The survey was limited to merely 16 secondary schools: 13 authorities secondary schools and three mission secondary schools in Benin City with practising school counselor ( s ) . In all. there were four hundred and 20 respondents ( 420 ) . Sexual activity was non a factor in the survey. Two four-point Likert type graduated table questionnaires were used to obtain informations for the survey. These are: Secondary School Counsellors’ Questionnaire ( SSCQ ) ; and Secondary School Students’ Questionnaire ( SSSQ ) . The dependabilities of 0. 69 and 0.
80 were obtained severally SSCQ and SSSQ utilizing the Cronbach Alpha Internal Consistency dependability.The findings show that there are deficient counselors in schools ; unequal handiness of reding installations ; and that the making of counsel and guidance forces has impact on the quality of counsel services they provide to secondary school pupils in Nigeria. These findings suggest that these variables will assist to advance students’ accommodation in the school and the society at big. Paradoxically.
the absence of these variables could precipitate students’ maladjustment. Recommendations on ways of bettering counsel and guidance services to advance pupils adjustment were proffered.Keywords: Counselling Qualities ; Guidance and Counselling ; Students accommodation ; ; Nigeria1. IntroductionGuidance and Reding happens to be one of the developments in the field of Education in Nigeria. It became popular with the debut of the 6-3-3-4 educational system. It is by and large accepted that in Nigeria.
the organized/formal counsel started in 1959 at St. Theresa’s College. Oke-Ado in Ibadan by some Reverend Sisters.
out of concern for the merchandises of their school. They felt that there was demand to offer vocational counsel to their surpassing concluding twelvemonth pupils. As a consequence. the Rev. Sisters invited twenty educated people from Ibadan community who were in different professions and hence knew more about the emerging universe of work than the pupils and the Rev. Sisters. Fifty-four out of the 60 pupils benefited from the experts’ advice and were placed in assorted occupations. The invention was extremely accepted by the society because in ulterior old ages this group of people.
though non trained counselors. organized calling negotiations. seminars. counsel workshops and talks for the category five pupils. Subsequently on. the vocational counsel services spread to other secondary schools outside Ibadan and across the full federation.The ministry functionaries became so interested in these organized services that this group of “Career Advisers” was invited to supply calling workshops for instructors and calling Masterss.
Finally the term “Career Advisers” became a national issue. In an effort to pass the old educational system. towards the demands of the state. the Nigerian Educational Research Council ( NERC ) in September 1969 organized a conference on course of study development.
The course of study conference was followed by a authorities sponsored National Seminar in 1973 under the chairmanship of Chief S. O. Adebo to consider on all facets of a National Policy on Education utilizing the study of the 1969 course of study conference as the working papers. The conference came up with recommendations for a New National Policy on Education. which the Federal Government accepted and published in 1977 and revised in 1981. 1989 and 2004.With the highlighted alterations in the Nation’s educational system. the demand for counsel and guidance services in Nigerian secondary schools became more glaring.
Consequently. Guidance and Counselling Services became an built-in and indispensable constituent of the educational procedure for all pupils as they progress through the educational system. Harmonizing to Egbochuku ( 2008 ) . the purposes of school counsel and guidance services. which are based on a developmental hierarchy. are to supply pupils with: 1. Opportunities to develop cognition and grasp of themselves and others ; 2.
Opportunities to develop relationship accomplishments. ethical criterions and a sense of duty ; 3. Opportunities to get accomplishments and attitudes necessary to develop educational ends which are suited to their demands. involvements and abilities ; 4. Information that would enable them to do determinations about life and calling chances ( : 15 ) . Today.
counsel and guidance has gained prominence in the Nigerian educational system and many people are acquiring interested in the counsel of young person in doing wise educational. vocational and personal/social determinations.Consequent upon the enlargement of reding activities in Nigeria and the demand to organize a larger association to encompass both counselors and calling Masterss.
the Counselling Association of Nigeria ( CAN ) was launched on the 11th November 1976. To ease efficient direction of counsel and guidance services in Nigeria secondary schools. counsel and guidance forces are being trained in the third establishments and sent to schools to present these services. Besides. basic classs in counsel and reding characteristic in all teachers-education programmes. Prominent among the services rendered by counsel and reding forces in secondary schools are Information. Appraisal. Referral.
Guidance. Counselling and Planning. Placement and follow-up services for the proper counsel of pupils.Against this background hence. the focal point of the survey is to measure the worlds of counsel and guidance services in supplying equal counsel for Nigerian secondary school pupils. 1.
1. Statement of the job It is assumed that with the increasing complexnesss in the society. industrial and technological development all traveling hand-in-hand. the wining coevals will happen it hard to set themselves both to the society. work. household and schools. Failures in proper accommodation to all the aspects mentioned could impact the instruction of immature people and expose them to environmental every bit good as personal jobs in development. Guidance and Counselling.
as a bringing service. should non be misconstrued as the traditional type that is based on the rules of “to usher. to direct on a class. to edify. or to assist” .This traditional type of guidance was chiefly carried out in African scene by caputs of households. Priests.
and church leaders ( Olayinka and Omoegun. 2001 ) . Because of the complex nature of Nigerian society. the reding profession has assumed a wider function. Present twenty-four hours Guidance and guidance is based on the procedure of assisting persons understand themselves which will take to the better apprehension of the other facet of their lives ( Egbochuku. 2008 ) .
