problem statement, and objectives of
the study, research questions, and signification of the study, limitation of study, scope of the
study and organization for the study.
1.1 Background of the Study
Guidance and counseling is a movement that resulted in the 20th century in America as a
response to the rapid industrialization process. These changes saw the setting up if guidance
and counseling services within education department in 1968 following recommendations by
the United Nation’s Educational Scientific and Cultural Organizational (UNESCO) (Sammut,
1997). At a global level, guidance and counseling services are important in the management
of discipline, and could thus be challenging for any society to function without disciplined
members.
In schools, guidance and counseling programs have been put into place with the aim of
helping students to deal with numerous challenges experienced both at home and within the
schooling environment. Studies suggest that due to the burdens imposed on the family, the
time that parents have to offer guidance to their children is limited. As a result, the
responsibility of guidance and counseling children has shifted from the parents to the schools
where parents expect schools to offer adequate solutions to indiscipline cases. A report by
UNESCO (2002) suggested that the sudden shift in roles is attributed to the money making
mentality possessed by the African adults who are more than ever concerned about making
money as opposed to the traditional practices that required adults to spend quality time
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bringing up their children. In addition, the hasty sociological challenges resulting from global
forces of modernization and urbanization impose significant stress on students.
Malawi has recognized the need for guidance and counselling. A survey conducted in the
southern and central regions of the country suggested that there was ominous need and
clearly defined rationale for the development of guidance and counselling programs (Taylor
& Francis, 1998). This aimed at assisting the persons receiving counselling to have the
potential of assessing themselves and their environment in real time. Egyptian studies by
Allis and Kame (1999) among preparatory and secondary school children enrolled in
government schools suggested that indiscipline cases arising from family background were
few while those that were related to the children themselves were high. It is essential to note
that schools are social systems founded on objectives. Thus, the contribution of guidance and
counselling is important in determining the nature of discipline students possess as well as in
shaping indiscipline cases early in advance.
Counselling is a process that assists groups of people to understand themselves and behave
according to societal norms and values. Burks and Steffler (1979) saw counselling as
involving the professional relationship between a trained counselor and a client, who is a
person seeking counselling services. Olayinka (1972) defined counselling as the process
involving a person seeking help in a face-to-face engagement, while Makinde (1983)
suggested counselling as a rational process characterized by people assisting each other to
grow in different dimensions of life. Counselling is a process that is aimed at helping the
client to comprehend and shed light on subjective views involving their lives, and to learn
how to manage their goals by making meaningful and informed choices, while at the same
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time resolving their problems effectively. The process suggests that individuals possess
potential for growth, development, and actualization.
Kenya introduced formal guidance and counselling programs in the 1960s (Ndirangu, 2000).
The beginning of the program was actualized during the 1963 Guidance Career Conference
that attracted the attendance of students in learning institutions under the concept of
discussing career choices (Oketch & Ngumba, 1999). Counselling includes a number of
services that are aimed at making a student understand themselves, their attitudes, interests,
abilities – both mental and physical, and enhance their social maturity for their development
and adjustment to the school life (Ndirangu, 2007).
Rwanda, like any other country, after the 1994 Genocide against Tutsi, the GoR realized that
students’ lives get complex day by day. It was also noted that students were traumatized and
were psychologically disturbed. Those in schools were in total dilemma to make choices of
academic areas in which they dreamt to be. This exigency mounted acute pressure on the
need for career guidance and counseling services both at school and in community in order to
achieve optimum gains in their life situations (News Times September 17, 2014). According
to Bosco (2004), The GoR took an affirmative action to review the curriculum which gave
birth to the new competence based curriculum which was launched in April 2015, and
according to Kavaruganda, (2015) indicated that the old curriculum was unable to emphasis
on career guidance resulting to more emphasis on career guidance which consequently
enhanced the ability of students to take up courses that were matched the needs of the labor
market. Despite the relevance of guidance and counseling in school system, basing on the
literature reviewed it showed that most students to the effect were conducted in other
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countries at international and regional contexts which indicated that there is very scanty
information on the subject within the Rwandan context for which this study aspires to bridge
the existing knowledge gap. The researcher therefore, intends to explore the influence of
guidance and counseling on the discipline of students in secondary schools in Kamonyi
District-Rwanda.
1.2 Problem Statement
The rates of indiscipline in secondary schools continue to exist even with the implementation
of guidance and counseling practices in the schools (DEO, 2015). Studies suggest that the
youth have continued to indulge in pleasure and luxury, and have increasingly developed
unfavorable and disruptive behaviors characterized by school lateness and abusing each other
as well as disrespect attitudes towards teachers and the elder in the society. There has been
intense blame game among teachers, parents, and church leaders on the deterioration of
behavior among the youth. The parental duties of guiding and disciplining children have been
entrusted on teachers who are also challenges with duties related to their profession as well
as families. In the Rwandan context, Organic Law No 20/2003 of 3/08/2003 Education, Law
No 29/2003 of 30/08/2003 Establishing the Organization and the Functioning of Nursery,
Primary and Secondary Schools, 2003 and as reflected in Training manual for secondary
school administrative position for a school counselor whose main roles are to organize career
guidance and counseling session for students. Bosco (2014) opined that, after the 1994
Genocide against Tutsi, the GoR realized that students’ lives get complex day by day due to
the trauma complications. It was also noted that students need career guidance and
counseling in order to achieve optimum gains in their life situations (New Times, 2014). This
is among the incidents that invite researchers to investigate numerous ways through which
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institutions of higher learning can restore discipline. It is against this background that the
current study sought to investigate how guidance and counselling affects discipline among
students in Rwanda taking public secondary schools in Kamonyi District as the case study.
The study therefore sought to establish the effects of Guidance and Counseling practices on
Students’ discipline in Secondary schools in Rwanda, a case study of Kamonyi District.
1.3 Research Objectives
1.3.1 General Objective
To investigate the effects of guidance and counseling practices on students’ discipline in
secondary schools in Kamonyi District-Rwanda
1.3.2 Specific Objectives
The specific objectives are:
i. To establish the guidance and counseling practices adopted in secondary schools in
Kamonyi District-Rwanda
ii. To find out the challenges faced by school administrators in ensuring students’
discipline in Kamonyi District-Rwanda
iii. To establish the relationship between guidance and counseling practices and students’
discipline in secondary schools in Kamonyi District-Rwanda
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1.4 Research Questions
The research questions are:
i. What are the guidance and counseling practices adopted in secondary schools in
Kamonyi District-Rwanda?
ii. What is the level of students’ discipline in secondary schools in Kamonyi Distrct-
Rwanda?
iii. What are the challenges faced by school administrators in ensuring students’
discipline?
iv. What is the relationship between guidance and counseling practices and students’
discipline in secondary schools in Kamonyi District-Rwanda
1.5 Significance of the Study
The findings of the study would be significant to education stakeholders by emphasizing the
importance of guidance and counseling in upholding discipline among students in secondary
schools. It is without doubt that a number of school administrators and teachers would learn
important concepts and appreciate the functions of guidance and counseling as a vehicle in
enhancing discipline among students.
The study is also significant to teachers who through understanding the importance of
guidance and counselling within the school environment would be encouraged to pursue the
course in order to enhance discipline among students as well as enhance their profession.
The study is also significant to secondary school students who would benefit from guidance
and counselling services which would not only assist them in their education but also enable
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them to focus on important aspects in life and become responsible citizens who uphold good
morals and ethics are required by the society.
1.6 Limitations of the Study
Limitations are conditions of the study that cannot be controlled by the researcher and
significantly restrict or affect the conclusions of the study, or the application of the study in
other situations (Best & Kahn, 1998). The study faced a number of limitations emanating
from the unwillingness of respondents to provide information and thus challenging the ability
to collect adequate data. Respondents were also reluctant in responding to the research
questionnaire and thus caused significant delays in data collection. To deal with the above
limitations, the respondents provided the respondents with the letter authorizing data
collection and sought informed consent of all study participants before administering data
collection tool. The researcher also guaranteed the respondents that the information obtained
was solely for academic purposes and that all information was anonymous.
1.7 Scope of the Study
The Scope of the Study covered Content Scope, Geographical Scope and Time Scope.
1.7.1 Content Scope
This study was restricted to examining the guidance and counseling in secondary schools and
how it affects the students’ discipline. Particularly the study assessed the constructs under the
variables and run a regression to establish their level of effect against each other. Guidance
and counseling practices were measured by formal practices, professional personnel and
availability of information; on the other hand, students’ discipline was measured by
adherence to rules and regulations and time management.
