Guidance and Councelling

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    CAUSES, LEVELS AND MANAGEMENT STRATEGIES OF PSYCHOOGICAL STRESS AMONG TEACHERS IN PUBLIC PRIMARY SCHOOLS IN MAARA SUB-COUNTY, THARAKA NITHI COUNTY, KENYA
    (Chuka University, 2022-09) MATHOKA, HUMPHREY
    Teachers in public primary schools handle large classes because of the introduction of free primary education, a policy whose implementation has not been accompanied by adequate human resources to enhance its implementation. This may have led to stress among the public primary school teachers. The purpose of the study was therefore to establish the causes, levels and management strategies of psychological stress among Public Primary School Teachers in Maara Sub County, Tharaka Nithi County, Kenya. Specifically, the study assessed stress levels, their causes and management strategies of stress among the public primary school teachers. The study employed a descriptive survey design using quantitative approach. The study targeted 992 public primary school teachers from which a sample of 278 teachers was selected using stratified random sampling technique. Data was collected using a questionnaire. Validity of the instrument was ascertained through the expert opinion of University supervisors. Prior to data collection, the study instrument was administered to 35 teachers in Igamba Ng’ombe Sub-County to pretest the research instrument. A set of 231 questionnaires were obtained implying a return rate of 83.1%. Data obtained was edited, coded and analyzed with the aid of Statistical Package for Social Sciences Version 23 computer software using frequency, percentages, means and standard deviation as well as Chi Square based on research objectives. The study established that a majority of the public primary school teachers had high stress levels. A majority of the teachers were distressed because of occurrences that happened suddenly. They felt that they were unable to control significant things at their work places and had nervous feelings and being stressed. The high level of stress was attributed to overwhelming situations, cause and effect, environment, conflict and alienation. A majority of teachers reported resorting to guidance and counselling, spiritual activities, exercises, use of drugs and optimism in managing work related psychological stress. The study recommends that the administration of public primary schools ensure that teachers have an enabling environment within which they have control over important things at their work places to help lower their stress levels. It was also recommended that public primary school teachers be assisted to minimise alienation, overload, conflicts and information gap in order to lower their stress levels. It is also important that public primary school teachers are encouraged and aided to adopt effective stress management strategies such as guidance and counselling, optimism, spiritual activities as well as involvement in physical activities even as they discharge their duties.
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    IMPACT OF PEER COUNSELING SERVICES ON DISCIPLINE AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN THARAKA SOUTH SUB-COUNTY, KENYA
    (Chuka University, 2020-12) Njeru, Kinyua John
    Peer counseling has been established in Kenyan secondary schools among other counseling services being offered to students. This emanates from the fact that it has the potential to impact students’ behaviour positively. The purpose of this study was to establish the impact of peer counseling services on students discipline and academic achievement in secondary schools in Tharaka South Sub County Kenya. This study adopts the descriptive survey design. The study targeted a population of 4212 persons. These include 4160 students in the secondary schools, which includes 104 students’ counselors, 26 principals and, 26 heads of departments in secondary schools. From this population, 496 respondents were sampled and the response rate was 365 respondents. The sample is obtained through three sampling techniques: stratified random sampling (for students, peer counselors, principals and counseling masters) so as to achieve the designed representation from various categories in the population as well as simple random sampling and purposive sampling to sample principals, counseling masters, students and peer counselors from each of the various types of schools (Girls Boarding, Boys Boarding, Mixed Boarding, Mixed Day and Private) in the 26 schools sampled. Data was collected using questionnaires from students, principals and student counselors and interviews from counseling masters. A pilot study was carried out in two schools in the neighboring Tharaka North Sub County. Data from the pilot study was used to test reliability of the study instrument. Content Validity of instruments for this study was assured by expert advice from university supervisors and other experts in the field of study. Reliability of the instruments was assessed through Pearson coefficient (r), obtained through test-retest of individual questions, whereby a value of 0.7 and above were deemed to adequate to judge the instruments as reliable for the study. Data from interviews was analyzed thematically. Descriptive statistics such as percentages, frequencies were used to describe the data from questionnaires. It was evident in the study that schools had peer counselors programmes. The findings show that the students who were exposed to peer counseling had better discipline. When students were guided well, they tended to concentrate more in school activities. This went on to impact their achievement in examinations and other tests. In line with the study findings and conclusions, various recommendations were made. The Ministry of Education need to train enough peer counselors. Student counselors should also be exposed to regular training so as to enhance their ability to offer regular honing of the skills of peer counselors. In addition, schools should provide motivation strategies to peer counselors so as to motivate them to be willing to take part in peer counseling efforts. The researcher recommends a comparative study on the subject in other counties in Kenya.
