Administrative Support for School Guidance and Counselling, Academic Adjustustment and Intended Retention in Ghana
Year: 2026
Type: preprint
Study design: Observational Study
Abstract: Guidance and counselling services are major in helping students cope with academic challenges and remain committed to their education, to a significant degree; still, the efficacy of all the services may rest on the administrative support offered by educational institutions; this study inspected this relationship between guidance and counselling administrative support, students' academic adjustment and their intention to remain in school, broadly speaking. Administrative support was positively associated with academic adjustment and intended retention when dissected separately; and thus, descriptive statistics, connection and regression analyses were applied, disclosing reasonable administrative support, with concerns about inadequate counselling facilities, curbed coordinator availability and competing staff responsibilities. From this perspective, one quantitative cross-sectional survey was ran at the University of Skills Training and Entrepreneurial Development (USTED), Ghana, applying convenience sampling; data were collected through Google Forms distributed via WhatsApp groups, creating 161 responses, embedding 65 students whose responses formed the central assessment. Still academic adjustment emerged as the stronger predictor of intended retention when both factors were considered together, explaining roughly 43% of the departure in students' responses; the findings are implying that students' ability to manage academic demands, examination pressure and study responsibilities is especially vital to their willingness to continue their education. The study is recommending strengthening counselling facilities, allocating dedicated counselling time and providing coordinated academic support to sharpen students' educational experiences.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7225326772