Dissertation (MA Education)This study aimed at evaluating the effectiveness of guidance and counseling services in shaping students’ behavioural problems in six ward secondary schools in Kyela district, Tanzania. The study objectives were: to examine the competences of teacher-counsellors in handling students’ behavioural problems, to assess contribution of school management towards creating conducive counseling environment, to evaluate the attitude of teachers and students towards school based guidance and counselling services in shaping students’ behavioural problems. A qualitative and case study design were adopted to obtain data from 60 informants including 6 head of schools, 6 teacher counsellors, 6 discipline teachers, 6 class teachers and 36 students using purposive and snowballing sampling. Data were collected through semi interviews, focus group discussions and document review. The results showed that; GCSs were less effective in shaping students’ behavioural problems in WSSs due to lack of competent and trained counsellors to overcome students’ behavioural challenges. School management to some extent supported the provision of GCSs within their scope, however, absence of conducive counseling environment including lack of special rooms for counselling, teacher-counsellor workload and poor support from teachers were some of the drawbacks for effectiveness of GCSs in WSSs. Furthermore, teachers’ and students’ revealed negative attitudes towards usefulness of GCSs in shaping students’ behavioural problems. From the findings it is concluded that; GCSs provided in WSSs are ineffective in shaping students’ behavioural problems. In order to improve the effectiveness of GCSs in schools; it is recommended that, the government should establish a guide for well and coordinated school counseling units in secondary schools; employ qualified teacher-counsellors; enhance strong school management support and supervision of GC program. Similarly, teachers, students and parents should be sensitized on the role of GCSs.