Teacher Perceptions of School Counselors Effectiveness
Teacher Perceptions of School Counselors Effectiveness

Author: Jessica L. Lepak

Publisher:

Published: 2008

Total Pages:

ISBN-13:

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A clear understanding of the school counselor's exact responsibilities has been sought for years. Most recently, the American School Counselor Association (ASCA) has attempted to provide counselors and other school personnel with more precise guidelines as to what tasks are within the school counselor's training and job description. However, even with a national, comprehensive model of school guidance counseling, perceptions of school counselor's responsibilities and effectiveness are greatly debated. This research was conducted to determine teacher perceptions of the role of the school counselor in Wisconsin and to offer recommendations to school counselors regarding best practices in serving students while engaging in a dual role. A total of 33 teachers responded. A modified version of the Classroom Teacher Survey a/School Counselor Effectiveness (Beesley, 2004) was used to evaluate teacher perceptions. Results indicated the teachers' overall adequacy ratings were not affected by the number of additional responsibilities held by the school counselor. The only outcomes that were statistically significant were supervision and substituting for others. Results indicated teachers whose school counselors had two or more additional responsibilities rated their counselor higher in supervision and substituting for others than did those teachers whose counselor had no or only one additional responsibility. Future research is needed to examine the links between multiple roles and school counselor effectiveness.

Teacher Perceptions of the School Counselors Role
Teacher Perceptions of the School Counselors Role

Author: Jenna M. Marchetta

Publisher:

Published: 2011

Total Pages: 54

ISBN-13:

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This manuscript examines faculty perceptions of the school counselor's role. The study takes place in a rural intermediate school district where the participants are the faculty. Participants were asked to strongly agree, agree, strongly disagree or disagree with statements based on what School Counselor's role should be which current research identifies as being the most important responsibilities of a School Counselor. Results of this study reflect that the teachers and staff of this school do value the important responsibilities. However, participants who had more than 10 years of experience, were less likely to value certain roles such as classroom guidance, teacher consultation, and informing faculty of what the School Counselor's role is. What can be taken away from this study is that there are significant gaps in older generation teacher perceptions pertaining to the different knowledge about School Counselors' role responsibilities versus a guidance counselor in the past.

Teachers' Perceptions of the Professional School Counselor Role at Cookeville High School
Teachers' Perceptions of the Professional School Counselor Role at Cookeville High School

Author: Laura Lindsey Russell

Publisher:

Published: 2010

Total Pages: 102

ISBN-13:

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In a survey conducted at Cookeville High School, full-time teachers were asked about their perceptions of the professional school counselor role as defined by the American School Counselor Association. This research revealed that teachers at Cookeville High School have differing views from ASCA at a statistically significant level in regards to what activities school counselors should be engaging in during the school day. Results additionally showed that teachers observed school counselors performing at an acceptable level the tasks that they believed counselors should be performing.

Perceptions on the Importance of Prior Teaching Experience for School Counselor Candidates
Perceptions on the Importance of Prior Teaching Experience for School Counselor Candidates

Author: Wendy Roberts

Publisher:

Published: 2009

Total Pages: 23

ISBN-13:

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Perceptions vary regarding the need for school counseling candidates to have prior teaching experience before working in a school setting. While some believe that teaching experience adds to the credibility and skill set of the school counselor, others believe that classroom management, discipline and lesson design can be learned through the practicum, internship or on-the-job training provided to school counseling candidates. Schools often have their own climate and school politics to contend with. Each setting offers unique challenges for the new counselor based on the job description, administrator needs and school expectations. Knowing how to best meet the diverse needs of the new job setting, school counselors are often ill-equipped to enter the work setting with all the background experience necessary without prior teaching experience. Counselor educator programs who provide hands-on experience, regular contact with educators and opportunities to observe and interact with current professionals in the schools give school counseling candidates much of what they will need to be effective in the classroom. Additional courses to strengthen lesson planning and development, classroom management and discipline and strategies for development of accommodations for students with limited English speaking ability and accommodations for students with disabilities all may help counseling candidates overcome limited classroom experiences with valuable insight to help them understand school politics and ways to best serve all students in a school setting.