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This study assessed the role of School-Based Guidance and Counselling Services in Shaping Students’ Discipline in Secondary Schools in Bukoba District. It had three objectives: to identify challenges of school-based mechanisms in place towards shaping students’ discipline, to explore stakeholders’ perception on the efficacy of school-based guidance and counselling services towards shaping students’ discipline, and to examine the scope of secondary school-based guidance and counselling services in enhancing students’ discipline. The study employed a qualitative research approach using phenomenology research design. It was carried out in Bukoba District involving three selected secondary schools. Data were collected from 42 informants to include heads of schools, discipline masters/mistresses, teacher-counsellors, non-teaching staff, students, and parents through interview, focus group discussion, and documentary analysis. Data were thematically analysed and presented verbatim. Findings revealed that; the studied secondary schools were dominantly using punishments and suspension as mechanisms towards shaping students’ discipline. However, these mechanisms had different challenges such as inflicting pains to students physically, psychologically, and socially. They were less effective to serve the intended purpose. Hence indiscipline acts among secondary school students were persistent and on increase in schools. Again, stakeholders acknowledged that, the use of guidance and counselling services as effective means of shaping students' discipline in schools. However, the service is constrained by too much workload to teacher-counsellors, poor involvement of other stakeholders, and lack of awareness among some key stakeholders such as students, parents, and non-teaching staff. Moreover, implementation of school-based guidance and counselling services was found to be dominated by a common approach of teacher-counsellor talking to students which is a narrow scope. It was recommended that, school-based guidance and counselling services need to be broad to encompass films and videos, the invitation of guest speakers, peer counselling, debates and dialogue, reading materials, and checklist of standard discipline to enable students have self-assessment regarding their discipline versus the standard discipline. |
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