FACTORS THAT INFLUENCE THE IMPLEMENTATION OF GUIDANCE AND COUNSELLING PROGRAMMES IN SECONDARY SCHOOLS: A CASE OF KAMARINY DIVISION OF KEIYO DISTRICT

Guiding and Counselling in Kenya just like other parts of the world has not reached perfection. There are unsolved problems which prevent full achievement of the objectives of guidance and counseling is Secondary schools. According to Hum (1985) they include: problems in clarifying responsibilities, problems of Education Policy, problems of professional relationships, problems of relationships with parents among others. This paper thus seeks to determine the factors that influence implementation of guidance and counselling programmes in secondary schools with a focus on Kamariny division of Keiyo district. The study observed a descriptive survey design with a target on the head teachers, teacher counselors and students. The population of the study was 3,160 students, 10 head teachers and 10 teacher counselors. A study population of 1,455 students, drawn from Form Three and Four classes was used to determine the sample size of student respondents from each of the ten schools. A sample of 230 respondents was therefore obtained. Purposive sampling was used to select the head teachers, teacher counselors and form three and form four students; stratified random sampling was used to sample the students in co-educational schools and the schools with more than a single stream and simple random sampling method to sample the students in co-educational schools and the schools with more than a single stream and simple random sampling method to sample the students in their respective classes. Questionnaires and an Interview schedule were the data collection mode used. Data was then analyzed using descriptive statistics in the form of frequencies and percentages. The study findings indicated that some factors that influence guidance and counselling programme implementation include: the students’ and teachers’ gender, parental influence, culture, type of the counseling problem, attitude of the student, counselling problem, attitude and personality of the teacher counselor, resources and administration support. Religious differences of the student and teacher counselor do not affect the implementation of guidance and counselling. The findings from this study may be of importance to the education stakeholders in the District in formulating policies and giving necessary advice on how guidance and counselling can be effectively implemented in secondary schools.