Abstract
The purpose of the study was to identify the challenges faced by teachers in the implementation of guidance and counselling in the high schools of Eswatini, Manzini region. The objectives of the study were to identify the challenges encountered by guidance and counselling teachers in the implementation of guidance and counselling in Eswatini high schools; analyze the impact of these challenges on the delivery and effectiveness of guidance and counseling services; explore the attitudes of the teachers, principal and students towards the implementation of guidance and counseling. The study employed the phenomenological design that targeted guidance and counselling teachers in the Manzini region. A sample of eighteen participants (n=18) from nine high schools in the Manzini region were purposively selected. This study employed an in-depth interview guide as a data collection instrument, which consisted of open-ended questions. Thematic analysis was used to analyze the data and was presented in narration format. The study findings uncovered challenges of teachers such as time constraints, lack of support from administration, lack of funding and lack of parental involvement are major challenges faced by guidance and counselling teachers in the implementation of the program and assigning more time to the subject. Organizing regular workshops and campaigns to equip teacher and parents on guidance and counselling would help combat the challenges faced by guidance and counselling teachers. The study therefore recommended that guidance and counselling needs more support from school administrators, teachers and parents through provision more time to the subject and funding guidance and counselling activities. This will allow teachers to cover the curriculum more comprehensively, conduct in-depth counseling activities, and provide more individualized attention to students.
Published Version
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