Teachers' Perceptions about Guidance and Counselling Training Areas at Secondary School Level

Abstract

In the growing context of diverse learner needs, the effective implementation of Guidance and Counselling services has become essential in schools. Although many teachers possess observation and listening skills to identify students’ diverse learning needs, individual differences, and socio-economic backgrounds, this study examines the need for specialized teacher training to successfully integrate Guidance and Counselling practices within the regular school environment. Through a review of national and international literature and a questionnaire survey of selected school teachers, the study highlights significant gaps in teachers’ skills related to student assessment, communication, crisis management, career guidance, and socio-emotional support. Findings indicate that without structured professional development, most teachers feel unprepared to address students’ psychological and behavioral issues, resulting in poor learning outcomes and increased classroom stress. The study emphasizes the necessity of introducing well-designed Training Programs on Guidance and Counselling within teacher education, continuous professional development (CPD), and school-based support systems. Training should include planning strategies for different guidance and counselling services, implementation through proper coordination, and appropriate assessment procedures. It is also necessary to equip teachers with effective communication skills and the ability to adapt new technology for the best implementation of Guidance and Counselling Programs and follow-up services.