AN EVALUATION OF THE ROLE OF GUIDANCE AND COUNSELLING IN ENHANCING STUDENT DISCIPLINE IN SECONDARY SCHOOLS IN KITWE

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AN EVALUATION OF THE ROLE OF GUIDANCE AND COUNSELLING IN ENHANCING STUDENT DISCIPLINE IN SECONDARY SCHOOLS IN KITWE,

ZAMBIA

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1.0 INTRODUCTION

The different terms of guidance a counselling are many a times perceived in a different manner. There is

an interaction process which co-joins the counselee who is generally known to be vulnerable and that

needs some assistance and the counselor who is trained and is educated to provide the assistance, the

goal of which is to help to learn to deal in the most effective manner and the reality of the environment.

The main elements in the discipline and in the management of the people is guidance and counselling of

the various services. The society is not able to function without the exercise of the discipline. There is a

promotion of discipline which would be practiced in case the people are working harmoniously towards

the achievement of the main purpose. There is an increased stress on the teachers and the schools

which would ensure the responsibility of ensuring that each one of the pupil would mature steadily in

his own personal line. This would mean the responsibility for planning the various learning experiences,

activities, attitudes and the relationships as far as possible. Each one of the pupil has his own

psychological needs that would be satisfied through the medium of education. The role of the guidance

and the counselling is recognized by the different policy documents since independence. The report of

the national committee on the educational objectives and the policies of the year 1976 stated that there

is some sort of guidance and counseling that has to be taught when it comes to using the various

different subjects like the religious education, social education and the ethics that enables the School for

the promotion of the growth of the self-discipline amongst the various students. Even in the presence of

this recommendation, there has to be a use of the guidance and the different counselling services that

would help in curbing the indiscipline amongst the schools which is increasing. There are infractions that

need a guidance and counseling which includes the assaults, arson, fighting, theft etc.

During the year 1980, there were many of the cases which included indiscipline and the rate was 0.9%.

This further increased to 187 with the rate of 7.2% during the year 1990. This rate increased to a level

which led to the introduction of the guidelines on safety in the schools. Then this introduction of the

guidelines led to the protection of the child from the physical and the psychological abuse by any of the

person, there was an unrest in the schools which is still being reported in large numbers. This led to the

adoption of the new approach to education which would be formulated and the introduction of the new

strategy of management on how the order must be ensured in the schools. This led to the escalation of

the destructive tendencies in which the student discipline problems took place in the various secondary

schools that would not exist in case the guidance and the counseling services are not offered correctly.

All of these incidents made it necessary to strengthen the guidance and the various counseling of the

services in the management of the discipline of the students (Simatwa et al, 2010).

2.0 BACKGROUND

Despite the changing nature of society, guidance and counselling still remain essential

elements in discipline management of people, especially in this era when corporal

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punishment, which has, for a long time, being used by most societies to instill discipline,

is being abolished by most countries. It is worth noting that even the most primitive

societies grew out of the necessity of guiding an individual’s behaviour patterns in the

interest of the group. Society itself, hardly function without the exercise of discipline.

Using guidance and counselling to enhance discipline could be the alternative to

corporal punishment if people are to work harmoniously for the achievement of common

goals.

School authorities today are at pains in effectively addressing the challenge of student

discipline in secondary schools. Reports of disciplinary nature have taken a centre

stage even on radio and print media. The Times of Zambia, April 6, 2014 reported that

pupils at Mukobeko secondary in Kabwe drafted rebellious rules and displayed them

within the school precincts. This prompted teachers to stay away from classes for fear

of being victimised by the pupils. The rules that the pupils stuck on the walls and trees

around the school allowed dodging and non-attendance, reporting late for classes,

wearing bug jackets, ‘boys sagging’, stealing, fighting, use of mobile phones, smoking

and use of abusive language. The Lusaka times, 7th March, 2012 published that pupils

at Kawambwa technical school rioted and destroyed property worth millions of kwacha.

The pupils caused damage to the staff room, laboratory, science department, library,

storeroom, dining hall and looted the tuck shop and the acting head teacher’s house.

This was after a group of pupils were stopped from taking part in inter schools games at

Marbel shaw secondary school after they consumed alcohol. Mwebantu New Media, on

9th October, 2014 reported that scores of Grade 12 pupils at Helen Kaunda, Kitwe boys

and Mukuba secondary schools in Kitwe ran amok throwing stones and burning used

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tires on the roads after discovering that the leaked examination papers they had were

fake leaked .

