Eliminating the Educational Structural Defects Constraining Effective Guidance and Counselling Services Delivery in Secondary Schools in Edo State, Nigeria


The purpose of this study was to determine the educational structural defects constraining the effective guidance and counselling services delivery in Secondary Schools in Edo State of Nigeria. In the conduct of this study, four research questions were generated to guide the study as follows: (i) Is there an enabling environment, working materials and tools designed for guidance and counselling services? (ii)Are professional counsellors assigned non-counselling roles in the schools represented? (iii)Is the School curriculum and instructional programme planned to include counselling periods in the school timetable and outside of the school timetable? (iv)What is the school counsellors' rating of statutory provision of funds for guidance and counselling programmes?. The sample for this study consisted of 35 school counsellors, who were purposively selected from Secondary Schools in three senatorial districts of Edo State in Nigeria. A survey research instrument, containing 15 relevant items to the research questions, which were properly validated and tested for reliability were used to collect the data of the study. A reliability co-efficient of 0.79 was obtained using test-retest method. The findings of the study indicated no adequate provision of enabling environment, and working materials for counselling services. Furthermore, counsellors are predominantly assigned non-counselling duties, school curriculum, instrumental programs do not include counselling sessions in the school timetable, and statutory funds are not provided to facilitate the services. Based on these findings, some recommendations were made as contained in the study to improve counselling services in Edo State Secondary Schools in Nigeria.

Author Information
Agatha Ojeme, University of Benin, Nigeria

Paper Information
Conference: ECE2015
Stream: Primary and secondary education

This paper is part of the ECE2015 Conference Proceedings (View)
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Posted by James Alexander Gordon