Administrators Rating of School Counsellor’s Competencies in Information, Counselling and Follow-up Service Delivery

Main Article Content

L. I. Akunne
V. N. Nwadinobi


Aims: This study examined administrators rating of school counsellor’s competencies in information, counselling and follow-up service delivery. Three purpose statements, three research questions guided the study, while one null hypothesis was tested at 0.05 alpha level.

Study Design: Descriptive survey research design was adopted for the study.

Methodology: The population for the study comprised of 2076 administrators (head-teacher and principals). The sample drawn for the study is 208. The instrument for data collection was a questionnaire structured on a 4-point scale. The instrument was validated by two experts with a Cronbach reliability coefficient of .641. Arithmetic mean and standard deviation was used to answer the research questions, while analysis of variance (ANOVA) was used to test the null hypothesis at 0.05 alpha level.

Results: The results from the study revealed that moderate level of competence of school counsellors in information service delivery; school counsellors are moderately competent in follow-up service delivery. The findings also revealed that administrators (head-teachers and principals) differ significantly in their mean ratings on school counsellor’s competencies in guidance and counselling (information, counselling and follow-up) service delivery.

Conclusions: Core areas in guidance and counselling should be included in all colleges and universities curricula, routine inspection and review on the progress reports of school counsellors should be conducted and in-service training and retraining programmes for school counsellors should organized.

School, counsellors, competency, information, counselling, follow-up

Article Details

How to Cite
Akunne, L. I., & Nwadinobi, V. N. (2020). Administrators Rating of School Counsellor’s Competencies in Information, Counselling and Follow-up Service Delivery. Advances in Research, 21(2), 11-17.
Original Research Article


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