CHAPTER 1

1.0 Introduction

The need for guidance has been there from times immemorial, and will continue to be as

long as human beings exist. Guidance is needed because no two human beings are alike;

individuals differ in intellectual abilities, interest, and motivation and in their level of

aspiration. They differ in their physical characteristic, emotional characteristic,

personality traits, ability, interest, achievement etc. Everyone needs assistance at some

time in his/her life, some will need it constantly and throughout their entire lives while

others need it only at times of troubles. This makes increasingly necessary to have a

definite position for certain form of guidance. “Guidance has been conceptualized as a

programme of activities which has provided us with the gateway out of the existing

numerous problems in our present age of complex scientific and technological

development”. Bassey,Mary, Monday,Akon, et.al (2007)

Mathewson (1962) believes that “Guidance is the systematic professional process of

helping the individual through education and interpretative procedures to gain a better

understanding of his own characteristics and potentialities and to relate himself more

satisfactorily to social requirements and opportunities in accord with social and moral

values”.

Guidance is the assistance given to individual in making intelligent choices and

adjustment in life. The word ‘guidance’ derives its roots from word ‘Guide’ which,

means direct, manage, steer, assist, lead, inform and interact. Guidance programmes are

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designed to address the physical, emotional, social, vocational, and academic difficulties

of adolescent students.

Guidance at school level plays vital role in facilitating the students to know about their

strengths and weakness. Education plays significant role in the development of a country.

The educational process involves several support systems and supporting which has

acquired important supporting devices and much attention in recent years. The

educational, vocational and occupational areas are changing rapidly everywhere.

Curricular, co curricular and occupational areas have tremendously expanded during the

past three decades. It is becoming extremely difficult for educationists to prepare the

youth for education, for occupation and for life in this rapidly changing world. There are

various types of problems in schools. They render some guidance for educational and

vocational problem. So the young can make their life smooth and successful. National

Policy on education 1986 has also emphasized this need in very clear term making it

imperative for guidance and counselling services to become integral part of educational

programmes.

1.1.0 Meaning

The general meaning of the term guidance denotes some form of help and assistance

given to an individual. But this is not sufficient for a detailed and comprehensive

treatment of the subject matter. It is therefore very essential to know a few definitions of

well known authors. According to Jones, (1994) “Guidance involves personal help given

by someone; it is designed to assist a person in deciding where he wants to go, what he

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wants to do, or how he can best accomplish his purposes; it assists him in solving

problems that arise in his life. It does not solve problems for the individual, but helps

him to solve them. The focus of guidance is the individual, not the problem; its purpose

is to promote the growth of the individual in self-direction”

Kochhaar, (1993) in Educational and Vocational Guidance in Secondary Schools, states

that guidance as ‘a means of helping individuals to understand and use wisely the

educational, vocational and personal opportunities they have or can develop and as a

form of systematic assistance whereby students are aided in achieving satisfactory

adjustment to school and to life’

According to Mathewson (1962), Guidance is a “continuous and pervasive process as a

favorable directional influence upon appropriate social behavior, personal effectiveness

in every day affairs, academic competence and progress and assimilation of right values

and attitudes.”

Guidance is a broad term that is applied to a school’s programme of activities and

services that are aimed at assisting students to make and carry out adequate plans and to

achieve satisfactory adjustment in life. Guidanace can be defined as process,

developmental in nature, by which an individual is assisted to understand, accept and

utilise his/her abilities, aptitudes and interests. The guidance services are an integral

component of the educational mission of the school. Guidance services and programs

promote the personal/social, educational, and career development of all students.

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1.1.1 Nature of Guidance

 Guidance is promotion of the growth of the individual in self-direction.

 Guidance is process of helping the individual in affecting changes in him.

 Guidance is the process of helping the individual himself through his own efforts.

 Guidance is assisting an individual to find his place

 Guidance is assisting the individual adjust himself

 Guidance is a point of view that includes a positive attitude towards children.

1.1.2 Need for Guidance

The student life is getting complex day by day. Guidance is needed to help the students

for optimum achievement and adequate adjustment in the varied life situations. The

variety of concerns that students deal with have increased in this present days. The need

for guidance is universal and guidance is as old as man himself. It is based upon the fact

that human beings need help. There would hardly be any individual who does not need

help. Guidance is not confined to a few individual or a few countries. The need for

guidance has been there from times immemorial, and will continue to be as long as

human beings exist.

Education is expanding its frontiers making it well-nigh impossible for an individual

student to make a choice of courses and careers wihout expert guidance. Quite a big

number of students are in difficult life situations, they are shy, fearful, gullible, and not

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skilled in managing their own affairs. Sometimes they lack self knowledge which may

enable them to form realistic life goals and plans.

There is an urgent case for introducing and strengthening the guidance service in the

schools of our country to meet the varied needs of the students to help in the total

development of the students, to enable students to make proper choices at various stages

of their educational career, for vocational development and to make the best possible

adjustments to the situations in the school as well as in the homes. The Education

Commission (1964-66) has stated: “one of the main functions of guidance at the

secondary level is to aid in the identification and the development of abilities and

interests of adolescent pupils.”

1.1.3 Aims of Guidance Service

Lunenburg, (2010) states that the aim of the school guidance is to provide emphasis and

strength to the educational programme. Some specific aims of the school guidance

programme include the following

a. To provide for the Realization of student Potentialities

A significant function of education is to help students identify and develop their

potentialities.

b. To help children with developing problems

Even those students who have chosen an appropriate educational programme for

themselves may have problems that require help.

c. To contribute to the development of the school’s Curriculam

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 Counsellors/ teachers in working with students know their personal problems and

aspirations, their talents and abilities, as well as the social pressure confronting

them. Therefore, the teachers/ counsellors can provide data that serve as a basis

for curriculam development

d. To contribute to the mutual adjustment of students and the School

Guidance has a responsibility for developing and maintaining a cooperative

relationship between students and the school.

1.1.4 Objectives of Guidance

 To help in the total development of the student

 To help in the proper choices of courses /careers

 To help students deal effectively with the normal developmental tasks of

adolescence and face life situations boldly.

 To identify and motivate the students from weaker sections of society.

 To help the students in their period of turmoil and confusion

 To ensure the proper utilization of time spent outside the classrooms.

 To minimize the incidence of indiscipline.

1.1.5 Characteristics of Guidance

 It is a process - it helps every individual to help himself, to recognise and use his

inner resources, to set goals, to make plans, to work out his own problems of

development.

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  It is a continuous process- it is needed right from early childhood, adolescence,

and adulthood and even in old age.

 It is assistance to the individual in the process of development rather than a

direction of that development

 Guidance is a service meant for all- it is a regular service which is required at

every stage for every student. It is a positive programme geared to meet the needs

of all students

 It is both generalised and a specialised service because everyone – teachers,

advisers and parents play a part in the programme. It is a specialised service

because qualified personnels join hands to help the individual to get out of his

problem

1.1.6 Bases of Guidance

Psychological Bases of Guidance: - Researches have established the face that no two

individual are alike. Individuals from one another differ in body and mind, in taste and

temperament. There is a need for an analysis of individual traits for the purposes of

education. We should know what types of difference will lead to what result.

Philosophical Bases of Guidance: - The preamble of the Constitution of our country

bears testimony to our commitment to the individual. Respect and dignity for each

individual is shown in the Fundamental Rights. We must provide each individual the

freedom to choose and equal opportunity. Freedom involves awareness of the

alternatives to choose from, which education must provide for which student learn by

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operating in a truly democratic atmosphere, and an inward state of mind where individual

refuse to act under fear, pressure or any machine – like habit of mind. School must create

an atmosphere and provide facilities to let the individual blossom out to be creative. The

students should go out of school with an understanding of themselves. This is possible

through guidance – as all guidance is postulated upon freedom of choice.

Sociological Bases of Guidance:- increased industrialization has changed the entire

social pattern. Various kinds of explosion i.e. population explosion, knowledge

explosion, technological explosion, and explosion of rising expectations have rise to

unprecedented problems of adjustments which are of a very delicate nature. These

problems have to solve satisfactorily. Guidance is needed for bringing about proper

adjustment.

Pedagogical Bases of Guidance: - Compulsory education, increasing enrolment, high

percentage of dropout and failures, the problem of wastage and stagnation, different

streams etc., necessitate a well organized programme of guidance in schools.

1.1.7 Types of Guidance

Every individual has to face different types of problems in his life and each type of

Problem requires particular types of guidance. The types of guidance are: – Psychological

guidance, Social guidance, Educational guidance and Vocational guidance. Besides the

above mentioned types, the other minor types of guidance are: – health guidance,

recreational guidance, community guidance, religious guidance etc.

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1.1.8 Priniciples of Guidance

According to Hollis and Hollies, (1965) there are eight principles on which any guidance

programme should be based. The principles are

 The dignity of the individual is supreme

 Each individual is different from every other individual

 The primary concern of guidance is the individual in his social setting

 The attitudes and personal perceptions of the individual are the bases on which he

acts

 The individual generally acts to enhance his perceived self

 The individual has the innate ability to learn and can be helped to make choices

that will lead to self direction consistent with social improvement

 The individual needs a continuous guidance process from early childhood through

adulthood

 Each individual may at times needs the information and personalised assistance

best given by competent professional personnel

1.1.9 Guidance and Counselling

According to Tolbert, (1974) “Guidance is the total programme or all the activities and

services engaged in by an educational institution that are primarily aimed at assisting an

individual to make and carry out adequate plans and to achieve satisfactory adjustment in

all aspects of his daily life. Guidance is not teaching but it may be done by teachers. It is

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not separate from education but it is a term which is broader than counselling and which

includes counselling as one of its services.”

