an exploration of factors affecting provision of guidance and counselling services in inclusive ...

115 Pages·2015·1.18 MB·English

AN EXPLORATION OF FACTORS AFFECTING PROVISION
OF GUIDANCE AND COUNSELLING SERVICES IN
INCLUSIVE SECONDARY SCHOOLS IN SOUTHERN AND
LUSAKA PROVINCES, ZAMBIA

By

Hamainza Welcome Luyando

A Dissertation submitted to the University of Zambia in partial fulfillment of the
requirement of the Degree of Master of Education in Special Education

THE UNIVERSITY OF ZAMBIA

LUSAKA

2015
COPYRIGHT

All rights reserved. No part of this dissertation may be reproduced, stored in any retrieval
system, transmitted in any form or by any means, electronic, recording, mechanical,
photocopying or otherwise without prior permission in writing from the author or the University
of Zambia.

© 2015 by Hamainza W. Luyando

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DECLARATION

I, HAMAINZA WELCOME LUYANDO declare that this dissertation is my original work and
has not been presented for a degree anywhere. This work has not been published with any other
University. Works drawn from other sources have been acknowledged.

Signature of author:………………………………………………..Date:………………………..
Name: …………………………………………………………………………………………….

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CERTIFICATE OF APPROVAL

This dissertation of Hamainza Welcome Luyando has been approved as fulfilling the partial
requirements of the award of Master of Education in Special Education of the University of
Zambia.

Signatures
Examiner …………………………………………………….. Date ………………………..
Examiner …………………………………………………….. Date ………………………..
Examiner ……………………………………………………...Date ………………………..

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DEDICATION

This dissertation is dedicated to my parents LEE Hamainza and Michelo Hamilimo for the
devotion and support provided throughout my life. I have been able to obtain my goals and
dreams because of their continued motivation and encouragement. I say thank them so much.

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ACKNOWLEDGEMENTS

I am extremely and forever grateful to God whose mercies endure forever for enabling me to
complete this study after toiling for many days to end.
To my supervisor Dr. Daniel Ndhlovu, I cannot thank him enough for all encouraging comments
and diplomacy; he gave me confidence even when I felt like I did not know what I was doing.
His expertise and interest in the area of guidance and counselling positively contributed to my
submitting of this dissertation and for that I am truly grateful. May the good Lord continue
blessing. I cannot fail to mention Dr. Beatrice Matafwali for her invaluable advice,
encouragement and support.

I would like to thank all those people who have contributed both directly and indirectly to my
work especially all the teachers and learners in secondary schools who gave freely their time to
complete the questionnaires and answer interview questions.

I am grateful to my spouse, Clara for her immense support during the study period. She endured
my unending disruptions of family life. To my children Luyando, Mupapa, Mizinga and
Mulunda, I thank them for their support and tolerance especially as I seemed to direct resources
towards my education in addition to theirs.

To my friends, Chaambwa Nyoolo and Mukonko Enerst for reading and critiquing my
manuscript and providing necessary statistical skills and academic feedback on it. To Malumbe
Ojay Hamweene and Mwale Thomas, I want to express warm thanks and deep gratitude for their
help, encouragement and support.

Finally, special thanks go to my brothers and sisters for the financial, moral and spiritual support
during my studies.

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LIST OF ACRONYMS

ASCA American School Counselling Association
CDG Comprehensive Developmental Guidance
DEBS District education Board Secretary
EEDA Education and Economic Development Act
FAWEZA Forum for Women Educationist of Zambia
GCE General Certificate Examination
GCS Guidance and Counselling Services
GCP Guidance Counselling Programme
MoE Ministry of Education
MESVTEE Ministry of Education, Science, Vocational Training and Early Education
PTA Parents Teacher’s Association
SPSS Statistical Package Social Sciences
UN United Nations
UNESCO United Nations Education Scientific and Cultural Organization

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Abstract

The purpose of the study was to explore factors negatively affecting the provision of GCS in
inclusive secondary schools in Southern and Lusaka Provinces. The specific objectives of the
study were to: explore factors affecting the provision of guidance and counselling services in
selected inclusive schools in Lusaka and Southern provinces; determine the extent of guidance
and counselling services provision in inclusive secondary schools; determine beneficiaries of
GCS in inclusive secondary schools. It was carried out in two provinces, (Southern and Lusaka)
of Zambia. The population for the study were 4 inclusive secondary schools in Southern and
Lusaka Provinces. The target population was eighty (80) pupils, eight (8) school counsellors, 4
head teachers.
Descriptive survey design was used for the study. Simple random sampling procedure was used
to select learners. Purposive sampling procedure was used to select school counsellors and head
teachers. The primary data was collected by the use of questionnaires and interview schedules.
Thematic analysis was used to analyze qualitative data while quantitative data were analyzed
using the statistical package for social sciences (SPSS) computer programme. Qualitative data
were organized and presented in common themes while quantitative data were presented in pie
charts, tables and graphs.
The study found out that the following factors negatively affected the provision of GCS in
inclusive secondary schools; inadequate of spacious and conducive rooms specifically for
guidance and counselling, lack of enough time for counselling, inadequate materials such as
books, inadequate of support from fellow members of staff and administration, counsellor-
learner ratio was very high, dual roles as a school counsellor and teacher, non examinable
subject, cultural practices and beliefs, and inadequate of training in counselling and special
education (sign language and braille).
Based on these findings, the researcher recommended that the Ministry of Education and the
Teaching Service Commission should come up with clear policy guide lines on appointments of
counsellors, training of counsellors, workload, remuneration and responsibilities of school
counselors, all teacher training institutions and universities should review their programmes to
ensure that they include more mandatory courses on guidance and counselling, school
counsellors should be freed from other responsibilities that may interfere with their
responsibilities as counselors, implying that head teachers should relief guidance counsellors of
heavy teaching loads so as to allow them to practice effectively. It was also recommended that
teachers should be trained on career guidance and counselling to improve their competences by
organizing in-service trainings, seminars and workshops. In addition, the study should be carried
out on challenges in school guidance and counselling services provisions for learners with
disabilities in inclusive secondary schools in Zambia.

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LIST OF TABLES

Table 1 Research sites…………………………………………………….……………….41
Table 2 Biographical data of learners ………………………….…………………………42
Table 3 Biographical data of school counsellor …………………………………………..42
Table 4 Biographical data of head teacher’s respondents ………………………………...43
Table 5 whether guidance and counselling was time-tabled …………………..………….53
Table 6 whether guidance and counselling helped them to get rid of stress ……..….……54
Table 7 whether pupils were helped in subject selection …..……..……………….…..….55
Table 8 persons who taught them study skills ………………………………………….…55

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LIST OF FIGURES

Figure 1 Guidance and counselling not on the time table…………………………….…...47
Figure 2 Monitoring of guidance and counselling …………………………….……….…48
Figure 4 Provision of guidance and counselling in secondary schools ……………….….51
Figure 5 Availability of guidance and counselling offices ……………………………….52
Figure 6 Accessibility of guidance and counselling services in secondary schools ………53
Figure 7 People who oriented them on the first day at school ………………………….…54

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