Guidance In Secondary Schools Research Articles

The need for structured career guidance in a resource-constrained South African school

Background: Career guidance and counselling in secondary schools are crucial for young adolescents as they embark on the initial stages of shaping their post-school studies and career goals. Initiating career guidance as early as Grade 9 is imperative to ensure alignment between chosen subjects and future career aspirations. The study was conducted with Grade 12 learners at a resource-constrained high school in Cape Town, Western Cape.Objectives: Utilising the Systems Theory Framework (STF), we sought to explore Grade 12 learners’ perceptions of the effectiveness of career guidance and counselling and its significance in shaping future career choices.Method: The study used a qualitative methodology. Semi-structured online interviews were used to gather the data, which were then analysed thematically. The study consisted of a sample size of 16 Grade 12 participants.Results: The findings indicated that learners found career guidance and counselling effective for deciding future occupations, with a preference for opportunities such as job shadowing and interactions with experts in the field of interest. However, limited access to vocational resources and a lack of structured classroom guidance led learners to conduct their own research.Conclusion: The study recommends that life orientation teachers actively engage with organisations and relevant stakeholders in providing career guidance and counselling to learners and ensure that pupils have sufficient access to career resources for effective career guidance.Contribution: These findings are a valuable resource for professionals and policymakers seeking to improve high school learners’ educational experiences, providing a framework for future scholars delving into the dynamic field of career counselling.

Perceptions and experiences of undergraduate medical students regarding social accountability: a cross-sectional study at a Subsaharan African medical school

BackgroundMedical schools are called to be socially accountable by medical education and healthcare system stakeholders. Social accountability is a feature of excellent medical education. Medical students are essential to the development of socially accountable medical schools. Therefore, understanding the perceptions and experiences of medical students regarding social accountability is critical for efforts to improve social accountability practices and outcomes.MethodsThis cross-sectional online questionnaire-based survey used Google Forms and involved medical students in their fourth and fifth years of study at the Makerere University School of Medicine. The survey was conducted between September 2022 and October 2023. We used a study questionnaire and a validated toolkit designed by students as part of The Training for Health Equity Collaborative to gauge a school’s progress towards social accountability in medical schools to collect data on demographics, perceptions and experiences and evaluate social accountability.ResultsOut of 555 eligible medical students, 426 responded to the online questionnaire. The response rate was 77%. The mean age of the students was 25.24 ± 4.4 years. Almost three fourths of the students were male (71.3%), and slightly less than two thirds were in their fourth year of study (65%). Almost half of the students (48.1%%) evaluated the school as doing well with regard to social accountability. The evaluation items referring to community-based research and positive impact on the community had the highest mean scores. Only 6 (3.6%) students who reported hearing of social accountability had a clear understanding of social accountability. Students receiving career guidance in secondary school was associated with evaluating social accountability in the medical school as strong (p-0.003).ConclusionsMedical students evaluated the medical school favorably forsocial accountability despite lacking a clear understanding of social accountability. Receiving career guidance in secondary school was significantly associated with a positive evaluation of social accountability.

Assessing Secondary School Teachers' Perceptions of Counseling and Guidance in Karachi, Pakistan

Study examines teachers' perspectives on guidance and counseling in secondary schools. Teachers are backbone of education to build personality of individuals, motivate and help them chalk out future plans. A simple random sampling technique selected 170 males and females. Quantitative research technique used, and data collected through survey.The survey questionnaire was developed, and data was collected from secondary schools’ teachers. The responses of the participants of the study were entered for analysis of the data in SPSS version 22. Most of the population agreed to enhance the guidance and counseling sessions in schools as they increase student understanding and fulfill student needs. Study recommended that teachers be aware of guidance and counseling to build students who can express their thoughts, opinions and develop social skills. School administration should organize the guidance and counseling program and hire trained guidance and counseling teachers to implement the guidance and counseling sessions.

