Abstract
The purpose of this study was to examine the practices and challenges of guidance and counseling services in southwest Ethiopia secondary schools with the intention of understanding the state of secondary school guidance and counseling and forward improvement options to student service. The study employs a descriptive survey design that involves quantitative and qualitative research methods. The study participants were 392 students and 108 teachers who were selected from the secondary schools of southwest Ethiopia by systematic random sampling. Moreover, 8 counselors, 8 principals, and 8 educational bureau officers were selected by a means of availability sampling. The data for the study were collected by the administration of questionnaires and the use of oral interviews. The quantitative data were analyzed using the frequency of student visits to guidance and counseling office and mean perception score on practices of guidance and counseling. The qualitative data were analyzed using the thematic analysis method with a focus on the major challenges of guidance and counseling services in the sampled schools. The result of the study showed that the majority of secondary school students never visit guidance and counseling offices. The mean perception score of students and teachers towards the usefulness of the service was positive though the provision was either very much limited or most of the time unavailable. The services of guidance and counseling are also influenced by several challenges such as the lack of professionally trained counselors and the required facilities. The researchers conclude the implication of guidance and counseling service and the associated challenges to considerably influence secondary school student learning and personal wellbeing.
Highlights
School guidance and counseling service prepare students to assume increasing responsibility for their decisions and grow in their ability to understand and accept the results of their choices
The mean score of students toward guidance and counseling services given on students future career has received a mean score of (M=2.26) with standard division (SD=1.40) and mean score of teachers was (M= 1.98) with standard division (SD=1.40). These results revealed that most of guidance and counseling centers in the study area were not actively working on student’s empowerments and decision making as well as on career developments
The study was guided by two main research questions, namely (1) what are the practices of guidance and counseling services in south west Ethiopia secondary schools? And (2) what are the major challenges of guidance and counseling service in southwest Ethiopia secondary schools?
Summary
School guidance and counseling service prepare students to assume increasing responsibility for their decisions and grow in their ability to understand and accept the results of their choices. The service of guidance and counseling at schools provide a good opportunity for students to cope with the demands of learning and personal development [1]. When guidance and counseling services are not effective and face many challenges, students' adaptation becomes threatened leading to low academic performance, misbehaviour and dropout cases [2]. It is believed that when counselors have time, resources and the structure of a comprehensive program to work in, good things happen i.e. guidance and counseling interventions improve academic achievement, students take more demanding courses, develop and use career plans and learning and teaching institutions will have more positive climates [3]. In the words of Paolini (2019) [4] school counselors can utilize guidance and counseling techniques to enhance academic achievement and emotional wellness of all students, mitigate gun violence, use proactive strategies to combat bullying, as well as intervene on student substance abuse and its consequences on academic performance and student wellbeing
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