Head teachers' perceptions of the roles of guidance teachers in government secondary schools of Lusaka district,Zambia.
| dc.contributor.author | Nakwenda, Kapuwamba Euodia | |
| dc.date.accessioned | 2018-05-02T06:55:29Z | |
| dc.date.available | 2018-05-02T06:55:29Z | |
| dc.date.issued | 2017 | |
| dc.description.abstract | The focus of the study was to explore the head teachers’ perceptions of the roles of guidance teachers in secondary schools of Lusaka district in Lusaka province of Zambia. The study used qualitative approach and a descriptive survey research design was employed for this study in order to obtain pertinent and precise information concerning the head teachers’ perceptions of the roles of guidance teachers in secondary school. The target population was all government secondary school head teachers and guidance teachers in Lusaka district. Purposive sampling technique was used to select a sample of 45 participants. Data was collected using Interview guides through semi-structured interviews. Analysis of data was done thematically where emerging themes were presented in a descriptive form. The study findings revealed that the head teachers perceived the role of guidance teachers to be important though they misunderstood the duties of the guidance teacher. Guidance teachers actually performed guidance and counselling roles that incorporated provision of guidance and counselling to pupils, registration of candidates for examinations, keeping pupils ‘records, subject teaching, identifying learners with special education needs and instilling discipline in pupils. Although most schools tried to adhere to the Ministry of General Education (MoGE) Guideline in the Administration and Management of Guidance and Counselling in the Education System, all the head teachers interviewed were not aware of the guideline. This study recommended that the Ministry of General Education (MoGE) should formulate job description for guidance teachers in schools that will also stipulate their roles; and conduct Continuous Professional Development (CPD) trainings for both head teachers and guidance teachers to raise awareness on the roles of guidance teachers in schools in order to make the provision of guidance and counselling services effective. Key words: head teachers, perception, roles, guidance teachers | en |
| dc.identifier.uri | http://dspace.unza.zm/handle/123456789/5120 | |
| dc.language.iso | en | en |
| dc.publisher | The University of Zambia | en |
| dc.subject | Educational counselling--Zambia. | en |
| dc.subject | Vocational guidance--Zambia. | en |
| dc.title | Head teachers' perceptions of the roles of guidance teachers in government secondary schools of Lusaka district,Zambia. | en |
| dc.type | Thesis | en |