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1.7.2 Geographical Scope
The study has been concentrated on 10 selected schools in Kamonyi District. The schools
are: G.S Aspeka, G.S Bubazi, E.S Nyamirama, E.S Ste Bernadette, E.S Rosa Mystica, G.S
Sheli, G.S Gacurabwenge Catholique, G.S Ruyenzi, G.S Nyamirembe and E.S Karama. The
participants included secondary school teachers, administrators, parents and District
Education Officer (DEO) selected purposively and simple random sampling from the ten
selected secondary schools.
1.7.3 Time Scope
This study focused only on the data of 2013-2016 school academic years in Rwanda and the
entire work was fully conducted in fourteen months specifically from August 2017 to
October 2018.
1.8 Organization of the Study
This research project constitutes five chapters which give a comprehensive foundation upon
which the study was based. Chapter one provides a brief introduction of the study;
background, problem statement, objectives, research questions, significance and limitations
of the study. Chapter two contains the review of related literature in terms of theoretical
literature, empirical review, critical review and gap identification, theoretical framework and
conceptual framework. Chapter three explains the methodology to be used in this research.
Chapter four presents and discusses the findings of the study and presents the demographic
statistics then the objective of the study. Lastly Chapter five presents the summary of the
findings, conclusions merging from the findings and recommendations to possible
stakeholders.
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CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.0 Introduction
Chapter two covers the theoretical literature in regards to the education concept, the historical
development of guidance and counselling, justification for the need of guidance and
counselling and the types of guidance and counselling. The chapter also reviews literature
related to discipline management and the role of principals in discipline management and
guidance and counselling in schools. The other sections of the chapter reviews literature
related to the challenges facing the implementation of guidance and counselling programs in
schools, review of empirical literature related to the area of interest, and critically review
literature with the aim of identifying the research gap. The final sections of the chapter
provide the theoretical framework and conceptual framework guiding the study.
2.1 Theoretical Literature
2.1.1 Concept of Education, Guidance, and Counselling
Education, according to a teacher quoted in an article by Njagi (2007) is a life-long process
and system through which individuals acquire knowledge, experiences, values, and skills. A
distinction between the African indigenous education system and the modern European
education system, the article suggests that the former was informal but comprehensive as it
was mainly concerned with the character formation and provision of holistic values, as
opposed to the later that is pegged on memorizing of concepts with the aim of passing
examinations with no emphasis on value formation.
Guidance and counselling is important in assisting people with knowledge, skills and
attitudes that guide them in their daily lives (Collins, 2002). It is of significant important to
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note that guidance and counselling assists young people to be disciplined in life, to
understand their current educational and social environment, to grasp their potential and
realize their future capabilities in the current competitive environment. In most instances,
learners are counseled on how to deal with challenging situations and how to alter any
maladjusted behaviors. Given that most of the people are involved in the education process
either directly or indirectly, the impact of guidance and counselling is thus a reality.
2.1.2 Historical Development and the Need for Guidance and Counseling
The historical roots of guidance and counselling can be sourced to Europe and the United
States of America in the 19th Century through the systematic works out forth by George
Merrill in 1885 at California University, Godwin (1911), Weaver (1912) and Davis (1913).
In British, counselling was offered at the school and college levels in 1920 in the form of
career guidance for young people with the aim of assisting them to adjust to the demands put
forth by college life. In the African context, the traditions and cultures were adequate in
guiding the youth in their social roles and enhance skills that would enable them fit into the
society (Witmer, 1990). The rapid changes in the social and economic systems of the society
have imposed significant challenges to school going children. As such, most of the
adolescents attending schools have more often than not experienced difficulties in coping
with the challenges that result with physical, emotional, and psychological changes joined
with the speedy societal changes. Consequently, it is rather difficult for them to made
decisions in the absence of the traditional setting.
Muithya (1996) suggested that the traditional African society enhanced character formation
through formal and informal guidance and counselling programs. Makinde (1984) suggested
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that guidance and counselling has remained a fundamental block for all societies, and that
each of these societies have possessed numerous sources of wisdom that have governed their
social interactions. In addition, the provision of guidance and counselling by the African
society was put into practice by people who could offer support when necessary.
In Kenya, the role of guidance and counselling in student has been recognized since
independence, and has been documented in a number of policy documents. For instance, the
Report of the National Committee on Educational Objectives and Policies of 1976
recommended the introduction of guidance and counselling as a subject into the school
curriculum with the concept of enabling the growth of self-discipline among students in the
country (Republic of Kenya, 1976). Nevertheless, irrespective of the recommendation,
guidance and counselling practices are still lacking in curbing down indiscipline cases which
has been on the increase. Some of the indiscipline cases that are in dire need of guidance and
counselling include vandalism, theft and assault, destruction of school facilities, sexual
harassment, and arson. The country’s rates of indiscipline among its schools have
significantly increased from 0.9% in 1980 to 7.2% in 1990 (Simatwa, 2007). Statistics further
suggest that the cases are expected to increase to the extent that the Ministry of Education
called for the enactment of the school safety guidelines in 2001. Among the major school
indiscipline cases in Kenya include the Bombolulu school arson case in 1998 that left 26 girls
dead, St. Kizito secondary school arson and attack that left 17 girls dead and 70 raped in
1999, Nyeri Boys High School attack that saw the burning to death of 4 prefects in 2001, and
the Kyanguli High School fire tragedy that saw students burn their colleagues to death (East
African team, 2001).
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Guidance and counselling is seen as a set of activities and program that provides people with
the opportunity to deal with problems in the current society that is challenges by complex
scientific and technological developments (Okobiah & Okorududu 2004). According to the
UNSECO module on guidance and counselling (2000), guidance involves offering of
services to individuals based on their needs and the environmental factors that affect such
individuals. The guidance and counselling profession involves a myriad of activities and
programs that are driven towards helping individuals to understand their environment, social
systems, and develop adequate capacity to guide them in making informed decisions.
Experts suggest the existence of three major components of guidance and counselling;
educational, vocational, and personal social guidance (UNESCO, 2000a). Services offered
under these major areas include appraisal, information placement, orientation, evaluation,
referral, and follow-up (Denga, 2001). All these components help students to address their
challenges and problems given that the goal of guidance and counselling is to enable learners
to derive optimal educational benefits with the aim of actualizing their potentials.
According to Anwana (1989) and Abiri (2006), the society is made up by a groups of
frustrated individuals who require adequate guidance and counselling to enable their
integration and survival, as well as to enable the schools and society meet their realistic
vocational requirements of enabling children realize their potential capabilities.
Smith (2006) explained strength-based counselling using ten stages which included;
Creating an alliance for therapy
Identifying strengths
Assessing present challenges
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Encouraging and building hope
Charting solutions
Erecting strength and competence
Empowering
Changing
Building Resilience
Evaluating and terminating
Based on the above stages, the approach usually results to disciplined youth with more
emphasis on the achievement of specific life goals. It also leads to a vibrant consideration of
how arising issues are assessed and determines the level of urgency in any challenges
presented.
The lack of in-depth focus on the challenges that the youth face makes is rather challenging
for them to get solutions which is a significant hindrance to their quality of life. In order to
empower students to have hope and confidence in life, guidance and counselling should offer
the propositions of solving life challenges and changing how they react to occurring
problems. Consequently, the standards of discipline are improves and hence the creation of
responsibility on handling life situations and challenges. In a nut shell, guidance and
counselling activities and the provision of responsive services are vital to the youth.
A critical review of the above stages suggests that the general trend of the development of
school guidance and counselling is carried out by teachers who are given the duties as extra
in addition to their teaching duties. However, it has moved to the introduction of fulltime
School counselling positions signifying the movement from non-professional school guiding
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and counselling to a more professional environment. There has been further development
from the position of the appointed personnel to the program itself where the focus shifted to
implementation of guidance and counselling activities as programs. The characteristic
changes have also been characterized by the remedial outlook of school counselling as a
preventive process and emphasizes on the importance of enhancing students’ potential assets
with the aim of enabling them live more meaningful and fulfilling lives.
The education system should be made to include guidance and counselling as its part, a move
that will help in molding the youth in a way that it will limit the rates of confusion and
frustrations that these young person’s face in the process of transiting from secondary school
to tertiary school of the society that has many demands. As a result, it is expected that
adequately guided young people will face the world with courage and exploit their potentials
without any fear whatsoever. For guidance and counselling to play its role in schools, it is
essential that an open relationship between the teachers, parents, and students is created.
Teachers are offered the duty of showing love to the students and thus creating an
encouraging environment for studying. The importance of guidance and counselling in the
education sector in Kenya was emphasized by the Kamunge report (1988) that suggested that
guidance and counselling helped students in identifying their individual interests and
correlating these interests to realities in life.
