International Journal of Educational Research and Development

International Journal of Educational Research and Development


International Journal of Educational Research and Development
International Journal of Educational Research and Development
2021, Vol. 3, Issue 3
Administrators’ perception of the wangai task force report of 2001 and its influence on the implementation of school guidance and counselling in public schools in Kenya

Maina Samuel Gitonga, Enos Barasa Mukadi, Prisca Tarus-Kiptoo

Primary school administrators in Kenya are given the weighty responsibility of running and controlling school activities, as well as the task of ensuring the success of the school programmes. Therefore, the administrators’ perception greatly determines the success of the implementation of educational policies of guidance and counselling programmes. The purpose of this study was to determine the administrators’ perception of the Wangai task force report of 2001 and its influence on the implementation of school guidance and counselling in public schools in kenya. The study was guided by client-centred approach theory and McGregor’s Theory X and Y. The ex post facto research design was utilized. The target population under study comprised the 438 administrators in East Pokot Sub County. The total sample size was 280 respondents consisting of 140 head teachers and 140 teacher counsellors from 140 sampled schools. Purposive sampling was used to select head teachers and teacher counsellors from the five school divisions in East Pokot Sub-county. Questionnaires were used to collect data from the respondents. The instruments were pilot tested in 20 primary schools in the neighbouring Samburu County. The validity of the instruments was checked by the researcher through expert judgement from the department of Psychology, Counselling and Educational Foundations, Laikipia University. Reliability was determined by the use of the Cronbach coefficient alpha. The questionnaire was considered reliable after yielding a reliability coefficient alpha of 0.96 since a Cronbach alpha coefficient of 0.7 and above is considered sufficient to undertake the study. The Statistical Package for Social Sciences (SPSS) computer programme version 24.0 for windows was utilized to analyse the data. The data was analysed using descriptive and inferential statistics including percentages, means, and frequencies. Hypothesis was tested using simple regrssion at .05 level of significance. The study established that administrators’ perception of Wangai Task Force Report of 2001, the Children Act 8 of 2001 influenced the implementation of the guidance and counselling programme in public primary schools in East Pokot Sub-county, Baringo County, Kenya. The study findings hence provided insight into how administrators could implement guidance and counselling policies in the program, sensitize administrators and policy-makers to be aware of any gaps in the actual provision of guidance and counselling services in public primary schools. The study recommends that discretionary effort should be exerted to improve awareness of the administrators’ perception of policies in schools so as to have increased implementation of the guidance and counselling programme in public primary schools in East Pokot Sub-county, Baringo County, Kenya.
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How to cite this article:
Maina Samuel Gitonga, Enos Barasa Mukadi, Prisca Tarus-Kiptoo. Administrators’ perception of the wangai task force report of 2001 and its influence on the implementation of school guidance and counselling in public schools in Kenya. International Journal of Educational Research and Development, Volume 3, Issue 3, 2021, Pages 49-54
International Journal of Educational Research and Development International Journal of Educational Research and Development