Abstract
Guidance and counselling constitute the best approach to help children and their families deal with life’s frustrating issues. In the school context, guidance and counselling services assist the school to manage discipline and deal with the influence of social evils on learners and the learning environment. However, for guidance and counselling services to be effective in schools, several factors must be put in place. Among these factors, the key is school management support for guidance and counselling services. In recognition of this fact, the study examined the influence of the schools’ management attitudes towards guidance and counselling on the implementation of guidance and counselling programmes in secondary schools in Baringo Central Sub-County. The study used the descriptive survey research method. It relied on a sample of 36 secondary schools with 36 principals and 72 teacher-counsellors. The research employed a questionnaire to collect the data. The collected data was then analysed using SPSS, version 22. The results of the study revealed that although most schools’ managers had embraced and recognised the role of guidance and counselling in their schools, little time and resources were availed to sustain these important services. This situation had negatively affected the implementation of guidance and counselling in schools. Therefore, it was recommended that guidance should be conceptualised in a broader and more comprehensive and holistic view, incorporating vocational and other aspects of development
Highlights
There are several reasons why schools must facilitate and ensure that they have fully functional guidance and counselling departments (Wanjiru, 2013)
Guidance and counselling services ensure students are in a position to understand themselves in relation to the social and psychological world in which they live (Njoroge, 2014)
Guidance and counselling services assist students to grow through the identification and development of the qualities they need to modify and strengths they need to reinforce (Igoki, 2013)
Summary
There are several reasons why schools must facilitate and ensure that they have fully functional guidance and counselling departments (Wanjiru, 2013). Teachers and schools have the responsibility of ensuring that each student matures steadily along his own personal line (Njoroge, 2014) This means that guidance and counselling teachers should be responsible for planning the learning experiences, activities, attitudes and relationships so that as much as possible, each student’s basic psychological needs are satisfied through the medium of education (Aura, 2003). Many guidance and counselling teachers perceive themselves as change agents, consultants, crisis managers and group leaders (Wangechi, 2012) They recognise that having the support of the principal and other school administrators is a key element to the success of their performance (Ojwang, 2010). Among the inferential statistics that will be used include correlations and multiple linear regressions
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