Ethical challenges faced by Philippine public secondary school guidance counselors under the new normal

This study aims to explore the impact of the ethical challenges faced by guidance counselors in public schools in Nueva Vizcaya in performing their tasks of counseling and providing other related services to the students in an online learning environment brought about by the COVID- 19 pandemic, and how they addressed the same. By a thorough understanding of the experiences of these public-school guidance counselors, it is hoped that new solutions or strategies to deal more effectively with such challenges can be offered. Using interpretative phenomenological analysis (IPA), this study examines the lived experiences of four (4) public secondary school guidance counselors who cater to the counseling needs of fifty-two public high schools in Nueva Vizcaya, Philippines. Results reveal that guidance counselors experience challenges, ethical and otherwise, in the delivery of their services to students. The most common ethical dilemmas pointed out by the participants are maintaining confidentiality of personal disclosures and student records, multiple relationships, awareness of a colleague's ethical transgression, and maintaining boundaries. Guidance counselors will always be part of the support group in the holistic formation of the learners, whether in the physical or virtual environment.

Research on the Problems and Improvement Strategies of Family Education Guidance in Primary and Secondary Schools

Research on the Problems and Improvement Strategies of Family Education Guidance in Primary and Secondary Schools

Students’ Perception on the Role of Guidance and Counselling Services on Behavior in Private Secondary Schools in Bugesera District, Rwanda

Despite availability of guidance and counselling services in many secondary schools, many students are reluctant to seek those services. Students` attitude is important in determining the uptake of guidance and counselling services. Therefore, this study sought to determine the perception of students on the role of guidance and counselling services on behavior change among students in selected private secondary schools in Bugesera District in Rwanda. The study’s objectives were: to determine students’ perception on the aims of guidance and counselling services; to examine the attitude of students towards guidance and counselling; and to interrogate the students’ perception on the role of guidance and counselling services on behavior change among students. The study was grounded on Gestalt Theory of Perception and Maslow Hierarchy of Needs. The target population was 860 students from two private secondary schools. A sample of 274 was drawn using both convenient and probability systematic sampling techniques. Data was collected using self-administered questionnaires. The research employed descriptive survey design. The study established that most students perceived the aims of guidance and counselling services as that of helping them improve their academic performance (84.2%); prevent early pregnancies (81.6%); provide information in making career choices (81.6%) as well as raising students’ self-esteem (79.5%). The study also revealed that the attitude of students was positive as 73.1% were willing to seek counselor’s help; 70.6% were ready to see a counselor or referred elsewhere when necessary while 70.6% were willing to be referred to see a counselor. The study revealed that most students perceived the role of guidance and counselling in behavior change as effective in reducing crimes in schools (86.2%); helping students perform better in co-curriculum activities (82%); improve students’ study habits (80.9%) as well as increases students` self-esteem (80. 9%).This implied that most students perceived the role of guidance and counselling as effective in influencing behavior change. The study recommended that the school administrators should sustain efforts to promote positive attitudes towards seeking counseling help.

Extensiveness of Guidance and Counseling in Combating Students’ Truancy in Public Secondary Schools in Mwanga District, Kilimanjaro, Tanzania

The study was based on the extensiveness of guidance and counseling in combating students’ truancy in Public Secondary Schools in Mwanga District. The study was guided by one research question for which the researcher searched for responses. The study was guided by Moral Domain Theory developed by Eliot Turiel in 1983. The study employed Convergent Research Design under Mixed Research Methods. The targeted population was 535 Teachers, 13259 students, 26 heads of Schools, and 1 DSEO. The sample of this study was 10 schools, 10 Heads of schools, 20 guidance and counseling teachers, 50 teachers, 500 students and 1 DSEO, making a total number of 581 respondents. Stratified-random sampling was used to obtain the sample. Data were collected by using Questionnaires and an in-depth interview guide. Validity of the research instruments was done by three MWECAU research Experts in which content and face validity were done. The reliability of the questionnaire was estimated by taking 10 Likert Scale items where Cronbach Alpha was computed with the aid of a computer program to determine the internal output on the students’ questionnaire (Q6) and guidance and counseling teachers’ questionnaire (Q6). The result showed that the Alpha levels were found to be 0.77 and 0.81, respectively, which means the instrument was reliable for data collection. The trustworthiness of qualitative data was ensured through triangulation. The quantitative data was coded and analyzed into frequencies and percentages with the help of Statistical Package for Social Science (SPSS) Version 22 and presented in the table, while qualitative data was transcribed and analyzed thematically according to the themes and final data was merged to ensure confirmation or disconfirmation of the findings. The study found out that guidance and counselling helped in combating students’ truancy to a high extent in Public Secondary Schools in Mwanga District. The study concluded that guidance and counselling should be compulsory. The study recommended that the Ministry of Education, Science and Technology, in collaboration with the Ministry of the President’s Office Regional Administration and Local Government, should put more emphasis and strengthen guidance and counselling programmes in public secondary schools.

