Exploring Students’ Perception of Chaplaincy Services at SDA College of Education, Asokore-Koforidua, Ghana

Bismark Kwasi Osei
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Bismark Kwasi Osei: Department of Arts and Social Sciences, SDA College of Education, Asokore-Koforidua

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 8, 3653-3665

Abstract: Chaplaincy services in educational institutions, including colleges of education, play essential role in providing spiritual, emotional, social, academic and moral support to students. This study explored the perceptions of students at SDA College of Education in Asokore-Koforidua of Ghana, regarding their understanding and awareness of chaplaincy services available in the college, how these services influence their personal development, and their views on the challenges facing them in the provision of chaplaincy services in the college. The study employed the mixed methods approach for data collection and analysis. A simple random sampling technique was used to select a sample size of 100 students for the study. Data were collected using structured questionnaires and in-depth interviews. The data collected from the questionnaire were analyzed, using frequencies and percentages, while the interview’s data were analyzed thematically. The findings of the study revealed that there exists a strong awareness and understanding of chaplaincy services among students of SDA College of Education, Asokore-Koforidua. In addition, the study revealed that chaplaincy services offered in the college have positive impact on students’ personal development in various aspects, including emotional well-being, spiritual growth, social skills, academic performance and moral development. Furthermore, the study revealed that though, students find chaplaincy services to be very effective and supportive, there are still significant concerns regarding confidentiality and accessibility. Based on the findings, it was concluded that, although efforts to promote chaplaincy services in the college have been successful, further improvements are recommended to enhance the overall effectiveness and accessibility of these services for students.

Date: 2024
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