Students’ and teachers’ perception of guidance and counseling services in Eastern Uganda: Case study of secondary schools in Pallisa District
Nyan, Felecia C.
MetadataShow full item record
The purpose of this study was to establish students’ and teachers’ perception of counseling services in Pallisa District. The study was guided by three objectives namely; to establish the relationship between the teachers’ and students’ perception of counseling services, resources availability, talent availability and counseling services in secondary schools in Pallisa District. The study was purely quantitative guided by a cross-sectional survey design involving 30 teachers and 255 students selected from 10 schools. The secondary schools in Pallisa District were selected using simple random technique. Data was collected using a self-administered questionnaire for both teachers and students. It was analyzed using SPSS computer package. At single variable level, descriptive statistics (frequencies, percentages and graphs) were used while at the two variable level, Pearson’s correlation coefficient index and regression analysis techniques were employed. The study revealed a moderate positive relationship between teacher-students’ perception, resource availability, talent availability and counseling services in secondary schools. From the study findings it was concluded that teacher-students’ perception, resource availability and talent availability were positively related with counseling services in secondary schools. From the study conclusions, it was recommended that if counseling services are to be improved in secondary schools in Pallisa District, the Ministry of Education and Sports, parents, the community and Non-Governmental Organizations should facilitate by creating awareness to both teachers and students about the importance of guidance and counseling. The government should provide more resources both financial and non-financial to schools and should ensure that teachers are delegated with counseling responsibilities, allowed to make decisions about students’ talents and should be fully empowered to enable them perform effectively.