ABSTRACT
This research work is based on students’
perception of the role of school counselor in the choice of a career using Esan
West local Government Area of Edo state. The study concentrated on the
different roles counselor plays in secondary schools, perceptions of students
at the junior and senior secondary levels on the role of counselors, importance
of career counseling in schools as well as the need for counselors in secondary
schools.
The
findings show that the perception of students of the role of school counselors
is positive. This prove that the secondary school students in Esan West local
Government Area of Edo State have positive perceptions of the role of school
counselors in their choice of a career, which clearly shows the need for more
professional counselors in our public schools.
Some
recommendations were made such as creating counseling units in secondary
schools, recruiting more professional counselors in schools as well as
organizing career day/week for students and ways to include career guidance
into the secondary school programs.
TABLE
OF CONTENT
Title
page …………………………………………………………...i
Certification
………………………………………………………iii
Dedication
………………………………………………………..iv
Acknowledgement
……………………………………………….v
Table
of content …………………………………………………vii
Abstract
……………………………………………………………
CHAPTER ONE
INTRODUCTION
1.1 Background to the study ……………………………….1
1.2 Statement of the problem ……………………………….7
1.3 Purpose of the study ……………………………………10
1.4 Research question ………………………………………11
1.5 Significance of the study ………………………………11
1.6 Scope of the study ………………………………………13
1.7 Limitation of the study………………………………….13
CHAPTER TWO
REVIEW
OF RELATED LITERATURE
2.1 Theoretical framework on career ……………………16
2.2 A changing workplace ………………………………….19
2.3 Lack of career knowledge ……………………………..22
2.4 Career development …………………………………….25
2.5 Challenges in the field of guidance and counseling ………………………………………………..25
2.6 Supporting a comprehensive counseling and guidance
system ………………………………………...29
2.7 Effective career development intervention ……..31
2.8 Research on career development ……………………38
2.9 Summary of literature review ………………………..44
CHAPTER THREE
METHODOLOGY
3.1 Research design …………………………………………48
3.2 Population of the study ………………………………..48
3.3 Sample and sampling technique …………………….49
3.4 Research instrument……………………………………49
3.5 Validity of the instrument …………………………….50
3.6 Reliability of the study …………………………………50
3.8 Method of data analysis ……………………………….51
CHAPTER FOUR
DATA
ANALYSIS PRESENTATION AND DISCUSSION OF FINDINGS
4.1 Discussion of results …………………………………..59
CHAPTER FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.1 Conclusion ……………………………………………….65
5.2 Recommendations ……………………………………...66
5.3 Suggestions for further studies. ……………………..68
References
………………………………………………..69
Appendix
1………………………………………………..76
Appendix 11………………………………………………77
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
The
field of school based guidance and counseling programs have been designed to
help students gain career awareness within the educational system. Over the
years the field has been confronted with great challenges that make it more
difficult to provide students with strong career guidance. Guidance professional in many public schools
are often assigned large work loads. The average US students\counselor ratio is 479
to 1and it grows to more than 1000 to 1 in some schools (American school
counselor association, 2010). This contrasts greatly with what is necessary to
ensure adequate students services. The American school counselor association
recommends a student\ counselor ratio of 250 to 1. In order to implement
comprehensive developmental school counseling program designed to meet the
needs of all students. (American
School Counseling
Association, 2010).
Further
complicating these high ratios, guidance professionals are at times redirected
to assignments that do not match or need their professional counseling skills.
Responsibilities may include such diverse activities as conducting testing
programs, registering students for courses, filling out college application,
handling disciplinary issues and monitoring student’s records. Some of these
activities such as coordinating and administering cognitive, aptitude and
achievement tests have been declared inappropriate by the American School
Counselor Association, while others merely stretch the limit of any individual
professional, leaving less time to focus on direct student services such as
career guidance. A survey of high schools counselor in Florida found that more than 30% reported
that “actual career counseling” occupied very little of their time (Osborn,
Debra and Baggerly, 2004)
There
is also a dichotomy between what counselor need to know about helping students
make good educational and career decision and what counselors learn in their
counselor preparatory programs. Many counselor preparatory programs focus
predominantly on mental health models rather than academic and career
development models (Martin 2002). Thus some guidance professionals lack current
and accurate knowledge concerning career guidance and emerging career
opportunities and may have outdated perceptions about post secondary options
that impact the information they share with students (Mitkos, et. al. 2008).
The
term “school counseling” broadly refers to the process of meeting the needs of
students in several areas of development, such as academic career and personal.
Experts agree that professional school counseling program should be “comprehensive
in scope, preventive in design and developmental in nature”.
The
term “Guidance” refers to a more specific trajectory within the field of
counseling a pathway to helping students choose a vocational or career path
“guidance is the processes of helping people make important choices that affect
their lives such as choosing a preferred life style.” One distinction between
guidance and counseling is that while guidance focuses on helping individual
choose what they value most, counseling focuses on helping them make changes
Several
changes have taken place in the evolution of counseling and guidance program in
schools around the world. Counseling and guidance appeared to have moved from a
single vocational counselor in schools to an organized program that focuses on;
(a) content
(core competencies that all students can acquire)
(b) Organizational
framework (structural component and program component) and resources (human and
political). Gysbers and Henderson, 2000.