Wren, (1962) says, “Counselling is a dynamic and purposeful relationhip between two

people who approach a mutually defined problem with mutual consideration of each

other to the end that the younger or less mature, or more troubled of the two is aided to a

self- determined resolution of his problem”. Guidance and counselling are two sides of

the same coin. The goal in both cases is to give an opportunity for an individual to see a

variety of available options and thereafter, assist the person in making a wise chioce.

Guidance and counselling helps the students to have a better self understanding and

proper adjustment to self and society.

Mathewson, (1962) gives four main areas in which guidance aims to tender aid to

individual.

Appraisal and interpretation of personal characteristics: self understanding; the

discovery of aptitudes and capacities, attributes of the self, weak points. Ability to

evaluate the self in relation to personal and several experiences and to use the self more

effectively in everyday living.

Adjustment to School, to teachers and Pupils:- Satisfactory adjustment to academic

work, getting the most out of studies and school activities. Diagnosis of severe learning

problem and instructional difficulties and their remedy.

Orientation to education vocational and avocational opportunities and

requirements: selection of appropriate courses in line with individual needs, interests,

abilities and circumstances.

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Development of personal potentialities: growth in intellectual and academic capacities

skills and understanding commensurate with personal potentialities.

1.2.0 Why Educational Guidance?

It is agreed by all, that all is not well with our educational system. Every stage in the

educational ladder elementary, secondary and university- requires reformation and

reorganization. One of the chief defects of the present system of education is that the

talents of the individual are not being properly harnessed. Education is not according to

the aptitude, ability and interest of an individual. The students are made to read subjects

without reference to any goal. Many students are at a loss to understand what subjects to

take. They come to a higher secondary school with little or no knowledge of the subjects

offered. It is unusual to find pupils who know enough about themselves, the courses

offered or the relation of school subjects to vocational field to plan the programme that

fits them best. Many inappropriate choices are made due to lack of proper guidance. The

parents due to their set dreams insists upon taking their children’s subjects which they

think to be very useful without caring whether their children possess the required abilities

or not.

They fail to realize the fact that low ability combined with high ambitions generally leads

to inappropriate choices. In the absence of any scientific guidance and counselling,

inefficiency, frustration and failure are bound to occur. Our educational institutions are

producing misfits on a large scale who are unable to make their lives happier and who fail

to contribute their best for society. This leads to national wastage. There is a lot of

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wastage and stagnation in education. This number can be substantially reduced if pupils

are provided proper guidance in their choices.

Almost every system of education is based on two assumptions. The first is that every

student should strive for maximum self development and the other is that every student

should take his place in the society as its useful member. These two assumptions imply

that the school and community activities of a child should be based on some definite

pattern. Educational guidance service must assist the child to achieve this end.

1.2.1 Benefits of the Guidance Programme

A well organized programme eliminates wastage of energy, money and time by putting

right persons at their right places, at the right time and in the right manner. Individuals

are assisted in making right choices in respect of their profession and companions. The

number of misfits in different walks of life is reduced as the individuals are guided to

adjust themselves to the environment wisely and realistically. A well organized

programme enables an individual to understand his own liabilities and assets, an

understanding of which is very helpful for his growth and self development. A guidance

programme is a great instrument in supplying right types of personal for various

employments. Coming to the educational field, we find that the guidance programme is

very helpful in putting the right student in the right type of course at the right time and in

the right type of institution. Students are helped to select the courses of studies according

to their abilities and interests. A programme of education and vocational guidance enable

us to locate the dormant qualities of an individual and their proper manifestation. The

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budding flowers are provided with congenial environment wherein thy blossoms to their

full.

1.2.2.0 Where guidance should begin

Jones, (1994) wrote, “The more comprehensive view of guidance makes it imperative

that guidance be incorporated in the educational programme beginning with

kindergarten.” School guidance work should not be considered chiefly a function of the

high and higher secondary schools. It is equally important in the early life of the child.

1.2.2.1 Guidance at the Kindergarten Stage

At the kindergarten stage one of the chief functions of educational guidance is to help the

child adjust himself to the new life of the school which is some what regimented and not

as free as the home life. Guidance is directed more definitely towards the development of

personality, social behaviour and problems concerning learning. The classroom teacher

performs the functions of both the teacher and the counsellor. He can very easily

discover the children who are dependent, shy, easily frightened, over aggressive,

quarrelsome, gifted or other wise. School nurse is also is very helpful in discovering

other characteristics. But sympathetic council, by organizing activities, by contact with

home the teacher gradually helps the shy and over depended child to overcome his

handicaps. “Every teacher is a guidance worker” and guidance is occurring minute by

minute, hour by hour, and day by day in every classroom of every school building.

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1.2.3 Recommendations of Education Commission 1964-66 on Guidance

1.2.3.1 Guidance in Primary School

Guidance should begin from the lowest class of the primary school. It can be used in

helping pupils to make a satisfactory transition from home to school; in diagnosing

difficulties in the learning of basic educational skills; in identifying pupils in need of

special education (e.g. the gifted, the backward, the physically handicapped); in helping

potential drop-outs to stay in school; in guiding pupils to develop insight into the world

of work and favourable attitudes towards work; and in assisting in plans for their further

education or training. Little has been so far in the shape of guidance service at the

primary stage because of the large numbers of institutions involved, the poor

qualifications of the teachers and the lack of resources. It would, therefore, be unrealistic

for a long time to come to think of providing qualified counsellors in these schools.

Some guidance function can, however be performed by well trained primary school

teachers. Community resources can also be mobilized to meet some of the guidance

needs of the young pupils.

Suggestions for making a beginning in guidance in the primary school are outlined

below;

1. The training programme for primary school teachers should include familiarizing

them with simple diagnostic testing and with the problem of individual difference

and the implications of these differences for classroom practices.

2. There should be at least one lecturer in the training school who should be able to

deal with the subject of principles of guidance and mental hygiene.

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 3. Guidance services should be introduced in the training institutions and in schools

attached to the institutions so that the trainees may get first hand knowledge of the

problems involved in their organization.

4. Wherever possible, short in-service courses in guidance should be provided for

the primary school teachers.

5. Simple literature for the occupational orientation of children may be prepared and

made available in the regional languages.

At the end of the primary stage, children and parents should be helped in the selection of

courses for further education and the selection should not be based on the examination

results alone.

1.2.3.2 Guidance in Secondary Education

One of the main functions of guidance at the secondary level is to aid in the identification

and development of the abilities and interest of adolescent pupils. It helps these pupils to

understand their own strength and limitations and to do scholastic work at the level of

their ability; to gain information about educational and vocational opportunities and

requirements; to make realistic educational and vocational choices and plan based on a

consideration of all relevant factors; and to find solution to their problems of personal and

social adjustment in the school and the home. Guidance services also help headmasters

and teachers to understand their students as individual and to create situations in which

the students can learn more effectively.

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1.2.3.3 Group Guidance

Group guidance is an important part of the guidance programme. It is a relationship in

which a guidance worker attempts to assist a number of students to attain for themselves

satisfactory development or adjustment. A number of techniques can be used for

imparting group guidance such as informal discussions, group reports, lectures,

dramatics, question box and conference.

1.2.4 The Role of the Counsellor

Personal/Social – in addition to providing guidance service for all students, Problems

such as dropping out, substance abuse, suicide, irresponsible sexual behavior and eating

disorders must be addressed.

Educational- students must develop skills that will assist them as they learn. Through

classroom guidance activities and individual and group activities, effective study skills,

setting goals and learning effectively.

Career – planning for the future, combating career stereotyping, and analyzing skills and

interests are some of the goals students must develop in school. Career information must

be made available to students.

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1.2.5 Guidance and the Education of the Backward

Guidance and counselling services have an important role to play in the education of the

backward, especially with regard to identification of the group, diagnosis of their special

defects and planning for their education and future occupation. But these services have

not been developed and the programme has to be carried on with whatever help and

guidance can be given by the teachers in the school. The essential factor for the success

of the porgramme is the co-ordinated approach that the entire school faculty should make

to the problem of these children with degree of sympathy and understanding and with an

insight into child psychology born out of long experiences. The teacher should ordinarily

be able to give some help to the under achievers. Parent teacher associations should be

mobilized for enlisting the co-operation of parents in dealings with special cases. It is

necessary; however, that there should be at least one child guidance clinic in each major

town, and it should be adequately staffed. Serious cases of backwardness should be

referred to these clinics for diagnosis and remedial help.

1.3.0 History of Guidance Service

The intellectual climate, out of which guidance emerged as an essential activity of

education, can be traced back to the time of Comenius- The technological advance of the

Industrial Revolution brought in its wake increased division of labour and occupational

complexities which made real the need for vocational guidance. Guidance, as an

organized activity can be traced back to the year 1905, by Frank Parsons of Boston, USA.

