Need for Guidance and Counseling Training for Teachers in Sri Lanka: A Study Based on the B.Ed. Undergraduates at the University of Vocational Technology

Abstract

Teachers nowadays play many different roles in society and they must be capable of handling their obligations to their students both within and outside the classroom if they are to carry out their tasks professionally. Providing advice and counseling to students is a crucial aspect of a teacher’s job both within and outside the classroom. Some professionals define counseling as a process that involves two counselors working with a client who needs help. The academic, professional, social, and personal development of students is frequently impacted by these problems. The study aims to investigate the teachers’ perception of training needs in carrying out their guidance and counseling responsibilities at school. The total population of the study was all the Bachelor of Education undergraduates in the 2018/2019 batch at the Faculty of Education at the University of Vocational Technology. The sample was selected using a simple random sampling method. So, from the B.Ed. undergraduates in the 2018/2019 batch, 1/3rd of the students were selected. The data was collected using a self made questionnaire. They were asked to respond to questions based on their training requirements, obstacles to executing their guidance and counseling duties at school, and facilitation ofpersonal strengths or resources counseling. The researcher created 10 categories for training requirements, 7 categories for obstacles, and 6 categories for individual assets or abilities that can help them in their guiding and counseling profession as a questionnaire. There were some limitations of this study as well. The sample consisted of only the UoVT (University of Vocational Technology) undergraduates who were willing to become teachers after the completion of the degree. The current study discovered that teachers have a variety of training needs, perceived strengths, and obstacles/ issues in relation to performing the guidance and counseling role at school. The results have significantly increased the understanding of the necessity for teacher guidance and counseling training. It summarizes the topics and considerations that should be made while creating programs for teacher preparation or education. Immersive, reflexive, and interactive training methods were suggested to meet teachers’ training needs in the school context.