Project Materials

GUIDANCE COUNSELING UNDERGRADUATE PROJECT TOPICS

TEACHERS’ VIEWS ON THE EFFECTIVENESS OF THE GUIDANCE AND COUNSELING PROGRAM IN SECONDARY SCHOOL

TEACHERS’ VIEWS ON THE NESS OF THE GUIDA AND COUNSELING PROGRAM IN SECONDARY

 

CHAPTER ONE

INTRODUCTION

THE ’S BACKGROUND

It is widely assumed that the inclusion of guidance and counseling in systems would allow everyone to recognize the importance of guidance and counseling in the school system.

Essien (1998) emphasized the importance of establishing a guidance and counselling program in Nigerian schools. Despite this recognition, it appears that these factors are slowing progress in the availability of guidance programs in Nigerian s. The National cy on on (1998) emphasized the importance of a guidance program in our s; however, in most s, counselors or career masters are only assigned counseling duties on a part-time basis, while teaching duties are prioritized for such officers.

As a result, the guidance services have recently focused on the goal of psychological growth, which is to assist students in learning how to make comprehensive decisions, enhance personal development, liberate students, and meet the unique needs of the students for individual learning.

In this age of science and technology, Nigerian s face numerous challenges, including mass failure in school and public examinations, examination malpractice, indiscipline, overpopulation, and a decline in social norms and values. Faced with this challenge, s require a well-established and effective guidance and counseling program managed by trained counselors.

The meaning of the title counsellor remains a mystery in some quarters, such as when counselors are asked if they are teachers, administrators, or principals. Within the professional hierarchy of school personnel, the counsellor is a very different person to place.

As a result, a trained school counsellor is someone who possesses the skills and qualities that can help both students and parents make decisions. The work of a counselor is one of growth, change, and personal expansion in a world that does not always make sense.

As a result, unlike the majority of his colleagues who are placed under direct supervision, the counselors are placed in an extremely unusual position (Dengal 1983). School administrators, including teachers, are sometimes unaware of the need for guidance services in their school because they perceive the school counselor as a threat to their position as principal.

STATEMENT OF THE PROBLEM

In a typical school sector, it is expected that the school have a guidance counselor because the school is made up of students from various backgrounds, cultures, and ages. The school administration is expected to recognize the importance of the guidance counselor not only in advancing the school’s reputation, but also in improving the overall well-being of the students and ensuring a smooth teaching and learning process.

In most of our s, the policy of providing guidance services in every school is far from being implemented. Is it possible that the schools are unaware of the eral Government directive? Are school administrators oblivious to the values and significance of a guidance program in their schools?

In addition, most schools with a guidance program are either malfunctioning or, at best, in the pioneering stage. This is due to a current shortage of men and material resources for effective and in-depth guidance and counselling services (Denga, 1983)

Most students, community members, and parents may begin to regard the school counselor as a very powerful figure with the ability to shape their children’s lives and provide human services to diverse individuals in a variety of settings.

PURPOSE

The study’s goal is to determine whether or not a guidance and counselling program is in place, as well as the types of services provided in s in Ondo State’s Okitipupa Local Government Area. The research looked into how teachers, principals, and students perceive the guidance and counselling program in s in the Local Government. Finally, the study examined the effects of guidance services.

QUESTIONS FOR

(1) How do Okitipupa teachers perceive the guidance and counselling program?

(2)How does the principal view the guidance and counselling program?

(3)How does the school counselor view the guidance and counselling program?

(4)Do teachers’ and counselors’ perceptions of the effectiveness of the guidance and counselling program in Okitipipa s differ?

THE ’S IMPORTA

We live in a time when youths and adults are heavily confronted and perplexed by various developmental needs and problems in their lives; thus, determining the effectiveness of guidance and counselling programs is carried out.

It is hoped that the study will provide school administrators, teachers, counselors, and career masters with accurate information about the nature and scope of guidance and counseling in our s, as well as the impact on students’ academic performance and career choices.

The study will correct misconceptions about guidance and counselling programs among educational personnel such as teachers, school administrators, and students.

It will assist educational planners in ministries of education and educational resource centers in understanding the current state of guidance and counselling in s. This study will reveal strengths and counseling. This research will reveal the strengths and weaknesses of the current guidance program.

The study’s findings and recommendations will help to improve guidance services, reducing student problems and adequately preparing them for the world of work.

Finally, it is hoped that this study will not only add a new dimension to previous work on the need for and impact of guidance services, but will also open up new for useful inquiries or research.

THE ’S OBJECTIVE

This research is restricted to the Okitipupa Local Government Area of Ondo State. Stella Marris College Okitipupa, Success Secondary Schools of Edepe Secondary School Okitipupa, and Methodist High School Okitipupa are the s for which research was conducted.

TERMS DEFINITION

The ability to see, hear, understand, and form an opinion.

PIONEERING: Introducing previously unseen ideas and methods.

ACCOMPLISHMENT: An impressive feat accomplished after much effort.

NESS: The ability to complete a task successfully.

SUMMARY

The purpose of this study is to investigate the effectiveness of guidance and counselling programs as perceived by teachers in some selected s in Okitipupa Local Government. This chapter discussed the study’s background, which provided us with a general overview of the study, why the researchers chose to focus on this topic, and the purpose of the study. It also stated the research questions, the scope or limitation of the study, and the study’s significance.

 

 

Do You Have New or Fresh Topic? Send Us Your Topic 

 

TEACHERS’ VIEWS ON THE NESS OF THE GUIDA AND COUNSELING PROGRAM IN SECONDARY

Leave a Reply

Your email address will not be published. Required fields are marked *

Advertisements