In a ministerial statement, the Minister of Education in Parliament reported before the

house that the ministry decided to close Chisongwe secondary school in Chipata on 20th

March, 2012 following riotous behaviour of the pupils on 16th March, 2012 causing

extensive damage to the school infrastructure and the seventeen motor vehicles that

were parked within the school grounds. The minister of education indicated that it was

saddening to note that there was lack of leadership, supervision and guidance in most

of the schools. N’gandu, Ndhlovu, & Phiri, (2009)’s research reported that the following

factors were found to contribute to indiscipline in secondary schools; beer drinking, late

coming to school, vandalism, peer pressure bad company, lack of guidance and

counselling services in some schools.

In an effort to manage pupils’ discipline, Landa and Gathercoal (2008) argued that the

most common procedure in handling disciplinary cases in schools was sending the

offender to the head teacher’s office, who in turn sends the pupil home. What happens

next? Who supervises the pupil while he or she stays at home? Who helps the pupil

catch up with his/her studies? Who teaches the pupil how to replace bad behaviour with

good behaviour? It was noted that school expulsions created more problems than it

solved, since high suspension rates were been associated with low student

achievement (E-repository, 2016).

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Jack and Simatwa (2010) citing Raffer and Johnson (1981) maintained that, many

students’ disciplinary problems that occur in secondary schools might be minimised if

guidance and counseling services were appropriately offered.

The role of guidance and counselling in the administration and management of pupil

discipline in Zambia has been recognised by various government documents. The July,

2012 circular to schools on riots and unrest, commended guidance teachers to

smoothen the relationship between pupils and teachers. The Zambian Educational Bill

(2011) stated that counselling and guidance shall be an essential component of learner

welfare at all levels of the education system and shall be part of the overall

management and administration of educational institutions. The National Policy on

Education, Educating our future (1996) resolved as it stated in parts that the ministry

would strengthen school guidance and counselling services, through the use of modules

in counselling, for use by teachers.

Given that all secondary schools in Kitwe have an appointed school guidance teachers,

therefore, this study will be aimed at evaluating the role of Guidance and Counseling in

enhancing pupil discipline in secondary schools in Kitwe District, Zambia.

3.0 Statement of the Problem

Indiscipline continues to characterise schools in Zambia and Kitwe district in particular,

is not an exception. In the recent past, there have been rampant reports of pupil

indiscipline among secondary school-going pupils. To some extent, this has resulted

into riots and violent demonstrations damaging private and public property. To this end,

there seem to be lack of effective alternative strategy to minimise the incidence of

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pupils’ disciplinary problems. Recently, the Ministry of Education commended that

guidance teachers should take a proactive role to smoothen the relationship between

teachers and pupils to help minimise the occurrence of pupils’ disciplinary problems in

schools. Jack and Simatwa (2010) citing Stoops, Raffer and Johnson (1981) maintained

that, many students’ disciplinary problems that occurred in secondary schools might be

minimized if guidance and counseling services were appropriately offered. To date,

there has not been any conducted research that I am aware of, which has looked at

how guidance and counselling oriented toward enhancing pupil discipline in secondary

schools in Kitwe is being implemented. . This is despite the rising concern of anti-social

behaviour problems and calls to implement guidance and counseling, with the view of

minimise the occurrence of pupils’ disciplinary challenges in Zambia, and in particular,

secondary schools in Kitwe district.

3.0 Purpose of the study

To evaluate the role of guidance and counselling in enhancing pupil discipline in

secondary schools in Kitwe.

Research Questions

The following will be the research questions to guide the research:

1. The role of the school guidance teachers in the promotion of the guidance and in

the various counselling programs in the secondary schools?

2. The role of the head teachers in the promotion of the guidance and in the various

counseling programs in the secondary schools?

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3. The role of the secondary schools in the implementation of the guidance and

counselling when it comes to addressing the problems in the pupils discipline in

Kitwe?

4. The pupil’s disciplinary problems that have been experienced in the secondary

schools in the Kitwe district?

5. The effect on the guidance and counselling on the secondary schools in Kitwe?

6. How can parents help in ensuring discipline?

4.0 RATIONALE

The results of this study might benefit school guidance and counseling departments as

a source of reference in designing and implementing the programme in their schools.

