Secondary School Counselors Research Articles

Influence of Guidance and Counselling Programmes on Secondary Students School Connectedness. A Case Study of Nyamira County, Kenya

Secondary school students are still within the age bracket of rapid physical, social and psychological changes. These changes pose a number of challenges which result to cases of maladaptive behaviour as evidenced by strikes, riots, boycotts, indulgence in premarital sexual activities, truancy, drug and substance abuse, disinterest in school and poor academic performance. Diverse behaviour modification strategies have been employed to mitigate against these negative tendencies but these maladaptive behaviours are still rampant among secondary school students. The current study sought to investigate the influence of guidance and counselling programmes in improving secondary students school connectedness in Nyamira Count,y Kenya. The study objective was to investigate the influence of guidance and counselling programmes on secondary students school connectedness. The study was guided by two theories namely: Ludwig Bertalanffy’s Systems Theory and Erik Erickson’s psychosocial development Theory. The study utilized descriptive survey design as well as ex-post facto design. The sample size of the study were 52 head teachers, 52 deputy head teachers, 52 guidance and counselling teachers and 311 students drawn from a population of 7740 form three students, 174 head teachers, 174 deputy head teachers and 174 guidance and counselling teachers. Purposive sampling procedure was used to select public secondary schools, head teachers, deputy head teachers, guidance and counselling teachers and form three students. Stratified sampling procedure was used to group the target population into four strata based on school type and gender. Proportionate sampling procedure was used to select equal representation of respondents from each stratum of public secondary school. Random sampling procedure was used to obtain the final sample from each of the stratum. Questionnaires and interview schedules were used to collect data. Prior to data collection, a pilot study was conducted to ensure validity and reliability of the research instruments and using Cronbach reliability test, reliability coefficient of ∝ = 0.727 was reported. Descriptive and inferential statistics was used to analyze the data. The data analysis was done with the aid of computer software- statistical package for social sciences (SPSS) version 22.0. The study found that there is a strong positive relationship (r = .622) between guidance and counselling programme and students school connectedness which was statistically significant (ρ<.005). The study recommends that all teachers in the school need to understand in depth the concept of guidance and counselling in the school setting and how it can be used to improve students school connectedness. The education ministry should organize regular seminars based on personal, social and moral practices for the schools. This will ensure that the policy on professional ethics is adhered to for improved performance. The government through the Ministry of Education and Teachers Service Commission should employ more teacher counselors in secondary schools to effectively tackle social and academic challenges facing the students.

Influence of Broken Homes on Academic Achievement of Senior Secondary School Students in Three Education Zones of Taraba State, Nigeria

This study was carried out to examine the influence of broken homes on academic achievement of Senior Secondary School Students in Jalingo, Zing and Karim Lamido Education Zones of Taraba State, Nigeria. The specific objectives of the study were to identify the causes of broken homes in these Education Zones, examine the influence of broken homes on academic achievement of students , and ascertain the roles of the school counselor in assisting students from broken homes to cope with academic activities. In carrying out this study, three (3) research questions were answered. Survey research design was used for the study. The population of the study was seven thousand, and ninety-four (7,094) senior secondary school two (SSS II) students and all school counselors in senior secondary schools in above mentioned three Education Zones of Taraba State. The sample for the study was four hundred and fifty (450) senior secondary school two (SSS II) students and fifteen (15) school counselors of senior secondary schools in the three Education Zone of Taraba State. Face and content validity of the instrument was done by three experts from the Faculty of Education, Taraba State University, Jalingo. The reliability coefficient value of the instrument was .87 obtained using Cronbach Alpha reliability methods. The findings of the study revealed that some causes of broken homes include; maltreatment from the man, lack of proper care for the family by the man, engagement in adultery by both parties, charges of witchcraft against wife, broken home due to death and husband dislike for wife. Furthermore, some influence of broken homes on a child academic achievement includes truancy, poor level of concentration in class activities and inferiority complex. It was concluded that broken home has negative consequences on the academic achievement of a child. It is therefore recommended that Stakeholders such as Social Workers, Clergymen and Marriage Counselors should educate intending couples and couples on the causes of broken homes.

