An exploratory study on the role of guidance and counseling Teachers in preventing examination malpractices in selected special education Schools in Western Province, Zambia

Abstract

The purpose of the study was to explore the role of guidance and counselling teachers in preventing examination malpractice in selected special schools in Mongu and Senanga districts in Western province of Zambia. The sample of the study comprised 88 respondents of which four (04) were Headteachers, four (04) were guidance and counselling teachers and eighty (80) were learners with disabilities of which forty (40) were learners with hearing impairment and the other forty (40) were learners with visual impairment. The study employed purposive sampling and simple random sampling procedures to select the sample from four special schools. Furthermore, the study used a descriptive survey research design and qualitative research methods. Interview guide, focus group discussion guide were used to collect data. Since the data was qualitative, thematic analysis was used to analyse this data. To ensure reliability of this study, the researcher used triangulation of methods and data sources. The study found that the role of guidance and counselling teachers in preventing examination malpractices was to prepare learners for examination by providing educational guidance and counselling services such as developing the learners’ self confidence, guiding learners on good study habits, skills or learner centered learning methods, orienting learners on the examination ethics, equipping learners with study resources or supervising and monitoring learners’ academic performance. Furthermore, the study revealed that guidance and counselling teachers were not often utilised by schools. Findings also revealed that guidance and counselling teachers faced a challenge in preventing examination malpractices due to lack of policy guidelines to govern the implementation of guidance and counselling services in schools. Lastly, the findings revealed that most learners did not often access guidance and counselling services in their respective schools. The study therefore, recommended that schools should utilise guidance and counselling teachers in preventing of examination malpractice.