to determine the influence of parents’ socio economic status on students’ academic performance in secondary schools in lindi municipality.

 

    STELLA MARIS MTWARA UNIVERSITY COLLEGE

(A constituent college of Saint Augustine University of Tanzania)

 

FACULTY OF EDUCATION

An assement on the Impacts of Socio-economic Status of Parents on the Academic Performance of Students in Lindi municipality.

Research report  Submitted to the Department of Educational Foundations in Partial Fulfillment of the Requirement Award of Bachelor Degree of Art with Education of Stella Maris Mtwara University College

 

 

 

                                                                           

 

 

CHAPTER ONE

1.0  INTRODUCTION.

Background of the study statement of problem Objectives of the study specific objectives research questions significance of the study scope of the study and limitation of the study operational definition of terms

1.1 Background to the Study

The association between socioeconomic status (SES) and students’ academic achievement has been documented among many populations (Ahmad & Khan,2012:Ngorosho, 2011; Ahawo, 2009; Otula, 2007). For example, Ahmad and Khan (2012) and Ahmar and Anwar (2013) found a significant relationship between parental socioeconomic conditions and academic achievements of the children in secondary examination and it was concluded that the majority of children whose parents have better socioeconomic conditions performed better in secondary examination as compared to those children whose parents had low socioeconomic conditions. Ngorosho (2011) found five key variables (fathers’ and mothers’ education, house wall material, light source, and the number of books for school subjects in the homes) as significant indicators of home environment in rural eastern Tanzania. Ahawo (2009) found that in modern society, parents’ influence plays a very important role in the academic life of a student.

According to Otula (2007), effective provision of secondary education is hampered by SES of parents. Parents from low SES fail to provide their children with basic requirements for schools including books, pens or pencils, proper nutrition and supportive environment for learning. It is generally accepted that parental SES has an impact on students’ academic achievement. For example, children whose parents are of high educational scales have a far better statistical chance of participating in secondary education (Halsey, Health & Ridge, 1980). Otula (2007) supported this by stating that effective learning involves partnership of students, teachers and parents. Parents’ level of education has a multifaceted impact on children’s ability to learn in school. In one study, children whose parents had primary school education or less were more than three times likely to have low test scores or grade repetition than children whose parents had at least secondary schooling (Goodwin & Goodwin, 1995).In the same study, it was also found that parents’ level of education not only influenced parent-child interaction related to learning but also the need for help at home that often comes at the expense of keeping children in school Parents with little formal education may also be less familiar with the language used in school, limiting their ability to support learning and participate in school related activities (Omoraka, 2001). Although many constraints exist, schools can play a pivotal role in helping parents to enhance the home curriculum and improve the quality of parental involvement in their children’s education. The strategies include for example, schools collaborating with organizations that can affect parenting in the pre-school years such as public health providers and non-governmental organizations (NGOs). Successful attempts to increase parental involvement have taken place around the world. One example is the creation of student newspapers in China (Majoribanks, 2001). Such newspapers exist at different levels of the education system in urban as well as rural zones. The result is that pupils and parents in urban areas have the possibility to read, which is of benefit in particular to the otherwise disadvantaged rural families (Goodwin & Goodwin, 1995). According to MoEVT (2012), secondary schools in Tanzania experience a high rate of drop out. For example in 2012 a total of 94990 students dropped from studies for various reasons which increased from 76002 in 2011 (URT, 2012; 2013). Statistics indicate that 72.2% of those who dropped was accounted by truancy in 2011 and 76.1% in 2012, followed by the proportion of those who were unable to meet basic needs which accounted for 13.9% in 2011 and 12.9% in 2012 (URT, 2011; 2012). The data suggests that many children come from families which cannot afford to meet school needs which is an aspect of SES. The data further show that the majority of students who dropped from schools were in ordinary secondary school level and most of them were form two students. In view of this, the phenomenon needs an intervention through systematic and comprehensive studies.

Safi (207)investigated  the effect of socioeconomic status on student's performance fundings  also  showed  that  the  academic  achievement of student  is negatively  correlated  with  the  low parental  socioeconomic  status  level  as  it  prevents  the  individual  in  gaining access  to  sources  and resources  of learning. Concurrently  African  researchs  such  as  Kapinga(2019)underscored   that  the robust  impact  of  socioeconomic status of parents is evident in the Tanzania school.