The study might also be useful to the Ministry of Education, the national, provincial, and

district School Guidance Services Units and other stakeholders in the education sector

to come-up with policies aimed at strengthening guidance and counseling departments

in schools through the provision of adequate resources and trained personnel. The

study might also be beneficial to head teachers, teachers and parents in sensitizing

them on the crucial role they should play in promoting and supporting guidance and

counseling programmes in their schools. Finally, the pupils will in the end reap the

benefits of having adequately trained personnel with sufficient resources helping them

in their overall growth and development. The study could also be helpful to other

researchers as it points out other areas for further research. It would also serve as a

reference material for anyone interested in the role of guidance and counseling within a

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school environment, with the ultimate goal of creating a positive learning environment,

which promotes positive learning outcomes and child development.

REVIEW OF RELATED LITERATURE

The review of literature related to the study will cover the following key areas of the

study:

• Pupil disciplinary problems experienced in secondary schools

• Contribution of head teachers, school guidance teachers in promoting guidance

and counselling programs in schools

• The extent to which guidance and counselling is implemented to address pupils’

discipline in secondary schools

• Steps that could be undertaken for ensuring discipline of students in secondary

schools.

6.1 Contribution of the School in Promoting Guidance and Counselling

programmes

Formal guidance and counseling can be traced to America in the late 1890s and the

early 1900s. Frank Parsons who had been called the father of vocational guidance was

among the pioneers of the guidance and counseling movement. Through his

contribution, guidance and counseling became an organized service and it gained

recognition for its important contribution in society. International Association of

Educational and Vocational Guidance (IAEVG) (2009) defined guidance and counselling

as an organized activity that helps the individual realize his/her competences and trains

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him/her to plan the appropriate steps to develop essential skills that will lead to

personal, educational, and social advancement for the individual and society.

Most scholars identify guidance and counselling as a process and technique of helping

individuals cope with their environment. Uwaifo and Uddin (2009) understood guidance

and counselling as a process and technique used by a counsellor to assist individuals to

cope with the problems in the areas of his/her life, so that he/she can become useful

and contribute to the society in which he/she lives. One distinction between guidance

and counselling, therefore, is that while guidance focuses on helping individuals choose

what they value most, counselling focuses on helping them make change.

In agreement Wango (2007) citing Makinde (1987) spelt out the major differences

between ‘guidance’ and ‘counselling’. Guidance is the body of psychotherapy, which is

a built-up process, while counselling is the heart of psychotherapy – thus, a healing

process. Guidance is knowledge-based (factual), while counselling seems more

affective (emotional).

The recent complex changes and education trends in the world of work and society at

large, call for a comprehensive guidance and counseling package, well supported by all

stakeholders, particularly in the school system. Some of these complex issues include

the ever-increasing disciplinary cases reported in schools. In Zambia, government being

the major stakeholder in school guidance and counselling programme through the

National Policy on Education, Educating our Future (1996) stated that the ministry will

strengthen school guidance and counselling services. Also, the ministry indicated that it

will develop training modules in counselling and guide pupils who are affected by

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psycho-social problems connected with conflict between customary and modern values

and similar anxiety-inducing situations.

Guidance and counselling addresses individual needs of which if not attended to, are a

cause of indiscipline. Egbochukwu (2008) noted that developmental needs of young

people call for proper guidance on issues of developing concepts of good values and

desirable behaviour in society. The National Policy on Education (1996) advocated for

the setting up of guidance services in all secondary schools, with oriented guidance

teachers to administer such services. Egbochukwu (2008) further noted that the

implementation of the guidance and counselling services in schools can only be

effective, if all stakeholders such as head teachers, deputy head teachers, the guidance

teachers, parents, pupils and support staff play their roles in the implementation and

delivery of the services. The provision of physical and material resources, the provision

of financial resources, the society (cultural and religious bodies, non- governmental

organisations) are key to the delivery of a guidance and counselling programme.

The implementation of the guidance and counseling programme requires adequate

funding. Odemalam and Uwam (2009) noted that the implementation and delivery of

such a program requires adequate funding, which is the key factor for proper

implementation of the guidance and counseling services. The head teacher, the school

guidance teacher, heads of departments, the school medical personnel, representatives

of the parents and teachers association (PTA), and student representative/s.

6.2 Implementation of Guidance and counselling to address pupils’ Discipline in

Secondary Schools

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Guidance and counseling was not emphasised in the Zambian education system that

was adopted by the government at independence (when?). This was probably because

at the time, it was assumed that guidance and counseling could be provided at home by

parents and the community, or in religious set ups by ministers and religious leaders. As

a means of instilling discipline among school age children, the education system

encouraged physical punishment that included canning and manual work. The second

half of the 1900’s and the first half of 2000’s, Okumbe (2008) stated that there was an

increase in the cases of indiscipline and unrest in the secondary schools.