At the end of his career, Parsons actively engaged himself in social work in a Boston

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settlement house where he worked directly with young people struggling to find work for

themselves. He helped found the Vocation Bureau and wrote his classic choosing a

Vocation.

1.3.1 Guidance movement in different countries

From America, the movement spread to outer countries including Australia, Britain,

Canada, Sri Lanka, France, Germany, India, Japan, Norway and Switzerland. The people

in France, Norway and Denmark are becoming guidance minded. In most of these

countries, adequate guidance services are available in nearly every major town.

1.3.2.0 Guidance movement in India

As far India is concerned, the techniques of guidance informal and incidental can be

traced far back to ancient times. The Panchtantra and Jataka tales are well known for thier

moral stories, parables and question answer techniques in learning. Even before Socrates,

these were used in India.

Guidance, as an organized professional activity is more than four decades old in our

country. Its origin in our country can be traced back to the year 1938, when the applied

Psychology section in the Department of Psychology of the Calcutta University was set

up. From Calcutta the movement came to Bombay in 1941 and to Uttar Pradesh in 1947.

Within following few years, it spread to other parts of the country. The Uttar Pradesh

Government was the first state government to give official recognition to the movement

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by setting up a Bureau of Psychology at Allahabad. During the decades that followed

Bureau of Educational and Vocational Guidance were set up in many states. In 1952 the

Vocational Guidance Association of Mumbai was formed to help and to co-ordinate the

work done by individuals in Mumbai.

An important factor which influenced the development of guidance movement in India

was the appointment of the Secondary Education Commission in 1952. The commission

recommended the introduction of educational and vocational guidance. Following the

commission’s recommendation, the Government of India established the Central Bureau

of Educational and Vocational Guidance at Delhi in 1954. Later on it was taken over by

All India Educational and Vocational Guidance Association.

1.3.2.1 The Present Position of Guidance Service

At present two major establishments are developing guidance programmes for school-

going children in our country; Government organizations and Private agencies. The

Government agencies include the department of Educational Psychology and

Foundations of Education, the National Council for Educational Research and Training.

State Bureaus of guidance and the guidance units of the National Employment Service.

Private agencies include Vocational Guidance Society at Calcutta, Gujarat Research

Society at Bombay, Y.M.C.A of Calcutta, the Rotary Club of Mumbai, the Lions Club

and Junior Chamber of Psychology of Baroda.

According to the information collected by the Department of Psychology and

Foundations of Education in 1976, out of 30328 secondary schools in the country, 8732

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(29 percent) have a programme of guidance. Only 37 schools in the country have full

time counsellors, 258 schools have part time counsellors and the rest of the schools have

career masters. As the impact of guidance is not immediately perceptible, effective

guidance service is rare in schools. Bureaus are functioning in all the states except

Jammu and Kashmir, Nagaland, Sikkim, and Tamil Nadu. Among union territories, only

Chandigarh and Delhi have Guidance Bureaus. In most of the states, the bureaus are ill

equipped. The requisite personnel are not available and sufficient funds are not provided

to carry on the programme effectively. In most of the states, the porgramme is

considered a frill and luxury. Teachers and headmasters shirk responsibilities and

guidance master cannot work under management where the guidance programme does

not figure in the time schedule. The trained career masters with their normal teaching

load are unable to give guidance in the schools and the pupils remain ignorant.

The State Guidance Bureaus have no administrative control over the district/school

counsellors and career masters who are generally found doing odd jobs for the district

education officer responsible for writing the annual confidential reports of these

counsellors. Thus, the district counsellors are unable to carry out the duties for which

they are appointed. School counsellors are also found to be doing teaching work and

neglecting actual guidance. The State Guidance Bureaus are not consulted even for the

transfer of district counsellors, school counsellors or career masters. Thus, due to the lack

of administrative control over the guidance personnel in the state, the guidance work has

not made much head way. Besides, occupational and guidance literature is neither

available in sufficient quantity nor in the latest nor attractive form which dampens the

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enthusiasm of guidance personnel. It is time to evolve a clear national policy for

introducing guidance and counselling in schools.

1.3.3 Guidance Service in North East India

All the North Eastern States of India do have SCERT Department (State Council of

Educational Research and Training) wherein there is a vocational guidance and

counselling cell. They conduct activities like training of teachers in vocational guidance

and counselling. Up-to-date books/booklets regarding vocational guidance and

counselling, Institutional materials for the training of career masters/mistress are made

available.

In Government schools there are provisions for guidance and counselling cells but in

reality there is hardly any function.

North East Regional Institute of Education located at Umiam, Meghalaya do have various

training programme for the teachers and administers with respect to guidance and

counselling.

In the B.Ed and M.Ed courses there is a paper on guidance and counselling to impart

training to the various levels of students.

Even, North Eastern Council, Indian Institute of Enterprenuership have conducted

various guidance and counselling training programmes for the school teachers from time

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to time. There are a few NGOs (Non Governmental Organisation) in North East India

who do have guidance and counselling provisions at various places.

Guidance and counselling sessions are conducted in different states of North East

particularly for the students who desire to opt for science stream in particular and other

streams in general. There are certain clinics equip with guidance and counselling

personnels. In Kendriya Vidyalaya and Navodaya Vidyalaya’s operating in both urban

and rural areas at various places of North East do possess guidance and counselling cells.

Our society in the North-East faces many disastrous evils such as alcoholism, drug abuse

AIDS, suicidal tendency, depression, theft, and even murder among the students which is

spreading like wild fire, and have already become a menace to individuals, families and

society. The schools have an important role to facilitate better academic performance,

adjustment and career development among students so as to provide quality education to

students. As a whole the students of North-East India lack the facilities needed to

develop their full potential and overall development. As there are no written information

available about the guidance services that are offered in North East but only a few

individual schools and colleges offer guidance services to the students. There is a need to

provide the students with the necessary guidance to enable them to bring out their energy

and resources to achieve all that is within their reach.

Therefore there is an urgent need to take necessary steps to create a general awareness

about the evils that might harm our future generation and prevent these maladies from

spreading further by providing assistance and guidance in every school.

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1.4 Background and rationale of the study

The life is getting difficult day by day and there are lot of problems faced by individuals

specially the students. At times our society set up is not conducive for students to develop

their personality to the maximum due to rapid change in the society and various pressures

that affect them adversely. They are not able to cope up with these pressures themselves

alone. When we provide opportunity for personal guidance to our children, they would be

more sound, personality developed and better performed in their output level. All

children need guidance in every aspect for their harmonious development. Therefore the

researcher thinks that guidance service is an important area in the lives of the students.

The levels of education existing are Primary and Secondary. The secondary school

students are aware of the basic need of present day competitive world like mobile,

computer, internet etc. They have formed some kind of understanding, thinking,

reasoning and analyzing capacities. But they are in need of certain directions to form

positive attitude towards the basic needs. In order to show this direction guidance service

is called for.

As Guwahati is a link city of all seven North Eastern states it is presumed that various

kinds of facilities will be more here. It is expected that guidance service will be available

in the secondary schools. With this understanding the present study is chosen to

investigate the prevailing conditions available in the city.

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1.5 Statement of the Problem

The need for guidance is universal and guidance is as old as man himself. It is based

upon the fact that human beings need help. There would hardly be any individual who

does not need help. Therefore the topic and title of the present study has been stated as

“A study on the Guidance Services in Secondary Schools in Greater Guwahati.”

1.6 Research questions

1. Why guidance service is important in secondary schools?

2. What are the provisions available in schools for guidance services?

3. What are the perceptions of teachers, students and parents about

guidance services?

4. Is there a need to equip guidance service in schools in a modern way?

1.7 Objectives of the study

1. To study the importance of guidance services in secondary schools

2. To assess the provisions available in schools for guidance

3. To analyze the perception of teachers about guidance services in schools

4. To analyze the perception of students about guidance services in schools

5. To analyze the opinion of parents about guidance services in schools

6. To suggest possible measures to update the guidance services in schools.

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1.8 Operational Definition

“Guidance”: Guidance is advice or information aimed at solving a problem.

“Service” : Service is the action of serving

“Perception”: perception of something is the way that we think about it or the

impression we have of it.

“Opinion”: Opinion stands for thoughts of something rather than a fact.

1.9 Delimitation of the study

In the Master of Arts (Education) course of IGNOU, there is a dissertation work need to

be carried out. Since the time allotted for the study is limited the scope of the study is

also delimited. So, the investigator preferred to select only some selected schools in

Greater Guwahati.

The present study has been confined to English medium Schools and students of Class IX

are chosen to form the population /sample of the study.

25
 CHAPTER 11

Review of Related Literature

2.0 Review

In this chapter related studies conducted by various researchers is put forward in the

following section

It is a universal truth that it is through education a nation can be shaped for future

advancement. The importance of the study lies in the fact that the proposed study is

expected to bring about awareness among the teachers, parents and students towards the

significance and need of guidance service in schools.

2.1 International Studies

Bassey, Joshua et.al. (2007) in their study titled ‘Attitude of Secondary School Students

towards Guidance and Counselling Services’ reported that 1) Guidance is needed

because individuals differ in intellectual abilities, interest motivation and in their level of

aspiration. 2) Guidance has been conceptualized as a programme of activities which has

provided us with the gateway out of the existing numerous problems in our present age of

complex scientific and technological development.

