Abstract:
Guidance and counselling are a process aimed at helping individuals gain a deep
understanding of themselves and how they respond to external influences. In recent
times, cases of student indiscipline and personal challenges have been on the rise in
public primary schools in Kenya, particularly in Mbeere South Sub-County. Despite
the provision of guidance and counselling services in these schools, there has been
discontent among stakeholders regarding this issue. Therefore, the main objective of
this study was to assess how guidance and counselling services influence the discipline
of learners in primary schools in Mbeere South Sub-County, Kenya.The study had
three specific research objectives:To determine how pupil appraisal services influence
learners' behavioural challenges, to establish the influence of information services on
learners' behavioural challenges, and to assess the impact of learners' response to
guidance and counselling services on their discipline.The study employed a descriptive
survey design, targeting a population of 162 head teachers, 162 teacher counsellors,
and 4,563 class eight pupils. A sample size of 48 head teachers, 48 teacher counsellors,
and 384 pupils was selected, representing 30 percent of the population. Data was
collected using questionnaires, and the reliability of the instruments was established
through Cronbach's alpha coefficient, resulting in a reliability coefficient of 0.76 for
head teachers and 0.75 for teachers' questionnaires.Data analysis involved the use of
frequencies, percentages, means, and standard deviations. The findings from the first
objective indicated that head teachers disagreed with the notion that teachers
consistently attempted to understand pupils' abilities, interests, and special aptitudes.
Similarly, they disagreed that teachers consistently sought information about pupils'
experiences outside of school.The second objective revealed that teachers generally
made referrals for pupils with severe challenges but disagreed that they actively
assisted pupils in avoiding unsocial behaviour. However, teachers agreed that they
assisted pupils in making responsible use of social media.Regarding the third
objective, a majority of pupils expressed a lack of liking for their guidance and
counselling teachers, suggesting that learner response to guidance and counselling
played a significant role in their willingness to seek these services.In conclusion, the
study found that teacher counsellors did not effectively employ the necessary guidance
and counselling techniques, contributing to indiscipline cases in schools. Additionally,
the lack of utilization of information services by teachers negatively impacted learners'
discipline. The study recommended that schools establish effective guidance and
counselling programs, implement appraisal services, and promote information services
to enhance learners' discipline. These findings may inform policy development and
teacher sensitization efforts to improve guidance and counselling management in
primary schools.
