Examining stakeholders’ perception of sixty-six years of guidance service delivery in Ghana: the explanatory sequential mixed method perspectives

Abstract

This study investigated stakeholder perception of sixty-six years of guidance service delivery in Ghana. An explanatory sequential mixed method was used. A total of 413 respondents were sampled from a study population of 17, 743 for the quantitative and twelve (12) participants were also sampled for the qualitative perspectives of the study. The numeric data were analysed using descriptive and inferential statistical methods, while the qualitative data were analysed using thematic content analysis and pattern matching. The study revealed that there were significantly negative stakeholder opinions regarding basic school guidance services (GS). Responsible factors included a lack of adequate and competent guidance service coordinators, a lack of remuneration for guidance service delivery, and failure to capture GS on the teaching timetable, among other factors. Therefore, it is recommended that the Ghana Education Service, representing the Government of Ghana, should employ adequate and competent guidance service coordinators to ensure effective and satisfactory service delivery.

Keywords:

• Attitude
• perceived relevance
• career success
• monitoring and evaluation
• basic school
• Ghana

Reviewing Editor:

• George Mudimu, Development Sciences, Marondera University of Agricultural Sciences and Technology, Marondera, Zimbabwe

Subjects:

• Early Years
• Educational Psychology
• Curriculum Studies
• Educational Research

Introduction

The importance of effective guidance services (GS) in schools cannot be overemphasized. For this reason, the Ministry of Education, Ghana, mandated compulsory GS for all students, from basic through secondary to tertiary levels (Wells, 2023; Agbodeka et al., 2019). GS guide both pupils and students at all levels of the educational ladder in the selection of appropriate courses for their further studies (Essuman, 1999). Without effective GS at various educational levels, especially at the basic level (first-cycle institutions), there is the possibility that learners’ programme selection for further studies could be mismatched with their career interests later in life (Ocansey, 2012). This is because, at the basic level, pupils are not very exposed to all the necessary information for effective decision-making in terms of career choice, and without guidance, there is the possibility that incorrect academic programmes could be selected (Ocansey, 2012; Madu et al., 2022).

Effective guidance service at the basic school level is also strongly linked to career success and job satisfaction among beneficiaries of GS (Madu et al., 2022). This means that as long as individuals can pursue programmes of interest leading to securing jobs/occupations of interest, there is the possibility that one will be satisfied with his/her job and how one progresses through such career ladder to the career plateau (Madu et al., 2022). Thus, job satisfaction and career advancement can also lead to high productivity and employee retention (Ocansey, 2012).

Harnessing all the benefits of effective GS largely depends on stakeholder attitudes (Ocansey, 2012; Asiedu-Yirenkyi et al., 2019). Stakeholders in this study refer to all persons or groups of persons who have concerns and are interested in GS delivery at the basic school level in Ghana. These stakeholders comprised both the receivers, providers and regulators of GS at the basic school level in Ghana which include Ghana Education Service, National Council for Curriculum and Assessment and counsellors and students. However, this study focused on only the providers and regulators of GS at the basic school level because the topic deals with the delivery of GS. Additionally, existing studies (Adu et al., 2023; Ocansey, 2020; Adzakpa et al., 2019; Ahyia, 2010) have focused on beneficiaries/students of GS such as students in Ghana. Thus there was the need to focus on other stakeholders such as providers and regulators of GS in Ghana. The justification therefore explains why the study was delimited to national and regional coordinators of GS, headteachers and school counsellors of guidance service providers at first-cycle institutions in Ghana.

Stakeholders’ (Ghana Education Service, National Council for Curriculum and Assessment and counsellors) attitude towards ensuring the availability of adequate logistics and requisite human resources for delivering effective GS is key to ensuring effective GS at the basic school level (Ocansey, 2012). It is also critical to remember that the significance of GS at the elementary school level affects the attitudes of stakeholders (Asiedu-Yirenkyi et al., 2019). Therefore, stakeholders’ attitudes towards the distribution of human and logistical resources for guiding services may be impacted by how important these services are to them. The efficient provision of advice services could also be ensured by the implementation, oversight and assessment of current policies on GS at the level of basic schools (Ocansey, 2012, Asiedu-Yirenkyi et al., 2019).

Currently, studies on the provision of GS primarily focus on the existence (Adzakpa et al., 2019; Ahyia, 2010; Asamari, 2018; Asiedu-Yirenkyi et al., 2019) and effectiveness (Kemetse et al., 2018; Mintah, 2012; Nyarko-Sampson, 2013) of GS in Ghana, leaving a conceptual gap that is unaddressed. Most of these studies were approached from a quantitative perspective, without considering a qualitative approach, creating a methodological gap. For this reason, this study explores stakeholders’ attitudes and the perceived relevance of GS and their implications on career success from the perspective of mixed methods. This study was guided by four research objectives.

Objectives of the study

1. Explore the attitudes of stakeholders towards resource allocation, monitoring, policy implementation and evaluation delivery of GS in Ghana.

2. Investigate the extent to which stakeholders perceive the relevance of the delivery of GS in Ghana.

3. Examine the perceived influence of GS on the career success of GS beneficiaries.

4. Examine the effect of gender on stakeholders’ perceptions of guidance service delivery in Ghana.

Therefore, this study contributes to the literature on career guidance and GS by ensuring that its outcomes bear the attitudes of stakeholders in the implementation of GS in first-cycle institutions. This will further lead to policy formulation and the adoption of more pragmatic measures towards the implementation of GS in schools. The remaining sections of the paper deal with the literature review, methodology, results and discussion and conclusion, recommendations and suggestions for further studies.

Literature review

Guidance and counselling services delivery in schools

The introduction of guidance service delivery in educational institutions all over the world dates back to the 1890s as well as the 1900s, when it was introduced in America by Frank Parsons, then referred to as the father of vocational guidance. His efforts laid a strong foundation for modern guidance service delivery and have since gained recognition for their contribution to society. Okon (1984) and Adzakpa et al. (2019) described guidance as a comprehensive programme of highly specialized actions carried out by all employees to assist people in making informed decisions. We concur with Okon that guidance has to do with activities purposely provided to the youth to navigate through their future to have stable psychological minds. Guidance, therefore, helps individuals understand themselves and their world (Mogbo et al., 2011; Segbenya, Dankyi, Dankyi, & Owusu–Achiaw 2023; Segbenya, Dankyi, Dankyi, Agyei, et al., 2023; Dhal, 2023). It is developmental in nature, helping the person to recognize, accept and make use of his skills, aptitudes and interest attitudinal patterns in connection to his goals. Helping students understand who they are, and what their skills, interests, and future aspirations are is a crucial aspect of the educational process.

