Counseling approaches used in solving students disciplinary problems in secondary schools in Keren sub-zone, Anseba region, Eritrea

Abstract

Counseling service is new to Eritrean education system and its implementation has not been easy. Despite counseling services being part of education policy and the curriculum, the use of counseling service is in its initial stages in many schools in Eritrea. This study assessed counseling approaches used in solving students’ disciplinary problems in secondary schools Keren Sub-Zone, Anseba Region, Eritrea. The study adopted a mixed method research design across a target population that comprised of 5 schools, 1500 students, 100 teachers, 5 teacher counselors, and 5 head teachers. Systematic sampling, simple random and purposive sampling were used to select schools and the participants of the study. Questionnaires and interview guides were used for data collection. Data gathered through questionnaires was processed using descriptive statistical techniques involving frequencies, percentages and means. Data gathered through interview guide was analyzed and presented using quotes, themes and narrative descriptions. The results of the current study showed that most students 59.8% and teachers 56.3% reported that combination of corporal punishment and counseling was used to handle students’ discipline. The study also found out that corporal punishment was more practiced by public schools compared to private schools. The study further found out that approaches such as individual counseling, peer counseling and group counseling were rarely used in managing students’ discipline. Moreover, mentoring and student focused intervention were more used in Keren secondary schools in handling students discipline.