2.1.3 Types of Counseling
Counseling is divided into two major types; individual counseling and group counseling
15
2.1.3.1 Individual Counseling
Individual counselling is the face-to-face interaction between the counselor and the client.
The counselor must be a professionally trained therapist and the client is the counselee. The
goal of individual counselling is to assist the counselee to understand themselves and their
feelings, and direct their thoughts with the aim of making informed decisions. As a result,
clients share their problems and in the process, they feel relieved. Ojo (2005) suggested that
individual counselling brings about change to a client by altering maladaptive behavior or
enabling them to prevent problems through learnt decision making processes.
2.1.3.1 Group Counseling
Group counselling involves counselling sessions between professionally trained therapists
and a group of people in need of the counselling services. The number of people in a
counselling session should be at least seven or ten in order to have a cohesive and controlled
session. The nature of problems faced by the clients is usually similar in nature. The
counselling environment offers freedom to the clients to talk about their problems and
experiences without hindrances of being judged. It is during these sessions that counselees
are able to learn from others that share similar challenges on how to tackle life challenges
and help remove marks of shame and guilt. The counselor also takes an active role in the
group by providing guidance where necessary.
2.1.4 The Counselor and Counseling
In secondary school contexts, the counselor is usually a professionally trained teacher
working in that specific school. The teacher counselor in this case has skills that revolve in
aiding the student, who is the client to walk through dark areas of their personality and the
society. Schools are important institutions that can assist in offering counseling and
16
integrating counseling concepts into the ethics of the school while at the same time offering
their students with both individual and group counselling opportunities. According to Lang
(1993), the effectiveness of counseling in secondary schools is dependent on the
conceptualization the role and importance of counselling by the school authority, and the
approach used by schools. Irrespective of the type and approach used; whether individual or
group, the process should take into consideration sensitivity and discretion.
The main aim of counseling is empowering an individual who is the client. As such, the
teacher who is acting as the counselor required professional training in order to successfully
execute the task. According to Castillo (1978) any person involved in guiding a person to
mature must accept the child. In a similar way, Makewa (2008) suggested that counselors
must be willing to understand the world of the youth and help the young people understand
the nature of their environment and how to handle challenges facing them. This means that
counselors are expected to think beyond the challenges facing their clients and equip
themselves with adequate knowledge that revolves their clients.
Studies by Ndirangu (2000) suggested that counseling within the teaching profession is
grounded on clinical psychology that dictates the foundation of behavior. As such, the
teacher counselor must be equipped with adequate knowledge of the culture and values of
their clients and the institutions of occupation. This is an important concept as cultural
misinterpretations have the potential of damaging the client. These sentiments are shared by
the Map-Robinson Report (1987) that combined guidance and counselling within the African
context with personality problems that counselors must be cognizant more so with the
cultural changes and conditions.
17
2.1.5 The Role of Head Teachers in Discipline Management in Schools
The school principal is the key player in initiating and determining the success of guidance
and counselling services in a school (Nyaegah, 2011). Consequently, it is important that
school principals possess a positive attitude towards the effective implementation of the
programs. Guidance and counselling in education institutions act as vehicles for ensuring
good discipline of the students. Thus, it is the role of the school principal to ensure that
guidance and counseling activities are well planned, organized, coordinated and controlled to
achieve the utmost advantages. The principal is also responsible for the provision of support
facilities both financially and materially and personnel. Scholars and policy makers in the
education sector have reached an agreement that the ability of schools to cope with a number
of challenges require the input of more than one person. According to Lashway (2003), a
leader is absolute and the responsibility of transforming schools is too complex for one
person to accomplish.
2.1.6 Guidance and Counseling Programs and Discipline in Secondary Schools
Scholars suggest that human needs dictate new interventions. Traditionally, counseling was
pegged on the provision of career development services. However, current social and
economic issues characterized by increased rates of unemployment, instability in families,
drug abuse, and truancy have dictated the introduction of professional guidance and
counselling services in secondary schools. The move is significant in applying the holistic
development of children and ensuring that their behaviors are in line with societal morals and
values. Ayieko (1988) suggested that guidance and counseling was significant in shaping the
18
behavior of students in schools. As such, counselling can be applied in addressing school
indiscipline cases as well as dealing with undisciplined students.
It is possible to offer guidance and counselling holistically in secondary schools. Vocational
guidance is used to offer information regarding factors affecting the job market and job
opportunities. Mutie and Ndambuki (1999) suggested that vocational guidance looks at
matching talent with occupations in the job market and thus filling existing vocational gaps
in the economy. Vocational guidance is essential in guiding learners about subject selection
and the career choices that this subject selection offers them. In addition, vocational training
equips learners with adequate information regarding the academic qualifications required to
fit into specific careers.
The level of discipline among students in secondary schools has significantly declines as
cases of indiscipline, lack of courtesy, social etiquette and decency have been documented.
Most of the values portrayed by a majority of students are characterized by extreme
disrespect to the authorities, drug abuse and addiction and careless behaviors. Learners in
new schools or high institutions of learning cope with the challenges presented by the new
environment through guidance and counselling. As such, learners are assisted to understand
and comprehend their backgrounds which make them aware of their personalities and
changes occurring in the society.
19
2.1.7 Challenges Facing the School Management in Implementing Guidance and
Counseling
Studies suggest that there is inadequate guidance and counselling manpower in contemporary
institutions. The education monograph (1986) cited inadequacy of funds and lack of physical
training facilities as among the challenges that hindered the innovative contributions of
counselors in provision of counseling services. The lack of parental sensitization to their
children on the importance of counselling due to the mentality that counseling in invasion of
privacy has lessened the number of children seeking counseling services. The teachers
offering counseling services are also not well equipped to meet the needs of learners. They
also lack relevant reference material to offer guidance and counseling services.
The Kamunge Report suggested that teacher counselors were overburdened with their
teaching workload as well as counseling duties which hindered their ability to offer quality
services. In addition, the training for teacher counselors was not consistent. Schools also
lacked enough funds to support counseling practices. Studies carried out by Okola (2005)
regarding the factors that hindered the effective provision of guidance and counselling
services in Kenyan schools established the inadequacy if reference resources of guidance and
counselling, untrained personnel to carry out the functions, lack of funds, and lack of
ownership of the program by a number of head teachers.
2.2 Empirical Literature
Moindi and Mayora (2013) conducted a study that focused on the investigation of the
relationship between teachers’ and students’ perception of effects of guidance and counseling
services on academic performance in Eldoret Municipality. It was hypothesized that
20
perception of guidance and counseling services offered in secondary school will not
significantly influence the teachers’ perception on effects of guidance and counseling
services on students’ academic performance, and teacher qualification and gender will not
significantly influence the teachers’ perception on effect of guidance and counseling services
on students’ academic performance.
The study was limited to only Form 3 students from 12 schools in Eldoret Municipality,
Uasin Gishu District, and Rift valley Province, Kenya. A total of 310 teachers and students
who included 250 students of which 132 were boys and 118 girls, were selected through
systematic sampling technique while 60 teachers that included 42 females and 18 males were
selected through stratified random sampling technique. The ex-post facto and correlation
research designs were used in this study. Data was collected through the use of teachers’ and
students’ perception of guidance and counseling services questionnaires. The reliability index
of the instruments was calculated using Pearson’s product moment correlation (r) from the
test-retest scores. The results obtained from the teachers’ questionnaire was a reliability
coefficient of r= .76 while that of the students was r= .68. The data collected was analyzed
using frequencies, mean scores, standard deviations, Pearson’s product moment correlation,
t-test and Analysis of Variance (ANOVA). For all statistical tests, the alpha (signified) level
was set at .05.
The result of the analysis indicated that there was a statistically significant correlation among
the students’ perception on guidance and counseling services’ effect on academic
performance, r=0.513, p<0.05, teachers’ gender on teachers’ perception on guidance and
counseling services’ effect on academic performance, t(58) = 2.035, p < .05, students’ gender
21
on students’ perception on guidance and counseling services’ effect on academic
performance, t(248) = 4.175, p < .05 and type of school and the students’ perception on
guidance and counseling services’ effect on academic performance, F(2,248) = 3.201, p <
.05. There was no statistically significant correlation among the teachers’ qualification and
teachers’ perception on guidance and counseling services’ effect on academic performance,
t(58) = 1.153, p > .05.
In view of these findings, the study recommended that students’ perception of effects of
guidance and counseling services in secondary schools be changed through programmes that
appeal to the students, thus the government should employ teacher counselors in schools,
have comprehensive guidance and counseling workshops, conferences and in-service
programmes for especially male teachers, that gender equity structures by educational
stakeholders and the government should enhance the organizational categories of schools to
improve students’ perception of effects of guidance and counseling. The study also
established that male students don’t appreciate the need for guidance and counseling services
in their schools and due to this, the study recommended that guidance and counseling
services be intensified in boys’ secondary schools.
