The Irregularities Watering Down the Implementation of School Guidance Services in Ghana
Bernard Kissi-Abrokwah
*
C. K. Tedam University of Technology and Applied Sciences, Navrongo-Upper-East Region, Ghana.
Kyeremeh Tawiah Dabone
Department of Guidance and Counselling, University of Cape Coast, Cape Coast-Ghana.
Hansen Akoto-Baako
University of Cape Coast, Cape Coast-Ghana
*Author to whom correspondence should be addressed.
Abstract
The purpose of the study was to investigate the challenges found in the implementation of school guidance services in Ghana. The study was underpinned by pragmatic paradigm where concurrent triangulation mixed method design was used for the study. At the quantitative phase, survey was conducted while multiple case study was also used for the qualitative phase. The total sample for the study was one thousand six hundred and ninety-one (1691) teachers was selected. At the quantitative phase questionnaire were administered to 1679 teachers while 12 headmaster/mistresses were interview at the qualitative phase. It emerged that orientation, counselling and information services should be adequately provided in senior high schools to provide students from indiscipline. Moreover, the study revealed that the location of the teacher-counsellor’s office should be convenient to ensure privacy and confidentiality which would enable students to patronise guidance service. Again, the finding revealed that there should be a clear national policy on funding, allocation of time and role definition of school counsellors to help them carry their duties. The paper highlights comprehensive overview on issues related to the implementation school guidance services.
Keywords: Guidance services, senior high schools, teacher-counsellors, Ghana, headmasters/mistresses