The state of the affairs shall be combined with the social, economic, political educational

and the leisure changes that would require the introduction of the guidance and the

counselling that would help in this trend.

This Guidance and counseling services are essential elements in discipline

management of people in all societies, even the most primitive societies grew out of the

necessity of guiding individuals’ behavior patterns in the interests of the group. Society

itself cannot function without the exercise of discipline. Using guidance and counseling

to promote discipline must continually be practiced if people are to work harmoniously

for the achievement of common purpose. Glasser (2010) stressed that schools have the

responsibility of ensuring that each pupil matures steadily along his own personal line.

This means that they are responsible for planning the learning experiences, activities,

attitudes and relationships so that as much as possible, each pupil’s basic psychological

needs are satisfied through the medium of education, hence, the relevance of guidance

and counseling.

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Guidance and counselling services in school can be summarized in relation to the

Ministry of Education (2004), which suggested that the following important services be

offered by the guidance programme in secondary schools:

- Orientation service for new students

- Study skills, examination phobia/anxiety skills

- Decision making, healthy interrelationship skills particularly between girls and

boys

- Remedial and referral guidance programmes

- Vocational and occupational information guidance programmes

- Placement service (counsel on choices of subjects, class and course selection

programmes)

- Stress management and management of time and resources program,

- Use of library, text books, internet search program,

- Local research into educational, vocational and personal social problems,

concerns of students in schools at all levels,

- Organising seminars, talks, workshops, and conferences at least annually; this

will help stakeholders to get adequate information for proper implementation of

the guidance and counseling programme.

The provision of guidance and counseling in secondary schools is vital to enable each

pupil to gain the maximum benefit from the education system. Young people today live

in a complex world as they are exposed to pressures of the adult life at a much earlier

age. Also, they do not have the same familial supports as students in the sixties or

eighties. A school for many students is the main source of stability and guidance in their

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lives. The guidance counselors plays a central role in ensuring that the whole school

guidance and counsellin programme, in collaboration with all staff members, is effective

in meeting the needs of all the students. Glesser (2010) highlighted the particular need

for guidance and counseling services within the school; that is, to respond to individual

students in distress. Bringing the guidance and counseling allocation within the quota

made this essential one to one service very difficult if not impossible to achieve.

6.3 Pupil Disciplinary problems experienced in Secondary Schools

Pupils’ disciplinary problems can be described in different dimensions. Tuluhi and Bello

(2010) asserted that indiscipline is the breaking of rules and regulations of institutions.

This mean that individuals willingly or unwillingly violate laid down rules of an institution,

which hampers the smooth running of the institution. In agreement, Adeyemo (2011)

observed that indiscipline could simply be seen as a mode of life not in conformity with

rules and non-subjection of control. By extension, the term connote the violations of

school rules and regulations capable of obstructing the smooth and orderly, functioning

of the school system.

Internationally, pupils’ disciplinary problems are also experienced. Wilkinson (2009)

observed that in England, students’ violence is a common phenomenon. McGregor

(2006) noted that in South Africa, a high school principal started to get death threats

from students and found himself living in fear, which he organized a counter attack to

protect himself and staff. Nyaga (2009) reported that in Kenya, students exhibit

numerous indiscipline symptoms like aggression, suspicion, tattling, bullying, cruelty,

cheating truancy, tardiness, stealing, profanity, boisterousness and all sorts of

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disorderliness. In Zambia, students’ disciplinary problems in schools include violence

upon teachers and other students, possession of controlled substance or alcohol,

vulgarity, committing sexual assault to staff and making threats against the school

authority (Ministry of Education, 2004).

Zubaida (2009) identified various forms of disciplinary problems among the secondary

school students such as truancy, lateness to school, cultism, drug abuse,

insulting/assaulting, stealing, rioting and many other anti-social vices. Zubaida (2009)

noted that a number of indiscipline acts were directed against constituted authorities

and established rules. An example of this included refusal to wear the right school

uniform and going out of bounds. Clarke (2008) reported that in secondary schools,

disciplinary problems include all forms of disrespect, unruly behaviors, use of bad/vulgar

language, rudeness, laziness, insolence, smoking, drinking alcohol, robbery, stealing

school property, gambling and bullying.

