Nephat J. Kathuri, Rebecca Amambia Magero, Dr. Bernard Wamalwa
Abstract: Students studying in public secondary schools in Kakamega County, Lugari Sub-County have a range of challenges, which include, deteriorating academic performance, drug and substance abuse, low self-esteem, socially unacceptable behaviour such as destruction of school property, among others. These problems exist despite the fact that guidance and counsellingprogrammes were established in Kenyan public Secondary Schools in 1970s.This study carried out an assessment on the challenges facing implementation of guidance and counsellingprogramme in public Secondary Schools in Lugari Sub-County. The study employed descriptive survey research design. The target population was 21 principals, 42 Guidance and Counselling teachers, as well as, 336 teachers in public Secondary Schools in Lugari Sub-County, making a total of 399 subjects. The sample size was composed of 30 % of the total target population which was120 subjects. The 120 subjects were comprised of 6 principals, 12 guidance and counselling teachers and 102 public secondary school teachers from the study area. A pilot test was carried out on the instruments in two Secondary Schools using test/retest method, with a two weeks interval between the tests to enable assessment of both validity and reliability of the data collection instruments. Simple random sampling was used to select 30 % of the principals. However, purposeful sampling was used to select the 30 % of the guidance and counsellingteachers. Simple random sampling, purposeful, as well as, stratified random sampling were used to select teachers from the schools where the principals weredrawn. Stratified sampling was necessary because teachers were selected with respect to their populations in the six respective schools. Data was analyzed using descriptive statistics. Results were presented, using frequency distributions, percentages and narratives for qualitative results. The study observed that G&C teachers were overwhelmed with responsibilities as most of them held dual responsibilities, such as, being class teachers and gamesteachers, besides handling their respective lessons in their teaching subjects. This limited their contribution to G&C. The study also established that G&C teachers had personal issues, such as, bereavement, family status and past experiences in life that negatively affected them when handling their counsellingroles. School principals should ensure optimum time is providedfor G&C teachers so that the teachers can devote more time for the G&C activities. G&C teachers should share information on issues affecting them because in such interactions they can encourage each other in the process of G&C.
Keywords: Guidance and counselling, G&C teachers workload, G&C personality