A Survey Of School Counselors And School Principals Perceptions Of The School Counselor Role On A Status Quo Change Agent Attitude Continuum And School Counselors Job Satisfaction
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Author | : Federico Cordova |
Publisher | : |
Total Pages | : 234 |
Release | : 1980 |
Genre | : Educational counseling |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 994 |
Release | : 1984 |
Genre | : Dissertations, Academic |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 604 |
Release | : 1980 |
Genre | : Dissertation abstracts |
ISBN | : |
Author | : Marybel Lafuente Ruiz |
Publisher | : |
Total Pages | : |
Release | : 2015 |
Genre | : |
ISBN | : |
Despite the development of the American School Counseling Association's National Standards for school counseling programs, the school counseling profession continues to struggle with role ambiguity and role conflict. In an effort to gain additional information regarding the school counselors' role, this study employed a research survey design to examine the principals' and counselors' perceptions of the school counselors' role and to investigate the similarities and differences between those perceptions. A purposeful sample of 141 public school principals and 149 counselors from elementary and secondary schools located within Region 4 in southeast Texas were solicited to complete a modified version of the School Counselor Activity Rating Scale (SCARS) (Scarborough, 2005). The researcher analyzed the data obtained from the SCARS by calculating frequency distributions and percentages for each statement of the SCARS to determine which activities were perceived by principals and counselors as most and least important. The findings of this study indicate the majority of principals and counselors have similar perceptions on 35 of the activities and differing perceptions on 15 of the activities measured on the SCARS.
Author | : Benjamin K. Ruby |
Publisher | : |
Total Pages | : 105 |
Release | : 2010 |
Genre | : Counseling in elementary education |
ISBN | : |
This qualitative study analyzed the perceptions of public school principals and assistant principals regarding the appropriateness of school counselor duty assignments. Perceptions of the participants were compared to the recommendations published in 2005 by the American School Counselor Association (ASCA) in its National Model. Further comparisons were made between the perceptions of elementary and secondary administrators. Participants (N=91) represented 15 of the 16 school districts in one south central county in Pennsylvania. A survey was used to collect data as well as subsequent interviews with 12 randomly-selected participants. Results indicated that although most participants rated themselves as only slightly familiar with the ASCA National Model, their perceptions regarding which counselor duties were important and which were not important matched the recommendations in the model. The duty ranked most differently by elementary and secondary principals was the delivery of classroom guidance lessons, which the elementary principals felt was much more important than the secondary principals. Although some non-counseling duty assignments were discovered during the data collection process, results indicated a very favorable outlook for school counselors who wish to comply with the ASCA National Model and implement an effective comprehensive guidance program for their school.
Author | : |
Publisher | : |
Total Pages | : |
Release | : 1996 |
Genre | : |
ISBN | : |
Author | : Chandrea S. Everett |
Publisher | : |
Total Pages | : 0 |
Release | : 2024 |
Genre | : Educational counseling |
ISBN | : |
"This study examined the perceptions of elementary, middle, and high school counselors and principals regarding school counselor job duties and their impact on the school counselor-principal relationship; findings revealed significant differences in perceptions between school counselors and principals regarding counseling, coordination, curriculum, and consultation duties. However, they shared similar perspectives on non-counseling duties."--from abstract
Author | : Judith Kitchens Quinif |
Publisher | : |
Total Pages | : 78 |
Release | : 1984 |
Genre | : Student counselors |
ISBN | : |
Author | : Brant-Rajahn, Sarah N. |
Publisher | : IGI Global |
Total Pages | : 383 |
Release | : 2022-05-06 |
Genre | : Education |
ISBN | : 1799895165 |
Systemic oppression continues to disenfranchise students at the intersections of race, ethnicity, gender identity, sexual orientation, immigrant status, religion, ableism, and economic status. Because of this, school counselors are called to function as advocates and change agents, but often find themselves underprepared to address these oppressive systems in schools. It is vital that school counselors are provided resources that enable them to increase their preparedness and allow them to address oppressive practices within schools as well as work with diverse populations using culturally affirming and antiracist practices. Developing, Delivering, and Sustaining School Counseling Practices Through a Culturally Affirming Lens informs culturally affirming and antiracist professional practice and advocacy work by school counselors. It serves as a learning tool that better prepares school counselors to address the needs of marginalized students and work as effective change agents to disrupt systemic oppression in school settings. Covering topics such as professional identity, racial trauma, and social justice, this book serves as a dynamic resource for school counselor educators, school counselors-in-training, school counselors, directors, supervisors, district leaders and administration, researchers, and academicians as they implement antiracist, social justice, and culturally affirming practices in school settings and academia.
Author | : Joseph M.. Gordon |
Publisher | : |
Total Pages | : 244 |
Release | : 2019 |
Genre | : Educational counseling |
ISBN | : |
The purpose of this study was to investigate principals' perceptions of school counselor roles and responsibilities. Participants completed perception surveys prior to and following a training on state and national models of school counseling practice. Analysis of demographic data and pre- and posttest survey responses showed training on state and national models of practice impacted principal perceptions of certain school counseling tasks. Data also showed a relationship between perceptions and years of experience. Qualitative data further examined principals' perceptions of school counselor roles and comprehensive school counseling programs.