NAME: ORIGBO ROBERT JINGA

REG. NO:

NTI/PGDE/2015/283

COURSE:

PDE 112: GUIDANCE AND COUNSELING

INSTITUTION: NATIONAL TEACHERS INSTITUTE, KADUNA

CENTER: TILLEY GYADO COLLEGE, MAKURDI
Question:
List any ten (10) functions of each of the stakeholders in the
school guidance services.
Answer:
Guidance services is defined as a professional aid to
individual and small groups in dealing with commonly
recurring personal, educational and vocational needs and
problems which are classified to the area of life in which the
problems occur. The functions of each of the stake-holders in
the school guidance services are as follows:
A) THE PRINCIPALS:
The school principal is the head and the chief executive
officer within the secondary school system. He is by virtue of
his position expected to provide leadership for all schoolbased programmes including school guidance.

The functions of the principal are:

i.

Recognize and appreciate the need for and the

importance of a comprehensive school guidance

ii.

programme for all students.

Make provision in terms of budgetary allocations and
physical plant planning for effective delivery of school

iii.

guidance services.
To provide the needed facilities, equipment, supplies
and

iv.

clerical

and

administrative

support-systems

needed for affective school guidance.

To direct and coordinate school guidance programme
cooperatively with other members of staff within the

v.

vi.

school.
To take

responsibility

for

guidance

committee

after

sitting

up

consultation

the

school

with

the

counsellor and other staff in the school.

To take responsibility for consulting with members of
staff to arrive at unanimous decisions on such matters
pertaining to organizational structure, individuals
roles and functions of all personnel involved in school-

guidance programme.
vii. To plan, initiate and develop a tradition of in-service
training for school counsellors.
viii. To plan, coordinate and mobilize community basedix.

resources to enhance school guidance programme.

To give assignment of duties to and the supervision of
members of his staff.
2

x.

To continually endeavor to improve the operating

effectiveness of the school guidance services for

which he is responsible.
B) THE GUIDANCE FUNCTIONS OF TEACHERS:
The following are the guidance functions of school teacher
i.
ii.

Know and use the basic principles of human behavior

To develop skills in observing and analyzing student
behaviours in order to ascertain when an incident is
significant, and, also to be sure that it will not be

iii.

reported out of context.

To provide the student with facts about himself and his
environment

as

basic

framework

for

thinking

logically about his goals and then relating them to his

iv.

abilities.
To accept the opportunity to participate in the

v.
vi.

planning and development stages of the programme.

To participate in case conferences
To review constantly course content and curricular

offerings to meet students needs.

vii. To assist students whenever possible and refer those
whose needs are beyond his competency.
viii. To develop home and classroom activity materials.
ix. To integrate occupational, educational and personalx.

social information into the respective subjects.

To assist in providing data for the students cumulative
record folder and utilize these data in a professional
manner.
3

C) THE

GUIDANCE

FUNCTIONS

OF

THE

SCHOOL

COUNSELLOR
i.
To demonstrate his professional competency
ii.
To help members obtain materials in the area of
iii.

informational services.
To assist the school librarian in obtaining and keeping
current materials on occupational, educational, and

iv.

personal-social information.
To maintain good public relations with community,

v.

country and state agencies.

To refer students needing assistance beyond his

vi.

competency.
To stimulate teachers to provide materials for the
students individual cumulative record folders and to

use them in a professional manner.

vii. To encourage students to accept the responsibility for
full utilization of their potentials.
viii. To provide help in developing and carrying on case
ix.
x.

references.
To obtain the cooperative participation of the staff
To demonstrate a desire to have a built-in system of

xi.

evaluation as part of the programme.

To recommend to the principal areas for research and
study as well as those supplementary competencies,
which should be considered when employing new

personnel.
D)THE GUIDANCEFUNCTIONS
GUARDIANS

OF

THE

PARENT

OR

The following are some of the functions of parents in the

school guidance programme.
i.

The parents should utilize guidance services in the

ii.

school to learn more about their children.

Parents should also encourage their children to make

iii.

use of guidance services.

Parents should provide information.

Parents have

responsibility for providing information which would be

iv.

useful in providing proper guidance for their children.

The parents should examine their own home lives to
determine if their children are operating from a home

v.

environment that is conducive to learning

Parents should ensure that they help the school by
teaching their children proper attitudes such as those
of self-discipline, self-improvement, dignity of labour,

vi.

acceptance of responsibility and honesty.

They should familiarize themselves with their children

progress and to assist in its improvement.

vii. To coordinate and direct the evaluation of their
children progress and achievement and provision of
regular reports to teachers.
viii. To maintain in good communication with their children
ix.

regarding the total school programme.

To inform children of school activities
newspapers,

information

conferences.

night,

through

parents/teacher

x.

Parents should involve in all aspects of their children

operations.
E) THE GUIDANCE RESPONSIBILITIES OF STUDENTS
The students are expected to discharge their responsibilities.
Among them are:
i.

To

ii.
iii.

professional
To go for counselling as the need arises for them
To cooperate with teachers and school administration

iv.

when they are sent to the counsellor for guidance

To make use of educational and occupational materials

v.

provided for them by the school guidance services

They are to open up i.e. ready to give the counsellor
any

vi.

recognize

and

information

accept

needed

the

to

counsellor

help

them

as

in

the

counselling process.
They are to assist the guidance programme by
informing their parents of the materials, and other
needs of the school guidance programme so that they

can provide.
vii. The students also to help create awareness for other
of the importance of guidance and counselling in the
school.

In so doing, they will strengthen the

programme.
viii. The students are encouraged to build on their own
strengths and pursue their own interest as they
participate in a predetermined curriculum.
6

ix.

They should develop respect for themselves and

others by participating in meaningful shared activities,
individual conferences, and an anti-bias multicultural

x.

program.
The students should participate in decision making
whenever it is possible and appropriate.

REFERENCES
Makinde,

Olu

(1984)

Fundamentals

Counselling. Macmillan

of

Guidance

and

Publishers Ltd London.

Brewer, T. M. (1932) Education as Guidance, New York,

Macmillan.
Kolo F. D. (1992) Guidance and Counselling in Perspective.
Zaria: Steveno.