Mikuro (2000) in his research on student’s perception of school rules and regulations had
concern that students continue to exhibit high levels of indiscipline despite the existence of
rules and regulations. The implications of this is that rules and regulations should be avoided
as much as possible as they make the offending students live with fear in school, feel rejected
and misunderstood, situation which necessitates the services of guidance and counseling.
Students express dissatisfaction because they are in non-conducive environment (Nasibi,
2003). In some cases, such students are punished before they are referred to the guidance and
22
counseling teachers. According to Mikuro (2000), this affects the perception of students
towards rules and regulations.
Ndirangu (2007) studied the influence of guidance and counselling on the academic
performance of students in selected public secondary schools in Kenya. Using an ex post
facto study design, findings from the study suggested that guidance and counselling services
differed significantly among the schools. Inadequate training among teacher counselors was
documented despite the fact that there was adequate support by stakeholders on the
programs. Low academic performance among the students was documented. The findings
suggested that guidance and counseling practices had the potential of affecting academic
performance positively and the vice versa. The study recommended that teacher counselors
implement all services required for the effective execution of guidance and counseling
services, teacher counselor training needed to be improved, teacher counselors were expected
to enhance the counseling practices among students positively, and guidance and counselling
services were supposed to be improved with the aim of improving the academic performance
of secondary schools in the study region.
Oyieyo (2012), investigated the influence of guidance and counselling services on the
discipline of secondary school students in public schools in Kenya. Using a descriptive
design study, findings from the study suggested that guidance and counseling services were
offered in most schools. A positive attitude was recorded among the principals with more
than eighty percent suggesting it importance but cited lack of necessary materials to support
the programs in their respective schools. The findings also suggested that the formation of
character among the studies resulted from formal and informal guidance and counseling
23
programs. The study concluded that guidance and counseling had a positive influence on the
discipline of students.
Collins (2002) studied the nature of guidance and counseling in schools in Kenya. Findings
from the study suggested that guidance and counselling assisted students to be disciplined
and deal with challenges and realities that faced their social and physical environment. The
author recommended that secondary schools ought to put into place guidance and counselling
services in areas that offered privacy as a priority in order to increase the number of students
seeking the services. The author emphasized on the importance of training among the teacher
counselor and the importance of provision of support materials with the aim of enhancing
guidance and counselling practice in schools.
Lapan, Gysbers and Petroski (2001) examined the influence of comprehensive guidance and
counselling programs on the area of student’s lives. Findings from the study suggested a
positive correlation between program implementation and student perceptions of success and
school safety.
Brigman and Campbell (2003) evaluated the effects of counselor-led interventions in student
achievement and behavior in America. The scholars used math and reading scored from a
comprehensive test to compare and contrast among students from selected racial and
socioeconomic make-ups. The researchers observed the effects of the combinations of
curriculum-based and group based interventions with specific focus on social and self-
management skills on the test scores of students in both the groups. The treatment groups
were introduced to pre-designed curriculum referred to as the academic and social support
and was characterized by students receiving reading materials in the classroom and in group
formats (Brigman & Goodman, 2001). Findings from the study suggested that the student
24
success skills curriculum acted as a counselor-led intervention to bring about significant
student achievement in scores. As such, students in the treatment group recorded higher
scores in both reading and maths as opposed to their counterparts in the control group. The
study concluded that counselor-led interventions affected student achievement positively.
Sink and Stroh (2003) examined the contribution of counseling intervention in elementary
schools on academic achievement in students. The study was experimental and used two
groups to measure its objectives. Participants were randomly selected and divided into a
treatment and comparison group based on the level of implementation of the comprehensive
counselling program. Findings from the study suggested that early aged elementary aged
students that attended the same school that had a comprehensive counseling program for
three or more years consecutively performed better in their academics (McGannon, Carey &
Dimmit, 2005; Sink & Stroh, 2003).
Ubana (2008) examined the attitude of secondary school students towards guidance and
counselling services and how these services affected their academic achievement. Findings
suggested the existence of a negative attitude among students. Student attitudes toeards
guidance and counselling practices were also influenced by gender and geographical location
of the school.
2.3 Critical Review and Research Gap Identification
The theoretical rationale and literature review applied either qualitative or quantitative
methods of data collection and analysis. Based on the viewed studies; Moindi and Mayora
(2013), Mikuro (2000), Ndiragu (2007) and Oyieyo (2012) provided evidence specific
classes either senior three or four leaving a dearth of knowledge about the rest of classes in
25
secondary school students. This study generates its valance from this point so as to include
all other secondary school students to investigate their perception on the influence of
guidance and counseling practices on their discipline. The views literature give evidence of
international experience; Lapan, Gysbers and Petroski (2001), McGannon, Carey and
Dimmit (2005), Brigman and Campbell’s (2003), Sink and Stroh (2003) all presented
findings beyond Rwandan context. After Genocide against Tutsi in 1994, Rwanda
educational system has experienced a challenging situation which is low secondary school
discipline that is linked to the loss of competent and qualified personnel for career guindance
and counseling during the Genocide against Tutsi. The shortage of qualified personnel is a
remarkable issue. This is an indication that all is not well with the quality of teachers that are
recruited and trained to teach and counsel the secondary school. This poor career guidance
and counseling should be linked to the teachers’ skills. To this period, the researcher found
that there is no empirical studies conducted in this area especially in Kamonyi District where
this study will be conducted to investigate the influence of guidance and counseling practices
on students’ discipline in secondary schools. The situation on the local scene is short of well
documented career counseling work as well as resources used towards this objective in
secondary schools. Hence, the need for this study to investigate the guidance and counseling
practices and students’ discipline in Secondary Schools in Kamonyi District-Rwanda.
2.4 Theoretical Framework
Baron (1991) defined the framework model that reflected the interrelationship between the
two variables in the study. The study was pegged on the education management theory as
proposed by Bush (2007). The theory looks at education management as a study field and
practice that deals with how education organization operates. Bush (2007) suggested that
26
education leadership is anchored on the belief that quality leadership is significantly different
to schools and the outcomes of students. As such, schools require trained and committed
teachers and effective principles to offer leadership support and other middle and senior
managers in order to function effectively. The management of education must be exercised in
the schooling process, and student discipline highlights the output. The inputs in this care are
the strategies that are used to guide and counsel students by numerous persons in the school
environment, including the physical facilities and resources available. The interaction of
these factors and many others contribute to the behavior of students which make the
discussion of the current study.
2.4.1 System theory
This theory is based on the concept of a system. According to Olum (2004), if one of the
parts of the system does not function well, the overall goal will not be achieved successfully.
As adapted to this study, Guidance and Counseling practices on students’ discipline in
Secondary schools may be considered as a system which is made up of different parts such as
role played by parents, teacher counselors and head teachers in students’ discipline. This
theoretical model emphasizes how inputs are changed into outputs through the process to
generate outputs which are graduates with good discipline required by the community and
this model point out the well-built links between guidance and counseling practices and
students’ discipline.
The study was underpinned by Bem (1967) self-perception’s theory. According to Bem,
many individuals’ attitudes are simply based on their own behavior and the circumstances on
which the behavior occurs. The self-perception processes are most likely occurring when
people’s own attitudes are vague and ambiguous. The theory was relevant to the study in that
27
those students who have not been extensively exposed to guiding and counseling services
develop negative perception towards the guidance and counseling services and therefore,
their behavior may be consistent with learning activities in school. This may result in
unsatisfactorily academic performance among students.
2.4.2. Joyce Epstein model
This theory is comprised of six major types of parent participation that supports academic
achievement. Epstein (1992), encourages schools to create better extend between the schools,
home, and the community through the completion of activities such as: parental activities,
communication, voluntarily activities, studies at home and making appropriate action at
school. Bennett, (2001) posits increasing the parent representatives' skills and knowledge
base will better equip them to assist their children at home. By providing the opportunity for
parent representatives to work in partnership with one another, it makes room for them to
share insight with one another on school policies, practices, community resources, as well as
approaches.
As put forward by Constantino (2003), creating a school culture that is welcoming and
engages the parent is the key component to parents’ participation, which, research shows has
a positive effect on student academic performance. Constantine suggests also that schools
and Parent should connect and construct a positive partnership by creation schools the center
of the community and not only linking the teachers, administrators and families, but also
including businesses and community members to support the school. The (NCPIE) National
Coalition for Parents Involvement in Education, (2010). describes parents participation as
exchanging information, sharing indecision making, volunteering at the school, and
collaborating with teachers in the educational process improving connections between school
28
and parents representatives are essential to rising and nurturing parents contribution and
participation.