Guidance service delivery in schools is implemented differently worldwide (Segbenya, Dankyi, Dankyi, & Owusu–Achiaw 2023; Segbenya, Dankyi, Dankyi, Agyei, et al., 2023; Goodman-Scott et al., 2023). In some jurisdictions, GS are implemented well, while others do not or are poorly done. A study by Kanus (2018) showed that the majority (79.9%) of respondents rated guidance service delivery in schools as below average. This implies that GS are poorly monitored, evaluated and implemented in schools. This was in contrast to Apsara and Subasinghe (2021) study, which revealed that 80% of the students who obtained GS were satisfied with how it was done. Asamari (2018) also supported this finding in a study showing that GS were implemented, evaluated and monitored.

Many studies have alluded to the fact that the delivery of GS in schools is not uniform due to the challenges that come with it (Inderanata & Sukardi, 2023; Samad & Malik, 2023). In this context, Asiedu-Yirenkyi et al. (2019) conducted a study to assess counselling and guiding services in Ghana’s Ashanti Region’s Manhya Sub-Metropolis. Their study showed that the majority of schools involved in the study did not have office space to carry out guidance service delivery.

Creating space on the timetable for GS further enhances the delivery of GS (Segbenya, Dankyi, Dankyi, & Owusu–Achiaw 2023; Segbenya, Dankyi, Dankyi, Agyei, et al., 2023). However, evidence has shown that many institutions at the basic level grapple with space in the timetable for GS. A study by Mudulia et al. (2017) indicated that most schools did not have specific time allocated for guidance service delivery. Their study further revealed that schools were not adequately resourced to provide GS. Specifically, it was indicated that most schools did not have office space for activities related to guidance service delivery.

Remuneration is important in human endeavours because it motivates staff in an organization to give their best (Segbenya, Dankyi, Dankyi, & Owusu–Achiaw 2023; Segbenya, Dankyi, Dankyi, Agyei, et al., 2023; Solehuddin et al., 2023). Guidance coordinators can go the extra mile if they are properly rewarded for work. Inversely, they would not be enthusiastic about guidance service activities if they were demotivated by their efforts. Sikanyika (2021) revealed that guidance coordinators are not sufficiently remunerated. This can dampen their spirits and ultimately affect their output in that direction.

The role of guidance service delivery in the lives of students cannot be understood because several empirical studies have attested to the fact that it is crucial. This resonates with the findings of a study conducted by Finishia et al. (2020). Their investigation revealed that GS play a critical role in people’s psychological and economic well-being. Their findings were supported by Kanus’s (2018) study, study found that students’ opinions of the impact of GS on academic adjustment in schools varied significantly. However, the findings were in sharp contrast to the investigation carried out by Olanrewaju and Suleiman (2019), which demonstrated the unfavourable opinions that parents, teachers and school officials held about GS.

Wesonga et al. (2016) looked into the opinions of public primary school teachers in the Kimilili Sub-County regarding guidance and counselling services. According to their research, students’ attitudes towards guidance and counselling services at Kimilili sub-county’s public primary schools were influenced by their gender. Their results, however, are at odds with those of Karangu and Muola (2011) investigation, which found no statistically significant difference in the provision of GS in schools between males and females.

It is clear from the review that GS in educational institutions are still relevant and have attracted the attention of researchers. Existing studies on the subject by (Asiedu-Yirenkyi et al., 2019; Asamari, 2018;) and effectiveness (Kemetse et al., 2018) have been limited to one stakeholder or another. These studies have not been able to present the holistic views of all stakeholders in one study to unearth the full perception of GS delivery in educational institutions, especially from a developing economic perspective like Ghana. Additionally, existing studies on guidance service delivery in Ghana have been conducted from researchers’ perspectives using a quantitative approach. However, understanding stakeholders from their “own world” through a qualitative perspective will be very helpful in understanding which stakeholders could serve as springboards or challenges to the effective delivery of GS in educational institutions in Ghana. Thus, the purpose of this study is to investigate, from both quantitative and qualitative angles, the attitudes of all pertinent stakeholders about the distribution of resources, the application of policies, the monitoring and the assessment of the provision of GS in Ghana.

Theoretical perspective

This study advances the understanding of career success by applying the person-environment fit (PEF) theory to explain stakeholders’ perceptions of 66 years of guidance service delivery in Ghana. PEF was developed by French et al. (1974) to match a person to an environment similar to personality traits (Kühner et al. (2024). This hypothesis operates under the premise that each person has a preferred workplace where they feel most at ease. The PEF hypothesis is based on the idea that an individual’s behaviour is influenced by both their surroundings and themselves (Zunker, 2013). Interests, preferences, knowledge, skills, abilities, personality traits, values and objectives were examples of personal qualities. Organizational culture, values, employment needs, job features and vocational norms are examples of environmental influences. According to Patton and McMahon (2014), there are several benefits to working in an optimally compatible setting, including enhanced performance, reduced stress, and a positive work attitude. Mischel (1977) pointed out that although we cannot remove a person’s personality, we also cannot deny that social cultures and surroundings have personalities of their own and have an impact on behaviour and overall well-being (Ahmad-Saufi et al., 2023 Fouad et al., 2023).

Over the past two decades, PEF has been the subject of increased interest. Gaining a competitive edge requires an understanding of the interactions between individuals and their work settings as well as the effects of the ‘fit’ between the two fields on professional success. Ostroff and Judge (2007) also stressed the need to assign individuals to positions that best suit their skills and temperament. The theory is an all-around theory that seems to solve all problems associated with misfit outcomes of personal-environment (P-E) misfit (Lee & Antonakis, 2012). This theory was used to explain the argument of the study regarding stakeholders’ perceptions of 66 years of guidance service delivery in Ghana.

The PEF theory has many implications for stakeholders towards how GS is provided at the basic school level with regard to students’ career and adjustment ability, leading to career success. Success in the workplace is significantly influenced by one’s personal needs and values. In order to improve job adjustments, guidance programmes should clearly define these criteria. Individual differences in certain job success reinforcers are substantial. Therefore, while examining interests, values and requirements, guidance must be tailored to each individual (Su et al., 2015). In other words, counsellors should consider the reinforcers (achievement, promotion, co-worker relations, etc.) available in work environments and compare them with students’ individual needs. Su et al. (2015) also added that there is a need for guidance coordinators to not ignore other factors for a successful career, such as family background, family history, gender, age and successful adaptation to the working environment. All these provisions are dependent on stakeholders’ attitudes towards resource allocation monitoring, evaluation and policy implementation, as well as stakeholders’ perceptions of the relevance of GS activities in Ghana.

