COMPREHENSIVE SCHOOL COUNSELING PROGRAMS: AGREEMENT BETWEEN SCHOOL COUNSELORS AND PRINCIPALS - PowerPoint PPT Presentation

About This Presentation
Title:

COMPREHENSIVE SCHOOL COUNSELING PROGRAMS: AGREEMENT BETWEEN SCHOOL COUNSELORS AND PRINCIPALS

Description:

Car Pl. 465 13.4 4.61 56 12.5 5.16 1.35 .18. Assessment 465 8.4 2.23 56 7.9 ... Correlations of Counselors' and Principals' Ratings for the Importance of and ... – PowerPoint PPT presentation

Number of Views:455
Avg rating:3.0/5.0
Slides: 47
Provided by: facsta9
Learn more at: http://facstaff.uwa.edu
Category:

less

Transcript and Presenter's Notes

Title: COMPREHENSIVE SCHOOL COUNSELING PROGRAMS: AGREEMENT BETWEEN SCHOOL COUNSELORS AND PRINCIPALS


1
COMPREHENSIVE SCHOOL COUNSELING PROGRAMS
AGREEMENT BETWEEN SCHOOL COUNSELORS AND PRINCIPALS
2
Purpose
  • To determine the extent of the levels of
    agreement between Alabama school counselors and
    principals about the
  • (a) importance of and (b) existence of 44
    professional CSCP activities in K-12 Alabama
    public schools

3
Literature Review
  • Pre-service training and collaboration rarely
    exist (Shoffner Williamson). School counselors
    are engaged in school activities only remotely
    related to their training (Baker).
  • Principals support and agreement for programs
    are necessary for effective school counseling
    activities to be provided (Burnham Burnham
    Jackson Hogan).
  • Program models exist (Alabama Plan ASCA National
    Model Erford Gysbers Myrick) yet, counselors
    express difficulty establishing and implementing
    a CSCP activities (Niebuhr, Niebuhr,
    Cleveland).
  • Counselors do activities expected of professional
    educators in that they transmit cultural values
    and train children to be functional citizens to
    adapt and live productive lives (Dewey).
  • However, research indicates individuals loose
    commitment to their jobs when they experience
    role conflict or role ambiguity (Rizzo, House,
    and Lirtzman).

4
Procedure
  • Permission obtained from doctoral committee, IRB,
    and Alabama SDE to conduct survey
  • Surveys mailed by regular mail to K-12 Alabama
    public school counselors and e-mailed to
    principals with correct school e-mail addresses

5
Methodology
  • Instrument Counselor Program Survey (CPS)
  • CPS, Part I
  • Six Professional Program Domains Questions 1-44
  • Organizational Administrational Services (8
    items)
  • Counseling Programs and Services ((7 items)
  • Educational Career Planning Services (11 items)
  • Student Assessment Services (7 items)
  • Classroom Guidance Activities (6 items)
  • Professional Development Skills (5 items)
  • CPS, Part II
  • Other research interests
  • Demographic data (questions 1-9)
  • Counselor role conflict (questions 10 11)
  • Non-guidance activities (question 12)
  • Other activities (extra-curricular activities
    question 13)
  • Teach regular classes (question 14)
  • Program improvement (questions 15 16)

6
  • Statistical Analyses
  • Independent t test - overall levels of agreement
    about the (a) importance of and (b) existence of
    44 CSCP activities
  • Independent t test - levels of agreement about
    the (a) importance and (b) existence of 44 CSCP
    activities within six domains
  • Pearson Product Moment Correlation -
    relationships of the importance of the 44 CSCP
    activities to the existence of the 44 CSCP
    activities for the (a) overall activities, (b)
    activities within the 6 domains, and (c) 44
    individual CSCP activities
  • Chi-square test of independence - affirmative
    ratings for the (a) importance of the 44 CSCP
    activities and the (b) acknowledgement of the
    existence of the 44 CSCP activities

7
Demographics
Table 1
  • Gender
  • 46 Male Counselors
  • (10)
  • 418 Female Counselors
  • 1 Female Supervisor (90)
  • 34 Male Principals
  • (60)
  • 22 Female Principals (40)
  • Professional Training
  • Masters
  • 349 School Counselors (76)
  • 26 Principals (46)
  • Specialist
  • 66 School Counselors (12)
  • 19 Principals (34)
  • Doctorate
  • 14 School Counselors (4)
  • 6 Principals (11)

