Authors
JOSHUA-LUTHER NDOYE UPOALKPAJOR, Veronica Esinam Eggley & Matthew Kojo Namale
Publication Year
2018
Article Title
Students’ Patronage of Guidance and Counselling Se
Journal
Journal of Education, Society and Behavioural Science
Volume
28
Issue Number
1
Page Numbers
1-9
DOI
https://doi.org/10.9734/JESBS/2018/45093
ISSN
2456-981X
Website Url
https://journaljesbs.com/index.php/JESBS/articl...
Abstract

Guidance and counselling services are extensively known to be advantageous in shaping the decision making and thinking capabilities of both students and even people at work places. However, the services appears to be lacking in Senor High Schools (SHSs) in Ghana. This study explored students' patronage of guidance and counselling services in SHSs in Ghana. The study further identified the factors affecting students' patronage of guidance and counselling services. The study was targeted to Form 2 and 3 students. Using a cross sectional design, 24 SHSs were selected out of 475 through a multi-stage sampling technique. The final sample made up of 2,969 Form 2 and 3 SHS students with a return rate of 98.25 percent. Survey questionnaire was used as the main data collection instrument. The data was analysed using percentages and frequency counts, as well as one-sample t-test analysis. It was found that students are aware of the presence of guidance and counselling services (educational counselling especially) in their schools. However, the patronage of the services was low due to factors like accessibility of the services, misconceptions held by the students, issues of confidentiality, and counsellor as teacher. The study recommended that GES together with headteachers of SHSs to provide guidance and counselling facilities and logistics which enhances the work of the counsellor. Again, the GES is advised not to allow counsellors posted to schools to engage in any teaching activities.

Policy Contributions

The findings from my study clearly indicate that although students are aware of the existence of guidance and counselling services, they did not patronise the services. This low patronage was ascribed to factors like accessibility of the services, misconceptions held by the students, issues of confidentiality, counsellor as teacher, insufficient time of the counsellors, stigmatisation/teasing and trust for the counsellors. The implication is that the low patronage of guidance and counselling services in SHSs can be attributed to the counsellors and the school management. It must be emphasised that any school who is poised to promote guidance and counselling services would do well to provide all logistics and facilities associated with the work. Counsellors would then be motivated to effectively draw out programmes and attend to the students with problem. It appears that the misconceptions held by students, if addressed would also improve the patronage of the services. The findings of this study is a wake-up call for the Ghana Education Services (GES), Headteachers, counsellors, parents and all stakeholders to collectively find out policies and strategies to address these factors which have been reported by students as affecting the patronage of the services. It is important that GES together with headteachers of SHSs to provide guidance and counselling facilities and logistics which enhances the work of the counsellor. Again, the GES is advised not to allow counsellors posted to schools to engage in any teaching activities. The study recommends that GES should have a Post Provisioning Norm, increasing its allocation of teachers based on the ratio of learners to compensate for counsellors who will not teach or be class teachers. Counsellors should be added to the Post Establishment with a timetable allocated for counselling services and writing reports. The GES should conduct advocacy sessions with the communities on counselling services. Due to the misconceptions held by most students, counsellors are encouraged

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