Influence of Guidance and Counselling Programmes on Secondary Students School Connectedness. A Case Study of Nyamira County, Kenya

Secondary school students are still within the age bracket of rapid physical, social and psychological changes. These changes pose a number of challenges which result to cases of maladaptive behaviour as evidenced by strikes, riots, boycotts, indulgence in premarital sexual activities, truancy, drug and substance abuse, disinterest in school and poor academic performance. Diverse behaviour modification strategies have been employed to mitigate against these negative tendencies but these maladaptive behaviours are still rampant among secondary school students. The current study sought to investigate the influence of guidance and counselling programmes in improving secondary students school connectedness in Nyamira Count,y Kenya. The study objective was to investigate the influence of guidance and counselling programmes on secondary students school connectedness. The study was guided by two theories namely: Ludwig Bertalanffy’s Systems Theory and Erik Erickson’s psychosocial development Theory. The study utilized descriptive survey design as well as ex-post facto design. The sample size of the study were 52 head teachers, 52 deputy head teachers, 52 guidance and counselling teachers and 311 students drawn from a population of 7740 form three students, 174 head teachers, 174 deputy head teachers and 174 guidance and counselling teachers. Purposive sampling procedure was used to select public secondary schools, head teachers, deputy head teachers, guidance and counselling teachers and form three students. Stratified sampling procedure was used to group the target population into four strata based on school type and gender. Proportionate sampling procedure was used to select equal representation of respondents from each stratum of public secondary school. Random sampling procedure was used to obtain the final sample from each of the stratum. Questionnaires and interview schedules were used to collect data. Prior to data collection, a pilot study was conducted to ensure validity and reliability of the research instruments and using Cronbach reliability test, reliability coefficient of = 0.727 was reported. Descriptive and inferential statistics was used to analyze the data. The data analysis was done with the aid of computer software- statistical package for social sciences (SPSS) version 22.0. The study found that there is a strong positive relationship (r = .622) between guidance and counselling programme and students school connectedness which was statistically significant ( <.005). The study recommends that all teachers in the school need to understand in depth the concept of guidance and counselling in the school setting and how it can be used to improve students school connectedness. The education ministry should organize regular seminars based on personal, social and moral practices for the schools. This will ensure that the policy on professional ethics is adhered to for improved performance. The government through the Ministry of Education and Teachers Service Commission should employ more teacher counselors in secondary schools to effectively tackle social and academic challenges facing the students. Keywords: Guidance and counselling, public secondary schools, students school connectedness, Nyamira County. DOI : 10.7176/JEP/10-22-06 Publication date : August 31 st 2019

Influence of Authoritarian Parenting Style on Forms of Delinquent Behaviour Among Secondary School Students in Butere Sub- County, Kenya

Forms of delinquent behaviour amongst secondary school students continue to increase thus hindering effective learning by students leading to poor academic performance in national examinations. The study sought to determine the influence of Authoritarian parenting on forms of delinquent behaviour among secondary school students in Butere Sub-County. The study was based on the Parenting Models theory. It adopted a correlational research design which allowed the researcher to describe different events, experiences, or behaviours and look for links between them. Study data was collected using a questionnaire and an interview schedule. Population of the study comprised of 2797 form two students, 30 deputy principals and 30 teachers in charge of guidance and counselling in secondary schools in Butere Sub-county. The study sample comprised 338 students selected using simple random sampling, 10 deputy principals and 10 teachers in charge of guidance and counselling. Both descriptive and inferential statistics were used in data analysis. Study findings showed that there was a statistically significant and positive relationship between Authoritarian parenting style and forms of delinquent behaviour among secondary school students in Butere Sub-County. The study recommended that parents consider spending quality time with their children in order to monitor them for any signs of forms of delinquent behaviour, and inculcating in them desirable societal values. Family systems need to be strengthened so as to provide the communal counselling services for both parents and youth and to promote family education related to child upbringing. Keywords: Authoritarian, Parenting Style, Delinquency, Students DOI : 10.7176/JEP/10-19-01 Publication date :July 31 st 2019