8
Demographics
Table 1 continued
  • School Experience
  • School Counselors
  • 1-5 years 51 (10)
  • 6 -15 years 130 (28)
  • 15-25 years 132 (29)
  • 26-35 years 129 (28)
  • Principals
  • 1-5 years 8 (14)
  • 6-15 years 8 (14)
  • 15-25 years 19 (34)
  • 26-30 years 19 (34)
  • Schools Levels
  • School Counselors
  • K-12 51 (10)
  • Elementary 177 (34)
  • Middle School 95 (18)
  • High School 134 (26)
  • Principals
  • K-12 10 (17)
  • Elementary 11 (17)
  • Middle School 9 (16)
  • High School 24 (43)

9
Research Questions 1 2
  • Are there differences in the levels of agreement
    between K-12 professional counselors and
    principals about
  • (1) the importance of, and
  • (2) the existence of
  • CSCP activities in Alabama public schools?

10
  • Table 2
  • Overall Agreement for the Importance of and the
    Existence
  • of Comprehensive School Counseling Program (CSCP)
  • Activities
  • __________________________________
  • Variable n M SD t p
    ___________________________________
  • Importance
  • Counselors 461 50.34 9.63 1.31 .19
  • Principals 55 48.51 11.27
  • Existence
  • Counselors 458 52.78 12.21 -.53 .60
  • Principals 55 53.95 15.88

11
Research Question 3
  • Are there differences in the levels of
    agreement between K-12 professional school
    counselors and principals about the importance of
    CSCP activities in Alabama public schools when
    the activities are grouped within 6 program
    domains
  • Domain I, Organizational and
    Administrational Services
  • Domain II, School Programs and Services
  • Domain III, Educational and Career Planning
    Services
  • Domain IV, Student Assessment Services
  • Domain V, Classroom Guidance Activities
  • Domain VI, Professional Development Skills?

12
  • Table 3
  • Levels of Agreement for the Importance of the Six
    Comprehensive School Counseling Program Domains
  • __________________________________________________
    ____
  • Domain Counselor Principal
  • n M SD n M SD t
    p
  • __________________________________________________
    ____
  • IMPORTANCE
  • Sch. Org/Adm. 464 8.7 1.83 55 8.5
    1.92 .60 .55
  • Prog. Serv. 465 8.1 2.31 55 8.0 1.94
    .46 .65
  • Ed. Car Pl. 465 13.4 4.61 56 12.5 5.16
    1.35 .18
  • Assessment 465 8.4 2.23 56 7.9 2.44
    1.63 .10
  • Class.Guidance 465 6.2 1.58 56 6.5 1.54
    -1.27 .21
  • Profess. Dev. 465 5.1 1.05 56 5.1
    1.50 .35 .72

13
Research Question 4
  • Are there differences in the levels of agreement
    between K-12 professional school counselors and
    principals about the existence of CSCP activities
    in Alabama public schools when the activities are
    grouped within 6 program domains
  • Domain I, Organizational and
    Administration of Services
  • Domain II, School Programs and Services
  • Domain III, Educational and Career Planning
    Services
  • Domain IV, Student Assessment Services,
  • Domain V, Classroom Guidance Activities
  • Domain VI, Professional Development Skills

14
  • Table 3 (continued).
  • Levels of Agreement for the Existence of the Six
    Comprehensive School Counseling Program Domains
  • __________________________________________________
    _______
  • Domain Counselor Principal
  • n M SD n M SD
    t p
  • __________________________________________________
    ________
  • EXISTENCE
  • Sch. Org/Adm. 465 8.8 2.81 56 9.7
    3.19 -2.11 .03
  • Prog. Ser. 465 8.9 2.83 56 9.1
    3.10 -.55 .59
  • Ed. Car. Plan. 465 14.9 4.63 56 14.8
    5.70 1.04 .30
  • Assessment 465 8.2 2.57 56 8.3
    2.64 -.34 .73
  • Class. Guidance 465 6.2 2.26 56
    7.1 3.06 -2.06 .04
  • Profess. Dev. 465 5.0 1.61 56 5.6
    1.65 -2.57 .01

