Pastoral, Institutional, and Contextual Challenges Faced By Christian Pastors and Counsellors in Delivering Guidance and Counselling Services in Livingstonia Synod Secondary Schools-Malawi

Christian guidance and counselling constitutes an important component of holistic education by addressing learners’ academic, emotional, social, moral, and spiritual needs. However, the delivery of such services in CCAP Synod of Livingstonia secondary schools is constrained by interconnected pastoral, institutional, and contextual challenges. This study examined the challenges faced by Christian pastors and counsellors in delivering guidance and counselling services in Livingstonia Synod secondary schools, with particular reference to Karonga Presbytery, Malawi. The study was informed by the Common Factors Theory of Counselling and Self-Determination Theory, which provided complementary perspectives on counsellor competence, counselling relationships, institutional context, student motivation, autonomy, competence, and relatedness. A convergent mixed-methods design was employed involving six CCAP Synod secondary schools in Karonga Presbytery. Quantitative data were collected through unstructured questionnaires administered to students, while qualitative data were obtained through interviews with school heads, chaplains, guidance and counselling teachers, and education officials, supplemented by documentary and literature review. Quantitative data were analysed using frequencies, percentages and means while qualitative data were analysed thematically and integrated with quantitative findings. The findings revealed three major categories of challenges. Pastoral challenges included inadequate professional counselling preparation, role conflict between pastoral and counselling responsibilities, and excessive workload. Institutional challenges comprised inadequate counselling personnel, limited counselling materials and technological resources, insufficient dedicated facilities, weak administrative support, and increasing student enrolment. Contextual challenges included stigma and misconceptions about counselling, fear of judgment and inadequate confidentiality, peer influence, family instability, socio-economic difficulties, and changing social and moral realities. The study concludes that although Christian guidance and counselling plays an important role in supporting students’ academic, emotional, social, behavioural, and spiritual development, its effectiveness is constrained when pastoral responsibilities are not matched with professional competencies and when institutional and contextual barriers remain inadequately addressed. The study recommends strengthening institutional support for counselling, recruiting and continuously developing professionally trained Christian counsellors, improving counselling facilities and resources, integrating preventive counselling and life-skills education, strengthening collaboration among schools, parents, churches, and communities, promoting positive student attitudes towards counselling, establishing peer counselling and mentorship programmes, and adapting counselling services to emerging psychosocial and technological challenges. The study contributes context-specific evidence for strengthening the pastoral and educational mission of Christian secondary schools in Malawi.

Christian guidance and counselling; pastoral challenges; institutional challenges; contextual challenges

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