Impact of Dual Role of Teaching and Practice on School Counsellors’ Productivity in Nigeria

IF 2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Research Pub Date : 2020-11-06 DOI:10.3126/jer.v10i2.32723

S. Muhammed, Saudat Imam

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Abstract

The dual role of teaching and professional counselling practice is a common trend in Nigerian school system. Much research has not been conducted on the impact of this dual role on school counsellors‟ efficiency and performance. The study investigated the impact of dual role of teaching and practice on counsellors‟ productivity in Ilorin, Nigeria. A mixed method approach was employed on a sample of 149 school counsellors in Ilorin metropolis, Nigeria using the snow ball sampling. A scale tagged “Impact of Dual Role on Counsellors‟ Productivity” was used to gather quantitative data from 149 school counsellors while an interview was further conducted to gather qualitative data from 10 school counsellors. The quantitative data obtained were analyzed using percentage, mean and ranking order analysis, ttest and ANOVA while the qualitative data was coded and narrated thematically. The findings revealed that dual role negatively affects the counsellors‟ effective communication with the client; competence in handling client issues; prompt followup of client cases and having time to study client cases among others. Counsellors also hold the opinion that dual role affects proper record keeping, efficient organisation of guidance programme, proper follow-up of client cases among others. JER

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教学与实践双重角色对尼日利亚学校辅导员生产力的影响

教学和专业咨询实践的双重作用是尼日利亚学校制度的共同趋势。关于这种双重角色对学校辅导员的效率和表现的影响，还没有进行过很多研究。该研究调查了教学和实践双重角色对尼日利亚伊洛林辅导员生产力的影响。采用雪球抽样法对尼日利亚伊洛林市149名学校辅导员进行了综合调查。“双重角色对辅导员生产力的影响”的量表收集了149名学校辅导员的定量数据，并对10名学校辅导员进行了访谈，收集了定性数据。定量数据采用百分比、均值和排序分析、ttest和ANOVA进行分析，定性数据采用主题编码和叙述。研究发现，双重角色会对咨询师与来访者的有效沟通产生负面影响;处理客户问题的能力;及时跟进客户案例，有时间研究客户案例等。此外，辅导员亦认为双重角色影响妥善保存纪录、有效组织辅导计划、妥善跟进个案等。耶

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来源期刊

Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.50

自引率

0.00%

发文量

期刊介绍： The Journal of Educational Research is a well-known and respected periodical that reaches an international audience of educators and others concerned with cutting-edge theories and proposals. For more than 100 years, the journal has contributed to the advancement of educational practice in elementary and secondary schools by judicious study of the latest trends, examination of new procedures, evaluation of traditional practices, and replication of previous research for validation. The journal is an invaluable resource for teachers, counselors, supervisors, administrators, curriculum planners, and educational researchers as they consider the structure of tomorrow''s curricula. Special issues examine major education issues in depth. Topics of recent themes include methodology, motivation, and literacy. The Journal of Educational Research publishes manuscripts that describe or synthesize research of direct relevance to educational practice in elementary and secondary schools, pre-K–12. Special consideration is given to articles that focus on variables that can be manipulated in educational settings. Although the JER does not publish validation studies, the Editors welcome many varieties of research--experiments, evaluations, ethnographies, narrative research, replications, and so forth.