Optimising resources allocation in implementing school counselling programme at schools in the Ohangwena region

Abstract

This study investigated the provision of resources for implementing a school counselling programme from the perspectives of selected stakeholders. It employed a qualitative approach, which is framed within an interpretive paradigm. Thirty-five participants were involved: learners, principals, teacher-counsellors, and parents, and they were selected from schools in the Ohangwena region. In-depth semi-structured interviews and focus group discussions were used to gather data. Thematic results revealed that teacher-counsellors had no counselling rooms to conduct individual counselling, no separate budget for school counselling programme, and that file cabinets and display boards were only available in very few schools and were inadequate school-counsellor in schools. Learners’ fear being mocked by others due to a lack of privacy. Thus, this study recommends that the government allocate a budget for school counselling programmes and post teacher-counsellors to schools where vacant posts are not yet filled. A lack of teacher-counsellors can result in students struggling with emotional and psychological issues without proper support. This can cause depression, anxiety, substance abuse, and behavioural issues. A lack of teacher-counsellors can result in learners struggling with emotional and psychological issues without proper support.

Keywords

• learners
• principals
• teacher-counsellors
• parents
• school counselling programme