1.2 Statement of Problem

If education is a weapon of liberation from ignorance, poverty and diseases, then the education of the child means giving the child the potential to improve himself. And the educational standard will in no small way improve the child’s worth; hence the child would be able to play his or her own role in the building of his or her nation. The need to improve on the educational standard by all means stems from the fact that education will not only develop the personality of the individual in full but will equally prepare him to take specific jobs which will change his or her environment. Due to the vital role education plays in nation building, many people concerned about the quality of education given to the child. For instance, the National Policy on Education lays much emphasis on qualitative education for the development of a strong and virile nation. For this dream to be realized, many factors have to be considered, one of which is the home environment and family background of the child. Many researches on the influence of family background on the academic Performance of  study of  students have been conducted in most advanced countries like Europe, America and Italy. In order to be able to correlate with these former researches, there is the need to investigate the relationship between parents’ socio-economic status which is one of the family variables and academic performance of secondary school students in our own environment. Besides, observations have shown that not all children are bright, some are dull, some average and others bright. The fact that some children perform poorly academically may not necessarily be as a result of poor quality of teaching and lack of basic teaching and learning facilities in the school. Hence, the need to survey how the socio-economic status of parents affects their children’s academic performance in study  and possibly aid in finding solution to children's poor academic performance in study  and help in the improvement of the quality

1:3 objective of the study

The objectives of the were as follows

1.3:1Main Objective

The main objective of the study was to determine the influence of parents’ socio economic status on students’ academic performance in  secondary schools in lindi municipality.

1:3:2 Specific objective

        i.            To  determine  whether parents economic status affects their children's academic performance in study.

      ii.            To find  out if there is any link between statuses of students and the academic performance

    iii.            To find out the effect of parents social economic status on student's academic performance.

 

1.3:3 Research Questions

In order to achieve the above objectives, the questions below were raised to guide the study:

What are theparents  economic status affects their children's academic performance in study?

What are the link between statuses of student and the academic performance?

What are the effect of parents social economic status on student's academic  performance?

1:4 Significance of the Study

The study will be of significance to the parents, teachers and educational researchers because the information collected by the researcher will actually contribute to their general understanding of the influence of parental socio-economic status on students’academic performance. The Ministry of Education and policy makers in education sector may also use the findings in this study to address the problem of poor academic performance in lindi municipalityThis study will also contribute to the body of knowledge in general by providing direction to future researchers who may wish to further their investigation on similar topic. Through this study, religious organizations and non governmental organizations will understand the influence of parents’ socio-economic status on students’ educational success and thus obtain appropriate knowledge on how best to contribute/participate in education sector.

1.5 scope of the Study

Parents through the findings of this study would be aware of the ways their beliefs and activities can influence their children's performance in school work  and thereby try to adjust immediately the ones impacting on their children negatively.

The findings of the study will also be helpful to remind policy makers and curriculum planners of the fact that children come from diversified cultural settings and so the policies made and the curriculum should be planned with a reasonable amount of flexibility to take care of that.

The study would as well put into the teaching profession a sound understanding of why children perform the way they do in schools. It would also enable the teachers adopt a variety of teaching methods so as to allow all categories of students benefit from their teaching. 

The Tanzania nation as a whole would benefit from the study because adhering to the recommendations and trying also to carry them out, will bring out a set of qualified and socially qualified matured youths who will be future leaders.

This work may also add to the existing knowledge base in order to provide a framework for further researches in this area of study especially in Lindi municipality secondary schools.

1.6 limitations of the Study

This study was limited to assessing the effect of parents’ socio-economic status on the academic achievement   of secondary school students in Lindi  municipality. It was limited to five (5) randomly selected secondary schools in Lindi Local Government Area of Tanzania  and involved only six (6) students.

1.7 Operational Definition of Terms

Certain key words were used in this study, which were explained for the purpose of clarity. As words may mean differently in different contexts, the following definitions are given as the words used as intended to be understood for the purpose of this study. The words include;

FAMILY: Is a unit comprising of husband, wife and children.

HOME ENVIRONMENT: This refers to parental experience and aspirations for children, objects and material condition in the home for comfort and also specific behavioral processes conducive to learning.

EDUCATIONAL STATUS: This is used for social processes in which one achieve social competence and individual growth, carried on in a selected, controlled sitting which can be institutionalized as a school or college.

EFFECTS: The result or outcome of anything be it positive or negative.

HOME SITUATION: This refers to prevailing atmosphere in the home whether violent, resentful or in disarray.