Inclusión, diversidad y equidad: diseño y validación de un cuestionario de opinión dirigido al profesorado de orientación educativa (IDEC-O)

El propósito de este trabajo es presentar el estudio Delphi realizado para diseñar y validar el contenido de un cuestionario de opinión elaborado ad hoc para recoger la opinión de orientadores y orientadoras sobre cómo los centros asturianos responden a la diversidad en educación primaria y secundaria. Se partió de un instrumento elaborado ad hoc del que se realizó una aplicación piloto en la que participaron 51 orientadores y orientadoras de secundaria (N=51). Con objeto de adecuar la validez de contenido a ambas etapas se realizó un estudio Delphi de carácter cuantitativo y cualitativo en la que participaron 9 expertos. El estudio constó de dos rondas y distintas tareas con objeto de someter al criterio de expertos los bloques que componen el cuestionario y que recogen información sobre variables personales, profesionales, datos del centro, en una escala Likert de 48 ítems y preguntas abiertas. Se realizó un análisis de contenido de la información cualitativa y un análisis descriptivo, cálculo de la media, desviación típica y el porcentaje de acuerdo respecto a los criterios adoptados para considerar un ítem como válido. El resultado es un cuestionario de cinco bloques: tres recogen información sobre variables de identificación y clasificación (datos sociodemográficos; datos profesionales; datos referidos al centro). El cuarto es una escala Likert de 45 ítems y cinco alternativas de respuesta (1= muy en desacuerdo hasta 5= muy de acuerdo). El último consta de tres preguntas abiertas sobre barreras, facilitadores y propuestas de mejora. The aim of this paper focuses on the results of a Delphi study carried out to design and to validate the content of an “ad hoc” opinion questionnaire. The questionnaire has been developed to know the counselors’ opinion on how the Asturian centers attend to diversity in primary and secondary stages. It was based on an instrument previously carried out, which was submitted to a pilot test in which 51 secondary school counselors participated (N = 51). In order to adapt the validity of the content to the two stages (primary and secondary), a quantitative and qualitative Delphi study was carried out in which 9 experts participated. The study was developed in two rounds and through different tasks in order to submit the blocks in which the questionnaire is structured to expert judgment. These blocks collect information on personal and professional variables and center data, on a Likert scale of 48 items and open questions. A content analysis of the qualitative information was carried out and a descriptive analysis of the mean, standard deviation and percentage of agreement in relation to the criteria adopted to consider an item as valid. The result is a questionnaire composed of five blocks: three of them collect information on identification and classification variables (sociodemographic, professional and center data). The fourth block is a Likert scale of 45 items and five response alternatives (1 = strongly disagree to 5 = strongly agree).

Stakeholder Perspectives on School-Based Guidance and Counseling in Uganda: Emerging Priorities for Student Support and Teacher Training

School guidance and counseling services in Uganda are limited, but are gradually gaining traction despite resource constraints. We conducted qualitative interviews with 22 counselors, school administrators, and government officials involved in secondary school counseling in the Kampala district to assess future needs. Interview data focused on three central domains: existing guidance and counseling efforts, barriers to providing effective services, and the future outlook of the profession. As school counseling gains support, counselors require new resources and training to support effective and sustainable practice. Future efforts must appeal to school and government leaders with a return on investment demonstrated through academic and broader student success.

Career Guidance and Counseling in Secondary Schools in Hong Kong: A Historical Overview

This article provides an overview of the evolution of career guidance and counseling in secondary schools in Hong Kong over the last 60 years. The first stage of development (early 1950s to late 1970s) marked recovery from the aftermath of World War II and the Cultural Revolution in China. The earliest examples of career services in secondary schools began in this period. The second stage (approximately 1970-1990) marked the gradual evolution from a vocation-oriented approach to a developmental approach in career counseling. The third stage (1990s-2000) saw increased recognition of the importance of career guidance and counseling in a comprehensive school program, parallel to greater involvement of all teachers. The fourth stage (early 2000 to 2018) has seen continual growth in career guidance and counseling practices within schools based on contemporary theories of career development and best practices research.