Musgrove in the study of ‘High school students attitude towards guidance and

counselling services’ discovered no significant differences in sex and grade level, but a

positive /favourable overall attitude toward their guidance offices. It was inferred that the

26
needs and expectations of the majority of the students were being met by the guidance

and counselling services. Musgrove also have discovered both positive and negative

attitudes of students towards guidance and counselling services including influence of sex

and school geographical location. Bassey, Akon, et.al (2007).

Ubana in her research study on ‘The Attitude of secondary school students towards

guidance and counselling services came out with the findings that 1) students attitude

towards guidance and counselling services was negative 2) sex of the student and the

geographical location of the school had no significant influence on students attitudes

toward guidance and counselling services. Bassey, Akon, et.al (2007)

Bassey,Mary and others (2007) argued that if the society is not to be plaque by a band

/group of disgruntled, frustrated and unrealistic individuals, it is desirable that adequate

guidance and counselling and career information be provided, to enable the school and

society arrive at a realistic vocational choice for their children with due realization of

their potentialities.

Joshua, Esunog, (2007) reported that guidance is needed because individuals differ

intellectual abilities, interest, motivation and in their levels of aspiration. They also stated

that in the areas of choice of courses and decision as to further education. Sometimes

students are forced to accept courses because of non availability of particular group of

subjects in the school. A great harm is being done to the individual and the nation

because of lack of educational guidance to the students in choosing subjects of study.

Students in the present system of education rush to colleges or universities for higher

27
education irrespective as regards the suitability of the individual to pursue higher

education.

The United Nations Educational, Scientific and Cultural Oraganization (UNESCO)

module on guidance and counselling stated that Guidance is a programme of services to

individuals based on their needs and the influence of environmental factors. Guidance

and counselling is a professional field which has a broad range of activities, programmes

and services geared towards assisting individuals to understand themselves, their

problems, their school environment and their world and also to develop adequate capacity

for making wise choices and decisions. There is agreement among experts that there are

three major components of guidance and counselling. These are educational guidance,

vocational guidance and personal social guidances. Under these three major areas, there

are several many services such as appraisal, information, placement, orientation,

evaluation referral and follow up. Each of these major components of guidance alone

with their services address students needs, challenges and problems. The goal of guidance

service is to enable each learner in institutions of learning to derive optimal educational

benefits so as to actualize his/her potentialities.

Previous studies such as those of Achebe, Adenula and others have shown that principals

and teachers constitute the greatest obstacle to the success of guidance and counselling

services in schools. The report showed a negative attitude of school authorities to

guidance services and to counsellors in particular. They also believed that principals and

teachers misconceived the counsellors status, which often creates conflict between them

and in most cases teachers and principals who believe in the need for counsellors in the

28
school may see no reason why there should be full time counsellors in schools.

Esuong,Joshua, Edet,Aniekan et.al (2007)

Denga studied the attitude of 2000 students towards the counsellor from the then states of

the federation of Nigeria and obtained the result that showed a 100 percent need for

counselling and the readiness of the students to go to the counsellor for counselling. On

the issue of gender, male and female students differ in many respects biologically and

physically including their attitude towards guidance and counselling services. She

stressed that the principals who know the little about counselling will not in any way

appreciate the need for the co unsellor to be relieved of heavy teaching load and other

co-curricular duties. Monday,Akon, Edet,Aniekan et.al (2007)

Onyejiaku, affirms the fact that despite physiological, psychological, and prodional sex

differences in vocational roles, the increasing equal educational opportunities for both

sexes and quest for financial independence and security among present day families,

indicate a definite change in male- female ratio in various occupation despite sex

differences, the attitude of males and females to some extent are favorable towards

counselling services. Monday,Akon, Edet,Aniekan et.al (2007)

Achebe, urges that some are not open to new ideas but rigid and traditional in their

approach. She said even when principals are aware that modern schools require the

practice of the counsellor, they may deliberately bark at the idea of implementing the

guidance services in the school, Practice for the erroneous argument that historically, the

school has operated successfully without formal guidance. Further she explained that the

counsellor is being seen as a new comer to the school system who still being regarded

29
with some of suspicion and caution and distancing. According to her, some of the

principals and teachers regarded the services of the counsellors as an unnecessary frill.

Monday,Akon, Edet,Aniekan et.al (2007)

Adimula also attributed the negative attitude to the ignorance of principals and teachers

about the relevance of guidance services in schools. Bassey,Mary, Monday,Akon, et.al

(2007)

Edet, on her research with 99 subjects, on parents and teachers perception of vocational

guidance in secondary schools in Calabar metropolis discovered that teachers

perception/attitude towards vocational guidance services was significantly negative.

Bassey,Mary, Esuong,Joshua et.al (2007)

National Centre for Guidance in Education (NCGE) stated that the schools should have a

guidance plan. Having guidance plan has many benefits like it provides direction in order

to state the objectives and priorities of the provision of guidance in a school, it enhances

the provision of guidance by targeting the needs of students, it focuses the school’s

resources to where they are needed most and it allows the teachers to contribute to

developments and changes in a positive and collaborative way. Choice of unsuitable

courses and poor class room teaching are account for the higher percentage of failure in

high school and intermediate examinations all over the country. Educational guidance

will help students markedly to make satisfactory progress. It was also discovered that

some of the teachers perception and attitude towards vocational guidance services was

significantly negative.

30
Dimkakou, says that the objective of career guidance in secondary education school is to

provide students with the necessary knowledge and appropriate experience in order to be

able to attain realistic self understanding, use information effectively and to develop

problem solving and decision making skills. Further he stated that Guidance services in

the secondary schools are concerned with every phase of the growing-up process.

Guidance service in the school involves pupil experience and adjustment in educational,

vocational, personal, health and social civic relationships. Help offered to a young person

in one area will touch all phase of their personality. The main target of guidance service

is to develop the students’ personality, as well as inform them about the choices

available, transitional stages and introducing them to the life and society. Niwaz, Asaf

et.al (2009)

Web and Amos discribed the role of teacher in the provision of educational guidance to

the students in schools. To them the teacher is one who helps to establishes in the

classroom a learning climate characterized by respect, trust, genuineness and caring,

develop positive relationships with the students and maintains open communication with

them, encourages students to seek assistance from the counsellor when it is needed, refers

students experiencing developmental difficulties for the counsellors attention, conducts

class room guidance activities in cooperative efforts with the counsellor and provides

other learning experiences to foster personal, social and career development, maintain

close contact with the parents, facilitates the participation of students in guidance

activities such as individual and group conducted outside the class room setting. The

teachers role in the guidance programme has always been most significant. A competent

teacher knows that boys and girls learn best that which they consider of value, that which

31
will enable them to achieve their goals and that which they have had a voice in planning.

The result of teaching should be evaluated in terms of desired growth and changes in

pupil behavior rather than in terms of subject matter to be mastered. Niwaz, Asaf et.al

(2009)

2.2 Indian Studies

Fuster (1991) did a small study with students in Mumbai, the strongest needs reported

were achievement in life, self reliance and a sense of security and to have an

understanding friend. So Guidance and counselling progamme is needed to help students

deal effectively with the normal developmental tasks of adolescence and face life

situations boldly. The parents were indicated as the most usual source of help.

The National Policy on Education states that in view of the apparent ignorance of many

young people about career prospects and in view of personality adjustments among

school children, career officers and counsellors will be appointed in post primary

institutions and tertiary levels. Unfortunately the practice of these services in our

institutions of learning is nothing to write about. The programme is not encouraging at

the secondary school level and even at the university level.

A survey conducted by the All India Educational and Vocational Guidance Association,

for gauging college student’s needs, where almost three thousand students from

seventeen Indian universities responded. The survey revealed that the student’s parents

were the only source of help they received; practically no help had been forthcoming

from college personnel. In that eight percent of respondents expressed the need of such

32
assistance from their non parental source. The bigger the college, the bigger the campus,

the more the need for personalized student services, else the student will merely feel a

small cog in a huge machine. Lakshmi, (2003)

Another survey of the educational, vocational and personal problems was conducted by

Umrudin and Gadri in which widespread maladjustment was rated among hostel residents

who showed much concern over problems connected with study habits, vocational

choice, family relationship and mental hygiene. And she says in her report that all these

emerging issues and problems make it obligatory for our educational planners and

administrators to build into our educational planners and administrators to build into our

higher education an appropriate guidance and counselling programme for the

development of the individual student into an adult personality, imbued with social and

occupational awareness, intellectual and functional proficiency, discipline and

confidence. And she explains in her reflections that it is true that provision of guidance

and counselling services in the colleges cannot be seen as a panacea for all our

educational ills nor can a counselling officer hope to give students a trouble free or

problem free life, but where possible but we can help the students to resolve their

difficulties, or that is not possible to help them resolve the stresses and strains, by being

an understanding and empathetic person and create an atmosphere of understanding,

faith and sincerity. Lakshmi, (2003)

In an article on ‘Unrest on Campus’, Piloo Modi, M.P. wrote, “Our student population

reaches the university level, having made up their mind broadly about the courses that

they may have a decision, which in almost all cases, is taken by unthinking and

unsympathetic parents and relatives with an eye on a more lucrative profession. It is a

33
great tragedy when a potential poet becomes a chemical engineer. Many a mute

inglorious milton is languishing in the dark engineering world.” Lakshmi, (2003)

Mr.L.K Jha, Chairman of the Economic Administration Reforms Commission, is far too

general and diffused to be of practical value to the vast majority of young man and

women. Most of our young men and women have no clear objectives or career targets.