Disciplinary problems among secondary school pupils are linked to their state of

development (Mukharjee, 2011). It was observed that when pupils notice certain

biological changes signifying maturity in the course of their growth and development,

they tend to misbehave by breaking school rules and regulations. Onyije and Ojedapo

(2010) identified other factors that cause indiscipline among students such as

government nonchalant attitudes toward education, parental factors and teacher’s

attitudes. According to Ireri (2011), the factors that cause indiscipline in schools could

be social, economic, political, psychological, intellectual, level of learners, the teachers’

behaviour, peer influence and the administrative structure of the head teachers. It was

further observed that if a child’s home life is in anyway unsettled, for instance, if a

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student comes from unemployed parents and poor housing, the student activities in the

school are likely to be difficult.

5.0 CONCEPTUAL FRAMEWORK

8.0 RESEARCH METHODOLOGY

8.1 Research paradigm and design

This would include the descriptive research wherein the study is designed for depicting the various participants in an accurate manner. The descriptive research is the research that describes the people that take part in the study. There are mainly three ways by the way of which the descriptive research project would be undertaken:

• Observational: this is the method of reviewing and recording the participants

• Case study wherein there is an in depth study of the various individuals or the group of the individuals

Input

• Promotion of school guidance and counselling

programs by:

o Head teachers

o School guidance teachers

o Pupils

Process

• Conceptual framework

• Extent to which guidance and counselling is

implemented

• Literature review

Out put

• More or less pupils’ disciplinary problems

experienced

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• Survey is the method wherein there is a brief interview or discussion with the individual about the specific group (Study, 2016).

For the purposes of this paper, survey shall be undertaken.

8.2 Population of the Study

In this study, the population comprises fourteen (14) secondary schools of which four

(4) schools are single sex schools (two – female and two – male schools), ten (10) are

mixed sex schools, fourteen (14) head teachers, fourteen (14) deputy head teachers,

fourteen (14) school guidance teachers and 42,555 pupils of grades eight to twelve in all

the 14 secondary schools found in Kitwe district, Copperbelt Province, Zambia.

8.3 Sample and Sampling Techniques

Out of all secondary schools in Kitwe district, the researcher will focus the study on

eight (8) schools (two single sex and six mixed sex schools). This study will utilize

purposive sampling technique for the selection of eight (8) head teachers, eight (8)

deputy head teachers and eight (8) school guidance teachers by virtue of their

positions. One (1) single sex male and one (1) single sex female schools will be

selected randomly. The simple random sampling technique will also be used for the

selection of six mixed schools from the existing ten of such. A sample of fifty (50) pupils

will be selected from each school (10 from each grade level) using the simple random

sampling technique. For the mixed secondary, five boys and five girls will be selected

from each grade level. A total of 100 pupils will be used for the study. A total of 50

respondents will be used for the main study.

The following are the ways of collection of data through survey:

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• In person interviews: this is the method wherein the data is gathered through

following the most personal approach and also serves to be the most effective

way of gaining the trust and cooperation from the various respondents. This

method of the survey is more costly than the other methods of the collection of

the data.

• Telephone interviews: this is the method which is not expensive and may also

be expensive than mailings and this depends upon the numbers that are

involved. There is an access to the people which is simpler than the technique of

using the telephone. This is in the technical age and is not for each and

everyone.

• Mailed questionnaires: the people give time to think about the responses that

they want to give and use the resources at home or at work when it comes

responding.

• Online questionnaires: there is an use of the various questionnaires and this is

due to the presence of the technological advances. These are the

questionnaires that would serve as the least expensive way so as to reach the

greatest number of the people (NBRII, 2016).

8.4 Research Instrument

The semi structured questionnaires would be used which is the mixture of the closed

and the open questions. These are mainly used in the business to business market

research wherein there is a requirement to accommodate the large number of the

different responses from the different schools. There is a use of the semi structured

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questionnaires which shows the mix of both the qualitative and the quantitative

information which would be gathered. This could also be administered over the

telephone or face to face (B2B international, 2016).

The researcher will also use focus group discussions to solicit information from the

respondents mainly the pupils. Interviews with open ended questions will also be used

for the study to solicit information from all respondents.

8.5 Validation of Instruments

Content validity will be adopted in this study in order to ensure that the instrument

provides adequate coverage of the topic under study. The defense committee of the

Zimbabwe Open University (UNZA/ZOU) Faculty of Education will review the items and

evaluate whether the items reflect the purpose of the study.