Methods

The purpose of this study was to examine stakeholder perception of sixty-six (66) years of guidance service delivery in Ghana from the explanatory sequential mixed method perspectives. The philosophical assumption that underpins this study is the pragmatist philosophical position which suggests that investigators or researchers often come out with knowledge that could be used directly to solve problems in the real world. The pragmatist philosophical position helped incorporate both quantitative and qualitative dimensions into this study making sure that both the researcher’s and participants’ perspectives are covered in one study.

In order to integrate qualitative and quantitative viewpoints, the study used an explanatory sequential mixed-methods design. The design was chosen to provide a more thorough explanation of the quantitative results by examining the qualitative data that supported the figures’ derivation. Gravetter and Forzano (2014) state that this method typically makes use of qualitative data to fill in the gaps left by the quantitative data as well as to corroborate or refute the latter. This is a two-part project where the researcher gathers quantitative data in the first phase, does an analysis and then plans (or expands upon) the second phase, which is qualitative. The questions that participants were asked and the kinds of participants to be specifically chosen for the qualitative phase are usually indicated by the quantitative results.

A total of 413 questionnaire were retrieved out of 433 questionnaires distributed, representing 85.4% of the study population of 17, 743. These respondents were national and regional guidance coordinators, head teachers, and school counsellors of first-cycle institutions. Twelve participants were interviewed from a qualitative perspective. Table 1 provides information on the study population and sample. The sample size determination table by Krejcie and Morgan (1970) recommended 377 samples, however, the 413 sample size was significantly larger. Therefore, the sample used in this study provided a better representation of the study population. A stratified sampling technique was used to cater to various strata of the population. A simple random sampling technique was used to ensure that all respondents had an equal chance of being selected for the study. The purposive sampling technique was adopted for the selection of twelve (12) participants, comprising national, regional, district, and school guidance coordinators. Twelve participants were selected because this was the (saturation point) point at which no new revelations or findings were gathered (Cooper & Schindler, 2014). In terms of the geographical scope of the participants, the study covered all the sixteen administrative regions in Ghana located in Africa (A developing economy).

Table 1. Sample size determination.

S/N	Strata	Population	Sample
1	National coordinators of guidance services	1	1
2	Regional coordinators of guidance services	10	10
3	Headteachers of first-cycle institutions	8850	201
4	School counsellors of first-cycle institutions	8850	201
5	Subtotal	17,711	413
6	Provision for a low response rate		30
	Sub-total		433
7	Sample for qualitative data		12
	Grand total	17,743	455

Source: Field survey (2022).

A total of 413 respondents were recruited through stratified sampling. The questionnaire was distributed to respondents across all 16 regions of Ghana, paying attention to all categories of stakeholders in various schools in various districts and regions. With the help of 16 trained research assistants posted to all the regions (one research assistant for each region), the questionnaires were distributed to the respondents after explaining the purpose to the participants. These research assistants later retrieved the filled questionnaire by participants at a later date for onward submission to the research team. In order to guarantee that every respondent in the study population at every school in the district had an equal chance of being chosen, a straightforward random selection procedure was also used. The explanatory sequential mixed methods design used for this study allowed for the analysis of the quantitative data before the recruitment of the 12 participants for the qualitative phase of the investigation. Thus, a participant was selected from each of the 12 regions identified as having many challenges with stakeholders’ attitudes towards GS in their schools. Thus, the qualitative phase of the study was the second phase and was influenced by the results obtained in the quantitative phase of the study. In terms of informed consent, respondents granted written consent to participate in the study.

Data were gathered using a self-developed questionnaire and a semi-structured interview guide to cover items such as perceived relevance associated with GS, stakeholders’ attitudes towards GS and how GS can influence career success among beneficiaries, among others. The questionnaire had six parts. Part one was designed to collect respondents’ demographic data. Parts two, three and four were designed to solicit responses to stakeholders’ attitudes towards policy implementation, resource allocation, evaluation and monitoring. Parts five and six also captured responses on the perceived importance associated with GS and beneficiaries’ career success. Cypress’s (2017) guidelines for ensuring rigour in naturalistic studies were employed to operationalize quality assurance using dependability, confirmability, transferability and credibility.

The interview participants were selected based on the outcome of the quantitative perspective of the study which was also explained by the explanatory sequential mixed-methods design. Thus, the 12 regions with the most challenges associated with the outcome of the quantitative results were then selected and a representative each was interviewed from these regions.

The interview guide developed for the qualitative phase was guided by various sections of the questionnaire for triangulation purposes. The interview guide was further and, more importantly, guided by the results obtained from the quantitative phase of the study due to the explanatory sequential mixed-methods design adopted, which considered issues regarding the attitude of stakeholders towards GS, perceived relevance attached to GS, and how GS can influence career success. In this study, the qualitative perspective complemented the quantitative aspect and the qualitative dimension also helped to validate the quantitative results and provided further and detailed explanations of the quantitative results of the study.

The content validity of the interviews was ensured with the use of expert opinions on the interview guides. The study further ensured the trustworthiness of the qualitative data through triangulation by collecting data from diverse stakeholders and using more than one data-collection instrument.

In the questionnaire, expert opinions on the items were also used to ensure content validity. To ensure the instrument’s dependability, a pilot study was carried out; the findings are shown in Appendix A. The results suggest that all the variables of the study recorded Cronbach’s alpha values ranging from 0.871 to 0.968, which are above the minimum threshold of 0.700 suggested by Segbenya, Dankyi, Dankyi, & Owusu–Achiaw (2023), Segbenya, Dankyi, Dankyi, Agyei, et al. (2023). The results indicated that the questionnaire met the validity and reliability criteria and was then used for the main data collection.

The data for this study were collected in two phases. The first phase, which was quantitative data collection, was performed within 3 months, from April to June 2022. Qualitative data of the second phase of the study were also collected from July to September 2022. Quantitative data were analyzed using descriptive and inferential statistics, such as means and standard deviations, and t-tests. Qualitative data were analysed using thematic analysis. Mayer and Hottenstein (2016) guidelines on qualitative analytical processes were adopted: data transcription, data cleansing, coding, data exploration, regrouping of nodes into themes and responding to research questions.