Harmonizing to the literature. these services are the formalistic actions taken by the school to do counsel operational and available to pupils. These formalistic actions typically consist of a set of procedures. techniques and maps that serve to transport out the counsel and reding ends of a peculiar educational degree. For pupils to be decently informed. they need the aid of trained counsel and guidance forces. Hence.
the authorities made it a policy that counsel and guidance should have in teacher-education programmes because instructors are closer to the pupils. Furthermore. the section of Guidance and Counselling has been established in most Nigeria Universities to develop counselors at the B.
Sc. . Maestro and PhD degrees. to fit them with the appropriate guidance techniques to transport out counsel and guidance services in secondary schools.
There is need hence to measure the counsel and guidance services rendered by school counselors to happen out if these services really provide equal counsel for students’ development. It is hence hypothesized that Qualification of counsel and guidance forces. handiness of counsel and guidance installations.
quality of counsel and guidance services will non significantly predict students’ accommodation 1. 2. Purpose of the survey This survey assessed the quality of counsel and guidance services in secondary schools with practising school counselors in Edo province.
To accomplish this. the research worker examined the making of forces supplying counsel and guidance services. handiness of stuffs for the successful executing of Nigerian secondary school counsel and guidance services and the impact of counsel plans on students’ accommodation.1. 3. Significance of the survey Guidance and guidance is the bedrock for accomplishing self-actualisation. It is a procedure of assisting persons to understand themselves by detecting their ain demands.
involvements and capablenesss in order to explicate their ain ends and do programs for recognizing those ends. An analysis of counsel and guidance services in supplying equal counsel for secondary school pupils is of paramount importance ; hence the this survey.The consequence from the survey will assist in throwing more visible radiation on how counsel and guidance services is being implemented in secondary schools in Nigeria and the quality of counsel services received by secondary school pupils. In add-on. it provides information to instruction contrivers and school decision makers on their duty in supplying equal installations for counsel and guidance services in order for pupils to have quality counsel. It besides reveals the extent to which counsel and guidance services influence the sum development of the potencies and proper accommodation of secondary school pupils.
2. MethodologyThis is a study survey utilizing correlational research design. The range of the survey covers some selected authorities and mission secondary schools with practising school counselors in Benin City of Edo State Nigeria. This is because Benin City is a metropolitan metropolis and consists of three well-populated Local Government Areas ( Egor. Oredo.
Ikpoba Okha LGA ) in Edo –South Senatorial District. out of the 18 LGAs in the 3 Senatorial Districts of Edo State. Purposive trying techniques and simple random trying techniques were employed in choosing the sample for the survey. This survey was limited to merely sixteen ( 16 ) secondary schools 13 ( 13 ) authorities secondary schools and three mission secondary schools in Benin City because merely these schools had practising school counselor ( s ) as at the clip the survey was carried out. In all. there were four hundred and 20 respondents ( 420 ) . Sexual activity was non a factor in the survey.
2. 1. Instrumentality Two different four-point Likert type graduated table questionnaires were designed by the research worker to obtain informations for the survey. These are: ( 1 ) Secondary School Counsellors’ Questionnaire ( SSCQ ) ; ( 2 ) Secondary School Students’ Questionnaire ( SSSQ ) The SSCQ consisted of two chief subdivisions viz: Section ‘A’ : This consisted of three points bespeaking information about the degree of making in counsel and reding from the respondents.
Section ‘B’ : This consisted of five points bespeaking information about the handiness of counsel and reding facilitiesmaterials in the school. The SSSQ besides consisted of two subdivisions viz: Section ‘A’ : This consisted of 11 points arousing information about the quality of counsel services rend by counselors in the school from the respondents.Section ‘B’ : This consisted of 12 points bespeaking information about the impact of counsel and guidance services on Nigerian secondary school students’ accommodation. The respondents in each instance were requested to bespeak the extent to which they agreed or differ to each point.
Items one to three in subdivision “A” of the SSCQ and points one to eleven in subdivision “A” of the SSSQ were used to prove hypothesis one. Items one to five in subdivision “B” of the SSCQ and points one to eleven in subdivision “A” of the SSSQ were used to prove hypothesis two. Items one to eleven in subdivision “A” of the SSSQ and points one to twelve in subdivision “B” of the SSSQ were used to prove hypothesis three. The marking of the instruments was as follow: Strongly Agree ( SA ) -4 Agree ( A ) -3 Disagree ( D ) -2 Strongly Disagree ( SD ) -1For all positive worded points the above was the instance. while the contrary was the instance for all negative worded points in the questionnaire. 2. 1.
1. Cogency and Reliability of the instruments Both concept and face cogency was established. The dependability of 0. 69 and 0. 67 were obtained severally for subdivisions A and B of the instrument for Counsellors ( SSCQ ) utilizing the Cronbach Alpha Internal Consistency dependability trial. The Students’ Questionnaire ( SSSQ ) yielded an alpha coefficient of dependability 0.
80. 2. 1. 2. Administration of the instruments Permission was obtained from the school before administrating the questionnaires. which were personally administered by the research worker to the respondents in the assorted secondary schools selected for the survey.
2. 2. Analysis of Data Descriptive Statistics and Pearson Product Correlation were used were used for analysis.3.
ConsequencesVariables Qualification of counsel and guidance forces Quality of counsel servicesThe tabular array 1 shows an r. value of. 169 proving at an alpha degree of. 05 and a P & lt ; . 001. The p. value is less than.
05 ( P