8.6 Reliability of Instrument

In this, 46 respondents (two head teachers, two deputy head teachers, two school

guidance teachers and 40 pupils) from the two schools will be used for the pilot study.

The reliability of the questionnaire will be determined using the Cronbach's Alpha

reliability method.

8.7 Procedure Data Collection

Like in the pilot study, permission to conduct the study will be sought from the District

Education Board Secretary for Kitwe District upon the researcher being granted a letter

of authority to conduct the study by Unza/ZOU. The researcher will personally visit the

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randomly selected schools to administer the questionnaire, conduct interviews and

focus group discussions on the respondents. Permission will also be sought from the

concerned head teachers to administer the questionnaire, conduct interviews and focus

group discussion. The researcher will verbally explain the purpose of the study to all

respondents. The questionnaires will be collected soon after completion.

8.9.1 Delimitation of the study

The study will only cover eight secondary schools of the fourteen secondary schools in

Kitwe district. At these schools, the main focus will be on the head teachers, deputy

head teachers, the school guidance teachers and pupils.

8.9.2 Limitation of the study

Since data collection will not be carried out during recess when students are on break,

the researcher will be restricted by the number of permissions to be requested from the

superiors to go out to collect data at any time. This will be so, because the researcher

is in full time employment and will have to abide by the full working hours from Monday

to Friday.

8.9.3 PROPOSED CHAPTER DIVISION

In order to address the aims of the study into different categories of data, the research

will unfold in the format herein detailing all research aspects. The structure will unfold

thus:

CHAPTER

DETAILS OF THE CHAPTER

PAGES

➢ Title page ➢ Acknowledgement ➢ Abstract

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➢ Table of contents

ONE :

INTRODUCTION

This section covers introduction, the

context and background of the thesis,

Overall objective and specific aims,

concepts and theoretical framework of the

study and research design

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TWO:

LITERATURE REVIEW

Focus on the existing theories on the

impact of guidance and counselling on the

management of pupil discipline in

secondary schools in Kitwe.

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THREE: RESEARCH

METHODOLOGY

Introduction to triangulation research

methodology., uses and limitations of the

methodology, rationale, quantitative and

qualitative aspects of the study, data type

and sources, data collection instruments,

research questions, sampling method,

selection criteria, sample size and data

analysis methods.

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FOUR RESEARCH FINDINGS

Presentation of research Findings.

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FIVE: DISCUSSIONS OF THE

FINDINGS

Discussion of the Research Findings.

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SIX: CONCLUSION AND

RECOMMENDATIONS

Synthesising the data, conclusion and

recommendations.

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REFERENCES Follow the recommended system of

referencing.

30

8.9.4 BUDGETARY ALLOCATION PLAN

MONTH

FOCUS

EVENT/ACTIVITY

TARGET

PROPOSAL

Writing proposal and getting approval

September - December

2014

Writing the introduction, context and January -

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January 2015

Chapter 1 background of the thesis, theoretical

framework, overall objectives and specific

aims, definitions and term of the study

June 2015

July 2015

Chapter 2

Finding relevant study related literature,

write the literature review section, critical

analysis of the material, referencing and

presentation.

July-

December 2015

Jan 2016

Chapter 3

Define the research methodology

employed, explanation of related concepts

used, research methods, selection of

participants, gathering notes write

questionnaires, select the focus group

discussion groups, carry out interviews

and collect needed data.

Jan-March 2016

March 2016

Chapter 4 Write on qualitative responses from the

respondents.

March- June 2016

June 2016

Chapter 5 Deal with quantitative analysis June- September

2016

Sept 2016

Chapter 6

Application of methodology to the study:

Reports and responses from different

sources

September-

October 2016

Novembe r

2016

Chapter 7

Writing the discussion and application of

concepts with statistical elements proving

that when guidance and counselling is

properly implemented and well promoted

by head teachers, deputy head teacher,

school guidance teachers and pupils the

occurrence of pupil disciplinary problems

will be minimal

November 2016-January

2017

February

2017

Chapter 8

Write the conclusion of the research. Write

the recommendations and conclude the

February-May

2017

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references and attach relevant appendices

June 2017

All Chapters

Reading for full editing, checking for

inconsistencies, logic, sequence,

referencing, parts of research and making

corrections

June-July 2017

August 2017

Submit the final draft thesis for comments

August 2017