This research contended that Guidance and Counselling transcend provision of helping services for adolescent secondary school students but encompass delivery of such supports to their teachers. It aimed to evaluate whether the latter were utilising the Services, using five research questions. Descriptive survey design was adopted, leading to random sampling of 384 constituents of the target population. A 20 item structured questionnaire (Guidance Utilisation Evaluation Scale for Teachers-GUEST) was developed and administered as research instrument. Responses were projected based on Four Likert Scale type Format, with professionals and pilot tests respectively substantiating instrument’s validity and reliability. Data were analysed using mean scores, ensuing in the following findings: teachers supposed G and C functions as students’ services and did not utilise them; such functions were not extended to teachers as beneficiaries, but buddies; teachers merely sought practitioners’ aids for student and school developments; there were dearth of necessary teacher-support resources in school G and C units; absence of sufficient G and C functions consciousness impeded its utilisation among teachers; they were hardly motivated to seek G and C aids from their schools’ practitioners. Ultimately, expansion of the programme’s delineation was proposed for apt erudition of counsellor facilitation and counsellee/client participation.
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