They amble through university courses of learning without acquiring much knowledge of

preparing themselves for an uncertain future. Lakshmi, (2003)

In a paper entitled ‘The Need for Counselling in Higher Education’, presented at the

Third International Round Table of Educational Counselling and Vocational Guidance,

Miss New Some, wrote “For the students of higher education the demands of life are

likely to be great, in a most different way from the exacting demands of education itself.

On graduating he/she will be called upon to make use of the kind of person he has

become as much if not more than what he has learnt in his course of study not only to

make an initial choice of what he is to do on graduating but will be called upon to change

his occupation several times in a life time. Readiness for these choices and changes is

essential, not only to the student himself but to the society as a whole. To the extent to

which he is able to capitalize on his experience and face new challenges with a realistic

expectation of success, for that extent he will benefit society. If he/she is unable to meet

the changing the demands, not only for the working world but also of his other roles of

life, to that extent he will be a liability and will fail to fulfill the expectations which

society has for its most able people. Lakshmi, (2003)

34
 CHAPTER 111

Methodology of the Study

3.0 Research Design:

The study is descriptive in nature, aiming at obtaining as much information possible,

about guidance service and the perception of individuals towards the service.

3.1 Population of the study

The population of the present study will be students of class IX, parents and teachers of

10 secondary schools within the territory of Greater Guwahati, during the year 2013 are

taken as target population. The total populations of the students are 490

3.2 Sample of the study

In the present study 10 secondary schools being selected under Greater Guwahati, during

the year 2013. From the selected 10 secondary schools only 10 students of class IX

formed the sample (through Lottery Method). That is the total sample of students being

100.

Two teachers from each of these 10 secondary schools formed the sample. The total no.of

teachers being 20.

35
The study also collected data from the parents of all the selected hundred students. That is

the total no. of parents being 100.

In table 1 the distribution of sample is depicted.

Table -1 sample of the study

S.No Categories Number

1 Teachers 20

2 Students of class IX 100

3 Parents of the students 100

3.3 Tools used for data collection

Questionnaires being developed by the investigator to collect information from students,

parents and teachers. The questions are of both open ended and of close ended types. The

close ended questions are provided with options.

 Informal discussion with head of the institute

 Questionnaire for teachers

 Questionnaire for students

 Questionnaire for parents

36
Informal discussion with head of the institute

The investigator at first approached the Headmaster/Headmistress of the schools in order

to seek permission for conducting the present study. Also, the investigator obtained

certain general information about the school in general and the availability of guidance

services in particular.

Questionnaire for teachers

This questionnaire consists of 29 items under following headings 1) importance of

guidance services in secondary schools. 2) Functions of guidance services in secondary

schools 3) Need of guidance services in secondary schools 4) Facilities available for

guidance services in secondary schools 5) Problems regarding guidance services in

secondary schools 6) Training regarding guidance services 7) guidance activities

performed in school 8) suggestions

Questionnaire for students

In the students questionnaire 16 items have been indentified based on two broad

categories 1) personal perception on guidance 2) school based guidance

Questionnaire for parents

The questionnaire for the parents seeking information regarding guidance service

consisted of only 12 items.

37
3.4 Procedure of data collection

Information being collected from students, teachers and parents through questionnaires.

3.5 Procedure of data analysis

The data obtained from the teachers, students and parents being analyzed with the help of

quantitative techniques. Data obtained from the respondent being analyzed by using

suitable statistical methods.

38
 CHAPTER IV

Data Analysis and Interpretation

4.0 General Information about the schools

In the present study 10 selected schools formed the sample where from necessary

information regarding guidance services being obtained. All the schools are English

Medium and out of 10 schools, 8 are co-educational and the remaining two being girls

school. Further out of 10, Central Board of Secondary Education (CBSE) syllabus is

followed in 9 schools and the remaining one, follow Secondary Education Board of

Assam (SEBA) syllabus. All the schools are housed in their own building. A brief

information regarding the schools are presented in Table – 2. All these schools do have

guidance services for the students. Guidance service programmes are organised in

schools in varying order. It is claimed that there are trained guidance service teachers in

all these schools.

39
Table - 2 General information about the schools

S.No School Established Classes Guidance

Services

1 Don Bosco High School, 1926 KG to XII Yes

Panbazar
2 Holy Child School, 1979 KG to XII No
Chandmari
3 Kendriya Vidyalaya, 1985 1 to XII No
Noonmati
4 Little Flower School, 1988 KG to X Yes
Hatigaon
5 Montfort High School, 1996 KG to XII Yes
10th mile
6 Noonmati Public School 1998 KG to X No

7 St.Clare’s Convent High 1993 KG to X No

School, Borjhar
8 St.Claret High School, 1996 KG to XII No
Borjhar
9 St.Francis De Sales 1997 1 to XII Yes
School, Narengi
10 St.Mary’s Higher 1924 KG to XII Yes
Secondary School
Guwahati

40
4.1.0 Importance of Guidance Services in Secondary Schools

Table 3 shows the opinions offered by the teachers offering guidance services in the

secondary schools in Greater Guwahati during the year 2013.

Table - 3 Teachers opinionaire status of guidance services available in secondary

schools

S.NO Particulars % of Teacher Respondent

Yes No No response

1 Provision of guidance service cell 50 50 -

2 Compulsory inclusion 90 10 -

of guidance services sought

3 Effect of guidance services to 90 10 -

general class

According to 75% teachers held that guidance is extremely important. In 50% of the

schools Guidance Service Cell exist but in the other 50% of the schools though they are

not having Guidance service cell yet they offer guidance programmes from time to time.

According to 90% of the teachers guidance service of utmost important in the schools.

According to 90% of the teachers opined that guidance services should be made

compulsory for all the students. Further 85% of the teachers expressed that guidance

should start right from the elementary.

41
This is to note that 55% of the teachers believe that guidance can help in the personal

development of the students to a certain extent and on the other hand the remaining 45%

believed fully.

4.1.1 Functions of Guidance Services in Secondary Schools

Table 4 offers the nature of guidance services provided in the schools as opinied by the

teachers

Table - 4 Nature of guidance service offered in schools

S.NO Particulars % of Teacher Respondent

Yes No No response

1 Lessons on building 80 15 5

good relationship

2 Encouragement 100 - -

provided to students

for seeking advices

Almost all the teachers have stated the function of school guidance service cell to be

conducting awareness programmes, giving information in general and information

regarding behaviour problem.

42
Almost all the teachers opined that following guidance services are being offered by

school to the students

a) Academic information

b) Information on various games and sports

c) Information regarding choice of subjects

d) Information regarding music, art, dance

e) Programmes for character building

f) Control of emotions

g) Management of time

h) Leadership qualities

According to 80% of the teachers from 8 out of 10 schools informed that lessons on

building good relationship are offered to the students by the school.

Almost all the schools do offer group guidance activities in the form of

a) Assemblies b) cultural activities c)) excursions d) group discussions

e) Parent teacher meeting and g) orientation classes

Also all the teachers do encourage students for seeking any kind of advice.

4.1.2 Need for Guidance Services in Secondary Schools

Table 5 depicts the percentage of teachers need felt about guidance services in secondary

schools

43
Table - 5 Teachers opinion about guidance services offered in secondary schools

S.NO Particulars % of Teacher Respondent

Yes No No response

1 Guidance service help the 100 - -

students in improving the

mind set and attitude

2 Interest of the students 80 5 15

3 Guidance is a positive 100 - -

programme for the students

4 Perception of students 60 15 25

about guidance services in

schools

5 Perception of parents about 90 10 -

guidance services available

in schools

All the teachers felt that guidance service will help the students to improve their mind

setting and attitude.

44
Around 80% of the teachers stated that students are interested about the guidance services

that are offered in school. Around 60% of the teachers perceive that students are happy

with the guidance that they receive in school. In addition it is reveald by all the teachers

that guidance is a positive programme geared to meet the needs of the students.

It is interesting to note that 90% teachers do expressed the need for guidance for both

boys and girls.

Further 90% of the teachers do feel that parents are happy with the guidance that their

children receive in school.

4.2.0 Facilities available for Guidance Services in Secondary Schools

In 55% of the schools there is a provision for daily guidance, in around 25% of the

schools offer guidance either monthly or bimonthly and in the remaining 20% of the

schools do offer guidance to the students on certain occasion.

Various forms of tools for guidance services are made available to the students in all the

schools as is evident from Table - 6 like digital board, power point presentation,

seminars, moral classes, personality development, parent teacher meeting, guest lectures,

books, magazines, cultural activities, group discussions and also in the play ground and

during assemblies in varying order. Only, in one school no tools are available for

guidance services.