As
such Counseling and guidance experts are increasingly emphasizing the need for
program planning and evaluation and improving effectiveness of programs and
accountability of counselors.
In establishing carefully planned counseling
and guidance programs in post primary education, the idea of gender responsiveness
is critical.
The
term “gender responsiveness” refers to the practice of active and engaged
strategies and responses to issues relating to gender in educational planning
and policies. Gender responsive programming promotes greater equity by;
(i)
Ensuring that the overall need and
interest of both boys and girls in post primary schools are met.
(ii)
Effectively incorporating life
skills-based strategies for preparing the nest generations to make life career
decisions.
(iii)
Ensuring access to programs for upper
level education /college/university readiness.
1.2 STATEMENT
OF THE PROBLEM
Lack
of preparation to navigate the changing workplace can be tied specifically to a
lack of career knowledge and awareness. More than half of high school students
say no one in their school has been helpful in advising on career options or
option to further their education. (Hurley et.al, 2002). Without structured
guidance activities, young people tend to drift through their high school
education without gaining knowledge of all the career opportunities available
to them or the skills that are required. Some will become discouraged and drop
out of high school; others may miss the connections between high school,
post-secondary education and the workplace and make career decision based on
inaccurate or incomplete information.
In
a survey carried out by the state of our nation’s youth, the top career choices
among students in an open ended question were doctor or surgeon (10%), teacher
of professor (8%), engineer (6%), nurse/medical assistant (6%), arts or
entertainment (5%), lawyer or attorney (5%). (Horatio Agler Association of
Distinguished American, Inc 2008-2009}. Most of these choices require a number
of years of post secondary education. Yet only 70% of students graduate from
school on time and only 34% graduate ready for college. (Alliance for Excellent Education, 2000). This
disconnects between aspiration and educational performance set students up for
personal or financial disappointment as they are faced with the realities of
the job market.
Many
other students enter college without a clear career goal. resulting in
indecision and the costly prospect of excessive time spent in post- high school
institution as they drift from one program to another or pursue courses of study
that do not align with employer need. Students over the age of 25 are now one
of the fastest growing populations in community colleges. (Gateway Community College,
2006). They often enroll to get additional skills to be competitive in the
workplace. Many of these students have already completed some college or even a
4-year degree, but have found it inadequate or inappropriate for the career
opportunities that are available to them. Engaging in post secondary education
without a clear purpose does not use public or private resources as effectively
as possible and these students would have greatly benefited from stronger
career guidance early in their educational experience.
1.3 PURPOSE
OF THE STUDY
The
purpose of this study among other things is to find out;
(1)
How students view the role of counselors
in secondary schools.
(2)
If students sex and age has effect on
their perception of the role of counselors in the choice of a career.
(3)
The role of counselors towards students’
choice of career in secondary schools in esan west local government area of Edo state.
(4)
The perception of students on the need
for counselors in their choice if career in secondary schools.
1.4 RESEARCH
QUESTION
This
research will attempt to answer the following questions:
(1)
What are students’ perceptions of
counselor’s role in secondary schools in Esan west local government area of Edo state?
(2)
Does the student’s age have effect on
their perception of the need for counselors in secondary schools?
(3)
Does the students’ sex have effect on
their perception of the need for counselors in secondary schools?
1.5 SIGNIFICANCE
OF THE STUDY
The
findings of this research will reveal to students, teachers administrators,
parents, government and employer of labour the importance of school counselors
in secondary schools as regards students choice of career. Students would
benefit by understanding how important and indispensable the counselor is in
their choice of a career.
It
will make parents and teachers understand the essence of early grooming of
their children and ward regarding career choices and the role of the counselor
towards achieving success and satisfaction for their children/students
professionally.
The
administrator would be able to provide materials that would facilitate positive
counselor/student relationship in order to be more productive.
Government
and employer of labour on their part will enjoy a better well prepared and
packaged work force with necessary orientation and experience that will help in
nation building and greater efficiency.
1.6 SCOPE
OF THE STUDY
The
study covered secondary school students that reside in Esan West Local
Government Area of Edo
State. Five secondary
schools were randomly selected with from the 17 secondary schools in the area.
This research looked at Students perception of the role of the school counselor
in the choice of career and how they can be improved. The effect of counselor’s
advice on the choice and decisions of students in the area will be taken into
account during the course of this research.
1.7 LIMITATION
OF THE STUDY
A
study of this nature would not be complete without discussing some of the
problems encountered by the researcher. The various problems that limit the
outcome of this research work are therefore discussed below;
This
research depends mainly on the responds of the students and teacher/counselors.
The time set aside for this study was too short; as a result, the researcher
had no opportunity to make all intensive and extensive study on the topic.
Again
there was period of long holiday for teachers and students in the local
government area used as a case study of this research work.
Finally
teachers, students and counselors could not return all the questionnaires
distributed to the researcher. And this would only make him to only work with
the ones that got to him.
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