Perceptions of Students and Teachers Toward Guidance and Counseling Services in South West Ethiopia Secondary Schools

Aminu Jibril Arfasa


The study was intended to examine practices of Perception of Teachers and Students for Guidance and Counseling services in South west Ethiopia Secondary Schools. The research design was a descriptive survey research. The total participants of study were 500 and among total participants 108 were teachers and 394 were students. The study was used Multi stage sampling techniques. At first stage among 78 secondary school in south west Ethiopia, 8 secondary schools were selected by random sampling techniques using lottery methods. On the second stage 392 students and 108 teachers were selected by systematic sampling techniques. The instruments of data collection was Likert scale closed-ended self- administered questionnaire used and validation of the instruments was done by using experts' review and discussion. The study was used quantitative methods of data analysis. The analysis of data   was done using descriptive statistical measurements like, percentage, mean, standard division, and independent t-test were computed to analysis the response from students, and teachers. The results of study indicated that the students and teachers mean perception scores to needs of guidance and counseling for students learning was positive.  The perceptions of both students and teachers to ward school guidance and counseling services working on students future career, personal problems and students empowerments and decision making was negative. The computed independent t-test result revealed that there was no statistical significant difference between students and teachers means perception scores guidance and counseling services which was implies both teachers and students had the same perception for services of guidance and counseling in their schools. The mean perception of the students toward the non trained individuals could be of guidance and counselor officers were average while perception teachers were negative. Regarding to cost effectiveness of guidance and counseling services both students and teacher’s perception means score were negative. From these results it was recommended that  Since perceptions of students and teachers may affected based on the guidance and counseling survives; Education bureau in collaboration with higher educational institutions should prepare on job training to improve counseling skills of the guidance and counselors officers. 


Guidance; Counseling; Perceptions; Secondary Schools

Full Text:



Adane, W. (2015). The Need, Practice and Challenges of Guidance and Counseling Services in Selected Sidama Zone Secondary Schools of SNNPRS Ethiopia: The International Journal of Humanities & Social Studies (ISSN 2321 - 9203).

American School Counselor Association. (1997). The Role of the Professional School Counsellor. Alexandria,VA.

Beale, A. (2003). The Indispensible School Counselor. Principal Leadership, 4: 68-71.

Chireshe,G. (2011). School Counsellors' and Students' Perceptions of the Benefits of School Guidance and Counselling Services in Zimbabwean Secondary Schools: Kamla-Raj. J Soc Sci, 29(2): 101-108.

Cohen L, Manion L, Morrison K. (2001). Research Methods in Education. New York: RoutledgeFalmer.

Comfort, W. (2013). Evaluation of the Status of Guidance Services in Secondary Schools in Rivers State, Nigeria: Journal of Education and Practice ISSN 2222-1735 (Paper) ISSN 2222-288X (Online), 4(23).

David M, Sutton CD. (2004). Social Research: The Basics. London: Sage Publications.

Davies, S. M. B., Howes, A. J., & Farrell, P. (2008). Tensions and Dilemmas as Drivers for the Change in an Analysis of Joint Working between Teachers and Educational Psychologists. School Psychology International, 29(4): 400–417. doi:10.1177/0143034308096439.

Day, S. X. (2004). Theory and Design in Counseling and Psychotherapy. Boston, NY: Houghton Mifflin Company.

Dean, R. S. (1980). A comparison of Preservice and Experienced Teachers’ Perceptions of the School Psychologist. Journal of School Psychology, 18(3): 283–289.

Gilman, R., & Gabriel, S. (2004). Perceptions of School Psychological Services by Education Professionals: Results from a Multi-State Survey Pilot Study. School Psychology Review, 33(2): 271–286.

Gourneau, C. (2012). Bullying Cyber Bullying and Restorative Justice Practices. To Understand Students as a Whole and as Individuals.

Grace W. and Teresa A. (2015). School Guidance and Counseling in Kenya: Historical Development, Current Status, and Future Prospects: Journal of Education and Practice, 6(11).

Ifelunni I. (2005). The Missing Links in Nigerian Education System. Keynote Address Presented at a Conference on the State and Future of Education in Nigeria. F. C. E. (Technical) Asaba 13-17.

Lazarus, K. and Chinwe, I. (2011). The Role of Guidance Counsellors in the Career Development of Adolescents and Young Adults with Special Needs: British Journal of Arts and Social Sciences, 2(1). ISSN: 2046-9578.

Mundia, A. (1993). Modern Education Psychology for Teachers and Educationists. Machakos, Kenya: Triton Publishers.

Mutie, E. K. & Ndambuki. (1999). Guidance and Counselling for Schools and Colleges. Nairobi: Oxford.

Mutunga, J. M. (2003). Research on Effectiveness of Guidance and Counselling in Secondary Schools after the Ban of Corporal Punishment. (Unpublished Research Project). Egerton University, Nakuru, Kenya.

Mwangi, W. K. (2002). Student Perception of Guidance and Counselling: A Case Study of Loreto Schools, Nairobi. (Unpublished Master’s Thesis). University of Nairobi, Nairobi, Kenya.

Oye N. D, Obi M. C, Mohd T. N. (2012). Guidance and Counseling in Nigerian Secondary Schools: The Role of ICT: I. J. Modern Education and Computer Science, (8): 26-33. DOI: 10.5815/ijmecs.2012.08. 04.

Paisley, P. O., & Hayes, R. L. (2003). School Counseling in the Academic Domain: Transformations in Preparation and Practice. Professional School Counseling, 6: 198-209.

Schacter. (2011). How to Help a Bully: Recommendations for Counseling the Proactive Aggressor. Professional School Counseling, 11: 120-128.

Shertzer, E. F. & Stone, S. C. (1981). Fundamentals of Guidance. Boston: Houghton Mifflin Com.

U. S. Department of Education. (2002). No Child Left Behind: A desktop Reference. Washington, DC: Author.

UNESCO. (2011). Components of Guidance and Counseling Materials. /pdf/components-of-guidance-and.

Wachira J. N. (1997). Preparation of Secondary School Heads and Implications on their Performance. (Unpublished MED Thesis). Kenyatta University, Nairobi, Kenya.

Yamane, Taro. (1967). Statistics: An Introductory Analysis, 2nd Edition, New York: Harper and Row.

Yirgalem, A. (2013). Assessment of the Provisions of Guidance and Counseling Services in Secondary Schools of East Harerge Zone and Hareri Region, Ethiopia: Middle Eastern & African Journal of Educational Research, (2): 28-37.

Yunis, A. H. (2006). Students' Attitudes and Perceptions of Guidance and Counselling Services in Secondary Schools in Kajiado Central Division, Kajiado District, Kenya: (Unpublished Mastes Thesis). Kenyatta University, Nairobi, Kenya.



  • There are currently no refbacks.

Copyright (c) 2018 International Journal of Multicultural and Multireligious Understanding

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

International Journal of Multicultural and Multireligious Understanding (IJMMU) ISSN 2364-5369
Copyright © 2014-2018 IJMMU. All rights reserved.