45
Table - 6 Tools available for guidance services in schools

S.NO Tools available % of Teacher

Respondent

1 Conference room, Auditorium, 20

Playground, Class rooms

2 Digital board, LCD, Seminars, 15

Conferences,

3 Orientation programme, 5

Career guidance, Moral classes,

Personality development

4 Counselling cell, Regular resource 20

person, Counsellor,

5 Magazines and books,fixed time 10

6 Assemblies,cultural activities, Parent 10

teacher meetings, group discussions

7 School staff, Workshop 10

It is observed that in 2 out of 10 schools there are no separate physical facilities available

for guidance services. From Table - 7 it is clear that 85% of the teachers expressed

various forms of physical facilities available for guidance services.

46
Table - 7 Physical facilities available in schools with regard to guidance services

S.NO Physical Facilities available % of Teacher

Respondent

1 Auditorium, sports and games facilities, 25

labortary

2 Counselling room, orientation classes, 15

media based awareness programme

3 Physical exercises, drill, yoga and 30

meditation

4 Smart class, computer lab 10

5 Information services, counselling services 5

4.3.0 Trained Guidance Service teachers in Secondary Schools

According to 80% of the respondent teachers, the study observed that they received

training on guidance and in most (50%) of the school do send their teachers to receive

training on guidance. Around 30% of the respondents revealed that they received training

on guidance on their own effort and the remaining kept silent.

The areas in which the teachers received training are 1) Behaviour management in class

room 2) Mental health 3) Technique of counselling 4) Personal counselling 5)

47
Guidance in sports 6) Child psychology 7) Effective dealing with problematic

/troublesome children 8) Identify the creative abilities of the students 9) Mentoring of the

students 10) Techniques of moulding parents 11) Family counselling 12) Parent

Management training.

The duration of training received by the respondent teachers is shown in table - 8

Table - 8 Duration of training received by teachers

S.NO Duration % of Teacher

Respondent

1 1-3 hours 5

2 1-3 days 30

3 1-3 weeks 10

4 1-6 months 25

5 1 Year 10

6 2 years 5

7 Occassionaly 5

8 No response 10

48
In table - 9, a record of Number of times, training received on guidance is depicted

Table - 9 Number of times training received on guidance by the teachers

S.No No.of times % of Teacher

Respondent

1 Once 15

2 Multiple 55

3 Every year 15

4 No response 15

Thus from the table it follows that majority (55%) of the respondent teachers do received

the training on guidance for a multiple occasion.

This is to note that 15% of the teachers did not receive any training on guidance.

4.3.1 Guidance activities performed in school

Guidance activities performed in school varies from school to school

An attempt is being made to present the areas in which guidance activities being offered

by the schools are

1) Career guidance for class X every year

2) Leadership seminar

3) Value education classes

49
 4) Teen of the year

5) Emotional maturity

6) Coping stress/depression/addiction

7) Parent child relationship

8) Mental health and development

9) Modern teaching method

10) Personality development programme

11) Orientation programme for classes VIII to X

12) Health awareness programme on different diseases

13) Vocational training skills

14) Cultural and sports activities

15) Music, art exibition

16) Time management

From the study it is observed that all the schools laid special emphasis on career

guidance, leadership skills, orientation programme for classes VIII to X, personality

development training and health related talks.

4.3.2 Problems regarding Guidance Services in Secondary Schools

According to the respondent teachers following are the difficulties faced by them while

giving guidance.

1)Time constrains 2) lack of interest on the part of students 3) indifferent attitude of

the students 4) non cooperation of parents 5) ways and means of tackling disobedience

50
and insincerity on the part of students 6) students do not express freely, might be due to

peer pressure.

4.4.0 Students perception on guidance services

The information obtained from the students have been categorised into two parts namely

1) Personal perception on guidance 2) School based guidance

4.4.1 Personal perception on guidance

All the students are in favour of obtaining guidance and according to them this is a

positive programme geared to meet their needs.

Most (60%) of the students expressed that they receive guidance from both parents and

teachers. Around 35% of the students expressed that they receive guidance from parents,

teachers, friends as well as counsellors.

More than 46% of the students feel free to approach for any kind of guidance from

parents, teachers, friends or counsellors. Only 24% of the students feel free to approach

solely to their parents.

All the students do agree that guidance can help for personal development.

More than 70% of the students responded that their parents do encourage and support

them for receiving guidance.

51
Almost 90% of the students expressed their need for guidance in connection with career

choice.

Around 95% of the students uttered that they would like to get guidance for developing

study habits. More than 60% of the students felt the need for guidance with regard to sex

education. But 27% of the students remain silent in this regard.

4.4.2 Perception on school based guidance service

Almost 97% of the students expressed their desire to receive guidance from school.

The kind of guidance service offered in the schools are many like personal, academic,

games and sports, music, art and dance, selection of subjects, utilisation of time,

maintenance of dicipline, formation of study habits, control of emotion, character

building and leadership. Out of all these, majority of the students expressed that guidance

service are available in most of the areas as mentioned above.

Around 67% of the students highlighted that they feel free to get assistance of any sort

from school. But the remaining 33% responded indifferently. Except for 25% of the

students, the remaining are satisfied with the help that they receive from the school.

It is quite interesting to note that nearly 80% of the students felt that there is a great need

to improve guidance service in school.

Only 34% of the students stated that they face certain difficulties in availing guidance

from school. On the other hand 55% expressed no difficulty.

52
The nature of difficulties faced by the students are with respect to

a) Non existance of guidance cell

b) Guidance service is only for name sake

c) Guidance service occur rarely

d) Guidance service is offered for a very limited time

So to say that students are only aware of the existance of school guidance cell. But well

planned programmes are occassionaly organised as such the fruit of actual guidance

service could not be realised by almost all the students. It may be so that the programmes

which are held are either of higher level or just lecture based and for this reason the

students are unable to grasp the actual fruits. The present day students are reluctant of

accumulating theoritical based information. They need either practical or activity oriented

tasks so that they can realise and perceive well.

4.5.0 Parents Opinion with regard to guidance

4.5.1 Opinion of Parents about guidance to children

Around 98% of the parents do believe that guidance service is essential for the personal

development of their children. It is also found that 91% of the parents do encourage their

children for seeking any kind of guidance.

According to 95% of the parents opined that guidance is a positive programme geared to

meet the needs of all the students. There is a mix response from the parents with regard

to the person who is best suitable to provide guidance to their children. Majority (38%) of

53
the parents responsed that counsellor/teachers/parents are all the suitable persons who can

offer guidance to the children.

As per the parents the kind of guidance service being offered to their children are of

various forms as illustrated in Table 10.

Table -10 Guidance services offered by the parents to their children

S.No Particulars % of Parent Respondent

1 Academic matters 38

2 Character formation 21

3 To develop good moral values 14

4 Motivating children 27

4.5.2 Opinion of parents about guidance service in school for their children

According to 3/4th parents felt the need for making guidance service compulsory for all

the children in school. Further 89% of the parents expressed that every student must be

offered guidance in school.

It is interesting to note that there are various aspects (Table 11) on which the parents

prefer to receive guidance service by their children in the schools.

54
Table -11 Aspects preferred by parents to receive guidance for their children

S.No Aspects % of Parent Respondent

1 Study habit 95

2 Career choice 92

3 Sex education 88

Majority (86%) of the parents did express the need to improve guidance service in the

schools under consideration.

4.6 Suggestions

The teacher respondents have offered certain suggestions in order to improve the

guidance service in school in the following manner.

1. Guidance service should be made compulsory for all the students

2. Guidance service be made on a permanent basis with permanent resource

person(s)

3. Orientation on guidance programme for adolescence

4. Suggestion box be made available in class rooms

5. Guidance classes should be held on fixed days and time in a month

6. All the teachers be trained from time to time according to modern trends

7. Need for involving parents

8. Arrangement for special remedial classes for slow learners

9. Special classes for bright students

10. Need for co-operation and coordination from school administ

55
 CHAPTER V

Summary and Conclusions

5.0 Introduction

Like other parts of India, North Eastern states are aware of the guidance services.

Through various institutes this service is offered in various forms at different stages.

In a formalized way the guidance services are mostly observable in towns and cities. In

the rural areas training programmes are conducted from time to time by various

organization or institutions occassionaly.

In this information age, it has become utmost essential to offer guidance services either in

the field of education, psychological, social or vocational.

Taking the example of Guwahati city it is felt by the investigator that a study needs to be

conducted with respect to the guidance services available in secondary schools in Greater

Guwahati. As Guwahati is the link city of all the North Eastern states it is expected that

guidance service facilities would cater to the needs and demands of the secondary school

students.

As such the present study throws an insight with respect to provision for guidance

services in the secondary schools of Guwahati.

5.1 Statement of the problem

The present study reads as “A STUDY ON THE GUIDANCE SERVICES IN

SECONDARY SCHOOLS IN GREATER GUWAHATI.”

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5.2 Objectives

1. To study the importance of guidance services in secondary schools

2. To assess the provisions available in schools for guidance

3. To analyze the perception of teachers about guidance services in schools

4. To analyze the perception of students about guidance services in schools

5. To analyze the opinion of parents about guidance services in schools

6. To suggest possible measures to update the guidance services in schools

5.3 Delimitation

In the Master of Arts (Education) course of IGNOU, there is a dissertation work need to

be carried out. Since the time allotted for the study is limited the scope of the study is

also delimited. So, the investigator preferred to select only some selected schools in

Greater Guwahati.