Ethical considerations, such as anonymity, confidentiality, protection from harm, and freedom to redraw from the study, were ensured. The University of Cape Coast Institutional Review Board (ID – UCCIRB/EXT/2022/24) gave this study ethical clearance.

Results and findings

The results of this study are presented in two parts: demographic characteristics and the main results of the research objectives. Table 2 presents the demographic characteristics of the respondents. From Table 2, the majority of the respondents had worked in their respective sectors for eleven (11) years and above (43.6%), followed by those who had worked for about 6–10 years (35.4%). In terms of sex, the majority of the participants were female (62%).

Table 2. Demographic characteristics of respondents.

Demographic characteristics	No	%
Tenure
1–5 years	87	21.1
6–10 years	146	35.4
11 years and above	180	43.6
Total	413	100.0
Gender
Male	157	38.0
Female	256	62.0
Total	413	100.0

Source: Field data (2022).

Exploring attitudes of stakeholders towards resource allocation, policy implementation, monitoring and evaluation of guidance services delivery in Ghana

The first part of objective one focuses on the attitudes of stakeholders towards resource allocation. The results for the first part of the objective of the study were achieved through both quantitative and qualitative data studies. Table 3 presents the results for the quantitative perspective of objective one using the mean and standard deviation. The results from Table 3 suggest that the attitude of stakeholders towards resource allocation for undertaking GS in the basic school was adjudged to be very poor since all the mean values are below the 2.5 threshold. That is, the stakeholders’ attitudes towards human resources or guidance coordinators (M = 2.44; SD = 0.452) and office complex allocation (M = 2.194, SD = 0.832) for delivering GS at the basic school were rated low. Stakeholders’ attitudes towards the remaining constructs, such as materials, time, finance and equipment/logistics, were rated very low, with mean values of M = 1.601 and M = 1.770. The overall rating of the constructs of stakeholders’ attitudes towards GS was also rated very low, with mean values of M = 1.882 and SD = 0.743.

Table 3. Attitude of stakeholders towards resources for guidance service delivery.

Attitude towards resource allocation	N	Minimum	Maximum	Mean	Std. deviation
	statistic	statistic	statistic	statistic	statistic
Human resource	413	1.00	3.75	2.434	0.452
Office complex	413	1.00	4.00	2.194	0.832
Materials	413	1.00	4.00	1.770	0.818
Time	413	1.00	4.00	1.678	0.773
Finance	413	1.00	4.00	1.625	0.762
Equipment	413	1.00	4.00	1.601	0.825
Overall	413	1.00	4.00	1.882	0.743

Scale: 1.5–1.9 = very low; 2.0–2.4 = low; 2.5–2.9 = high; 3.0–3.4 = very high.

Source: Field data (2022).

For this reason, the study further explores possible reasons for the low rating or poor attitude among stakeholders towards GS at basic schools in Ghana, and the views of participants are presented in this section. During the interview session, some participants revealed that both human and material resources were inadequate for the effective delivery of GS at the basic school level. This is evident in the following excerpt from the regional coordinator:

Resources at all levels are hard to come by and it is one of the things that hinders the effective delivery of guidance services. In most of the schools under my supervision, guidance coordinators have no office spaces and equipment to operate. There is no fund to buy materials and equipment and even no time allocation on the teaching timetable to deliver any of the services. (Participant No 3, July, 2022)

Lack of resources such as separate office space for guidance service coordinators was found not to be a challenge confronting school guidance coordinators alone but also impacting the GS programme at the district and regional level. Office spaces were shared between guidance service coordinators and other staff members, even at the district and regional levels.

Although GS were not captured on the teaching timetable, school guidance coordinators had alternative means of delivering on their mandate. That is, most of them used school worship time, which was mostly Wednesdays, to appeal to other colleagues to help dispense GS at the school. This was due to the fact that pupils who wanted to access GS could also do so during worship time. According to participants, the absence of GS on the teaching timetable made dispensing GS optional at the basic school level because the coordinators were not paid any allowance for these additional responsibilities. Thus, guidance coordinators carried out their mandates in addition to teaching for no compensation.

In terms of the quality of human resources appointed to deliver GS at the basic school level, a district coordinator was of the view that: ‘Where are the professionals to operate when headteachers appoint anybody to the position of a guidance coordinator without thinking about their qualification? It may interest you to know that they only appoint people based on relationship, religious affiliation as well as long service’ (Participant No 1, August, 2022). The participants’ view was that the appointment of some guidance service coordinators at the basic school level was not based on qualification, competence, and expertise in guidance service delivery, but rather on cronyism and nepotism.

Most of the teachers appointed as guidance coordinators might have pursued guidance and counselling as a semester course and not a programme at the Colleges of Education during their pre-service training, which was not enough to make them grounded as experts in delivering GS at the basic school level.

Exploring the attitudes of stakeholders towards policy implementation of guidance services delivery in Ghana

The quantitative results for stakeholders’ attitudes towards policy implementation, monitoring and evaluation, which is the second part of the objective, are presented in Table 4. While policy implementation as a construct was rated high with mean values of M = 2.77 and SD = 0.909, the monitoring and evaluation construct was perceived to be low since the mean value of M = 1.84 was below M = 2.5 thresholds guiding the interpretation of the mean values. The same low rating or poor attitude was recorded for the overall perception of stakeholders’ attitudes towards variables such as policy implementation, monitoring and evaluation, as the overall means of M = 1.903 were within a very low rating and interpretation of the mean values in this study. Details of why the low ratings for policy implementation, monitoring and evaluation can be seen from the ratings of the individual items in Table 4. There was a lack of resources (M = 3.07, SD = 1.110), political will (M = 2.85, SD = 1.092) and apathy for authorities (M = 2.66, SD = 1.021), among others.

Table 4. Policy implementation, monitoring and evaluation of guidance services.