Who comes to the school counsellor and what do they talk about?

Public and political attention have recently been given to concerns over the mental health and wellbeing of young people in New Zealand. Guidance counsellors, embedded as they are within school communities, are well positioned to offer professional mental health support. In addition, school counsellors report an increasingly busy and complex workload. This article reports on a research project that looked at who comes to see the school counsellor and what issues they talk about. Over a 50-day period in 2018, secondary school counselling services across 11 schools in the North and South Islands of New Zealand collected data specific to their counselling work. Results indicate that counsellors are widely used by students at all year levels, and that the majority of students were self-referring. However, nearly 30% of students wanting an appointment had to wait three or more school days to see a counsellor, the majority of those waiting six or more days. In 9 out of the 11 schools Māori accessed the counselling service at a higher rate than their percentage of the school roll. In 4 of the 11 schools New Zealand European students accessed the counselling service at a higher rate than their percentage in the school. Minority ethnic groups were underrepresented. Five issues--family, anxiety, school, peer friendships, and depression--were the most frequently reported. These results have implications for schools in a wide number of areas, including staffing levels in counselling departments. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Adult Immigrants’ Perceptions of Career and Vocational Education and Factors Influencing Their Decision to Peruse a Vocational Programme of Study

This study was conducted with 400 students and 8 secondary school counsellors to find out factors that affect decision making of adult immigrant students from secondary schools with regard to their career and vocational study choices in Akershus county of Norway. Three sets of questionnaires were employed to gather the data. Descriptive statistics was used to analyze the data. The study revealed that the adult learners were satisfied to make individual decisions based on their personal evaluations of interests, abilities and capabilities more than any other factors such as school counsellors, teachers and parents. While the choices of vocational study of these adult learners was based on school counsellors` influence and other socioeconomic factors, academic program choices was based on self- motivation and interest. The study recommends the involvement of all stakeholders by the school counsellors to improve the implementation of career and vocational guidance programs for adults in all secondary schools.

Efikasi Kendiri Kaunseling dan Kecekapan Kaunseling Pelbagai Budaya dalam kalangan Guru Bimbingan dan Kaunseling Sekolah Menengah di Malaysia

&lt;p class="Els-Abstract-text"&gt;The purpose of this study was to examine the level of counseling self-efficacy and level of competency for multicultural counseling among counselors in secondary school in Malaysia. It aims to review the level of counseling self-efficacy and level of competency in multicultural counseling based on gender and experience among secondary school counselors. A total number of 140 respondents (secondary school counselors) have been involved in this research. Result shows that the respondents possess high level of counseling self-efficacy and multicultural counseling competency; and both differ based on gender and length of working experience as secondary school counselors. Moreover, the study exhibits a significant correlation between counseling self-efficacy and multicultural counseling competency. Suggestions and implications from this study were also discussed in this article.&lt;/p&gt;

Comprehensive School Guidance Programs in Nebraska

Archival data from an in-state survey of 428 elementary and secondary school counselors completed by the Nebraska Department of Education regarding comprehensive guidance programs was reviewed for relevant information. This information is discussed relative to the current views and knowledge regarding the state of comprehensive developmental guidance and their implications for school counselors and administrators.

School-Based Policies for Counselling Programme and Effective Ethical standards in Public Secondary Schools in Nigeria

Many public secondary schools in Nigeria seemly do not have a well-coordinated and effective counselling programme for their learners. Most often the principal appoints any cool-headed or pious teacher to be in charge of the counselling department without proper and adequate training. The teacher assumes this dual responsibility without specific job description. For effective counselling in the best interest of Nigerian learners, a role description for school counsellor within counselling theoretical framework based on American school based policies; be it clinical, eclectic, or client-centre is direly needed in Nigeria. This study addresses the need of school-based policies to enable effective counselling programmes that call for proper implementation and ethical standards in Nigerian public secondary schools to function appropriately. It disclose slack of concrete therapeutic services as the main problem associated with counselling in secondary schools and presents a training and operational model to address this. The study recommends awareness, training, collaboration as well as an up-to-date record keeping of data in order to help students effectively to achieve their desired educational goals and a better quality of life.

