USR PUBLISHER

Counselling is an important component of learner support in primary education because it contributes to learners’ academic, social, emotional and behavioural development. Teachers are often the first point of contact for learners experiencing academic difficulties, peer problems, family challenges, emotional distress and behavioural concerns. However, the effectiveness of school counselling depends considerably on teachers’ knowledge, skills, training, institutional support and availability of appropriate resources. This study investigated teachers’ understanding of counselling and its implementation in selected primary schools in Shibuyunji District, Zambia. Specifically, the study examined teachers’ understanding of counselling, identified counselling services provided in primary schools, assessed how counselling services were implemented, investigated challenges affecting implementation, and proposed strategies for improving counselling provision. A descriptive survey design using a mixed-methods approach was employed. Data were collected through questionnaires, interviews and observations from teachers, guidance teachers and headteachers. Of the 80 targeted respondents, 77 participated, representing a response rate of 96.3%. Quantitative data were analysed using frequencies, percentages, means, standard deviations, Pearson correlation and regression analysis, while qualitative data were analysed thematically. The findings showed that respondents generally possessed good knowledge of counselling, with an overall mean score of 4.30. However, 67.5% had not received formal counselling training. Educational counselling (92.2%), behavioural counselling (88.3%) and personal-social counselling (81.8%) were the most commonly provided services. Counselling was mainly conducted monthly (39.0%) or weekly (36.4%), but implementation varied considerably among schools. Major challenges included inadequate training (77.9%), heavy workload (71.4%), inadequate resources (67.5%), limited time (63.6%) and insufficient administrative support (45.5%). A significant positive relationship was found between teachers’ understanding of counselling and its implementation (r = .672, p < .001), while regression analysis indicated that the model explained 52.0% of the variance in counselling implementation. The study concludes that teachers generally understand the importance of counselling, but inadequate professional preparation and institutional resources constrain effective implementation. The study recommends strengthened in-service training, structured school counselling programmes, provision of counselling facilities and materials, administrative support, and deployment of qualified counsellors.