	Policy implementation, monitoring and evaluation items	N	Min	Max	Mean	Std. dev
1	Lack of resource allocation affects the implementation of guidance service delivery in basic schools.	413	1	4	3.07	1.110
2	Lack of political will on the part of the government is affecting the implementation of guidance services in basic schools.	413	1	4	2.85	1.092
3	There is general apathy on the part of authorities about the implementation of guidance services delivery in basic schools.	413	1	4	2.66	1.021
4	There is a policy on the delivery of guidance services at the basic school level.	413	1	4	2.51	1.060
5	There is inadequate time to carry out measurement and evaluation on guidance service delivery in schools.	413	1	4	2.13	1.066
6	The policy on guidance services delivery is clear and makes adequate provisions for monitoring and evaluation.	413	1	4	1.89	0.897
7	There is a policy on the regularity of visits by authorities to monitor guidance services in the basic schools.	413	1	4	1.88	0.912
8	Inefficient guidance coordinators are dealt with or sanctioned.	413	1	4	1.77	0.851
9	Guidance services at the basic school are evaluated at the end of the term.	413	1	4	1.76	0.881
10	Support is provided to strengthen measurement & evaluation for guidance services delivery in schools.	413	1	4	1.76	0.862
11	Guidance services in basic schools are monitored regularly by authorities (at least once a week).	413	1	4	1.72	0.888
	Overall mean	413	1	4	1.903	0.967
A	Policy implementation	413	1.	4.	2.77	0.909
B	Monitoring and Evaluation	413	1.	4.	1.84	.704

Scale: 1.5–1.9 = very low; 2.0–2.4 = low; 2.5–2.9 = high; 3.0–3.4 = very high.

Source: Field data (2022).

The qualitative data gathered to explain the ‘why’ and ‘how’ perspective of objective two is presented in this section. The qualitative data on the views of the participants on monitoring and evaluation confirmed the respondents’ views. Several interviewed participants shared similar reasons or factors (lack of resources and, specifically, lack of means of transport) affecting the monitoring and evaluation of GS at the basic school level. A participant revealed in an interview that:

As a coordinator, I have no means of transportation to all the schools under my supervision to monitor what goes on in the schools. I only rely on what they tell me about their activities for writing my report, and that ends it. (Participant No. 5, August, 2022).

Guidance coordinators, therefore, can only visit nearby schools at their own expense. Another district guidance coordinator was of the view that: ‘It is very difficult to do proper monitoring and evaluation when you do not have the resources or the basic materials and equipment to operate as a coordinator’ (Participant No 6, August, 2022). Thus, a lack of means of transport hampers coordinators at the district and regional levels’ ability to visit the schools under them to monitor and evaluate GS at the basic school level.

An alternative arrangement to get the school coordinators to report to district coordinators was also not feasible since the district and regional coordinators lack the ‘financial muscles’ to pay the cost of transportation for visiting school coordinators. According to a district guidance coordinator, ‘The district has no special fund purposely for guidance services in the district hence school guidance coordinators cannot be supported with even cost of transportation if they decide to submit their reports at the district or regional office in person’ (Participant No. August 9, 2022).

Investigating the extent to which stakeholders perceive the relevance of the guidance service delivery in Ghana

Research objective two sought to investigate the extent to which stakeholders perceived the relevance of GS at the basic school, and the quantitative results are presented in Table 5. The results suggest that the guidance service was perceived by stakeholders to be very important, with an overall mean value of M = 2.898 and SD = 1.051 above the M = 2.5 thresholds. It is clear from the table that all the individual items used to measure the relevance of the GS variable were all above the M = 2.5 thresholds suggesting that they were all perceived as high and positive among stakeholders. GS help with decisions regarding further studies (M = 3.09, SD = 0.971), increase students’ self-knowledge on how to relate with teachers and students (M = 3.06, SD = 0.947), and are still relevant for 21st-century students (M = 3.03, SD = 0.967).

Table 5. Relevance of the guidance service delivery in Ghana.

	Relevance items	N	Min	Max	Mean	Std. dev
1	Guidance services help students make the right decisions regarding further studies.	413	1	4	3.09	0.971
2	Guidance services help to increase students’ self-knowledge on how to relate effectively with teachers and other students.	413	1	4	3.06	0.947
3	Guidance services are still relevant to 21st-century students.	413	1	4	3.03	0.967
4	The introduction of guidance services in the school curriculum was very good.	413	1	4	2.99	0.940
5	Guidance services help students to reach their fullest academic potential.	413	1	4	2.98	0.955
6	Guidance services help to ensure the total development of students in the areas of personal, social, academic and vocational.	413	1	4	2.83	1.175
7	Guidance services provide opportunities for career planning and decision-making among students.	413	1	4	2.82	1.166
8	Guidance services help students to make sound career-related decisions.	413	1	4	2.80	1.152
9	Guidance services help to make students productive citizens and lifelong learners.	413	1	4	2.73	1.126
10	Guidance services at the basic school level determine and shape students’ future career	413	1	4	2.65	1.112
	Overall	413	1	4	2.898	1.051

Scale: 1.5–1.9 = very low; 2.0–2.4 = low; 2.5–2.9 = high; 3.0–3.4 = very high.

Source: Field data (2022).

The factors explaining the high rating of the relevance of GS for basic schools in Ghana among stakeholders were obtained through interview data gathered from the participants of the study. Qualitative data revealed that GS are relevant for the total development of students, especially in career decision-making. An excerpt from a regional coordinator summarizes the general views of the participants. According to her, ‘There is no doubt about the relevance of guidance to the development of the student. Most students can make good decisions about their education, career, and personal or social issues through guidance. A student I recently guided changed her academic programme of study to pursue something based on her interest and capabilities’ (Participant 4, August 2022).

Despite the relevance of GS for the career success of beneficiaries, as alluded to by the participants, participants were quick to add that these benefits were not harnessed because guidance coordinators were not part of the orientation programmes for pupils who progressed from primary to junior high school.

Examining the perceived influence of guidance services on the career success of beneficiaries of guidance services in the Ghanaian basic schools

Table 6 presents the results for research objective three on the perceived influence of GS on the career success of beneficiaries. The results revealed that stakeholders and respondents for this study had a high and positive perception that GS at the basic school highly influenced beneficiaries’ career success. This is evident with the overall mean value of M = 3.16 and SD = 0.67 above the M = 2.5 minimum threshold value guiding this study. Additionally, it is also clear from Table 6 that all individual items measuring the career success variable were rated high and positive among stakeholders.

Table 6. Career success.