To determine the Influence of Selected School Based Factors on Girls’ Participation Rate in Public Day Secondary Schools in Naivasha Sub-County, Kenya

The purpose of this study was to assess the influence of selected school based factors on girls’ participation rate in public day secondary schools in Naivasha Sub-County, Kenya. Ex-post facto research design was used in the study. A total of 130 respondents (constituting 26 principals and 104 teachers) from 26 schools were randomly sampled for the study. All the targeted respondents participated in the study giving a response rate of 100%. Simple random sampling technique was used to sample the respondents for the study. Data was collected through a self-administered questionnaire where two sets of questionnaires were developed for data collection; one for principals and the other for class teachers. Descriptive statistics such as means, percentages and frequencies were used to analyze the data while inferential statistics such as simple regression analysis was used to determine the predictive power of school based factors on girls’ participation in school. The study found that three school-level risk factors that had the most negative impact on girls rate of participation in public day secondary schools in the sub-county were: low sense of belonging among girls to their schools, inadequate counseling of girls in schools and low academic performance. Drawing from the computed R2 value (R2 = .426), the study revealed that the selected school level factors were lowering the rate of girls participation in public day secondary schools by almost 43%. The study concluded that that school level factors such as: low sense of belonging among girls to their schools, inadequate counseling of girls in schools and low academic performance had a negative influence on girls’ rate of participation in public day secondary schools in Naivasha Sub-county. It was recommended that public day secondary school educators, specifically principals, counselors and teachers should focus their attention enhancing girls’ participation rate in their schools.

Консультативна профорієнтаційна освіта учнів старшої школи: сучасні підходи

The article highlights current approaches to consulting vocational guidance of high school students. The author justifies the theoretical bases of the system of careercounseling in secondary schools and consider incremental technology training professionals (trainers, professional counselors, teachers, psychologists) vocationalguidance of students. Thus in some studies of domestic and foreign scientists applicant finds current approaches to teacher training vocational guidance of high school students and analyze issues concerning the conditions of professional updating teacher-consultant for new approaches to career guidance. She notes that scientists developing training programs and manuals on various aspects of career-oriented training high school students do not solve the issue of their career choices in the future. The article highlights the issue to be resolved today in terms of implementing the concept of the New Ukrainian school. Namely, to amend the training programs of teachers of all categories (plan contents training module that has only determine the content of teacher advisory workers to vocational guidance of high school students in the system of postgraduate education); plans training teachers in mizhkursovomu period didactic provide reasonable conditions of readiness of teachers to work with students advice on psychological and pedagogical principles; in management, training and education GEI clearly define the purpose of constructing a system of career counseling in secondary schools and provide forms of training&nbsp; teachers for the vocational guidance of pupils of senior classes. As a result, the researcher notes that there is a contradiction between the requirements of the requirements of professional self-determination of senior pupils and lack of career guidance training teachers to solve extremely important for both schools and society in general. The solution provides for the author to provide modern approaches to establishing a system of career guidance counseling in the CEI to prepare students for professional self-determination in the CEI.

Secondary school counselling supervision and the impact of the work environment

AbstractAimsThe purpose of this study was to investigate how the secondary school as a working environment for counsellors in the South West of England impacted on what they required from their supervision.MethodSeven experienced school counsellors participated in semi‐structured interviews. Participants all had worked for at least 1 year as a school counsellor (m = 4.7), and had been qualified as a counsellor for at least 1 year (m = 7). Methods of analysing interview transcripts were heavily influenced by grounded theory.FindingsOne core concept (‘The counsellor as part of a system’) linked five main themes (‘the ‘context’ and ‘content’’, ‘separation of roles’, ‘boundaries and confidentialities’, ‘the goals of the environment’, and ‘managing risk’). Counsellors identified four main requirements from their supervisors: a need to be external to the school, a knowledge and understanding of risk and child protection legislation, an understanding of the working context of the counsellor and how that impacts on their work, and a knowledge of how to work therapeutically with this age group.ConclusionFindings indicated that school counsellors do have specific needs from supervision in order to fulfil their therapeutic role within secondary schools. This has important implications for supervisors and trainers. More nationwide research is recommended in this area of supervision, as well as the supervisory needs of school counsellors in primary schools.

