Global Journal of Management and Business Research, A: Administration and Management, Volume 22 Issue 4

career guidance in schools was taking its toll on university admissions. In regard to guidance and counselling’s usefulness to students with learning difficulties, the study showed that thirty eight (38) respondents who represented 47.5% indicated that it does not help students with learning difficulties while 42 of them who formed 52.5% of the respondents said that guidance and counselling is useful to students with learning difficulties. More reading materials on guidance and counselling need to be provided to all schools regularly so that principals can establish how important this service is to all categories of students. The study established that majority of principals know that provision of guidance and counselling services is important to students and this therefore called for their total support so that students can reap maximum benefits resulting from this service. The study sought to establish whether principals’ personal qualities such as their gender and age, have any effect on their attitudes towards provision of guidance and counselling services and on maintenance of discipline in schools and given in table 3 below were their responses; Table 3: Age of principals by gender N = 80 Principals Principals Age in years Total 35-40 41-46 47-53 54 and over Males 12 26 14 3 75 Females 3 2 - - 5 Total 15 28 14 3 80 Source: Self As shown in Table 3 above, fifteen principals (15) who represent 19.00% were aged thirty eight (38) years while thirty one (31) principals were aged forty two (42) years which represented 39% of the total number used for this study. As evidenced in the table, forty eight (48) principals were aged between thirty five (35) and forty six (46) years. The study thus revealed that majority of them who were 48 in number were young energetic administrators whose morale for work was still very high hence, they were capable of ensuring full implementation of guidance and counselling program in their schools as a way of moulding their learners’ character and behaviour and also as a way of ensuring maintenance of discipline in their schools. It is an age category that is expected to be result oriented hence the need to have positive attitudes towards provision of Guidance and counselling services as shown in table 4 given below. Table 4: Principals’ attitudes towards guidance and counselling according to their gender N = 80 Principals Gender of principals Responses SA A D Total 1. Females F % 5 6.25 - - 5 6.3 2 Males F % 30 37.5 37 46.25 8 10.00 75 93.8 3 Total F % 35 43.75 35 43.75 10.00 80 100.0 Source: Self According to table 4 above, both male and female principals showed a favourable attitude towards guidance and counselling. Majority of them (72) representing 90% of the total number were positive that students need guidance and counselling services. Principals had a role to play in the programme, allocation of time, room and support of others was essential and that guidance and counselling was important in students’ lives. Table 5 given below shows principals’ attitudes towards guidance and counselling by their academic qualifications. The study sought to explore the extent to which principals’ academic qualification affect their attitudes towards provision of guidance and counselling services and maintenance of discipline in schools and findings are presented in the table below; Principals’ Attitudes on Guidance and Counselling Services and Maintenance of Discipline in Secondary Schools of Nyamira County, Kenya 21 Global Journal of Management and Business Research Volume XXII Issue IV Version I Year 2022 ( ) A © 2022 Global Journals