	CS Items	N	Min	Max	Mean	Std. dev
1	Guidance services help to achieve work and life balance.	413	1	4	3.36	0.632
2	Guidance services help to sustain one’s career.	413	1	4	3.30	0.648
3	Guidance services help to achieve a clear career path for beneficiaries.	413	1	4	3.25	0.600
4	Guidance services help to achieve a high level of job satisfaction among beneficiaries.	413	1	4	3.17	0.630
5	Guidance services help to achieve employee retention among beneficiaries.	413	1	4	3.10	0.679
6	Guidance services help to achieve satisfaction with promotional levels associated with one’s career.	413	1	4	3.09	0.692
7	Guidance services help to achieve satisfaction with remuneration levels associated with one’s career.	413	1	4	3.01	0.741
8	Guidance services help to achieve satisfaction with fringe benefits associated with beneficiaries’ careers.	413	1	4	2.97	0.720
	Overall	413	1	4	3.16	0.67

Scale: 1.5–1.9 = very low; 2.0–2.4 = low; 2.5–2.9 = high; 3.0–3.4 = very high.

Source: Field data (2022).

The interview data gathered explain this further and better. This is the reason for the high rating of the influence of GS on career success as disclosed in interviews with participants for this study were: ‘I think guidance services have a lot of positive impact on career success on those who get ‘the opportunity of good career guidance’ (Participant No.7, August, 2022). Another participant revealed in an interview that ‘When you are interested in your job you become satisfied and therefore give out your best to keep that job, and it is also through good guidance that will help you choose a career of interest through a proper assessment of yourself’ (Participant No.3, August, 2022).

Based on the three objectives analysed so far, the study presents a composite table of stakeholders’ ratings or perceptions of the four variables of the study, which are presented in Table 7. It is clear from Table 7 that career success (M = 3.158, SD = 0.537) was rated higher by respondents, followed by the perceived relevance of GS (M = 2897, SD = 0.930). The lowest and poorly rated variable in the study was the attitude of stakeholders towards resources-materials, equipment, time and human resources, among others.

Table 7. Rating of all variables of the study.

s/n	Variables of the study	N	Min	Max	Mean	Std. dev
1	Career success	413	1.00	4.00	3.158	0.537
2	Perceive relevance	413	1.00	4.00	2.897	0.930
3	Policy implementation, monitoring and evaluation	413	1.00	4.00	1.903	0.967
4	Attitude	413	1.00	4.00	1.882	0.743
	Overall	413	1.00	4.00	2.460	0.794

Scale: 1.5–1.9 = very low; 2.0–2.4 = low; 2.5–2.9 = high; 3.0–3.4 = very high.

Source: Field data (2022).

Examining the effect of gender on the perception of stakeholders of guidance service delivery in Ghana

The effect of gender on stakeholders’ perceptions of guidance service delivery in Ghana is presented in two-fold-descriptive and inferential statistics. Descriptive statistics are shown in Table 8. The results suggest that female participants perceived only one construct of attitude–human resources–higher (M = 2.3615, SD = 0.492240) and career success (M = 3.2563, SD = 0.54438) than their male counterparts for the same variables. Notwithstanding, male participants also perceived the remaining constructs of attitude-office complex, equipment, materials, finance, and time; the perceived relevance of GS, policy implementation, and monitoring and evaluation variables of the study were higher than their female counterparts.

Table 8. Descriptive results for gender and perception of the variables of the study.

Variables	Gender of respondents	N	Mean	Std. dev	Std. error
Human resource	Male	157	2.3615	0.49224	0.03929
	Female	256	2.4844	0.41921	0.02620
Office complex	Male	157	2.3089	0.79266	0.06326
	Female	256	2.1230	0.84887	0.05305
Equipment	Male	157	1.6799	0.74884	0.05976
	Female	256	1.5518	0.86660	0.05416
Materials	Male	157	2.0170	0.78971	0.06303
	Female	256	1.6016	0.79657	0.04979
Finance	Male	157	1.8769	0.74658	0.05958
	Female	256	1.4701	0.73087	0.04568
Time	Male	157	1.8790	0.75500	0.06026
	Female	256	1.5547	0.75929	0.04746
Policy implementation	Male	157	2.8790	0.55730	0.04448
	Female	256	2.7070	1.06555	0.06660
Monitoring and evaluation	Male	157	2.0464	.54644	0.04361
	Female	256	1.7176	.76067	0.04754
Perceive relevance	Male	157	3.3592	.44835	0.03578
	Female	256	2.6137	1.03181	0.06449
Career success	Male	157	2.9968	.48391	0.03862
	Female	256	3.2563	.54438	0.03402

Scale: 1.5–1.9 = very low; 2.0–2.4 = low; 2.5–2.9 = high; 3.0–3.4 = very high.

Source: Field data (2022).

The second component of the inferential statistics results is also shown in Table 9. The analysis was performed using t-test statistics. The results, as indicated by the Sig (2 tailed) under the t-test for equality of means in Table 9, indicate that there were statistically significant differences in scores for the male and female perceptions of human resources [(M = 2.3615, SD = 0.49224), (M = 2.4844, SD = 0.41921); t (413)= 0.010)]; office complex [(M = 2.3089, SD = 0.79266), (M = 2.1230, SD = 0.84887); t (413) = 0.027)]; monitoring and evaluation [(M = 2.0464, SD = 0.54644), (M = 1.7176, SD = 0.76067); t (413) = 0.000)]; Perceived relevance [(M = 3.3592, SD = 0.44835), (M = 2.6137, SD = 1.03181); t (413) = 0.000)]; and career success [(M = 2.9968, SD = 0.48391), (M = 3.2563, SD = 0.54438); t (413) = 0.000)]. Other notable constructs of attitude that were significantly influenced by gender were material, financial and time.

Table 9. Effect of gender on perception of the factors.

	Gender of respondents	N	Mean	Std. dev.	Std. error	Levene’s test for equality of variances		t-test for equality of means		Eta squared
						F	Sig.	t	Sig. (2-tailed)
Human resource	Male	157	2.3615	0.49224	0.03929	13.789	0.000	2.603	0.010	0.016
	Female	256	2.4844	0.41921	0.02620
Office complex	Male	157	2.3089	0.79266	0.06326	1.066	0.302	2.215	0.027	0.011
	Female	256	2.1230	0.84887	0.05305
Equipment	Male	157	1.6799	0.74884	0.05976	2.951	0.087	1.535	0.126	0.006
	Female	256	1.5518	0.86660	0.05416
Materials	Male	157	2.0170	0.78971	0.06303	1.263	0.262	5.162	0.000	0.061
	Female	256	1.6016	0.79657	0.04979
Finance	Male	157	1.8769	0.74658	0.05958	0.007	0.935	5.446	0.000	0.067
	Female	256	1.4701	0.73087	0.04568
Time	Male	157	1.8790	0.75500	0.06026	0.048	0.827	4.222	0.000	0.042
	Female	256	1.5547	0.75929	0.04746
Policy implem.	Male	157	2.8790	0.55730	0.04448	75.906	0.000	2.147	0.032	0.011
	Female	256	2.7070	1.06555	0.06660
M & E	Male	157	2.0464	0.54644	0.04361	46.369	0.000	5.096	0.000	0.059
	Female	256	1.7176	0.76067	0.04754
Perceive relevance	Male	157	3.3592	0.44835	0.03578	195.126	0.000	10.109	0.000	0.178
	Female	256	2.6137	1.03181	0.06449
Career success	Male	157	2.9968	0.48391	0.03862	1.818	0.178	4.902	0.000	0.055
	Female	256	3.2563	0.54438	0.03402

