Dynamics of managing academic guidance in government-aided secondary schools: a case study of two schools in Makindye-Ssabagabo, Wakiso District

Abstract

This study was triggered by lack of students’ commitment to learning. I carried it to explore the dynamics of managing academic guidance in government-aided secondary schools in view of enhancing students’ commitment to learning – taking the case of two schools in Makindye-Ssabagabo, Wakiso District. The study was guided by three specific objectives and these are examining how academic guidance is managed, stakeholders’ attitudes towards academic guidance, and the kinds of challenges involved in academic guidance. The study was guided by the Social Cognitive Career Theory (SCCT) that was developed by Lent, Brown, and Hackett in 1994. The study adopted a qualitative duo case study design. The participants were purposively selected. Data was collected using documentary review, interview and FGD guides. The findings revealed that, first; schools often carry out general annual academic guidance in form of career guidance and academic guidance class days. Work place visits are rarely done because of limited time which has impacted students’ commitment to learning. Secondly, there are both positive and negative attitudes of stakeholders towards academic guidance. Lastly, the study discovered that the kinds of challenges involved in academic guidance are school-based challenges and government/ MoES-based challenges. The study concluded that, first, academic guidance is managed in schools by carrying out academic class days and giving learners access to career information with a modality of group and individual guidance. This means that academic guidance given to the learners is more of talks and information, and lacks physical exposure to careers in form of job shadowing. Secondly, school heads, teachers and students have both positive and negative attitudes towards academic guidance. This is seen through resource allocation, all teachers taking part in academic guidance, learners attending the sessions in big numbers, student non-cooperative attitudes in giving important information, teachers’ negativity towards learners’ subject combinations, and limited time spared for academic guidance. Thirdly, the kinds of challenges involved in academic guidance are both school-based and government based challenges. The study recommends that, first, schools should allocate more time for academic guidance by including lessons on the school’s time table. Secondly, teachers should act as students’ role models and should take learners completion of education cycles as a priority. Teachers need to improve learners’ self-efficacy through positive feedback and helping learners set achievable goals. Thirdly, the study recommends that the department of guidance and counselling in the MoES supports schools by giving updated career guidance materials and developing a curriculum to be followed for guidance