Valoración desde la perspectiva de los orientadores de Educación Secundaria de la Región de Murcia del portal de Atención a la Diversidad ORIENTAMUR.

&lt;p&gt;En el presente trabajo se pretende dar a conocer las opiniones que albergan los orientadores de Educación Secundaria sobre la adecuación y utilidad de los recursos ofertados por la Consejería de Educación y Universidades de la Comunidad Autónoma de la Región de Murcia, en materia de atención a la diversidad, a los centros educativos de Educación Secundaria de esta región, desde el portal de Atención a la Diversidad: ORIENTAMUR.&lt;/p&gt;&lt;p&gt;Es un estudio principalmente de carácter descriptivo realizado a través de una encuesta a orientadores de secundaria que han querido colaborar en este proyecto.&lt;/p&gt;&lt;p&gt;Los resultados nos muestran que existe una satisfacción general en torno a este portal, especialmente en cuanto a su disposición web, manejo y funcionamiento. Sin embargo, algunos aspectos relacionados con los recursos disponibles podrían perfeccionarse haciendo que esta página web sea y continúe siendo un referente para todos los orientadores de esta región.&lt;/p&gt;

A Grant Project to Initiate School Counselors’ Development of a Multi-Tiered System of Supports Based on Social-Emotional Data

This article reports on an Elementary and Secondary School Counseling Program (ESSCP) grant project designed to build an elementary school counseling program in a district that previously had not employed school counselors at that level. The new school counseling program was organized around an innovative shift in the district's multi-tiered system of supports (MTSS) model that expanded to integrate social-emotional and behavioral data with academic indicators. School counselors used the new social-emotional data to help answer the question of why students were struggling academically when scholastic deficiencies were not the primary cause. The grant project also focused on developing strong data literacy skills among elementary school counselors so they could serve as leaders in data-based discussions. These complementary grant goals transformed the data team process as school counselors, teachers and administrators began to use data to better understand the complex relationship between social-emotional factors and academic achievement. These practices resulted in systemic changes throughout the district as data-driven elements of the elementary school counseling program were adopted at the secondary level. The purpose of this article is to: (a) highlight the importance of engaging in data-based decision making regarding students' social-emotional needs in schools, (b) provide an overview of the specific elements that comprised the new MTSS model in the school district as a part of this grant-funded project, and (c) underscore the importance of building human capacity to enable school-based data teams to meaningfully integrate academic and social-emotional data to promote improved student outcomes. Limitations of this project, directions for future research and implications for school counselors also are discussed.School Counselors and Social-Emotional DataSchool counselors are often advised to adopt a data-based decision-making model as part of their practice (American School Counselor Association [ASCA], 2012; Dimmitt, Carey, & Hatch, 2007). Accountability mandates require school counselors to use data to demonstrate the impact of their work and to link their interventions to academic achievement (Dahir & Stone, 2009: Isaacs, 2003; Sink & Stroh, 2003.) Moreover, data use also is central to the transformed model of school counseling, which positions school counselors as advocates in educational reform efforts such as closing the achievement gap and carrying out school improvement initiatives (Dahir, 2004; Hayes, Nelson, Tabin, Pearson, & Worthy, 2002; House & Hayes, 2002). However, institutional factors can limit the role of the school counselor in data-based decision making. Typically, data teams primarily (or even exclusively) consider academic indicators, and schools often lack the infrastructure to systematically collect the social-emotional data that more directly aligns with the work of the school counselor.Accountability requirements of the No Child Left Behind Act of 2001 (NCLB; 2002) have strongly influenced schools' approaches to data-based decision making (Mandinach, Honey, & Light, 2006; Marsh, Pane, & Hamilton, 2006). The pressure to demonstrate adequate yearly progress (AYP) has prioritized state standardized tests scores and other academic benchmark assessments in data-driven discussions. A tremendous amount of achievement data were routinely collected and housed by school districts to fulfill reporting demands of NCLB; these data will continue to be gathered under the new Every Student Succeeds Act (ESSA; 2015). School staff can access these data to guide instructional practices and measure student progress. However, these data are more directly linked to teachers' work with students and primarily measure academic achievement and cognitive ability (Heckman & Rubinstein, 2001).The role of the school counselor encompasses not only students' academic achievement but also their social-emotional development (ASCA, 2012). …