Scale: 1.5–1.9 = very low; 2.0–2.4 = low; 2.5–2.9 = high; 3.0–3.4 = very high.

Source: Field data (2022).

Discussion of results

The findings for the first objective of the study were that stakeholders’ attitudes towards guidance service delivery at basic schools in Ghana were rated very poorly. The results indicate that GS did not receive the necessary attention from stakeholders at the basic school level. The factors that contributed to this poor rating were that guidance service delivery at the basic level lacked adequate and requisite or qualified human resources to undertake such responsibilities. In the absence of qualified guidance coordinators at the school level, every available and willing teacher could undertake such services at the basic school, provided that the person has done guidance and counselling as a semester course at the college of education. Meanwhile, the minimum qualification to be admitted to the General Council of Psychology in Ghana is a Master of Philosophy. Most guidance service coordinators at the basic school level are first-degree holders in disciplines other than guidance and counselling (but have conducted guidance and counselling as a course in just one semester). Therefore, although there were competent and qualified guidance coordinators at the district and regional levels, the same cannot be said at the basic school level, where more guidance service coordinators are required. Based on the PEF theory that guided this study, it means that the lack of adequate and competent human resource as an external factor could have a serious effect on the effectiveness of guidance service delivery at the basic school level instead of just the interest of learners. The study confirms the assertions of Asiedu-Yirenkyi et al. (2019) that a lack of requisite human resources affects the effective delivery of GS in Ghana. The results further agree with the findings of Sedofia et al. (2023) that guidance and counselling teachers in the USA are very important for the its delivery and these teachers need to be trained. Thus, Kumar (2015) findings that there were more students against few guidance coordinators in Canada were also upheld in the case of Ghana.

Another key finding of the study was that GS at the basic school level were not captured on the teaching timetable, hence lacking the commitment of the volunteered and qualified guidance coordinators. The results suggest that the guidance service can hardly be given the importance of achieving the desired results. This is because the guidance service coordinators had their teaching schedules fully captured on the teaching timetable, while that of the guidance service delivery was done after their main schedules and at their own discretion and spare time. Thus, the findings of Mudulia et al. (2017) that the lack of timelines for GS on the teaching timetable affects the delivery of guidance service delivery is corroborated by the findings of this study.

Apart from guidance coordinators not getting ample time to undertake the service, pupils who were to benefit from the guidance service could hardly make time for the service at the basic school level. This could create the impression in the minds of the pupils that GS are not as important as the courses taught. Although guidance coordinators currently use the worship time for this exercise, the erroneous impression cannot be eroded, and pupils might not attach any importance to the guidance service at the basic school level. The time allocated for school worship was insufficient. Using part of it for delivering GS could only amount to poor service delivery or the inability of the delivered service to achieve its desired results. This is also another external or environmental factor that had a superior influence as compared to just the students’ interest in GS at the basic school level as found by the PEF that guided this study. Therefore, the findings of this study are in agreement with those of Kanus (2018) that guidance service delivery is poorly rated in schools. The results as compared to the assessment of Sedofia et al. (2023) in the USA suggest that counselling services at the basic school level were attached with more seriousness as compared to what was revealed by the study.

As found in this study, a lack of separate office space for delivering GS at the school level means that clients or pupils who want to discuss confidential information with coordinators might not patronize the service. A shared office for guidance service coordinators with other teachers further shows a general lack of resources for dispensing GS at the basic school level. The results also further question stakeholders’ or school authorities’ commitment to the entire guidance service delivery, and the results agree with those of Asiedu-Yirenkyi et al. (2019) that lack of office space affects the delivery of guidance in Ghana. The findings by of Sedofia et al. (2023) availability of resources served as a challenge for guidance service delivery in China, Canada and Finland as well as the USA. Thus, this study has further shown that apart from human resources, all other resources (office, timetable, renumeration) representing the environment or external factors based on the person-environment fit (PEF) theory that guided this study could suppress the interest of students who benefit from guidance service delivery at the basic school level in Ghana. Thus, interest alone of the learner is not enough for a successful GS delivery in Ghana.

It is also important to note that this study found that guidance service coordinators were not remunerated for GS undertaken at the basic school level. Though delivering GS was an additional responsibility for these teachers (combining teaching and GS), they were paid for only their teaching probably because it was captured on the teaching timetable and was ‘important’. Their counterparts in secondary schools have the same additional responsibilities and are given incremental points, which translate into promotion and remuneration for GS at the secondary school level. Meanwhile, guidance service at the basic school level remains pivotal for pupils, since it is the formative stage of pupils. Mistakes made in terms of programmes and careers selected will have far-reaching consequences. The results further confirm the earlier findings of Sikanyika (2021) that GS are not adequately compensated for at various academic institutions.

The findings for objective two of the study that policy implementation, monitoring and evaluation were also poorly rated suggest that stakeholders were not effectively implementing, monitoring and evaluating GS at the basic school level. The basic reason for this challenge was that supervisors who were district and regional guidance coordinators could hardly monitor and evaluate the activities of guidance coordinators at the school level. This was attributed to a lack of means of transport. Thus, these coordinators do not have their own or official means of transport to monitor GS in the district and region. Apart from the physical means of transport, coordinators were also not given any fuel allowance/coupons or cost of transportation (T&T) for monitoring GS in the district or region. Although reports are sparingly sent from the school level to district and regional offices, it will be very difficult for a recipient of such reports to verify their authenticity and to bring to book those who flout such policies and directives. The monitors could also lack moral courage or justification for punishing school coordinators who fail to submit their reports because they were not reimbursed for additional responsibilities. School-level coordinators of GS could also not be invited to submit their reports at the district or regional offices because they were not compensated for the services and would not be given any transportation costs to submit their reports at the regional or district levels. Based on the PEF theory that guided this study, it can be seen that a superior factor in the environment of GS delivery if the regulatory agencies that should monitor and ensure that other factors in the external environment to the learners are effectively utilised to the benefits of the learners. Therefore, the results of this study corroborate the findings of Kanus (2018) that poor monitoring and evaluation of GS affect their effectiveness. The findings of this study further agree with that of Kumar (2015) that monitoring and evaluation of guidance services explained the impact of GS in Canada.

