Abstract:
This study sought to examine the influence of teacher counsellors’
professional qualifications on the implementation of guidance and
counselling services in secondary schools within Baringo Central Sub County, Kenya. The study adopted the descriptive survey research design
with a sampling frame of 36 secondary schools, 36 principals and 72
teacher counsellors. In addition, the study employed questionnaires as a
means of data collection and the results were analysed using SPSS
version 22. The study used descriptive statistics (means, standard
deviations and frequencies) in data analysis. The study found that very
few teacher counsellors had been fully trained on the interpersonal skills
necessary to undertake guidance and counselling within secondary
schools. This was bound to negatively affect the implementation of
guidance and counselling services in the schools. Therefore, it was
recommended that the Ministry of Education and the Teachers’ Service
Commission develop clear policy guidelines on the appointment, training
of teacher counsellors, workload, remuneration and responsibilities of
school s.
