ABSTRACT
The main purpose of this study was to investigate the effectiveness of guidance and counselling programme as perceived by secondary school teacher and other school administrator in Okitipopa Local Government Area of Ondo State. From research questions were formulated to guide the study. Descriptive survey research design used was used to describe the perception of teacher and other school administrators on the effectiveness of guidance and counselling programme in Okitipupa. Review of literature was gathered to expose the researcher to what has been done in this area and to provide a good theoretical frame work for the study. Twenty (20) items questionnaire was developed and administered to two hundred teacher and counselors of the secondary school in Okitipupa Local Government Area of Ondo State. The result of the findings revealed that majority of the teachers deems that the effectiveness of guidance and counselling is not the exclusive responsibility of the guidance counselor. There is a misconception that they are duplication of teaching and administrative function of the teachers and principals. It is also clear from the study that principals who generally believed to be obstinate to the practice of effectiveness guidance in the school now support its functions. The discussion of results, implication of the findings and recommendation were highlighted. The discussion of result, implications of the findings,recommendations, and suggestions for further study were highlighted.
CHAPTER ONE
INTRODUCTION
BACKGROUND TO THE STUDY
There is a general assumption that the introduction of guidance and counselling in secondary school systems would enable everybody to appreciate the significance of guidance and counseling in the school system. Essien (1998) pointed out the need for the establishment of guidance and counselling programme in the Nigerian school. In spite of this recognition, these seem to slow progress in the availability of guidance programme in Nigerian secondary schools. The National policy on Education (1998) has emphasized on the need for guidance programme in our secondary schools, but in most secondary schools, the counselors or career master is only given the assignment of counseling duties as a part-time assignment while teaching duties are emphasized for such officers. Due to this, the guidance services have focused much of recent on the objective of psychological growth that is to aid students to learn how to make comprehensive decisions, enhance personal development, liberate students and to meet the peculiar needs of the students for individual learning. The problem that Nigerian secondary schools are currently facing in this era of science and technology are numerous, such as mass failure in school and public examination, examination malpractice, indiscipline, over population and decline in social norms and values.
Faced with this problem, secondary school therefore needs an established and effective guidance and counseling programmer to be managed by trained counselors. The meaning of the title counselor remains a puzzle in some quarters such question as the counselors a teachers, an administrator, a principal are asked. The counselor is a very different person to place within the professional hierarchy of the school personnel. The trained school counselor therefore is someone who possesses the skill and qualities that could facilitate the decision making activity of both students and parents. The counselors work is that of growth, of change of personal expansion in a world that does not always make sense. The counselors are therefore placed on highly unusual position unlike most of his colleague who are placed under direct supervision (Dengal 1983). The school administrators including teachers are sometimes ignorant of the need for guidance services in their school because, they sometimes see the school counselor as a threat to their status as the head of the school.