Stakeholders perceived GS at the basic school level to be very important for selecting academic programmes and choosing a career for the development of students and career success (objectives three and four). However, the orientation programmes that usher these pupils from primary school to Junior High School, where career choices are made, and academic programmes are selected for secondary schools, were without the involvement and contribution of guidance service coordinators. Thus, trying to drive home, the importance of GS at a later stage of the child’s development could be too late, and pupils will not take coordinators seriously. This could possibly explain the general apathy towards GS among pupils at the basic school level. This result is, therefore, in tandem with that of Wesonga et al. (2016) that guidance service is very relevant for effective academic and career decisions. Findings in Canada, USA, China and Finland by Sedofia et al. (2023) and Kumar (2015) findings that GS delivery in schools was very important for the success of beneficiaries like students are therefore upheld by the findings of this study.

The study also found that there was a statistically significant difference in the perception of men’s and women’s categorization of stakeholders for seven out of ten variables. These were material, financial, time, policy implementation, monitoring and evaluation, career success and perceived relevance. The results indicate that the relevance of these factors and stakeholders’ attitudes towards them differ significantly based on gender. That is, apart from career success, which was perceived to be higher by female respondents, the remaining six significant variables were also perceived to be higher by male counterparts or respondents for the study. Thus, these factors do not appeal to all stakeholders in the same manner and degree. The importance attached to these factors will surely influence how they are brought on board to support guidance service delivery. Meanwhile, the findings of this study disagree with those of Karangu and Muola (2011), who found non-significant differences in terms of gender and perception of the relevance of GS delivery.

Theoretical and practical implications

The findings of this study have theoretical and practical implications. The first practical implication of the findings of this study is the need for qualified and adequate guidance service coordinators at the basic school level. Subsequently, resourcing at the basic school level with competent and adequate human resources will also be influenced by the commitment of school authorities by apportioning time for delivering GS on the teaching timetable. This will send a sign of importance to both pupils and coordinators and help dispense the service effectively. Another practical implication of the findings is that the guidance service coordinators at various schools need to be paid allowance/remunerated for the additional responsibilities in terms of delivery of GS at the basic school level. Just as their counterparts at secondary school are compensated, they should also be remunerated. This has the propensity to lure more people into pursuing guidance programmes for further studies, since it will provide a ready job at the basic schools for these graduates. The third implication of the study findings is that guidance service coordinators at the district and regional levels need to be resourced with means of transport to enable them to monitor and evaluate GS at basic schools.

In terms of the theoretical implication of the findings of the study, this study contributes to the theory of PEF theory. That is, the interests of individuals and the environment in which they find themselves are very important factors influencing career decisions. Resource availability represents external or environmental factors that influence career decisions. This study contributes to the theory that basic school pupils who make decisions for further studies that later shape their career paths do not have enough information to make informed decisions at the time of making such decisions. Hence, basic pupils’ dependence on relatives and guidance coordinators in their environment becomes the only viable option, making environmental factors more important than their own interests at the basic school level. Thus, further users of the theory should pay equal attention to the age, stage or level of the people involved in making career decisions.

Conclusion, limitations and recommendations for further studies

This study investigated stakeholders’ perception of sixty-six (66) years of guidance service delivery in Ghana from a mixed-methods perspective. It can be concluded that stakeholders’ attitudes towards GS at the basic school level are very poor. Factors responding to the judgement of respondents and participants of this study were lack of adequate and competent guidance service coordinators at the basic school level, lack of remuneration for guidance service delivery at the basic school level, failure to capture GS on the teaching timetable and lack of separate office space for GS and ensuring confidentiality. Factors influencing the district and regional coordinators’ inability to monitor and evaluate GS at the basic school level were also blamed for the lack of means of transport or financial support for the cost of transportation. Although guidance service was very important, guidance service coordinators were not part of orientation programmes for pupils; hence, these benefits could not be harnessed. Lastly, it can be concluded that gender significantly influenced how respondents perceived seven out of the 10 variables guiding the study.

This study examined stakeholders’ perception of sixty-six years of guidance service delivery in Ghana from a mixed-methods perspective. The findings have been limited to stakeholder attitudes, perceived relevance, monitoring and evaluation, and career success in Ghana. The quantitative aspect of the study was greatly limited to descriptive analysis, except for the effect of gender. These findings are limited to Ghana and the providers of GS. Thus, it is recommended that further studies consider the views of beneficiaries of guidance service delivery in Ghana as well as guidance service delivery in other African countries. An analytical framework for further studies could employ inferential tools to determine the effect of the independent variables on the dependent variable.

Ethical approval statement

Ethical clearance: Ethical clearance was obtained from the Institutional Review Board of the University of Cape Coast (reference number ID (UCCIRB/EXT/2022/24).

Informed consent: Written informed consent was granted by participants for this study.

Author’s contribution

LAD conceptualised and took part in the literature review as well as proofreading the manuscript.

VMM took part in the conceptualisation, literature review and study design.

MS took part in the conceptualisation, design, analysis and writing the final report.

PMA contributed in drafting the paper, design and writing and proofreading the entire manuscript.

JKD was in charge of data collection, design, writing the final report and proofreading the entire manuscript.

Additionally, all authors agree to be accountable for all aspects of the work.

Disclosure statement

The authors declare that they have no competing interests in publishing this article.

Availability of data and materials

The datasets for this study are available from the corresponding author upon reasonable request.

Additional information

Funding

This study was funded by the Directorate of Research Innovation and Consultancy, University of Cape Coast; University of Cape Coast, DRIC.

Appendix A:

Reliability results

Table

Variables	Number of items	Cronbach’s alpha
Attitude of stakeholders	21	0.911
Policy implementation	4	0.871
Monitoring and evaluation	7	0.888
Perceived relevance	10	0.968
Career success	8	0.921
Overall	50	0.928