Epstein (1991), Constantino (2003), and Callison (2004) put forward that communication and
teamwork are the key factors for improving interactions between the parents and the school.
Epstein developed a concept known as “the spheres of influence” which places the student at
the middle of partnership encompassing the school, parents’ and community. If the
school/students are the middle of the community, it will allow all stakeholders the chance to
positively power students in the school. When students perceive that family, teachers and the
community members working jointly in a collaborative attempt on their behalf, the students,
as a result, see the value that the Parents, school and community place on education.
29
2.5 Conceptual Framework
Independent Variable Dependent Variable
Guidance and Counseling Practices Students’ Discipline
Intervening Variable
Figure 2.1Conceptual framework
Source: Primary Data
Guidance and counselling is a process involving the active participation of teachers and the
entire community with the aim of enabling students to live positively by making logical
inferences between behavior and consequences. Figure 2.1 illustrates the conceptual
framework guiding the current study with the arrows showing the relationships between the
Assessing present and past
challenges
Encouraging and building
hope
Offering suggestions and
strategies
Participate and facilitate in
discussions with parents,
teachers and administrators
Meet with students and
teachers to work toward a
resolution
Education Career personnel
Availability of information
Adherence to rules
and regulations
Time management
School policy
School environment
Students’ attitude
30
variables. Guidance and counselling practices is the independent variable that has an effect
on student’s discipline which is the independent variable. The implication of the relationship
is that when student indiscipline issues and causing factors – the input are dealt with
professionally using guidance and counselling – the process, students are expected to exhibit
desirable disciplined behaviors – the outputs.
2.6 Summary
The comprehensive review of literature suggested that guidance and counselling practices
have a significant influence on student’s discipline in public secondary schools. Muithya
(1996) emphasized on the traditional African society enhanced character formation through
formal and informal guidance and counselling programs. Collins (2002) emphasized on the
importance of guidance and counselling in assisting students to be disciplined and dealing
with challenges and realities that face their social and physical environment. Irrespective of
the momentous literature that supports the role of guidance and counselling in enhancing
discipline, the fast paced technological changes and cultures present new challenges. The
reviewed literature also pointed a number of challenges that hinder the guidance and
counselling practice. Most of the studies appeared to point towards lack of adequate trained
personnel and financial support as the major challenges. In summation, the comprehensive
review of literature suggested that guidance and counselling was essential to the current
young generation irrespective of the existing challenges in faced by the profession as well as
the education sector in extension.
31
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction
Chapter three addresses in details the research methodology employed by the researcher. The
research design, population of the study, both target and sample, methods used to collect
primary and secondary data, the procedure used for collection of data; data analysis
techniques are tacked in the chapter. The final section of the chapter presents the ethical
considerations that were considered by the researcher.
3.1 Research design
A descriptive survey design with quantitative approches was used. A descriptive research
design according to Orodho (2003) entails the ability of a researcher to plan and outline their
research activities logically with the aim of generating answers from the research problems.
Borg and Gall (1989) suggested that the descriptive study determines and reports subjects
under investigation as they are. And commonly involves an assessment of attitudes and
opinions of individuals towards organizations and the procedures involved in these
interactions.
3.2 Target Population
The target population is a universal population, or the total population, elements or
individuals in a research from which a section or sample is obtained from a utilized in a
study. Information obtained from the District Education Office suggested that the district had
45 secondary schools, with each school having 1 head teacher, and 1 head of department in
the guidance and counselling department. The target population of the study was 10 head
teachers, 10 teacher-counselors, and 72 senior three students.
32
3.3 Sample Design
3.3.1 Sample Size
According to Gay (1981), the sample size is the number of observation in a sample and the
sample size for any study largely depends on the type of research design adopted. The sample
size was estimated using Slovene’s formula and stated as indicated:
Where n = sample size of the study
N = Target population
E = Margin of error allowed in this study
Substituting N = 92, e = 0.05 into the formula,
The study therefore included 75 respondents sampled as described in Table 3.1 in sampling
techniques.
3.3.2 Sampling Technique
From the 92 individuals in the population, 75 were sampled and included in the study as
shown in Table 3.1
33
Table 3. 1 Population and Sample size distribution
Category Population size Sample size Sampling
technique
Students 72 59 Simple random
Teachers 10 8 Purposive sampling
Head Teachers 10 8 Purposive sampling
Total 92 75
Source: The researcher (2018)
A simple random sampling was used to sample the respondents who were categorized either
as students. As shown in Table 3.1, 59 students, 8 Head teachers and 8 teacher-counselors
were included in the study through simple sampling. A list of students, teacher-counselors
and Head teachers were obtained from the office of the registrar and then shuffled using Ms.
Excel to select the first 59 students, 8 teacher-counselors and 8 Head teachers. This technique
is the most reliable in research since it controls internal and external validity issues by
eliminating them and giving equal chance of selection for the participants (Farrokhi &
Mahmoudi-Hamidabad, 2012).
3.4 Data Collection Methods
Data collection refers to the process involved in the preparation and collection of primary and
secondary information to be used in a study. According to Kombo and Tromp (2006) data
collection involves the gathering information aimed at providing facts pertaining a particular
study. In this study data were collected from two major types, primary and secondary
sources.
34
3.4.1 Data Collection Instruments
Research questionnaires were used as the main data collection tools in the study. The
questionnaires were structured into two main sections – Section A and B. Section A recorded
information that was relevant to the demographic characteristics of the respondents, and
section B was organized to answer questions as guided by the research objectives. The guide
was divided into two sections; Section A that focused on student behaviors, and Section B
focused on the availability of reference materials on guidance and counseling.
3.4.4.1Questionnaires
A questionnaire refers to use of written items in the form of statement or questions to which
the respondent may be required to do one or more of the following; tick, select or note down
their answer. Kothari (2004), contend that this method of data collection is quite popular
particular in case of large enquiries. Questionnaires consist of a number of printed or typed
questions in a definite order or form. In this study, both open ended and closed ended
questions were administered to respondents to collect both quantitative and qualitative data
for the study. The use of open ended questions gave the respondents freedom to express their
views about career guidance and students’ career choices in secondary schools.
3.4.2 Administration of Research Instruments
In order to minimize the limitation of questionnaires the researcher has administered them in
person to all respondents of form four and six students, class teachers and school
administration; so that clarification can be provided in case of ambiguous and not well
understood questions. This enabled the researcher to collect all the distributed questionnaires
and there was no room for some of them to be lost.
35
3.4.3 Reliability and Validity
3.4.3.1 Validity of Instruments
Validity is the accuracy and creation of meaningful inferences based on the results obtained
by the study (Mugenda & Mugenda, 1999). It is the degree to which results obtained from the
comprehensive analysis of data collected represent the phenomena under study. Borg and
Gall (1989) defined validity as the degree to which a measure purports to measure the
intended tests. Validity was enhanced through conducting a pilot study. Findings from the
study were analyzed and any anomalies addressed.
3.4.3.1 Reliability of the Instruments
Mulusa (1990) defined validity as the determination of accuracy of the findings with the aim
of guaranteeing the truthfulness of the data collected. A test-retest method was used to
enhance the reliability of the instrument. This involved administering the research
instruments twice to the research participants, with a short break taken in between the
administration of the tools for the first time and the second time. The reliability was
determined by the correlation between the scores of the first administration and the second
administration, which were similar.
3.5 Data Collection Procedure
The researcher obtained a research authorization letter from Mounr Kenya University
Rwanda and the District Education Officer (DEO) of Kamonyi District. The researcher then
identified schools to be visited for the research, made appointments and presented the data
collection authorization letters as proof that the research was for academic purposes. After
being granted permission to conduct the study, the researcher administered the data
36
collection tools. Questionnaires were self-administered and it was agreed with the
respondents the pick and drop points.
3.6 Data Analysis Techniques
Questionnaires gathered from the field were checked for completeness and organized. Data
was then entered into the Statistical Packages for Social Sciences (SPSS) (Version 22)
software for analysis. Data was then analyzed and presented in form of percentages and
frequencies using tables and charts.
3.7 Ethical Considerations
Barlett and Burton (2000) argue that there are always ethical consideration that must be
addressed before embarking up on a research and also issues that have to be taken into
account while the research is in progress. Mount Kenya University has provided an
authorization letter which allowed the researcher to proceed with data collection. The
researcher would attach the authorization letter to the researcher’s application letter to the
Managing Director of the Hospital to secure entry permission into the hospital before data
collection process. While in the field the researcher has maintained confidentiality on data
that were provided by respondents. Respondents have been informed that the information
they have provided will be kept confidential and would be protected carefully. Privacy and
anonymity of respondents will be highly respected in such a way that no respondents would
be required to disclose their names and schools. They would also have the freedom to
withdraw their participation in the study at any time.
