Browsing by Author "Wandeka, Elizabeth"

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    How Non-Directive Workplace Counselling Technique Influences Teachers’ Performance in Bungoma South Sub-County, Kenya
    (IOSR Journal of Business and Management, 2022-12-19) Wandeka, Elizabeth; Wanyama, Kadian Wanyonyi; Makila, Leunita
    The general trend is that secondary schools, under guidance of the Ministry of Education and Teachers’ Service Commission, have continuously adopted a number of Human Resource Practice standards for daily routine, in order to improve student performance. Unfortunately, in the honing process, varied life mishaps impinge on teachers’ delivery, destabilising workflow intermittently and as a result, individual wellbeing is affected and consequently, delivery to the learners. The overall objective of this study was to evaluate the influence of nondirective workplace counselling techniques on teachers’ performance in public secondary schools in Bungoma South Sub-county. This study was anchored on the Cognitive Behavioural Theory (CBT) and Reality Theory. The study employed descriptive survey and correlation design methods. The target population comprised of 720 teachers (390 male and 330 female) distributed in 60 public secondary schools and two (2) Ministry of Education and Teachers’ Service Commission Human Resource Officers. Thirty percent (30%) was used to obtain 18 schools randomly sampled from a total of 60 public Secondary schools. A total of 257 teachers were randomly sampled from the 18 sampled schools included 18 Guidance and Counseling teachers. Simple random sampling was used to obtain respondents while purposive sampling was used to get two (2) officials from the Ministry of Education. Questionnaire and Interview schedules were used as the data collection instruments. Data analysis and interpretation was based on descriptive statistics as well as inferential statistics using SPSS version 22. Results illustrated that there was positive statistical significant influence of non-directive counseling on the teachers’ performance in Bungoma South Sub-County. Nevertheless, the study concluded that when levels/degrees of non-directive counseling were enhanced in schools, then this would translate to better teachers’ performance. Based on these results, therefore, it is recommended that the Government should provide the necessary resources and policy structure on the implementation of the guidance and counseling programme in schools. A guidance and counseling program must be included in the school schedule and school budget. The Ministry of Education should utilize these findings for policy purposes to ensure establishment of firm and workable Guidance and counseling departments in schools. This study shall generate findings that will be significantly beneficial to Ministry of Education, Teachers’ Service Commission, administration of public secondary schools and teachers. The study would also aid in policy making and formulating of intervention measures aimed at improving counselling services, and guidance and counseling teachers’ support programmes, with a view to improving teachers’ performance in public secondary schools.