This investigation has been undertaken to determine the extent to which personality guidance receives the necessary attention in secondary schools in the Transvaal. For this investigation the survey was conducted amongst Heads of Department for Educational Guidance in all Afrikaans-medium and double-medium secondary schools in the Transvaal. The theoretical background for the investigation was obtained by studying authoritative literature on the developmental possibilities of the secondary school pupil and the implications thereof for personality guidance. The physical, social, cognitive and emotional developmental possibilities of the adolescent were described as well as possible inherent problems. The task of the school, home and peer group with regard to the pupil's sound personality development was considered. The emphasis, however, was placed on the task of the school and in particular the role of the subject teacher. In the empirical investigation the questionnaire method was used. The SAS-computer programme was applied to determine the average of the responses for each question. From the results of the investigation it appears that 30,5% of the Heads of Department for Educational Guidance believe that personality guidance is thoroughly carried out while 45% are of the opinion that it receives only moderate attention. A further 20,4% describe the guidance provided as unsatisfactory and 4,1% of the Heads of Department indicated that at their schools nothing is being done regarding personality guidance. Even though 75,5% of the respondents reacted positively, it would appear that in practise personality guidance receives only casual attention. It is not specifically pursued and therefore It does not have a lasting effect on the pupils. Ideally the guidance programme should provide for comprehensive and thorough formative personality guidance to pupils. The results of the investigation suggest that there is definite room for Improvement. For the personality programme to be really effective, it is necessary that pupils should be maximally exposed to the contents of the programme while comprehensive involvement of a committed staff is essential. Regular follow-up is necessary to monitor progress and, if necessary, to effect adjustments. / Proefskrif (DEd)--PU vir CHO, 1989

This investigation has been undertaken to determine the extent to which personality guidance receives the necessary attention in secondary schools in the Transvaal. For this investigation the survey was conducted amongst Heads of Department for Educational Guidance in all Afrikaans-medium and double-medium secondary schools in the Transvaal. The theoretical background for the investigation was obtained by studying authoritative literature on the developmental possibilities of the secondary school pupil and the implications thereof for personality guidance. The physical, social, cognitive and emotional developmental possibilities of the adolescent were described as well as possible inherent problems. The task of the school, home and peer group with regard to the pupil's sound personality development was considered. The emphasis, however, was placed on the task of the school and in particular the role of the subject teacher. In the empirical investigation the questionnaire method was used. The SAS-computer programme was applied to determine the average of the responses for each question. From the results of the investigation it appears that 30,5% of the Heads of Department for Educational Guidance believe that personality guidance is thoroughly carried out while 45% are of the opinion that it receives only moderate attention. A further 20,4% describe the guidance provided as unsatisfactory and 4,1% of the Heads of Department indicated that at their schools nothing is being done regarding personality guidance. Even though 75,5% of the respondents reacted positively, it would appear that in practise personality guidance receives only casual attention. It is not specifically pursued and therefore It does not have a lasting effect on the pupils. Ideally the guidance programme should provide for comprehensive and thorough formative personality guidance to pupils. The results of the investigation suggest that there is definite room for Improvement. For the personality programme to be really effective, it is necessary that pupils should be maximally exposed to the contents of the programme while comprehensive involvement of a committed staff is essential. Regular follow-up is necessary to monitor progress and, if necessary, to effect adjustments. / Proefskrif (DEd)--PU vir CHO, 1989