PARENTAL ATTITUDE: Parents disposition to respond in a characteristics wayto some stimulus in their social environment. Some responses determine the way and manner their children are brought up by them.

ACADEMIC PERFORMANCE: This is regarded as the display of knowledge attained or skills, shown in the school subjects such achievements are indicated by test scores or by marks assigned by teachers. It is the school evaluation of students’ classroom work as quantified on the basis of marks or grades.

SOCIO-ECONOMIC STATUS: This refers to position of recognition which one finds him in the society. Such position may not be hereditary but acquired through personal efforts like culture, religion, educational background, financial status, occupation and social class.

 

 

CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Introduction

The reviews of other scholars’ work that are related to this study are based on the following sub-themes.

        i.            Parents’ Interest and Motivation on Students’ Academic achievement in study

      ii.            Parental Educational Level and Students’ Academic Performance;

    iii.            Socio-Economic Status of Parents and Academic achievement study; and

Summary of Literature Reviewed.

2.2 Parents’ Interest and Motivation on Students’ Academic Achievement in study.

Parental interest is one of the variables of the environment that contributes positively to academic achievement  of  students in  study. Previous studies in this field such as that of Douglas (2015) and Bond (2018) have shown that parents can transfer to their children some kind of characteristics which include self-reliance, drive for independence, self-confidence and competence that are necessary for strong achievement orientation in study also, parents deliberately and indeliberately play a guiding role in their children’s success in school. Parenthood therefore involves communicating worthwhile ideas to children as well as encouraging them. Parents owe their children the duty of explaining out certain things/natural phenomena and other issues as they arise during their developmental stages. Parents also have the responsibility to set standards for their children as well as work seriously towards their realization. In another research, Honzik (2017) reported that parental educational achievement was positively related to intelligence test scores of both boys and girls from three to thirty years of age. This means that when parents are really concerned and involved, children are likely to be more education conscious and as such they put more effort in their educational quest in study . The implication of all the above is that no matter what the schools are like, the quality of a child’s mind is basically nurtured at home by his parents.

Heyua (2019) in his series of longitudinal studies pointed out that 50 per cent of the child’s general intelligence is developed by age four, 30 percent by the age of eight and the remaining 20 per cent by the age of seventeen. He also noted that about one-third of general learning growth based on achievement indices takes place between birth and age six. Seventeen percent of this growth takes place between ages four and six, while the remaining seventeen percent of growth takes place between ages six and nine. It appears then that education is working against

over whelming odds to effect changes in students who show deficits in learning since much of their potentials have already been developed before they come to school.

Kapinga (2014) emphasized that motivation is of great importance to parents in determining the achievement of students and concluded that if the father is  educated   and  mother   the two parents are likely to motivate their children in study  to becometeacher,doctor or any other oriented profession. Olayinka went further to assert that “there are situations where some parents who are illiterates and whose occupations range from petty trading to bricklaying may vow to sponsor their children’s education to higher level believing that their children could raise the economic and social standard of the family in future through their educational achievement in

study.  He went further to say that the realization of parents’ dream depends on whether such children inherited superior intelligence in  study as well as enjoyed parents’ motivations and support for  studyr. He therefore inferred that parents play a vital role in the academic achievement of the children in study and as such should be seen as educational agencies whose work are almost similar to that of the school.

2.3 Parental Educational Level and Students’ Academic Performance

Ins tudy Osorio et al  (2018) carried out a research in two urban centers in western Nigeria on the influence of parental educational status on the academic performance of their children in study. Three hundred children of illiterate and semi-literate parents were selected from one urban   centre and school

certificate, ordinary level was the highest educational qualification of parents from this group.

Another three hundred children, this time of literate parents were selected from another urban centre and for this group, their parents’ educational qualification ranged between higher school certificate (HSC) and university degree. A one hundred item intelligence test was administered to the children and the performance of these two groups in  subject  test were compared and the findings were that children from highly educated parents performed better in the test than those from illiterate and semi-literate parents. The researcher equally noted that children from educated parents or educationally advantaged homes performed better and left school earlier than their counterparts from un-educated or educationally disadvantaged homes.

