GUIDANCE AND COUNSELLING PRACTICES AND PERFORMANCE OF TEACHERS IN SELECTED PRIVATE SECONDARY SCHOOLS IN WAKISO DISTRICT, UGANDA

Authors: Jimmy Kawooya, Buwule H. M. PhD & Wahitu, F. H. PhD

ABSTRACT

This study examined the impact of guidance and counselling on teacher performance in private secondary schools in Wakiso District, Uganda. A descriptive, correlational, and cross-sectional survey design was employed, using a quantitative methodology. Data were collected through semi-structured questionnaires and interview guides from a representative sample of 316 teachers. Analysis was conducted using descriptive statistics, Pearson correlation, and structural equation modelling. The findings revealed an adjusted R² of .130, indicating that 13.0% of the variation in teacher performance was explained by guidance and counselling. Results further showed a strong positive association between guidance and counselling and teacher performance, with teachers reporting greater dedication to teaching, timely student assessment, and enhanced loyalty to their institutions. These outcomes carry important implications for school leaders and policymakers, highlighting the need to institutionalize regular guidance and counselling programs to sustain teacher motivation, improve performance, and strengthen educational effectiveness within Uganda’s competitive school system

Keywords: Guidance & Counselling, Teacher Performance, Private Secondary School.

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