37
CHAPTER FOUR: PRESENTATION OF FINDINGS
4.0 Introduction
This chapter presents and discusses the findings of the study and presents the demographic
statistics then the objectives of the study.
4.1 Demographic Characteristics
Demographic characteristics in this study include gender of the respondents, age and their
education level.
4.1.1 Gender of the respondents
Table 4.1 presents the gender of the respondents and categorizes it by the type of the
respondent.
Table 4. 1 Gender respondents
Type* Gender Cross Tabulation
Gender Total
Male Female
Type Head
Teacher
Count 8 2 10
% within Type 80.0% 20.0% 100.0%
% within Gender 19.0% 4.1% 11.0%
% of Total 8.8% 2.2% 11.0%
Teacher Count 10 10 20
% within Type 50.0% 50.0% 100.0%
% within Gender 23.8% 20.4% 22.0%
% of Total 11.0% 11.0% 22.0%
Student Count 24 37 61
% within Type 39.3% 60.7% 100.0%
% within Gender 57.1% 75.5% 67.0%
% of Total 26.4% 40.7% 67.0%
Total Count 42 49 91
% within Type 46.2% 53.8% 100.0%
% within Gender 100.0% 100.0% 100.0%
% of Total 46.2% 53.8% 100.0%
Source: Primary data, 2018
38
According to Table 4.1, eight (8.8%) male head teachers and two (2.2%) female, 10 (11.0%)
male teachers and an equal number of females, while among the student respondents’ male
were 24 (26.4%) while the female was 37 (40.7%).
Shown by Figure 4.1 the illustrated total of gender can be viewed.
46%
54%
Gender
Male
Female
Source: Primary data, 2018
Figure4. 1 Gender distribution
According to Figure 4.1 the female respondents were 54% as compared to 46% of male. The
proportion of the doughnut is almost equal showing an equal distribution of the respondents
by the gender. This is important for the study since random sampling was used to eliminate
any internal validity. Moreover Pala, Eker and Melek (2008) observed that demographic
characteristics such as gender have a significant effect on the outcome of a research finding
since the dominant gender tends to have its characteristics overshadow the findings. In this
study was not so since an equal distribution was found.
39
4.1.2 Age of respondents
Table 4.2 presents the summary of the age of the respondents categorized by their gender.
Table 4. 2 Age categories of respondents
Source: Primary data, 2018
According to Table 4.2, 2 (2.2%) of males were aged 13-15 years while 7(7.8%) were
female, 14(15.6%) and 31(34.4%) were male and female respectively of age 16-18 years,
6(6.7%) and 13(27.1%) were male and female of age 19-21 respectively, four (4.4%) male
and two (2.2%) female were of age 20-30 years, 11(12.2%) and five (5.5%) male and female
respectively were of age 31-40 years, four (4.4% ) and five(5.6%) male and female
Gender Total
Male Female
Age 13-15 years Count 2 5 7
% within Gender 4.8% 10.4% 7.8%
% of Total 2.2% 5.6% 7.8%
16-18 years Count 14 17 31
% within Gender 33.3% 35.4% 34.4%
% of Total 15.6% 18.9% 34.4%
19-21 years Count 6 13 19
% within Gender 14.3% 27.1% 21.1%
% of Total 6.7% 14.4% 21.1%
20-30 years Count 4 2 6
% within Gender 9.5% 4.2% 6.7%
% of Total 4.4% 2.2% 6.7%
31-40 years Count 11 5 16
% within Gender 26.2% 10.4% 17.8%
% of Total 12.2% 5.6% 17.8%
41-49 years Count 4 5 9
% within Gender 9.5% 10.4% 10.0%
% of Total 4.4% 5.6% 10.0%
above 50
years
Count 1 1 2
% within Gender 2.4% 2.1% 2.2%
% of Total 1.1% 1.1% 2.2%
Total Count 42 48 90
% within Gender 100.0
%
100.0% 100.0%
% of Total 46.7% 53.3% 100.0%
40
respectively were of age 41-49 years and single male and female both were of age 50 and
above.
Source: Primary data, 2018
Figure4. 2 Pictorially illustrates the percentage of respondents across the age categories
According to Figure 4.2 dominant age group was 16-18 (34.4%) in the student respondents
while in the adult respondents it was 31-40 years (17.8%). This implies that majority of the
students were adolescents whose need for guidance is paramount and the teachers were of a
youthful age and could easily relate with the pressure of their young students. However,
where the youthful teachers were did not have experience, the older teacher with more life
experiences were present to help.
41
4.1.3 Education level of respondents
Table 4.3 summarizes the education level of each category of respondents arranged by their
respective gender.
Table 4. 3 Education level of teacher respondents
Gender Total
Male Female
Education Postgraduate Count 1 0 1
% within Gender 2.4% 0.0% 1.1%
% of Total 1.1% 0.0% 1.1%
Degree Count 17 12 29
% within Gender 40.5% 24.5% 31.9%
% of Total 18.7% 13.2% 31.9%
Source: Primary data, 2018
According to Table 4.3 one male respondent had acquired below postgraduate degree,
17(18.7%) of them had a bachelor while 12(13.2%) of the female counterparts had an equal
level. The finding shows that the respondents were highly educated and equipped with
relevant trainings required to provide guidance services to their student population.
4.2 Career guidance practices in the school
The findings were presented according to the three objectives of this study. The respondents
were asked a number of questions and their responses rated on a 5-likert scale with 1 =
strongly disagree, 2 = disagree, 3 = not sure, 4 = agree and 5 = strongly agree. The mode was
to find the central tendency on each response and N = frequency of response.
42
4.2.1 Career guidance practices
A total of seven questions were asked to establish career guidance practices in the sampled
schools and their findings presented in Table 4.4
Table 4. 4 Career guidance practices
This school : 1 2 3 4 5 Total
N % N % N % N % N % N Mode
Has areer guidance
programmes
48 52.7 13 14.3 0 0.0 30 33.0 0 0.0 91 1
Offers career
guidance
0 0.0 59 64.8 0 0.0 31 34.1 1 1.1 91 2
Has a school
counselor
0 0.0 91 100.0 0 0.0 0 0.0 0 0.0 91 2
Gives enough time
for career guidance
sessions
32 35.2 32 35.2 8 8.8 19 20.9 0 0.0 91 1
Has counselor on
career
50 54.9 38 41.8 0 0.0 0 0.0 3 3.3 91 1
Has literature on
career information
0 0.0 13 14.3 0 0.0 6 6.6 72 79.1 91 5
Has careers day and
speakers from
within and outside
school attend in this
school
0 0.0 85 93.4 0 0.0 6 6.6 0 0.0 91 2
Source: Primary data, 2018
48 (52%) of the respondents, strongly disagree that the school had a career guidance program
while 13 (14.3%) disagreed. The mode of response was 1 implying that the majority strongly
disagreed. Asked whether the school offered any sort of career guidance, 59 (64.8%)
disagreed while 31 (34.1%) agreed and a mode of response was 2 implying that the majority
disagreed. All respondents, 91 (100%) disagreed that the school had a school counselor while
32 (35.2%) strongly disagreed and an equal number disagreed that the school provided
43
enough time for career guidance sessions. The mode was 1 implying that the majority
strongly disagreed. Asked if the school had a counselor specifically assigned for career, 50
(54.9%) and 38 (41.4%) strongly disagreed and disagreed respectively. The mode was 1
implying that the school had a career day where speakers were invited from outside the
school to attend and speak to students. However, the school had literature mostly textbooks
according to 72 (79.1%) with mode of 5 who strongly agreed.
The findings shows that the schools have literature on career guidance but did not have any
formal practices known to the respondents on career guidance. To a small extend it was
known that a career guidance program existed and the school was to offer one however the
practice on ground didn’t show any evidence of formal practices.
4.2.2 Profession career masters
Schools must have a career guidance professional if it practices true professional counseling
and to ascertain this, three questions were asked to the respondents and their findings
presented in Table 4.5.
Table 4. 5 Presence of career guidance professional
Disagree Agree Strongly
Agree
Total
N % N % N % N Mode
The school counselor
facilitates career group
discussions.
31 34.1% 59 64.8% 1 1.1% 91 4
The school counselor work
with teachers in career
issues
91 100.0% 0 0.0% 0 0.0% 91 2
The school counselor works
with parents in career issues
in This school.
91 100.0% 0 0.0% 0 0.0% 91 2
Source: Primary data, 2018
44
According to Table 4.5, 59(64.8%) agreed that there was a counselor who facilitated career
group discussions. The mode was 4 implying majority agreed though 31(34.1%) disagreed.