AN INVESTIGATION GUIDANCE AND COUNSELLING PRACTICES IN PLACEMENT OF STUDENTS AT HIGHER SECONDARY LEVEL: A CASE STUDY OF DAANISH SCHOOL SYSTEM

The transformation from higher secondary schools to university was a serious time in the educational and individual progress of learners. The guidance and counseling performs in institutes play a energetic role in confirming a smooth and fruitful change for learners. In the setting of Daanish School System, which delivers instruction to disadvantaged learners in Pakistan, the placement of learners at the higher secondary level is of specific reputation. The current study intended to examine the guidance and counseling performs in the placement of learners at the higher secondary level in Daanish School System. The current study used a mixed research method, which includes the usage of both qualitative and quantitative data collection approaches. A sample of 179 learners was designated from a population of 1127 learners. The results of this study propose that Daanish school system playing vital role for students in higher education institutions. The strengths comprise the delivery of educational counseling and career guidance, as well as the usage of learner assessments to notify placement choices. The study recommends It should be implemented guidance and counselling in each school in Pakistan. At the higher secondary school level, guidance and counselling are tremendously significant because this is the time when learners are looking for job chances, career selection. Guidance and counselling should be carried on a steady base. School calendar would comprise a era for higher secondary school learners to obtain guidance and counselling. Frivolous guidance is essential since contribution in entertaining actions endorses brain development.

Guidance And Counseling In Junior High School (SMP) And High School (SMA)

This study aims to describe Guidance and Counseling (BK) held in Junior High School (SMP) and Senior High School (SMA). The results showed: (1) Junior High School (SMP), (2) Senior High School (SMA), (3) guidance and counseling, (4) material and equipment for secondary school guidance and counseling. Guidance and counseling students are expected to understand to realize the goals of guidance and counseling optimally.

Program Bimbingan dan Konseling untuk Mencapai Kematangan Karir Siswa Sma Kartika Viii-1

Career guidance is a significant type of guidance in SMA and MA. Career counseling is an effort to assist individuals in knowing and understanding themselves, learning about the world of work, and developing their future with the expected form of life. This study aims to describe the implementation of the guidance and counseling program in achieving career maturity for class XII students at SMA Kartika VIII-1, South Jakarta. This is very necessary to research because guidance and counseling services in secondary schools help students plan and develop their future careers. Descriptive technique with a quantitative approach, Thus, 38.7% is obtained in the high career decision-making category, 58.1% in the medium career decision-making category, and as much as 3.2% in the low decision-making category. According to data collected from 31 respondents, students' career maturity after the Science study program at SMA Kartika VIII-1 is as expected.

The Prevalence of Guidance and Counseling Services in Public and Private Secondary Schools in Tanzania

The Prevalence of Guidance and Counseling Services in Public and Private Secondary Schools in Tanzania

Formation of readiness for professional activity of technical university students as a psychological and pedagogical problem

Based on the results of empirical research, the article shows that higher education should consider the process of formation of students' readiness for professional activity as a psychological and pedagogical problem. This is due to the current system of vocational guidance in secondary schools. As a result, most applicants have no idea about their chosen profession. This makes the problem of forming students' professional readiness for future activities an urgent task of the higher education system. It is shown on the results of the study that, in the opinion of the students themselves, such a task can and should be solved. The results of the study are described, the purpose of which was to identify the level of readiness of students to perform professional activities. The forms of formation of students' readiness for professional activity are considered. Considering the problem of a person's readiness for professional activity in the article, a personality-oriented component containing the properties and qualities of a future specialist is defined as a component, according to psychology. Based on empirical data, it is concluded that the professional readiness in demand today as a set of competencies of a graduate of a higher school, acting as socially significant integrative qualities that are in demand in the field of further professional activity and personal improvement, is the basis of high-quality professional education.