The conclusion therefore was that parental educational level influenced their children’s educational attainment in study. Also worthy of note is the study by Douglas and Ross (2019). In their study, they found out that parents with better educational achievement provide their children with pre-school education, the nursery school for instance and they also provide them with toys and other play school facilities. The study confirmed that those children whose parents gave themactivities in their study had high achievement scores in study; hence parental educational level influenced the educational attainment of children in  study. Obemeata (2009) carried out a comparative study of the number of candidates from urban and rural areas who qualified for inclusion in the ‘short lists’ of three secondary grammar schools. The lists were compiled on the basis of performance in the council. Out of the seven hundred and twenty four (724) names prepared by the three secondary grammar schools, only twelve (12) 1.66% came from primary schools in the rural areas where the bulk of peasant farmers live. It may however be worthy of note to say here that it is the level of parental education among other factors that determine the kind of occupation they secure hence their income and social class. Majoribanks (2018) said that there is a unique relationship between parental educational level and their children’s academic performance in study. He also said that it is only when parents are academically sound that they can motivate their children to succeed. kapinga (2014) asserted that lack of environmental stimulation may cause dullness and this can affect most academic subjects such as English.

Educated parents, he went on to say try the much they can, to create harmony between the home and school and thus discourage backwardness. Good and Brophy (2017) said that the educational level of parents is probably the most important family effect towards appropriate cognitive development in  study. Parents who are educated themselves value education and expect and desire that their children become well educated, perhaps better than themselves. Hence, the educational climate in which a child finds himself helps a great deal in determining his academic performance in study.

2.4 Socio-Economic Status of Parents and Academic Performance of Students

Socio-economic background or status refers to a person’s position in a given group, society or culture as determined by wealth, occupation, education and social class. Vernon (1965) said that children, whose mental development was handicapped by poor socio-economic, cultural and linguistic environment, bydefective education and family instability, show this to a greater extent in some abstractnon-verbal abilities than they do in actual educational achievement. azimuddin

(2014) while reviewing the studies that were carried out by the international association for the evaluation of educational achievement in  study  found that the correlation that existed between the children’s academic performance and their parents’ socio-economic status was lower than that between the children’s academic achievement and their family size. cowen (2011) asserted that the higher a child’s socio-economic status, the higher his educational aspiration and accomplishment. Children from high parental socio-economic status obtained better grades in school than those from low socioeconomic status and they tend to pursue higher education above secondary school

level.

Russell (2020) said that children whose parents are rich also have both physical and psychological needs like every other child, which when provided, contribute positively to their academic achievement in study. These needs include good food, a study, a conducive atmosphere at home, a play ground and good educational aids like radio, newspapers, television and magazines in the home. A child who has the above can perform well in school, but a child who is

unfortunate not to have them because of the poor status of his parents botheconomically and otherwise stands the risk of relatively poor performance in school. This is so, because many children grow up in large families with very low income and are beset by multiple, interrelated and interacting disadvantages which have detrimental effect on the level of their academic attainment. Curry (2019) carried out a study in U.S.A to determine whether the differences in scholastic achievement were significant among children of different social status but with comparable or similar intellectual abilities. He concluded from his findings that when a child has above average intellectual ability, he will overcome the effect of a deprived home environment. He further added that if the intellectual ability decreases the effect of the deprived socio-economic effect on scholastic achievement, pupils from upper socio-economic status group achieve greater them those from the lower socio-economic group.

2.5 Summary of Literature Reviewed

In this chapter, the researcher tried to review some empirical studies carried out by renowned scholars that are related to this study. The reviewed literature facilitated this study and also helped the researcher to see what others have done so that the techniques previously used can equally be adopted or possibly improved upon. Various studies carried out on the influence of parents’ level of education and their socio-economic status on the academic performance of their

children in study in secondary schools show that the factors significantly impact on the children’s academic performance. There is need therefore for all hands to be on deck, especially the parents, head of secondary schools, teacher education planners and policy makers towards building the educational life of these secondary school students

2.6 Research gap

Many   researchers conduct fild but still there are unclear information concerning impact of parents socia economic status to secondary School students academic performance in lindi municipality forinstance a study done by kapinga (2014)analyzed the impact of parents socio-economic status on the performance of secondary education in Tanzania.The purpose of this study was to evaluate the impact of parents socio-economic status on the performance of high school students.

Also zhao et al (2019) concerned with the quadratic relationship between socio-economic status and learning performance in china by multi level analysis this study was done in china.so many students had discussed the influence of parents socio-economic status on the performance of students but none of them did their study base on secondary students specifically in lindi municipality.Therefore this study will focus on assessing the impact of parents socio-economic status to secondary School students academic performance in lindi municipality.

