Abstract

This paper explores the factors that influence implementation of effective guidance (G) and counseling (C) programme in secondary schools in the Republic of South Sudan. The study was directed by Person-Centered theory developed by Carl Rogers that is hinged on the three pillars that is, congruence, empathy and unconditional positive regard, better known as core-conditions. The study identified a total of 341 respondents out of a population of 1,505, but after attrition of some respondents, the study ended with 1,302 from which 306 was used. The researcher used stratified random sampling for students and purposive sampling for teacher counselors and education administrators at national and state level. Findings suggest that despite the emphasis on G and C in schools by the South Sudan curriculum framework, the provision of this service is highly inadequate and/or missing altogether. Teachers are not trained to handle school G and C. The main implications of the study are the need for a more comprehensive guidance and counseling policy document which will provide for training and posting of teacher counselors to schools, providing a budget and assessment, monitoring and evaluation of the programme by MOEST. This research suggests that further studies can be carried out in this area but in other location of the country for comparison purposes like in the Greater Bahr-el-Ghazal and Greater Upper Nile regions. The researcher recommends a study on the role of G and C in improving retention, performance and improved completion rate of student in secondary schools in South Sudan.

Key words: School guidance and counseling, teacher counselors, effective counseling programme.