This study investigated teachers’ opinions about principals needed interventions for more effective counselling services in schools. The purpose of the study was to ascertain teachers’ opinion on what principals should do towards improving counselling services in schools. This study adopted the expo factor descriptive survey research design. The population of this study consisted of all teachers of secondary schools in Edo and Delta States. Purposive sampling procedure was used to select thirty-one schools with professional counsellors. The first five teachers, from each of the selected schools, who volunteered to participate in the study, were used. An instrument with open ended format was used to elicit responses from the subjects. The instrument was personally administered to the respondents. The completed questionnaires were collected on the spot. The results obtained indicated ineffective planning for counselling activities, inadequate provision of enabling environment and work tools for counsellors and the deployment of school counsellors to perform non-counselling duties as constraints to effective performance of counselling roles in schools studied. The results also indicated that the non-existence of a collaborative working relationship between principals and counsellors and non inclusion of counselling periods in the school time-table are key areas of intervention by the school principal for effective counselling services. Based on the findings, it is concluded that school principals as major actors in the promotion of counselling services in school must rise up to their responsibilities. The study recommended a cocktail of principals’ needed interventions to promote effective counselling services in schools.
Agatha Ojeme, University of Benin, Nigeria
Stream: Primary and secondary education
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