Academic and Environmental Stress as Predictors of Academic Achievement of Secondary School Students in Nsukka Education Zone of Enugu State, Nigeria

The study investigated Academic and Environmental Stress as Predictors of Academic Achievement of Secondary School Students in Nsukka Education Zone of Enugu State, Nigeria. The need for the study came as a result of increasing rate of poor academic achievement of secondary school students in the study area to which the researchers sought to find solutions. It was guided by two research questions and two corresponding null hypotheses tested at 0.05 level of significance. The research design used for the study was correlation survey design. The population of the study comprised the entire four hundred and sixty secondary school students identify from cumulative record folder of SSII students who have performed poor in English Language and Mathematics in the study area. The entire population of 460 students were used as sample. In this case, there was no sample. This is because the number can be managed. The instrument for data collection were three sets of questionnaire titled “Academic Stress Questionnaire (ASQ)”, “Environmental Stress Questionnaire (ESQ)”; and Academic Achievement Proforma (AAP)”. ASQ and ESQ were properly validated by experts in test development and the internal consistency reliability indices of the items estimated at 0.83 and 0.85 respectively using cronbach alpha method. The data collected were analyzed using coefficient of determination (R2) for research questions, while linear regression was used in testing the hypotheses at <0.05 level of significance. The findings of the study revealed that academic stress predicts positively academic achievement of secondary school students. Also, the study found out that environmental stress predicts positively academic achievement of students. The findings also revealed that there is a significant relationship between academic stress and academic achievement of SSII students in Nsukka Education Zone of Enugu State, Nigeria. Based on the findings, it was recommended among others that secondary school guidance counsellors should organize seminars on academic and environmental stress on academic achievement of students to help improve academic achievement of students.

Assessment of Guidance and Counselling Services in Public Senior Secondary Schools in Gashua Educational Zone in Yobe State, Nigeria

This research was on assessement of guidance and counselling services in public senior secondary schools in Gashua Education Zone. The researchers employ the use of survey research design for the study. The target population of the study was 378 teachers with a sample of 186 respondents in six selected public senior secondary schools (three schools drawn from rural and three from urban area) using stratified and simple random sampling technique. Two hypotheses are tested. A self-designed questionnaire named “Assessment of Guidance and Counselling Services Questionnaire (AGCSQ)” with a reliability chronbach’s coefficient of .72 was use for data collection. Data collected for the research was analysed using t-test for independent sample to the test the research hypotheses. The study shows that a significant difference was found between the view of male and female teachers in respect to offering of guidance services (counselling, orientation, information, referral, and follow-up services). With regard to offering of appraisal and placement services it shows that there was no significant difference in the view of male and female teachers in public senior secondary schools in Gashua Education Zone. Furthermore, the findings indicated a significant difference in school location with regard to offering of guidance services (counselling, orientation, information, appraisal, and placement services) and with regard to offering of referral and follow-up services it indicated that no significant difference in school location in public senior secondary schools in Gashua Education Zone was found. From the findings, it is recommended that there is a need for public senior secondary schools to offer counselling service, appraisal service, placement service, referral service and follow-up service to assist students in making a wise decision. This decision include; educational plan, career choice of interest and personal social adjustment. Similarly,orientation service should be improved to assist students on how to participate in sport exercise like football. It is also recommended that information service should be improved to assist students toward educational development and career choices of interest in all public senior secondary schools in Gashua Education Zone be it in rural or urban schools.

Effect of teacher counsellors’ professional qualifications on the implementation of guidance and counselling services in Baringo Central Sub-County, Kenya

This study sought to examine the influence of teacher counsellors’ professional qualifications on the implementation of guidance and counselling services in secondary schools within Baringo Central Sub-County, Kenya. The study adopted the descriptive survey research design with a sampling frame of 36 secondary schools, 36 principals and 72 teacher counsellors. In addition, the study employed questionnaires as a means of data collection and the results were analysed using SPSS version 22. The study used descriptive statistics (means, standard deviations and frequencies) in data analysis. The study found that very few teacher counsellors had been fully trained on the interpersonal skills necessary to undertake guidance and counselling within secondary schools. This was bound to negatively affect the implementation of guidance and counselling services in the schools. Therefore, it was recommended that the Ministry of Education and the Teachers’ Service Commission develop clear policy guidelines on the appointment, training of teacher counsellors, workload, remuneration and responsibilities of schools.

