EFFECT OF GUIDANCE AND COUNSELLING TEACHERS’ PROFESSIONAL QUALIFICATIONS ON IMPLEMENTATION OF GUIDANCE AND COUNSELLING SERVICES IN BARINGO CENTRAL SUB-COUNTY, KENYA

Abstract

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.