RELATIONSHIP BETWEEN JOB SATISFACTION AND COMMITMENT AMONG SECONDARY SCHOOL COUNSELLORS IN ANAMBRA STATE, NIGERIA

The study was conducted to determine the relationship between job satisfaction and job commitment among secondary school Counsellors in Anambra State, Nigeria. Three research questions guided the study. Correlational research design was adopted by the researcher. A total of 188 secondary school Counsellors formed the population of the study. Findings from the study showed among others, that secondary school Counsellors in Anambra State are satisfied and committed to their job. The researcher made some recommendations which include; designing counselling job in such a way that it will be more challenging for counsellors to take responsibilities of their job outcomes. Article visualizations:

Effects of 8Ps of services marketing on student selection of self-financing sub-degree programmes in Hong Kong

Purpose – The purpose of this paper is to investigate how the effects of 8Ps of services marketing affect students’ selection of self-financing sub-degree programmes in Hong Kong. The factors that affect students’ selection of self-financing sub-degree programmes have not been studied in higher education market of Hong Kong. This research is to fill the gap by examining the effects of 8Ps (“Product Elements”, “Price and Other User Outlays”, “Place and Time”, “Promotion and Education”, “People”, “Process”, “Physical Environment” and “Productivity and Quality”) on self-financing sub-degree programmes in Hong Kong. Design/methodology/approach – The research taken was a quantitative survey of students at Community College at Lingnan University in Hong Kong. Findings – The results reveal that “Productivity and Quality” is the most important element of 8Ps of services marketing. Accreditation of programmes seeking recognition in Hong Kong and overseas can increase student enrolment. “Promotion and Education” element is the least important element of 8Ps of services marketing. Self-financed higher education institutions should develop strategies to build relationships with the secondary school teachers and counsellors rather than invest money on advertising. Research limitations/implications – The data were collected from a particular community college in Hong Kong only. Practical implications – Management can increase student recruitment by allocating minimum amount of limited resources to recruit maximum number of students. Originality/value – This research adds knowledge to the marketing of higher education in Hong Kong. The management of self-financing sub-degree programmes can use the findings of this research as a reference to develop their marketing strategies.

Effects and the Possible Remedies of Students’ Truancy in Secondary Schools in Meru South Sub County, Kenya

Truancy is deliberate absence from school on the part of learners without the knowledge and consent of parents or absence of learners from school for which no reasonable or acceptable excuse is given. Truancy is a major challenge in Kenyan secondary schools. Truancy may have adverse affect on students, the school and the society at large. The purpose of this study was to establish effects and the possible remedies of secondary school students’ truancy in Meru South District, Kenya. The study elicited views from principals, class teachers, counseling teachers and form two students, purposive and simple random sampling method was used to select 298 Form 2 students 8 Principal 8 counseling teachers and 8 class teachers. Questionnaire was used to collect data. Data was analyzed quantitatively and presented using frequency distribution table, bar charts and percentages. The study identified the effects of truancy as poor academic performance for the truants, their class and school, wastage of learning time, dropping out of school, poverty to the individual and family in future, involvement in delinquent behavior, family instability, social maladjustment and insecurity in the family. The suggestions for the remedies truancy were strengthening of peer, joint, group and individual counseling in secondary schools, involving parent and the surrounding school community in developing attendance and anti truancy policies, effectively monitoring of the truants, creating a friendly school culture, developing attractive co-curricular activities, holding regular motivation talks, organizing career guidance right from when students are in Form 1 and helping the students set and remain focused on clear goals in live.