Experiences of Designated Teacher as Guidance and Counselor in Secondary School of Maguindanao I Division

Experiences of Designated Teacher as Guidance and Counselor in Secondary School of Maguindanao I Division

Efficacy of career guidance and counselling among secondary schools in Uganda

Background: In Uganda, students face difficulty during career transition between different levels of education and employment despite government policies about implementation of career guidance and counselling services. Little has been documented about students’ levels of awareness, utilisation and extent of implementation of career guidance and counselling services within secondary schools in Uganda.Objective: This study aims at documenting students’ level of awareness and utilisation career guidance and counselling services, and how these services were being implemented in secondary schools in Uganda.Method: Cross-sectional survey was conducted using mixed methods in secondary schools in South Western Uganda. A total of 161 students in final year of secondary education (senior six) and 35 teachers across four schools met inclusion criteria and consented to participate in the study. Standardised questionnaires as primary tools of data collection were used. Quantitative data were analysed using SPSS (Version 23) and content analysis for qualitative data.Results: Majority of students (98.8%) revealed high awareness about existence of career guidance and counselling services, while 87.0% reported utilising the services. Implementation of career guidance and counselling in schools was demonstrated by type of programmes, information sources, models, timing and information structure by class level. However, challenges to implementation were sited, namely student, teachers, administrators, parents and policy factors.Conclusion and recommendation: Career guidance and counselling services were available and used in secondary schools. However, implementation was affected by functional and structural challenges that affected the quality of career counselling information and required alignment to national development goals.Contribution: The efficacy of career guidance and counselling in secondary schools in Uganda was documented in this article.

Influence of teacher-counsellors’ professionals development on guidance and counselling programme effectiveness in public secondary schools in Nakuru county, Kenya

This study sought to find out the influence of teachers-counsellors’ professionals development on guidance and counselling programme effectiveness in public secondary schools in Nakuru County, Kenya. The study employed descriptive and correlational research designs. Data was collected using teacher counsellors’ professional development questionnaire. The findings of this study revealed teacher counsellors have relatively high levels of professional development in guidance and counselling, and teacher counsellors’ professional development in guidance and counselling had a positive statistically significant prediction on school guidance and counselling programme efficacy. It was concluded that the guidance and counselling personnel who are actually full-time teachers with the extra role of counsellor have high levels of professional development in guidance and counselling, and the high levels of professional development positively influenced school guidance and counselling programme efficacy. Teacher counsellors in Kenya are recommended to enhance and manifest professional development in guidance and counselling in an effort to ensure effective school guidance and counselling programme.

Personality-Based Career Recommender System using Probability Approach

This research was carried out to develop a personality-based career recommender system, with the goal of solving the problem associated with career guidance in secondary schools. A questionnaire was constructed, based on Myers-Briggs personality-type indicator tests, a 20-question Psychological Test used often in personality assessment, aimed at identifying the personality type, strengths, and preferences of individuals. A 21st question was added to streamline the career options recommended to either Science, Technology, Engineering and Mathematics (STEM) fields, or Arts/Commercial fields. This questionnaire was administered online and test data was collected. The 20questions were grouped into four (4) with each class represents either of 2 temperaments: Extrovert(E)/Introvert(I), Sensing(S)/Intuitive(N), Thinking(T)/Feeling(F) and Judging(J) /Perceptive(P). The grouping was done using probability technique to determine the outcome in each class. At the end of the grouping, (INFP-DREAMER) had the highest record. Class 15 and 16 (ISTJ-EXAMINER and ISTP-CRAFTMAN) had no record. Class 2(ENFP-ADVOCATE) had 16 records while Class 4 and 7 (ENTP-ORIGINATOR and ESTJ-OVERSEER) each had only 1 record. The system was designed and implemented using HyperText Markup Language, Cascading Style Sheets and JAVASCRIPT which can work in an internet or intranet environment.

Theoretical basis for the development of vocational guidance in secondary schools

Theoretical basis for the development of vocational guidance in secondary schools