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 Introduction

This chapter presents the methods and procedures adopted in conducting this study. These methods and procedures are explained under the following subthemes:

3.2 Research Design

The research design adopted for this study is the descriptive survey design. This design is chiefly concerned with finding, describing and interpreting “what is”. The design does not aim at discovering new phenomena, but is concerned with conditions or relationship that exist, practices that prevail, beliefs, points of view, or attitudes that are held; processes that are going on; effects that are being felt, or trends that are developing (Best, 2017). The design was considered appropriate for the study because the researcher does not have any intention to manipulate the study’s variables but to study them as they occur naturally.

3.3 Population of the Study

The population of this study covered some selected secondary school Student both   male  and females) in mtwara  mikindani.

3.4 Sample and Sampling Technique

The sample used for this study was sixty students. These were selected from the population of the study identified above, using the random sampling method. Out of the secondary schools in mtwara mikindani five (5) secondary schools were randomly selected for the study. From the students of these schools, sixty (60) students were selected randomly in proportion of twelve (12) students per school.

3.5 Research Instrument

The instrument used to collect data for this study was a self-structured questionnaire titled, Parents’ Socio-economic Status and Students’ Academic Performance Questionnaire (PSSMSAPQ). The questionnaire was divided into two sections, A and B. Section A contained questions on the demographic features of the respondents, while section B contained questions on parents’ educational background, religious belief, cultural background and financial status as relating to their children’s academic performance in study in secondary schools in Lindi

3.5.1 Validity of Research Instrument

The validity of the research instrument was determined by the research supervisor. A sample of the instrument was shown to the research supervisor for professional corrections and comments which were incorporated into the final draft of the instrument to ensure that it had both face and content validity.

3.5.2 Reliability of Research Instrument

The split-half statistic method was used to determine the reliability status of the research instrument. A pilot test was conducted using some copies of the questionnaire and some respondents that were not involved in the main study. The administered questionnaires when retrieved were parted into two groups of odd numbers and even numbers. The scores of the two groups were correlated using Pearson’s Product Moment Correlation method. The reliability coefficient obtained was used to determine whether the instrument is reliable or not.

3.6 Procedure for Data Collection

With the letter of introduction from the Head of Department, the researcher visited the sampled schools in person, negotiated with the school authorities before administering the questionnaires on the students. The students were allowed enough time to respond to the questionnaire items before instant retrieval. This method of administration was adopted to ensure high response rate.

3.7 Procedure for Data Analysis

Data collected on the demographic features of the subjects were presented in contingency percentage tables and subsequently interpreted respectively. Other data generated from the respondents’ responses to the questionnaire items were used to analyze both the research questions and hypotheses raised in the study using the micro sort excel

 

 

 

 

 

 

 

 

 

 

CHAPTER FOUR

PRESENTATION, ANALYSIS AND DISCUSSION OF THE FINDINGS

4.0 Introduction

This chapter presents the analysis of data collected for this study, the results of the tests of the hypotheses raised in it and the summary of the findings made during the study.

4.1 Demographic information

4.1.1. Sex

Table 1 below shows the distribution of the respondents by gender. From the table, 42% of the respondents were males while the remaining 58% were females. This shows that female students outnumbered their male counterparts in senior schools in lindi municipality.

Table 4.1: Shows demographic response by gender

Gender	Frequency	Percentage (%)
Male	25	41.67
Female	35	58.33
Total		60

Source: Field data (2021)

4.1.2 Shows demographic response by age

Table 2 below shows the distribution f the respondents by age of the total students that took part in the study. A total of 24 respondents fall under less than 15 years of age, while a total of 36 respondents fall under 15-19 years of age. It can be deduced that the percentage of the respondents fall under 15-19 years of age outnumbered those in the less than 15 years of age.           

Gender	Frequency	Percentage (%)
< 15 yrs	20	40
15 – 19 yrs	30	60
20 above	10	20
Total	50	100

 

4.2. The parent’s economic status affects their children's academic performance in study.

 

 

4.3 To find out if there is any link between statuses of students and the academic performance

4.3.1 My school fees are always paid late and this usually affects my performance in study exams each term.  

From the finding 20% respondents was agree about school fees are always paid late and this usually affects my performance in study exams each term while 60% was dis agree that statement.                      

Respondent	Frequency	Percent
Yes	35	70
No	15	30
Total	50	100.0

Source: Field data, 2021                              

 

4.3.2 My parents are not rich and as such where we live does not have enough space for my studies

 

4.3.3 Most times, some of my school materials for study are not provided by my parents because they don’t have the money to do so.