The present study has been confined to English medium Schools and students of Class IX

are chosen to form the population /sample of the study.

5.4 Research Design

The study is descriptive in nature, aiming at obtaining as much information possible,

about guidance service and the perception of individuals towards the service.

57
5.5 Population of the study

The population of the present study being students of class IX, teachers and parents

(students of class IX) in 10 secondary schools of Greater Guwahati.

5.6 Sample of the study

The sample of the study consisted of 20 number of teachers, 100 number of students of

class IX, along with 100 number of parents of the students.

5.7 Tools

The tools consisted of questioniare for teachers, students and parents separately.

5.8.0 Major findings of the study

5.8.1 Importance of guidance services

1. According to 3/4th of the teachers expressed that guidance service is extremely

important. More than 90% of the teachers expressed utmost importance to

guidance services in schools.

2. Out of 10, in half of the schools, guidance service cell exists.

3. Guidance service be made compulsory for all the students right from the

elementary stage for the future benefit of the students

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 4. The function of the school guidance service cell is to conduct awareness

programme and offer latest information in various fields of activity.

5. Almost all the schools do offer group guidance activity

6. All the teachers felt that guidance service will help the students to improve their

mind set and attitude.

7. Teachers do feel that guidance service is a positive programme and students are

interested about the guidance services offered in school.

8. Teachers do reveal that guidance is required for both boys and girls

5.8.2 Facilities available for guidance services

9. In all the schools guidance services is offered to the students

10. In around 90% of the schools tools for guidance services are available. Also

physical facilities are available in varying forms for offering guidance services.

5.8.3 Training of Teachers

11. The study revealed that 80% of the guidance service teachers are trained.

12. Teachers receive training on various areas of interest. The duration of training

varies from hours to years. About 3/4th of the teachers do receive training for

multiple times.

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5.8.4 Problems

13. Teachers do face problems while offering guidance services in terms of time;

interest; attitude of students; and non cooperation of parents.

5.8.5 Perception of students towards guidance services

14. All the students are keen to receive guidance which is able to meet their needs.

They do receive guidance from both parents and teachers mostly.

15. Majority of the students expressed that their parents do encourage and support

them for receiving guidance

16. Career and study based guidance is sought by almost all the students

17. Students expressed their desire to receive guidance from school and they receive

guidance on various activities of their interest.

18. Most of the students do feel free in receiving guidance from the school and

expressed their satisfaction.

19. More than 3/4th of the students do feel that there is a strong need to improve

guidance service in school. A small section of students do face certain problems

(refer caption 4.4.2 para 5) in availing guidance from school.

5.8.6 Opinion of Parents

20. Almost all the parents are in favour of guidance service and do recognise its

importance for their wards

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 21. All the parents do offer guidance to their children particularly with respect to

academic, character formation and encouragement.

22. All the parents do agree that guidance service be made compulsory for all the

children in school

23. The preference opined by the parents to receive guidance service by their children

in the school need to be in the areas of study habit, career choice and sex

education.

24. Most of the parents opined the need to improve guidance service in the schools.

5.8.7 Suggestion

25. Various types of suggestions being received from the respondent teachers like

introducing guidance services for all students; guidance services should be on a

permanent basis with resource person; guidance orientation programme for

adolescents; training for the teachers from time to time; special classes for slow

learners and bright students; involving parents; and conducting guidance classes

regularly every month.

5.9 Discussion of Results

There is no doubt about the need and importance of guidance services in the schools of

Guwahati. Almost all the teachers, students and parents are well aware of the utility of

guidance services and its benefits; this fact is also supported by Bassey, Joshua et.al.

(2007)

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Guidance services need to be made compulsory for all the students which will be

beneficial for their future development.

But on the other hand according to the students, guidance services in the schools of

Guwahati are for name sake only and there is non existence of guidance cell which the

schools claim to exist. This is also referred in the studies conducted by Achebe, Adenula,

Bulus, et.al (2007) stating that principals and teachers constitute the greatest obstacle to

the guidance and counselling services in schools.

Awareness about guidance among the educated masses exist. Heads and teachers of

schools of North East India are all aware of guidance, its advantages and need. Variation

with regard to guidance services offered in schools of Guwahati is observable in terms of

facilities, guidance tools and teachers training. Initiatives on the part of schools for

promotion of guidance do persist yet, there are evidences of exaggeration on the part of

teachers are felt while supplying certain information. The students views on certain

respect contradict with that of teachers. Even the parents community has clearly felt the

need for improvisation of guidance services. Students and parents are in strong favour of

making the guidance service compulsory and strongly recommended the guidance service

tasks as shown in the diagram.

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 Diagram: Expectations from school guidance service

Parental Expectations Students Expectations

From From

School Guidance Service

Development of
students

In relation to

Study habits Career related Sex education

Schools are offering guidance services in various ways and means but a gap is observable

between students and parents expectation with that of school guidance services. This gap

has to be minimised by fulfilling the expectations desired by the parents and students.

The schools have been performing various types of guidance activities on different topics

but the level of deliverations of those topics found to be of higher order which is difficult

for the students to grasp. This has to be taken care of by the school guidance service cell.

The psychological context of the students has to be offered due importance in conducting

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any type of programme so that the programmes yield some fruits not only for the students

as well as for the development of the guidance service cell.

5.10 Implications

As it is hold that the students are in need of certain directions to form positive attitudes

towards the fulfillment of their basic needs in the present day context accordingly the

guidance service needs to pave the way for the students to face the modern competitive

environment.

This study will definitely assist the schools be it in urban or in rural areas who are or shall

be running guidance service cell in their respective institutions for catering to the needs

of the todays students.

5.11 Conclusion

Guidance aims to prepare an individual for his/her future life. It helps him/her to acquire

essential skills, abilities and capacities for the tasks to be accomplished in future. In

addition it helps in directing the individual to select right type of future profession and

lead the societal life successfully. Guidance has both personal and social significance it

helps the students to develop their strengths and abilities for the procurement of personal

and social efficiency. School guidance cell has a very vital role to play in for identifying

the directions essential for individual and train them accordingly to fulfill their internal

urges.

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Though the study is micro based yet certain specific points came into lime light be it of

school, teachers or students. Setting up a guidance service cell is easy with banners and

posters but the actual strength of the cell lies with respect to the physical facilities, tools,

aids or equipments. Trained teacher resources are an essential asset but it’s of no use if

they are not equipped with minimum essential tools. Interest, enthusiasm and the

commitment of the teachers are related to the generation and sustenance of interest and

attention of the students. On certain occassions the school put the students in groups due

to time and labour constrains but this has great affect on certain individuals who are

unable to keep pace with the group this psychological fact has to be kept in mind while

offering any kind of guidance service programmes.

5.12 Suggestions

Guidance is an integral part of education, hence, it is suggested that the aspect of

guidance and counselling be made compulsory for the students.

It is suggested that the guidance service cell in the schools should be well developed with

upto date and modern technique by the school authorities and inorder to fulfill the

objectives of the guidance services.

It is suggested that guidance service if opened in a school should be functional and not

for the name sake only.

It is suggested that teachers be offered training from time to time with latest techniques

so that they need not have to be inferior infront of the students knowhow.

65
 BIBLIOGRAPHY

1. Aggarwal, J.C., (1995) “Educational Vocational Guidance and Counselling”,

Doaba House Booksellers and Publishers, Delhi.

2. Bassey,Mary, Monday,Akon, Esuong,Joshua, and Edet,Aniekan.,(2007) “Attitude

of Secondary School Students towards Guidance and Counselling Services”, Cross

River State Eyo.

3. Fuster JM., (1991) “Personal counselling”, Better Yourself Books Bandra -

Bombay.

4. Jones, Nelson, Richard., (1994) “Practical Counselling and Helping Skills”,

Better yourself Books, Bandra-Bombay.

5. Hollis, Joseph William, and Hollis, Lucide., (1965) Organizing for Effective

Guidance. Science Research Associates, Chicago

6. Kennedy, Eugene, and Charles C, Sara., (1993) “On Becoming a Counsellor - A

Basic Guide for Non Professional Counsellors”, Asian Trading Corporation,

Bombay.

7. Kochhaar, S.K., (1993) “Educational and Vocational Guidance in Secondary

Schools”, (Revised and Enlarged Edition), Sterling Publishers Pvt Ltd, New

Delhi.

8. Lakshmi, k.S., (2003) ‘Encyclopaedia of Guidance and Counselling’-

“Educational Guidance and Counselling”, Volume 1, strategies for guidance and

counselling, A Mittal Publication, New Delhi.

66
 9. Lakshmi, k.S., (2003) ‘Encyclopaedia of Guidance and Counselling’-

“Educational Guidance and Counselling”, Volume 11, A Mittal Publication, New

Delhi.

10. Lunenburg, Fred, C., (2010) “School Guidance and Counselling Services”,

Schooling Volume 1, Number 1, Sam Houston State University.

11. Niwaz,Asaf, and Zaman, Amir., (2009) “An Analysis of Guidance Services for

Secondary School Students in Pakistan”, International Islamic University,

Islamabad.