All (100%) disagreed that the counselor worked collaboratively with teachers or parents on
career related issues.
From the findings therefore, there was career personnel who tried to work with students in
groups but never engaged teachers or parents in the guidance of the students. According to
Sewusi (2017) most secondary schools in Rwanda do not have professional career personnel
and usually the work of career guidance is informally provided. It is either assigned to a
teacher, or the students get it from other sources such as relatives, religious leaders, or on
their own accord.
4.2.3 Career guidance information
The respondents were asked whether the school had career guidance information. The
findings are presented in Table 4.6
45
Table 4. 6 Presence of career guidance information
In this school there are/is Strongly
Disagree
Disagree Agree Strongly
Agree
Total
N % N % N % N % N Mode
Resources used in career
guidance
0 0.0% 51 56.0% 40 44.0% 0 0.0% 91 2
High usage of the
literature
7 7.7% 77 84.6% 7 7.7% 0 0.0% 91 2
Guidance Counselors’
Handbook
0 0.0% 75 82.4% 16 17.6% 0 0.0% 91 2
Careers guidance
Booklet
11 12.1% 64 70.3% 16 17.6% 0 0.0% 91 2
Internet/Computer data
for career guidance
3 3.3% 86 94.5% 0 0.0% 2 2.2% 91 2
Electronic occupation
Resources used during
career guidance sessions
91
100.0
%
0
0.0%
0
0.0%
0
0.0%
91
1
Source: Primary data, 2018
According to Table 4.6, 51 (56%) disagreed though 40 (44%) agreed that the school had
resources for use in career guidance. The mode of 2 implied that the majority disagreed and
whether the literature available were highly used, 77 (84.6%) disagreed and confirmed with
mode of 2. According to 75(82.4%) the school had no handbooks on career guidance, and to
all (100%) electronic occupational resources for use in career resources a never available in
these schools.
46
The findings show that the schools were deficient of career guidance information with totally
no electronic resources and internet or computer databases on career guidance. The available
literature was not adequately used; handbooks were an expense investment to most schools.
4.3 Student’s discipline in the school
Assessing the students’ discipline was the second objective of this study. This was done by
examining their level of obedience to the school rules and regulations and time management.
4.3.1 Adherence to school rules and regulations
To evaluate the adherence to school rules and regulations, the respondents were asked three
questions whose responses are presented in Table 4.7.
Table 4. 7 Adherence to school rules and regulations
1 2 4 5 Total
N % N % N % N % N Mode
Students respect rules
and regulation
4 4.4 9 9.9 77 84.6 1 1.1 91 4
Students request to
know the codes
38 41.8 24 26.4 28 30.8 1 1.1 91 1
When in wrong they
accept punishment as
in the code
59 64.8 32 35.2 91 2
Teachers respect the
code
22 24.2 69 75.8 91 4
Source: Primary data, 2018
According to Table 4.7, 77(84.6%) agreed that students in the school respected rules and
regulations according to 38(41.8%) and 24(26.4%) who strongly disagreed and disagreed
respectively. The students did not accept punishment as stipulated in the code according to
47
59(64.8%) though 32(35.2%) disagreed with this observation. The teachers on the other hand
respected the code according to 69(75.8%) though 22(24.2%) disagreed with the observation.
The findings show that students naturally respected the rules and regulations even though
their never bothered to know the details in the codes. They did not allow punishments even
when it was administered within the codes and teachers did understand the codes.
4.3.2 Time management
Time management was assessed by asking four questions to the respondents whose responses
were presented as in Table 4.8
Table 4. 8 Time management
1 2 4 5 Total
N % N % N
%
N % N Mode
Lessons start and
end in time
12 13.2 79 86.8 91 4
Students arrive at
school in time
18 19.8 73 80.2 91 4
Assignments are
submitted in time
37 40.7 54 59.3 91 4
The school is
conscious of time in
all activities
9 9.9% 47 51.6 18 19.8 17 18.7 91 2
Source: Primary data, 2018
According to Table 4.8 79(86.8%) agreed that lessons started and ended in time, according to
73(80.2%) students arrive in time at schools, 54(59.3%) that students submitted their
assignments in time though 37(40.7%) disagreed and 47(51.6%) disagreed that the school
was generally conscious about time in all activities. All modes were 4 expect for the last item
implying that there was evidence of time management though not in all activities done within
the school.
48
4.4 Relationship between career guidance and students discipline
A regression was conducted on the variables to ascertain their correlations and the output in
Table 4.9 and 4.10 summarize the analysis.
4.5 Regression
Table 4. 9 Regression coefficient R
Source: Primary data, 208
According to Table 4.9 the coefficient of multiple regressions R was 0.177 and its percentage
square was 3.1%. This implies that there was a positive but very week relationship between
career guidance practices at the secondary and students’ discipline. Career guidance
attributed to just 3.1% of the overall student discipline in the sample schools.
Table 4.10 shows the coefficient of regression for each element of the independent variables.
Model R R Square Adjusted R
Square
Std. Error of
the estimate
1 .177a .031 -.002 3.54484
a. Predictors: (Constant), Professional career, Guidance materials,
Counseling programs
49
Table 4. 10 Coefficients a
Model Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
B Std. Error Beta
1 (Constant) 25.692 4.472 5.745 .000
Counseling programs .192 .158 .130 1.214 .228
Guidance materials -.254 .198 -.137 -1.285 .202
Professional personnel -.116 .390 -.032 -.297 .767
a. Dependent Variable: discipline
Source: Primary data,. 2018
According to Table 4.10, the intercept was positive B = 25.69 and was significant (Sig. =
0.000) however none of the components of career guidance were found to be significant thus
counseling programs (B = 0.192, Sig. = 0.228), Guidance materials (B= -0.254, Sig. =
0.202), and Professional personnel (B = -0.116, Sig. = 0.767). Other than counseling
programs which was positive the rest were negative.
Career guidance is an essential element in secondary schools according to Soumeli (2012)
however most schools do not invest in it. The programs positively affected discipline of
students in this finding however the lack of emphasis on guidance materials or personnel
makes the contribution of career guidance endeavors less productive. The findings of this
study are in line with those of Soumeli (2012) and Sewusi (2017) who found career guidance
positively influencing student performance especially in terms of discipline and
determination.
50
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.0 Introduction
This chapter presents the summary of the findings, conclusions merging from the findings
and recommendations to possible stakeholders.
5.1 Summary
5.1.1 Career guidance practices in schools
A total of 52.7% of the respondents strongly disagreed that the school had a career guidance
program while 14.3% disagreed, the school didn’t offer any sort of career guidance according
to 64.8% disagreed, 100% disagreed that the school had a school counselor, 35.2% strongly
disagreed and an equal number disagreed that the school provided enough time for career
guidance sessions. There was no counselor specifically assigned for career 54.9% and
according to 93.4% the school had no career day where speakers were invited from outside
the school to attend and speak to students though there was literature 79.1% on career
guidance in the schools.
According to 64.8% of respondents there was a counselor who facilitated career group
discussions and to all respondents (100%) the counselor didn’t work collaboratively with
teachers or parents on career related issues. To 56% the school had resources for uses for use
in career guidance however there was little use of literature according to 84.6%, there were
neither handbooks nor booklets according to 82.4% and 70.3% respectively the school had
no internet resources on guidance according to 94.5% and to all (100%) electronic
occupational resources for use in career was a never available in these schools.
51
5.1.2 Student’s discipline
According to 84.6% the students in the school respected rules and regulations though they
never requested to know the codes in the rules and regulations according to 41.8% and did
not accept punishment as stipulated in the codes according to 64.8%. The teachers on the
other hand respected the code according to 75.8%.
As far as time management was concerned, 86.8% agreed that lessons started and ended in
time, according to 80.2% students arrive in time at schools, to 59.3% students submitted their
assignments in time though and to 40.7% the school was no generally conscious about time
in all activities.
5.1.3 Relationship between career guidance and students discipline
The coefficient of multiple regression R was 0.177 and its percentage square was 3.1%. This
implies that there was a positive but very weak relationship between career guidance
practices at the secondary school and students’ discipline. Career guidance attributed to just
3.1% of the overall student discipline in the sampled schools.
5.2 Conclusion
The finding shows that the schools have literature on career guidance but did not have any
formal practices known to the respondents on career guidance. To a small extend it was
known that a career guidance program existed and the school was to offer one however the
practice on ground didn’t show any evidence of formal practices. There were career
personnel who tried to work with students in groups but never engaged teachers or parents in
the guidance of the students. The schools were deficient of career guidance information with
totally no electronic resources and internet or computer databases on career guidance. The
available literature was not adequately used; handbooks were an expense investment to most
52
schools. Students naturally respected the rules and regulations even though they bothered to
know the details in the codes. They did not allow punishments even when it was
administered within the codes and teachers did understand the codes.
