Abstract

Objective: The limitations for incorporating the counseling services as an institutional mechanism at school level have gained recent attention in the context of Pakistan. The current study aimed to explore teachers’ perspective regarding their role and practices in meeting the counseling needs of the high school students.
Study Design: Qualitative inquiry using thematic analysis approach.
Place and Duration of Study: Rawalpindi Region Schools, from Jan to Jun 2017.
Methodology: A sample of high school teachers (n=30) employed in Government owned schools of Rawalpindi region were approached. Five focus group discussions were conducted within school premises. Each group comprised five to six teachers. A focus group protocol was developed considering the literature mapping and study objectives.
Results: Focus group analysis using thematic analysis approach signified the interplay of various implicit and explicit factors which can hamper the learning and progress of students in various ways. The analysis demonstrated that other than academics, students are concerned to seek assistance and guidance in personal/ self- development, social, interpersonal and vocational domains.
Conclusion: The study findings highlighted the recognized need and receptivity for initiating structured counseling services at school level addressing the academic, career and social issues of high school students.