Assessing factors motivating teachers in the provision of guidance and counselling services in selected secondary schools of Katete district of eastern Zambia.

Abstract

The purpose of the study was to assess factors motivating Guidance Teachers in their duties in selected secondary schools of Katete District in Eastern Province of Zambia. The objectives of study were: to assess type of training teachers providing counseling have, establish motivating factors for Guidance teachers to concentrate on examinations related duties than counseling and establish support Guidance teachers receive from their head teachers. The study followed a case study design supported by qualitative method of data collection. Data was collected from a sample of 14 respondents and participants from seven disaggregated as; 7 Guidance Teacher and 7 Head Teachers. Purposive sampling was used to select Head Teachers and Guidance Teachers. Interview guides were used to collect data from Head Teachers and Guidance Teachers respectively. Qualitative data was analyzed using thematic analysis. The research findings revealed that: two teachers had had certificate and diploma qualifications in psychosocial counseling and the other five had knowledge from the workshops they attend. Concerning what motivated guidance teachers to concentrate on examinations than counseling duties to pupils, they received motivation in form of financial, material, morally in relation to examinations. They did not have private room for counseling, time and reference materials among others. As regards to support Guidance Teachers received from their administrators, they received a lot of support in relation to examination, such as; material, moral, analyzing of results and monitored, financial. The study recommended that Ministry of General Education should place guidance teachers in the guidance departments and school administrators to support guidance and counseling services.