15
  • Higher proportion of school counselors than
    principals reported the existence of CSCP
    activities in the following 3 domains
  • Domain I Organization and Administration of
    Services
  • Domain V Classroom Guidance Activities
  • Domain VI Professional Development

16
  • Correlations of Counselors and Principals
    Ratings for the Importance of and the Existence
    of Comprehensive School Counseling Program
    Activities

17
  • Table 4
  • Correlations of Counselors and Principals
    Ratings of the Importance and Existence of CSCP
    Activities
  • __________________________________________________
    ______
  • CPS Item CSCP Activity r
  • DOMAIN I SCHOOL ORG/ADMIN. OF SERVICES
    .35
  • 1.Counselors plan their counseling program with
    an advisory committee. .21
  • 2.Counselors are included in development of the
    school improvement plan. .20
  • 3.Counselors develop annual program plan.
    .35
  • 4.Counselors share classroom guidance plans with
    administration and staff. .40
  • 5.Counselors complete a yearly program plan based
    on needs assessment. .38
  • 6.Counselors provide in-service for staff at
    administrators request. .28
  • 7.Counselors use a yearly calendar to plan
    classroom visits. .36
  • 8. Counselors provide referral services to
    community resources. .20

18
(No Transcript)
19
(No Transcript)
20
(No Transcript)
21
(No Transcript)
22
(No Transcript)
23
Results of the Pearson r analysis
  • Moderate positive correlations between
    importance and existence ratings
  • Some individual CSCP items yielded low
    correlations
  • Correlations of overall items was moderate
  • (r .56)
  • (p .05 level of significance)

24
  • Chi Square Analysis of the Ratings of the
    Importance of and Existence of each of the 44
    CSCP Activities

25
(No Transcript)
26
(No Transcript)
27
(No Transcript)
28
(No Transcript)
29
(No Transcript)
30
(No Transcript)
31
Differences in Ratings of Importance
  • Domain II (Programs Services)
  • Greater percentage of principals (94) reported
    that counselors should schedule classroom visits
    with teachers using a yearly calendar counselors
    (84).
  • Domain III (Education/Career Planning)
  • Greater proportion of principals (88) reported
    counselors should provide a career guidance
    section in library counselors (66).

32
Differences in Ratings of Importance
  • Domain III (Education/Career Planning)
  • Greater percentage of principals (81) reported
    that counselors should provide a career center in
    guidance office counselors (66).
  • Greater percentage of counselors (88) reported
    that counselors should provide yearly career
    activities principals (73).
  • Greater percentage of principals (77) reported
    that school counselors should provide financial
    aid information assistance with students forms
    counselors (62).

33
Differences in Ratings of Importance
  • Domain IV (Assessment)
  • Greater percentage of principals (51) reported
    that counselors should conduct diagnostic testing
    of SPED students counselors (33).
  • Greater percentage of principals (75) reported
    that counselors should represent the principal as
    the LEA at SPED meetings counselors (33).

34
Differences in Reported Existenceof CSCP
Activities
  • Domain I (Organization Administration)
  • Greater percentage of counselors (88)
    acknowledged that counselors developed an annual
    program plan principals (70).
  • Greater percentage of counselors (86)
    acknowledged that counselors provided in-service
    for staff
  • principals (72).
  • Greater percentage of counselors (86)
    acknowledged that school counselor used yearly
    calendar to plan classroom visits with teachers
    principals (74).
  • Greater percentage of counselors (96)
    acknowledged that counselors provided referral
    services to the community principals (85).

35
Differences in Reported Existenceof CSCP
Activities
  • Domain III (Education/Career Planning)
  • A greater percentage of principals (66) reported
    that counselors provided career guidance section
    in the library counselors (42).
  • A greater percentage of counselors (82) reported
    that counselors provided yearly career activities
  • principals (63).
  • A greater percentage of principals (73) reported
    that counselors provided financial aid
    information for students counselors (50).
  • A greater percentage of principals (63) reported
    that counselors provided career-oriented field
    trips counselors (44).

36
Differences in Reported Existenceof CSCP
Activities
  • Domain IV (Assessment)
  • A greater percentage of counselors (94) reported
    that counselors functioned as school test
    coordinators principals (83.
  • A greater percentage of principals (43) reported
    that counselors conducted diagnostic testing for
    SPED students counselors (27).
  • A greater percentage of counselors (92) reported
    that counselors provided teachers with test
    schedules principals (80).

