INTERNATIONAL REVIEW OF RELIGION,
EDUCATION AND PSYCHOLOGY
January, 2017. Vol. 8 , No.1: (1-10)
TEACHERS VARIABLES AND ATTITUDE TO COUNSELING IN SECONDARY SCHOOLS IN CALABAR EDUCATION ZONE, CROSS RIVER STATE OF NIGERIA
Dr. Pauline U. Ekpang
Department of Guidance and Counseling
Faculty of Education
University of Calabar, Calabar
Dr. Mercy S. Mfon
Department of Guidance and Counseling
Faculty of Education
University of Calabar, Calabar
Cyril B. Abuo
Department of Guidance and Counseling
Faculty of Education
University of Calabar, Calabar
ABSTRACT
This study examined teachers’ characteristics and attitude to counseling in secondary schools in Calabar Education Zone, Cross River State of Nigeria. The study adopted an expost facto research design with a stratified and purposive sampling technique to select a total of 400 teachers in seven Local Government Areas that constitute Calabar Education Zone in Cross River State, Nigeria. A questionnaire titled “Teachers Characteristics and Attitude to Counseling Scale” (TCACS) was used for data collection. The instrument was validated by three (3) Measurement and Evaluation experts in the University of Calabar and was pilot tested to determine the reliability of the sub scale. Cronbach alpha reliability method was used and the coefficient of the sub scale was .89. Data were collected by the researcher and analyzed using Chi-Square(X2) statistical technique. The result showed that there is no significant association between teachers’ gender and teachers’ age and their attitude to counseling. However, there is a significant correlation between teachers’ years of experience and attitude to counseling. Based on the findings of the study, it was recommended that teachers should be provided with professional training in order to upgrade their knowledge so that they can appreciate the role of counseling in schools. That prospective teachers in teachers training institutions and universities should be made to value their role as counselors-in-training so they can function effectively in schools to help the learner resolve their personal, social and educational problems.
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