12. Office of the field Adviser, (1986) National Council of Educational Research and

Training for Meghalaya, Mizoram and Tripura. Educational profile of Meghalaya,

Mizoram and Tripura, Shillong.

13. Piloo, Modi M.P, New Some, L.K.Jha, Umrudin and Gardri., In Lakshmi, k.S.,

‘Encyclopaedia of Guidance and Counselling’- “Educational Guidance and

Counselling”, Volume 11, A Mittal Publication, New Delhi. (2003)

14. Mathewson,Robert H., (1962) Guidance Policy and Practice. Harper and Row,

New York.

15. Sukumar, B., (2002 July) Indian Educational Abstracts, NCERT Volume 2,

Number 2, “Guidance and Counselling”, IGNOU interactive Radio Counselling.

PP.29-30.

16. Tolbert, E.L., (1974) Counselling for Career Development. Houghton Mifflin,

Boston.

17. Ubana, Musgrove, Edet, Denga, Achebe, Adenula & Adimula,. In Bassey,Mary,

Monday, Akon, Esuong, Joshua & Edet,Aniekan., “Attitude of Secondary School

67
 Students towards Guidance and Counselling Services”, Cross River State Eyo.

(2007)

18. Web, Amos & Dimkakou,. In Niwaz, Asaf, and Zaman, Amir., “An Analysis of

Guidance Services for Secondary School Students in Pakistan”, International

Islamic University, Islamabad. (2009)

19. Wren,Gilbert C.,(1962) The Counsellor in a Changing World. American

Personnel and Guidance Association, Washington

Web Site

20. http://www. answer.com/topic/school-guidance-and-counselling

21. http://www.castleknock.ie/index.php/pastoral-supports/guidance-and counselling

22. http://www. ehow.com/info_7928499_guidance-services-secondary-school

23. http://www. jenniferveser716.hubpages.com/hub/the-importance-of-school

counselling

24. http://www. mhrd.gov.in/documents/term136, national policy on education 1986

25. http://www. ncge.ie

26. http://www. Unesco.org/education/mebam/modules.shtml

68
APPENDIX 1

69
 APPENDIX 2

QUESTIONNAIRE FOR THE TEACHERS

This piece of Research work is undertaken as a part of gathering data. The purpose of
this questionnaire is to gather information about guidance services available in your
School. I earnestly request your valuable Co-operation in this regard. Your truthful and
honest response to the questions are expected. I promise that the individual identity of
you and your school will remain confidential. (Please tick (√) your correct choices for the
questions given below).

Name:…………...……………..…………………………

Name of the School: ………………………………..

1. According to you how important is guidance?

a) Extremely important / Very important / moderately important / not important

2. Does your school has guidance service cell?

a) Yes b) No c) No response

3. What are the functions of school guidance cell?

a) conducting awareness programme on health b)giving information’s

c)information regarding behaviour problem d) carrier information service

e)any other

4. Do the school guidance cell offer some lessons on building good relationship

a) Yes b) No c) No response

5. What are the group guidance activities that you have in your school?

a) assemblies b) career talks c) cultural activities d) excursions e) group

discussions f) Parent teacher meeting g) orientation classes h)all of these

programmes

70
6. What are the guidance service that are offered by school to the students

a)academic information b)information on various games and sports

c)information regarding choice of subjects d)information regarding music, art,

dance e)programmes for character building f) control of emotions

g)management of time h) leadership qualities

7. Do you feel that guidance service will help the students to improve their mind

setting and attitude?

a) Yes b) No c) No response

8. Do you encourage students for seeking any kinds of advice

a)Yes b) No c) No response

9. When guidance should be began

a) Class 1 b) class III c) class V d) class VIII

10. Do you want it to make it compulsory for all the students

a)Yes b) No c) No response

11. Are the students interested

a) Yes b) No c) No response

12. Does it make any effect to your class

a) Yes b) No c) No response

13. Do you believe guidance can help in the personal development of the students

a) Yes I believe 100% b) To a certain extent c) Not at all d) No response

14. Guidance is a positive programme geared to meet the needs of students

a) Yes b) No c) No response

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15. Do you think students are happy with the guidance that they receive in school?

a) Yes b) No c) No response

16. Do you think parents are happy with the guidance that their children receive in

school? a)Yes b) No c) No response

17. Do you think guidance service necessary at all

Extremely important / Very important / moderately important / not important

18. How often does guidance occurs in your school?

a)Daily b)weekly c) fortnightly d) Monthly e)twice a month f)3-4 times in a

year g)orientation time h) during certain occassion

19. What are the tools available for guidance in your school?

1..............................

2.............................

3............................

20. Who needs more guidance

A. 1)Girls 2)boys 3)both

B. 1)Bright students 2)average students 3)troublesome students

4)economically poor students 5)all students

21. What are the physical facilities available in your school?

1...............................

2..............................

3..............................

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22. What are some of the difficulties you face as a teacher in giving guidance?

1.......................

2........................

3........................

23. Did you receive any training for guidance?

a) Yes b) No

24. If yes

a) On your own b) send by the school

25. In which are the areas of guidance you received training?

1.....................

2....................

26. What is the duration of training?

.............................

27. How many times did you receive training on guidance

..........................

……………………….

28. What are the guidance activities being conducted since the start of guidance

service in the school till date? (please enclose a list topic, year , for which class)

29. Do you have any suggestion to improve guidance service in school?

1...............................................................

2..............................................................

3………………………………………………………….

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 APPENDIX 3

QUESTIONNAIRE FOR THE STUDENTS

This piece of Research work is undertaken as a part of gathering data. The purpose of
this questionnaire is to gather information about guidance services available in your
School. I earnestly request your valuable Co-operation in this regard. Your truthful and
honest response to the questions are expected. I promise that the individual identity of
you and your school will remain confidential. This is not an examination so there is no
need to worry about the right and wrong answers (Please tick (√) your correct choices
for the questions given below).

Name …………...……………..…………….

Name of the School: ………………………………..

1. Guidance is a positive programme geared to meet the needs of all the students

a) Yes b) No c) No response

2. Whom do you feel free to approach for any kind of guidance?

a) Parents b) teachers c) friends d) counsellors e) all of them

3. From whom do you receive more guidance

a) Parents b) teachers c) friends d) counsellors e) all of them

4. Do you think guidance is needed in school?

a) Yes b) No c) No response

5. Do you believe guidance can help for personal development?

a) yes I believe 100% b) To a certain extent c) not at all d) No response

74
6. What kind of guidance service is offered in your school

a) Personal, b) academic c) games and sports d) music, art and dance

e) selection of subjects f) utilisation of time g) maintenance of dicipline h)

formation of study habits i) control of emotions j) character building

i)leadership

7. Do your parents encourage and support you to get guidance?

Often / occasionally/ not at all.

8. Do you feel free to get assistance of any sort from school?

a) Yes b) No c) No response

9. Are you satisfied with the help that you receive as a student from school ?

a) Yes b) No c) No response

10. Every student need guidance in school

a) Yes b) No c) No response

11. I like to get guidance with regard to career choice

a) Yes b) No c) No response

12. I like to get guidance for my Study habits

a) Yes b) No c) No response

13. I like to get guidance with regard to sex education

a) Yes b) No c) No response

14. Do you feel there is great need to improve guidance service in schools?

a) Yes b) No c) No response

75
15. Do you face any difficulty in availing guidance from school?

a) Yes b) No c) No response

16. What are some of the difficulties you face with your school guidance cell?

a) Guidance cell does not exist b)guidance service is only for name sake c) not

able to meet the expection of the students d) very limited time e)teacher

councellor is too serious f) it occurs rarely g) any other

76
 APPENDIX 4

QUESTIONNAIRE FOR THE PARENTS

This piece of Research work is undertaken as a part of gathering data. The purpose of
this questionnaire is to gather information about guidance services available in your
School. I earnestly request your valuable co-operation in this regard. Your truthful and
honest response to the questions are expected. I promise that the individual identity of
you and your school will remain confidential. There is no need to worry about the right
and wrong answers (Please tick (√) your correct choices for the questions given below).

Full Name: ……………………………………..

Place………………………………………………

1. Whom do you think as best person to provide guidance to your children

a) Counsellor b) teachers c) parents d) all of them

2. Guidance is a positive programme geared to meet the needs of all the students

a) Yes b) No c) No response

3. Do you want guidance to be made compulsory for all the children in school

a) Yes b) No c) No response

4. Do you encourage your children for seeking any kinds of advice

a) Yes b) No c) No response

5. Is there a need to improve guidance service in school?

a) Yes b) No c) No response

6. Every student needs guidance in school

a) Yes b) No c) No response

77
 7. I prefer to get guidance service in school for my children on Study habits?

a) Yes b) No c) No response

8. I prefer to get guidance service in school for my children on career choice?

a) Yes b) No c) No response

9. I prefer to get guidance service in school for my children on sex education?

a) Yes b) No c) No response

10. Do you believe guidance servce can help for the personal development of your

children?

a) Yes I believe 100% b) To a certain extent c) Not at all d) No response

11. What are some of the difficulties you face as a parent in giving guidanceservice

to your children

a) limited time b) do not know to guide c) not free and open d)No response

12. What kind of guidance service you offer to your children?

( at home, out side home)

.......................................................................

………………………………………………………………

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