TEACHER COUNSELLORS’ PERCEPTION ON THE EFFECTIVENESS OF PEER COUNSELLING SERVICES IN THE MANAGEMENT OF DISCIPLINE AMONG PUBLIC SECONDARY SCHOOL STUDENTS IN NAKURU EAST SUB-COUNTY, KENYA

Barasa Loice Njeri, Catherine Mumiukha, Thomas Ronoh

Abstract


Teacher counsellors and other educationists have come up with ways of managing discipline. Some of the ways of dealing with student indiscipline are by preventing it as well as teaching appropriate behaviour and coping skills. Peer counselling has been adopted as one of the methods of behaviour management. The purpose of this study was to establish the perceptions of the teacher counsellors on the effectiveness of peer counselling services in the management of discipline in public secondary schools in Nakuru East sub-county, Kenya. The study was guided by the Social Cognitive Theory (SCT) that posits that learning occurs in a social context within a dynamic and reciprocal interaction of the person, environment and behaviour. The study used a descriptive survey research design. The population under the study comprised 19 teacher counsellors from 19 public secondary schools in Nakuru East Sub-county. The 19 secondary schools were stratified as follows: single-sex (boys and girls) and co-educational schools then simple random sampling was used. The census method was used in selecting the teacher counsellors. Teacher Counsellor Questionnaires (TCQ) were used to collect data. The instruments were pilot-tested in one public secondary school using two teacher counsellors to establish the validity and reliability of the instruments. The scale measuring teacher counsellors’ perception had a Cronbach's alpha of 0.907. The questionnaire items were considered to be reliable after yielding a reliability coefficient of 0.70 and above. The data was analyzed using descriptive statistics that included frequencies and percentages. The Statistical Package for Social Sciences (SPSS) version 22 was used in the analysis. Teacher counsellors gave an aggregate effectiveness rating (mean = 2.56). Based on these findings, the study concludes that peer counselling services have a moderate effect in the management of discipline in public secondary schools in Nakuru East. The study concluded that teacher counsellors and peer mentors in high schools should get professional training in counselling and supervision of peer counsellors. The evaluation of peer counselling is rarely done and this maintains the persistent status quo of inefficiency in peer counselling in high schools. The study recommends that to improve the effectiveness of peer counselling, the relationship between teacher counsellors and peer counsellors should be enhanced and the training of peer counsellors be improved.

 

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peer counsellors, student discipline, teacher counsellor

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DOI: http://dx.doi.org/10.46827/ejes.v10i12.5139

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