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    Perceived Effect of Pubertal Developmental Body Changes on Self-Esteem and Academic Achievement Among Public Primary School Pupils in Sagana, Kirinyaga West Sub-County, Kenya
    (Chuka University, 2019-09) Maina, Susan Wanjiru
    Pupils in puberty stage face several challenges that affect their self-esteem and academic achievement. Low self-esteem is manifested when level of confidence, satisfaction and acceptance is dismal in pupils during puberty stage. Academic achievement of pupils is also affected as boys and girls in puberty stage perform dismally. Puberty stage is a developmental stage for a human being characterized by increased changes in bodies of the young people. The body changes are manifested in emotional, physical and attitude changes that affect their behavior. During the onset of this period, many young people attending school become affected posing potential risks to optimal academic achievement and self-esteem. The purpose of this study was to determine the perceived effect of pubertal developmental body changes on selfesteem and academic achievement among pupils in Sagana, Kirinyaga West Sub- County, Kenya. This study employed descriptive survey research design that comprises both quantitative and qualitative research procedures used for obtaining information from a large population. The researcher targeted 480 respondents comprising of twelve class teachers and 468 pupils in classes six and seven in six schools. Simple random sampling technique was used to obtain a sample size of 214 pupils from the target population of 468 pupils. The researcher also used purposive technique to obtain a sample of twelve class teachers. The researcher used questionnaires for teachers and pupils as well as achievement records for pupils to collect data. Validity of the instruments was confirmed through expert judgement from the Department of Education at Chuka University. The questionnaires and achievement tests were tested for reliability. Two schools were purposively selected for testing of the instruments using split half method. With a coefficient (α=0.81), the instruments were considered reliable for data analysis. Both qualitative and quantitative data were generated. Computer programme Statistical Package for Social Sciences Version 21 was used to analyse quantitative data that generated frequencies and percentages which were presented in Tables and Graphs. For qualitative data, content analysis was used to arrange data into themes. Findings indicated that girls are affected more than boys in terms of self-esteem academic performance. Also, the findings revealed that pubertal physical development changes are manifested differently in boys and girls with girls being affected most. The study findings indicated that occurrence of most of the pubertal development body changes reduce self-esteem of the pupils. Class participation, concentration and class attendance in girls was affected than boys yet performance was below that of girls especially during menstruation. The general perception is that boys are significantly satisfied than girls during puberty. This study concluded that while pubertal physical body changes occur in both boys and girls, the manifestation of the changes is more in girls than boys with boys exhibiting fewer effects. The study recommends that more strategies to help girls manage the pubertal changes should be devised as a means of improving their selfesteem and academic performance. The findings of this study will benefit pupils, teachers, NGOs, Ministry of Education and academicians.
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    Effectiveness of Preventive Counselling in Addressing Public Secondary School Students’ Problem Behaviors in Igembe South Sub-County Kenya
    (Chuka University, 2019-09) M’eng’ang’a, Henry Kiambati
    Addressing and dealing with the perennial students’ problem behaviors have become a major challenge in secondary schools. The conventional counselling approaches applied deals with the students who already had developed problem behaviors and little done in preventing and reducing the occurrence of the problem behaviors in students. This is indicated by the recurrence of common deviant behaviors like drug and substances abuse; teenage premarital sex and pregnancy; absenteeism, truancy and dropout; dishonesty; violence and arson witnessed in secondary schools. Preventive counselling operate at three levels of problem behaviors where primary preventive approach deals with students having no signs of behavioral problem in order to prevent it from occurring; secondary preventive approach targets students showing early signs and onset of behavioral problems and address them to stop maladjusted behaviors while the tertiary preventive approach concerns those going through the painful consequences of the behavioral problems, rehabilitate and help them to recover, cope and adjust and to positive behavior changes. This study therefore sought to establish the effectiveness of preventive counselling interventions in addressing these common behavioral problems in public secondary school students in Igembe South Sub-County. The study adapted a descriptive survey research design and involved 42 public secondary schools with a total enrolment of 8,017 students. Accessible population of the study was 1,974 form three students from which a sample of 317 respondents was drawn to participate in the study through simple random sampling. Further 15 teacher counsellors and 15 deputy principals from the selected schools were purposively sampled to participate in the study. The study had a total sample of 347 respondents. Data was collected using questionnaires. To ensure validity of the instruments, the researcher sought expert judgement and opinion from the university supervisors and other experts in addition to searching relevant literature in determining the content, construct and face validities. To test the reliability of the instruments, a pilot study was conducted in three sampled secondary schools in Igembe North Sub-County which had similar conditions. Cronbach’s alpha coefficient method was used to estimate the internal consistency and reliability of the instruments. The reliability coefficients of 0.903, 0.875 and 0.794 were obtained for the students, teacher counsellors and deputy principals respectively. An average reliability coefficient of alpha scale of 0.857 was arrived at indicating that the instruments used were reliable. Data collected was organised, collated and analysed using the Statistical Package for Social Sciences (SPSS) version 20.0 and presented using frequency tables, percentages, charts and graphs. The findings showed that the three preventive counselling approaches were effective in addressing various aspects of secondary school students’ problem behaviors. Primary preventive counselling rated at 78.1%; secondary preventive counselling at 74.7% and tertiary preventive counselling with 75.4%. From the study findings, the researcher recommends empowerment of trained teacher counsellors specifically with more emphasis on the preventive counselling approaches in order to enable them effective address students’ problem behaviors. A favourable counselling environment should be set in all secondary schools to make students willingly, comfortably and voluntarily seek guidance and counselling and ensure teacher counselors efficiently address students counselling needs. The government policy makers should work in consultation with all stakeholders to develop proper framework ensures that all the preventive counselling approaches are effected well in order to address all the students’ problem behaviors before they become severe and cause more psychological, social, moral, and physical damage to the students, schools and the society.