37
Differences in Reported Existenceof CSCP
Activities
  • Domain V (Classroom Guidance)
  • A greater percentage of counselors (80) reported
    that counselors were teaching communication
    skills principals (65).
  • A greater percentage of counselors (88) reported
    that counselors taught decision-making skills
  • principals (69).
  • A greater percentage of counselors (89) reported
    that counselors taught students how to handle
    group pressure principals (75).
  • A greater percentage of counselors (91) reported
    that counselors promoted abstinence programs
  • principals (77).

38
Differences in Reported Existenceof CSCP
Activities
  • Domain V (continued)
  • A greater percentage of counselors (89) reported
    that counselors taught coping skills principals
    (73).
  • Domain VI (Professional Development)
  • A greater percentage of counselors (98) reported
    that counselors used good communication skills
    principals (87).
  • A greater percentage of counselors (94) reported
    that counselors initiated new programs as needed
    principals (80).

39
Additional Research Interests
  • Role conflict in implementing CSCP activities in
    public schools
  • Non-guidance activities assigned to professional
    school counselors
  • Other (extra-curricular) duties assigned to
    professional school counselors
  • Teaching regular classes
  • Improvement for Comprehensive School Counseling
    Programs

40
  • Table 5
  • Frequency of School Counselors and Principals who
    Reported the Presence of Additional Concerns for
    Counselors/Counseling Program
  • ___________________________________________
  • Additional Concerns Counselorsa
    Principalsb

  • f f
  • ___________________________________________
  • Role Conflict 311
    67 21 38
  • Non-guidance Activities 246 53
    5 9
  • Extra - Curricular Duties 101 30
    0 0
  • Regular Classes 14
    4 0 0
  • Needs Improvement 266 78
    18 36
  • aNumber of counselors 465. bNumber of
    principals 56

41
Examples of Duties/Activities Principals Assigned
School Counselors
  • Clerical tasks and data entry
  • School-wide test coordinators
  • Maintenance of grades/records
  • Substitute teaching substituting for principal
    while principal attends meetings
  • Registration and scheduling of all students
  • Discipline of students
  • Special education activities planning and
    attending IEP meetings occupational diploma
    portfolio evaluations
  • Special education testing representing
    principals as LEA at IEP meetings

42
Implications
  • Possibly, school counselors and principals
  • View CSCP activities differently
  • Collaboration for the counseling program is
    needed
  • Possible, principals assign (inappropriate)
    duties
  • Possibly, some CSCP activities existed, but
    principals were not aware of the activities
  • Better communications between counselors and
    principals needed
  • Some CSCP activities may not have obvious impact
    on students

43
To Promote Agreement Between School Counselors
and Principals
  • Replicate the study
  • Use sample from all levels more principals
  • Delete any CPS items not applicable to all school
    levels
  • Conduct a qualitative study
  • In-depth understanding of school counselors role
    conflict
  • Actual activities/duties counselors conduct

44
To Promote Agreement Between School Counselors
and Principals
  • Provide professional development activities
  • Encourage activities based on state/national
    models and program activities
  • Address different expectations
  • Collaboration for school counseling program
    planning
  • Address evaluation
  • Classroom guidance activities to promote
    personal/social skills of students
  • Pre/post test for each activity in classroom

45
To Promote Agreement Between School Counselors
and Principals
  • Address career development activities
  • Utilize career center for all levels
  • Build a consensus for utilizing web sites for
    career activities
  • Individual schools decide where to locate career
    center
  • Address inappropriate roles
  • diagnostic testing for SPED students
  • LEA for principals
  • school-wide test coordinator

46
  • History shows that unless the role of a
    school counselor is clearly established, the
    whims of the times can threaten the very
    existence of counselor positions. We can point to
    some pockets of excellence, where school
    counselors have created exemplary programs and
    implemented successful counselor interventions.
    We talk about them with pride. On the other hand,
    there are school counselors who need help in
    defining, clarifying and advocating their role
    and function (Myrick, ASCA, 2003, pp. 6-7).
Write a Comment
User Comments (0)
About PowerShow.com