 

 

4.3.4 Sometimes I miss class because I help my parents to hulk in order to raise my school fees and this affects my performance in studies greatly.                                                            

 

 

 

4.3.5 My parents are financially okay and they adequately provide me with school materials for studies.                                                                       

                                                                                   

 

 

 

 

4.4 To find out the effect of parents social economic status on student's academic performance

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction 

In the previous chapter data were presented, analyzed and discussed relating to an assessment on the Challenges Facing Secondary Teachers in Providing Guidance and Counselling to students. This chapter presents a summary, conclusion and an outline of recommendations both for action based on the research findings; and suggests areas for further studies.

5.2 Summary of the Study

The study on the Challenges Facing Secondary Teachers in Providing Guidance and Counselling to Students in Mtwara Municipality. Was guided by the following specific objectives; analysis of the status of school guidance and counseling services in secondary schools, investigation of the challenges affecting provision of guidance and counseling services to secondary school students and; lastly examination of suitable measures for improving guidance and counselling services to students in secondary schools. In carrying out the study, the person-centered theory was used.

The research design adopted for the study was descriptive survey which facilitated the collection of data from respondents based on their opinions towards the topic of the study. The study employed simple random technique to select participants and schools. The details of sampling procedures have been discussed and elaborated in the research methodology chapter.

The study employed qualitative and quantitative approaches. Data collection was done through interview and questionnaires. Tables, frequencies and percentages were the key descriptive statistics used to analyze and present the findings. Narratives were also used in the presentation and analysis of the findings.

Based on the first research question, the findings revealed that guidance and counseling service programmes were available in all schools as directed by the Ministry of Education, Science and Technology, whereby teacher chancellors were present in every school to provide this service, but not the trained ones. However, the day to day practices of the program was not that much active and therefore in adequate.

The findings relating to the research question of providing suggestions of measures to be taken in order to improve guidance and counseling services in secondary schools, the suggested measures included; provision of in service training of school teacher councilors through workshops and seminars; provision of facilities such as special rooms for conducting guidance and counseling services; developing student awareness, student choice of  school counselors and lastly improving cooperation between teachers and parents.  Give a good of summary of your work

5.3 Conclusion on the Study

The findings of the study have revealed that although guidance and counseling services are provided in all schools in the study sample as directed by the MOEC 2002 circular. However, the level and quality of services provided are not adequate. There are various reasons that have contributed to such a situation. These include:

(a) School counselors lack in service training programmes on G&C, making them to rely on theoretical knowledge obtained in teachers’ colleges and Universities.

(b) Provision of guidance and counseling services in schools are undefined as there are no timetables for providing guidance and counseling services, and

(c) Schools lack appropriate facilities to allow proper implementation of the programme.  Please provide good conclusion of your study.

5.4. Recommendations

Based on the findings of this study which have been discussed in Chapter four, the following recommendations for action and further research have been drawn.

5.4.1 Recommendations for Action

There is a need to review the school guidance and counseling circular of 2002 by helping schools understand how teacher councilors should conduct themselves when providing guidance and counseling services for students and how to evaluate guidance and counseling services conducted in schools. The government needs to establish in service training of the teacher counselors about youths problems, importance of helping the students especially during foolish age and also to impart the teachers with counseling skills which will build confidence among counselor teachers during counseling sessions. The government should provide adequate funding to support guidance and counseling activities so that schools can obtain required facilities and create friendly environment for conducting guidance and counseling services at schools.

 

 

The government should make sure that there is a formal means of evaluating this program by empowering quality assurers to do so. Quality assurers/school inspectors who were one of the stakeholders addressed by 2002 circular should be empowered to carry out the monitoring task.

At school level it is recommended that each school should prepare its own policy/guideline on how this service should be conducted at the school. Awareness building should be promoted on the part of teachers, parents and students in being effectively involved in this program and also to be educated on the importance of guidance and counselling program. School administration should support this program by reducing the responsibilities of counsellor teachers and give close supervision on the implementation of guidance and counselling program.

5.5 Area for Further Research

This study investigated on the Challenges Facing Secondary Teachers in Providing Guidance and Counselling to Students in Mtwara Municipality. The following are some of the proposed areas for further research:

* Teachers’ attitudes towards guidance and counseling services and how it affects the implementation of the programme in schools.

* Role of school administration in promoting guidance and counseling services.

* How guidance and counseling services affect academic performance of the students.