The career guidance practices positively affected students’ discipline though in a very weak
and less significant way.
5.3 Recommendations
From the finding it is recommended that more emphasis be accorded to career guidance in
secondary schools. Including career guidance in entrepreneurship as the common Rwanda
practices diminishes the value of this important service to student. There is need therefore to
recruit an education career guidance personnel and given the mandate for career guidance.
This initiative needs to start right from the policy levels with the blessing of the Ministry of
Education, NCDC and Rwanda Education Board.
5.4 Suggested further studies
The study suggests the following studies:
(a) The impact of guidance and counseling on the performance of girls in secondary
schools in Rwanda
(b) The role of career guidance on career choices in Rwanda
(c) The effect of ICT in career guidance provision in Rwanda schools.
53
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(Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1-14).
Bethesda, MD: National Association of School Psychologists.
60
APPENDICES
61
APPENDIX A: RESEARCH INSTRUMENT – QUESTIONNARES
Date_________________
Dear respondent,
My name is Murava Fidele and I am a student in Masters of Education (Educational
Planning, Management and Administration) at Mount Kenya University Rwanda, currently
undertaking a research titled: Guidance and Counseling Practices and Students’ Discipline in
Secondary Schools in Kamonyi District-Rwanda.
Due to your position as a client/administrator, I have chosen you to participate in this study. I
assure you that the information you shall give will be treated confidentially, and it shall not
be used for any other purpose other than the academic use for which it is intended. Please
give honest information as required.
Thank you very much for your co-operation.
MURAVA FIDELE
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APPENDIX B: QUESTIONNAIRE FOR HEADTEACHERS
Kindly fill this questionnaire honestly and your information will be treated with confidence.
Please tick where appropriate
No Item Responses
What is your gender? Male Female
In what category is your gender? G.S E.S Private
Which of the following settings best describes
the location of your school?
Rural Urban
What is your age category? (a) 20-29 years [ ] (b) 30-39 years [ ]
(c) 40-49 years [ ] (d) 50 years and above [ ]
How many years have you been a principal? (a) 1-5 years [ ] (b) 6-10 years [ ]
(c ) 11-15 years [ ] (d) 16-20 years [ ] (e) Above 20 years [ ]
What is your highest level of education?
PhD [ ] Masters [ ] Bachelors [ ] Diploma [ ] Other [ ]
Please tick (√) the appropriate response to show your level of agreement about the statement.
(SD= Strongly Disagree, D = Disagree, UN = Undecided, A = Agree, SA= Strongly Agree)
SD D UN A SA
a) Guidance and Counseling services has enabled student to be
well disciplined with improved academic performance
b) Through guidance and counseling services there are less
personal problems among the students in the school
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c) Guidance and Counseling is not only better provided by
competent teacher counselors but even by other teachers.
d) The absence of adequate guidance and counseling facilities
does not often lead to poor provision of guidance and
counseling services to students.
e) Through guidance and counseling comprehensive advice on
career /courses is given to students.
f) The school administration is the main contributor to good or
bad discipline to students.
What are the main issues hindering guidance and counseling due to lack of resources in your
school?
……………………………………………………………………………….
……………………………………………………………………………….
What are the main administrative roles of a principal in delivering guidance and counseling
services in your school?
………………………………………………………………………………
……………………………………………………………………………....
Do you apply the methods indicated below to provide guidance and counseling services to
students in your school?
Statement SD D UN A SA
Allowing peer counseling among students
Providing literature material on G&C
Inviting guest speakers to guide and counsel students
Seminars for teacher counselors
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APPENDIX C: TEACHER-COUNSELOR QUESTIONNAIRE
Kindly fill this questionnaire honestly and your information will be treated with confidence.
Please tick where appropriate
SECTION A
1. a) What is your gender? Male [ ] Female [ ]
b) Age 20 -30 years [ ] 31 – 40 years [ ] Above 40 years [ ]
2. How many years have you been a teacher?
a)1 – 5 years [ ] b)6 – 10 years [ ] c)11 – 15 years [ ] d)16-20 years [ ]
e) Above 20 years [ ]
SECTION B
3. Are guidance and counseling services offered in your school? Yes[ ] No[ ]
4. Which of the following services would you say is mainly provided?
a)Career guidance [ ] b)Educational guidance [ ] c)Psychological and social guidance
[ ] d) Specify any other ……………………………………………..
5. How was guidance and counseling been useful in your school?
(i) …………………………………………………………………………...
(ii) …………………………………………………………………………...
6. Please tick below the challenges of guidance and counseling in your school in the
way you rate them.
Use: 1 = Very Serious challenge; 2 = Serious challenge; 3 = Fair Serious challenge; 4
= Minor challenge; 5 = Not a challenge
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7. A list of guidance and counseling materials is given below. Please tick appropriately for
those available or not in use in your school
Available Not available
(i) Student inventory [ ] [ ]
(ii) Handbook for different occupations [ ] [ ]
(iii) Bulletins on different topics [ ] [ ]
(iv) Handbooks for different educational
opportunities
[ ] [ ]
(v) Books on social psychology [ ] [ ]
(vi) Psychology magazines [ ] [ ]
1 2 3 4 5
(a) Lack of corporation from administration
(b) Lack of corporation from fellow staff members
(c) No support of the department by the Principal
(d) Students are unwilling to discuss their problems
(e) Lack of reading and reference material resources
(f) Teacher-counselor inadequately skilled for the job
(g) Heavy teaching load for the teacher-counselor
Specify any other
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(vii) Career booklets [ ] [ ]
(viii) Films/ Videos [ ] [ ]
(ix) Specify any other
……………………………………………………………………………………………
……………………………………………………………………………………………
8. Please briefly state how your practice of guidance and counseling has impacted on the
school stakeholders’ discipline
(a) Parents
(b) Students
(c) Teachers
(d) Administration
(e) Community
9. In your opinion how can guidance and counseling be improved in your school?
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APPENDIX D: QUESTIONNAIRE FOR STUDENTS
The questionnaire below is seeking information on the status of guidance in secondary
schools in Kamonyi District-Rwanda. Please tick/ answer appropriately and be truthful as
much as you can.
SECTION A
1. What is your gender? Male [ ] Female [ ]
2. What is your age? 13-15 years [ ] 16-18 years [ ] 19-21 years [ ]
Over 22 years [ ]
3. What is the number of children in your family? [ ]
4. What is the level of guidance of your parents/guardians?
Primary[ ] Secondary[ ] Tertiary[ ] University[ ] Others specify…………
SECTION B
5. Do you think your school takes guidance and counseling seriously?
Yes [ ] No [ ]
6. What is the area that students benefit most from guidance and counseling in your
school? Please tick appropriately.
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In learning Yes [ ] No [ ] In discipline observance Yes [ ] No [ ]
In problem solving Yes [ ] No [ ] In relationship Yes [ ] No [ ]
7. Who do you prefer to go to for counseling?
Peer counselor [ ] Teacher counselor [ ] My parents [ ] The school Principal [ ]
8. Which of the following according to your view is the best category in supporting
guidance and counseling in your school?
(i) The support from the school administration [ ]
(ii) The teacher counselor’s experience [ ]
(iii)The peer counseling method [ ]
(iv) Availability of reading and reference material [ ]
9. Apart from guidance and counseling, what can be done to promote discipline in your
school?
10. Which of the following challenges to guidance and counseling is the biggest in your
school?
(i) Few guidance and counseling sessions [ ]
(ii) Inexperienced teacher counselors [ ]
(iii)Lack of financial and moral support from the school administration [ ]
(iv) No involvement from peer counselors [ ]
11. Can you say that guidance and counseling is of any benefit to your school?
Yes [ ] No [ ]
69
APPENDIX E: LETTER OF INTRODUCTION
70
APPENDIX F: APPLICATION LETTER TO CONDUCT RESEARCH
71
APPENDIX F: AUTHORIZATION LETTER FROM THE DISTRICT
72
APPENDIX G: TIMEFRAME
No ACTIVITY MONTH YEAR
1. Development of Proposal January-August 2017
2. Proposal Defense September 2017
3. Data Collection October-November 2017
4. Data Analysis January-February 2018
5. Complete final report and presentation March-June 2018
73
APPENDIX H: BUDGET
This is the financial plan for implementation of the research
No Materials Cost in Rwfs
1. Equipment 30, 000
2. Stationery 135, 000
3. Travel 60, 000
4. Photocopying, Printing and Binding 60, 000
TOTAL 285, 000
