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

XIII. R ecommendations Considering the study’s findings and conclusions, the following recommendations were made: 1. Principals and teachers should be trained and oriented in guidance and counselling objectives and techniques through regular in-service courses, seminars and workshops. 2. It was further recommended that the courses should be of reasonable duration so that they can learn comprehensively matters pertaining guidance and counselling. These recommendations were made in view of the fact that 96.3% of the respondents were of the opinion that training in guidance and counselling skills contributed to positive attitude towards the programme. As Triandis (1971) stated, attitudes are learnt. Therefore, training of principals and teachers was considered crucial in enhancing their attitude and development of the programme. 3. It is also recommended that the guidance and counselling unit of the Ministry of Education should play a more prominent role in training, advising, co- ordinating and evaluating guidance and counselling programme in schools. This recommendation was based on the fact that very few principals and teachers had attended seminars organized by guidance and counselling unit. R eferences R éférences R eferencias 1. Adamms P.R., (2006). Understanding Research methodology. New York: Longman. 2. Akira, J. (2021 September 18), Students are sent home after strike. The Standard Newspaper P.21. 3. Amukoba (2017), Needs for serious counselling in Kenyan School. Unpublished Post-Graduate diploma in Education Thesis, Kenyatta University, Nairobi, Kenya. 4. Baroki (2019), The nature and cause of job motivation. New York: Longman Inc. 95 Press. 5. Best W.J., (1989). Research in Education; (6 th ed.). Euglewood Cliffs, New Jersey: Prentice – Hall. Inc. 6. Daddeya B., & Broon C.J., (2006). The Forty-nine percent Majority Reading. M.A: Addison – Wesley: MA Addison. 7. Farmer, 2005, Guidance in action; Ideas and innovation for school counsellor. West Nyack: Parker Publishing Co. Inc. 8. Farsur Hassan (2019), Guidance and Counselling as a profession. Nairobi: Jomo Kenyatta Foundation. 9. Flores, (2020), Counselling and Guidance and Exploration. Eaglewood Cliffs: Prentice-Hall Inc. 10. Freud (2006:357), Help seeking, self-esteem and achievement motivation. Attribution analysis. Journal of personality or social psychology 21, 318 – 326. 11. Howden and Dowson (1973), A survey of students’ Attitude towards counselling at predominantly black university. Journal of counselling psychology. Vol. 24, No.1, PP 162 – 164. 12. Jwan (2021), Implementation of Guidance and Counselling programmes. New York: Brune and Shatton. 13. Kerlinger F.N., (1986). Foundations of behavioural research 2 nd Indian reprint (1983) Delhi: ss. Chhbra for subject. 14. Lytton B.N., (2018). Management theories in Practice. London: Macmillan. 15. Makinde (2016: p.17), Help seeking, self-esteem and achievement motivation. Attribution analysis. Journal of Personality on Social Psychology 21, pp.318 – 326. 16. Malovah (2018), Basic counselling skills in a counsellor. Nairobi: Oxford University Press. 17. Mbiti D.M., (1974). Foundations of school administration. Nairobi: Oxford University Press. 18. Mitchevel (2016), the purpose of guidance and counselling in schools. In bureau of Education and Research (Eds). Educational Research and Development (PP 35 - 36). Nairobi: Bureau of Educational Research. 19. Migora (2019), Clients’ perceptions of counsellor experience, attractiveness and trustworthiness: initial impact of counsellor status and weight. Journal of counselling psychology 20. Moenga (2021), A survey of the role of secondary school head teacher in 2021’s: Strategies for future, Unpublished Post-graduate Diploma in Education Thesis, Kenyatta University: Nairobi- Kenya 21. Mugiro, O. (2021 p.21), Students sent home. The Standard Newspaper Mukura (2014), Student Counselling in Practice. London: University of London Press Ltd. 22. Murkor (2020), Guidance and Counselling Programme in Need . London: Milkerstone Publishing Hse Ltd. 23. Mwenda R.B., (2005). Causes and Consequences of Drug abuse. Unpublished post-graduate diploma in education Thesis, Kenyatta University, Kenya. 24. Mwokia, (2004) Preparation of secondary school head teacher and implications on their administrative performance. Unpublished Master of Education Thesis, Kenyatta University; Nairobi- Kenya. 25. Nkinyangi (2020). The origin of school disturbances: The Kenyan case. PGDE project Kenyatta University. 26. Norwhich, W. (2020). Principles of Discipline in schools. New South Wales: Nicholas Publishing Compan 27. Ogenga (2018), Factors associated with pre-marital pregnancy and child bearing in Kiambu and Narok Districts. University of Nairobi, PH.D thesis. Principals’ Attitudes on Guidance and Counselling Services and Maintenance of Discipline in Secondary Schools of Nyamira County, Kenya 28 Global Journal of Management and Business Research Volume XXII Issue IV Version I Year 2022 ( ) A © 2022 Global Journals