PASTORAL CARE AND CAREER GUIDANCE : THE PERSPECTIVE OF STUDENTS

Abstract

The main aim of this study is to explore secondary one students' perception of the PCCG system in a secondary school. The areas to be explored include the degree to which students' rate the seriousness of problems, the extent to which students seek help and advice of school staff and other persons and the perceptions of students regarding the role of PCCG system in the school. The study was carried out in a secondary school. The questionnaires were distributed to six secondary one classes and a total of 179 anonymous scripts were collected. Three of the classes are from the Express stream, two from the Normal Academic stream and one from Normal Technical stream. 12 students were selected for follow-up interviews, two from each class. 10 of the students responded. The study is in the nature of a survey and analysis of the data is mostly by frequency counts, which are converted to percentages and presented as either bar charts or in the form of tables. Two instruments are used- the Pupil Questionnaire and an Interview Schedule for interview with students. The questionnaire consist of closed and open ended questions, gathering students perceptions on their needs, their views on Pastoral Care and Career Guidance lessons and the extent to which they sought help from the formal pastoral system. The information from the questionnaires is set in a wider context within which cross checking of the findings can take place. The findings from one section are substantiated by findings from another section. Generally, it is found that students from Normal Technical stream have considerable worries over 7 of the 12 problems listed. Students in the three streams have considerable worries relating to problems like personal matters and in understanding schoolwork. Students do not worry over problems like starting in a new school, in choosing an ECA, in managing study time and in their homework. Students also prefer to approach friends and parents for help relating to schoolwork and personal matters. Students from Express and Normal Academic stream mentioned that they rarely approach form teacher, other subject teachers and the principal for help. Higher percentage of the students from the Normal Technical stream stated that they approach the principal regularly. Classmates and friends from other classes received the most mention from all the streams. The results also showed that students have little understandings of the PCCG system in the school. The data gathered the opinions of students on their perception of the roles of the form teacher and the role of PCCG department in the school. A majority of the students do not have anything approaching a concept of the structure of pastoral care. Students also show little knowledge in their descriptions of the purpose of PCCG lessons. Their feelings about PCCG lessons reveal inadequacies in the programme structure. Their views are very much influenced by how they experience PCCG lesson to be. It may be implied from the findings that there is a need to consider students' views in planning for PCCG programme. Their reflections on the various areas hinted that schools have to look into training and convincing teachers who deliver PCCG to the students. The style they adopt during the lessons and the kinds of messages delivered have an influence on students' perception of PCCG as a whole. The fact that students approach certain individuals more than others may point to the need in enlisting the help of such significant persons in the pastoral provision.