How Principal-counselor Relationships Impact Counselors' Perceived Self-efficacy and Autonomy in Elementary Schools PDF Download
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Author: Terry Rainwater
Publisher:
ISBN: 9781109881370
Category : Elementary school counselors
Languages : en
Pages : 184
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Book Description
The purpose of this study was to examine and describe principal-counselor relationships in 10 different elementary schools and the impact that relationship had on counselors' perceived self-efficacy and autonomy. Ten elementary principals and 10 professional elementary school counselors in 10 different public elementary schools participated in the study. Data were collected using three methods: a questionnaire soliciting demographic information, open-ended interviews with elementary principals and professional school counselors in the ten different elementary schools and two different school districts, and member checks.
Author: Terry Rainwater
Publisher:
ISBN: 9781109881370
Category : Elementary school counselors
Languages : en
Pages : 184
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Book Description
The purpose of this study was to examine and describe principal-counselor relationships in 10 different elementary schools and the impact that relationship had on counselors' perceived self-efficacy and autonomy. Ten elementary principals and 10 professional elementary school counselors in 10 different public elementary schools participated in the study. Data were collected using three methods: a questionnaire soliciting demographic information, open-ended interviews with elementary principals and professional school counselors in the ten different elementary schools and two different school districts, and member checks.
Author: Michelle A. Mitcham-Smith
Publisher:
ISBN:
Category :
Languages : en
Pages : 111
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Book Description
Recommendations were made for preparation and practice of school counselors in counselor education programs. Additionally, suggestions were made for increased collaboration between counselor education programs and the school counseling programs in local schools to promote more integration of theory into practice. Furthermore, recommendations were offered for school principals and directors of school counseling programs to better utilize the expertise of professional school counselors in the school system.
Author: Allison Paolini
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This study examined the degree and frequency to which school counselors' utilized accountability measures and deliberate practice and their impact on perceived levels of counselor self-efficacy, as well as, perceived levels of student academic success. This study attempted to answer several critical questions regarding school counselor accountability and deliberate practice. It assessed the relationship between receipt of formal training in the American School Counseling Association Model (ASCA) or another counseling model and likelihood of using ASCA principles, the relationship between years of work experience and use of accountability measures and deliberate practice, the relationship between use of accountability measures and deliberate practice on perceived levels of counselor self-efficacy, and the relationship between use of accountability measures and deliberate practice on perceived levels of student academic success; that is the degree to which counselors' believe their services impact students' outcomes. This study included a national sample of 1,084 currently practicing school counselors who were members of ASCA and responded to a web-based survey on school counselor practices. Three of the four hypotheses were either partially or fully supported and one hypothesis was unsupported by the findings. The first hypothesis was fully supported in that participants who received formal ASCA training were found to be more likely to implement ASCA principles (accountability measures and deliberate practice) on a regular basis. The second hypothesis was unsupported by the findings, which indicated years of accumulative school counseling experience would be positively associated with use of ASCA principles.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 634
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Book Description
Author: Chandrea S. Everett
Publisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 0
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Book Description
"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: Katina Bookard
Publisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 112
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Book Description
The purpose of this correlational study was to test to see if there was a relationship between time reduction of the roles and responsibilities of a school counselor and the Response to Intervention (RTI) process in an elementary school setting. This study examined the perceived effects of the RTI process on the roles and responsibilities of a school counselor. This study will looked at the perception of self- efficacy of school counselors and if they feel they are being effective to the students they serve. School counselors from elementary schools in North Carolina completed the Concerns-Based Adoption Model of the Stages of Concern questionnaire that accesses information about people's attitudes, reactions, or feelings about a program or practice. School counselors are known for only dealing with social and emotional problems of students in schools across the country. After the No Child Left Behind (NCLB) act, every educator in the school has been given the responsibility of teaching academics in K-12 schools including school counselors. The majority of the time, school counselors lead or participate in problem solving teams which give them the opportunity to fulfill the requirement of reaching students academically. NCLB and RTI reflect the same goal of providing a high quality education for every child. RTI is a multi-tiered approach to help struggling learners. Using student outcome data, RTI can be used to make decisions about interventions needed for students to improve academically. The finds from this study indicated a positive correlation between the criterion variable (RTI process) and time reduction, perception of self-efficacy, and academic achievement. There was no significance with Exceptional Children's referrals and placement of Exceptional Children's placement.
Author: Karen M. Swoboda
Publisher:
ISBN:
Category : Catholic Church
Languages : en
Pages : 312
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Book Description
The purpose of this study was to assess the leadership self-efficacy of elementary/middle level principals of Catholic schools in Southern New England. It examined their perceived competence in relationship to various aspects of their role and responsibilities as principal as outlined in professional standards. By studying the self-efficacy of current principals, insight into key issues for formation and retention of educational leaders emerged (Eberhard, 2013). This study used a two-phase, mixed methods sequential explanatory design. In the first phase, a questionnaire designed to measure self-efficacy of school leaders in terms of their major role and responsibilities provided quantitative data for elementary/middle level principals of Catholic schools in five dioceses. In the second phase, expert interviews were conducted to obtain insight into their perceptions of self-efficacy and the role dimensions (Creswell, 2009; Creswell & Plano Clark, 2011). The research questions that guided this study were: What are the levels of self-efficacy regarding their leadership roles and responsibilities among elementary/middle Catholic school principals? Is there a relationship between elementary/middle Catholic school principals’ self-efficacy regarding their leadership roles and responsibilities and a number of leadership preparation/academic experience variables? What do elementary/middle Catholic school principals perceive to contribute to their success as administrators in a Catholic school setting? What roadblocks to success and effectiveness do they report in terms of their overall preparation and experience relating to the work? ^ Quantitative data (N=36) were collected using an on-line questionnaire measuring self-efficacy on nine dimensions (5-point Likert scale; Not Very Confident-Very Confident). Qualitative data were collected using interviews (N=6) with survey respondents who agreed to participate in the second phase of this study. Highest means were reported in communications (
Author: Bonni Nickens Behrend
Publisher:
ISBN:
Category : Counseling in elementary education
Languages : en
Pages : 250
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Book Description
School Counselors are vital to a healthy school system. However, due to the multifaceted nature of the work, the role of an elementary school counselor can be challenging to define. This increases the likelihood for role ambiguity in the workplace which can lead to a lowered sense of efficacy. Because not much research exists on the internalized process of efficacy with elementary school counselors, the purpose of this study was to explore how elementary school counselors manifest self-efficacy in the workplace. Findings suggest that the efficacy of the elementary school counselors interviewed was primarily based on the quality of the relationships between the counselor and stakeholders within the school system such as: teachers, children, administrators, and parents. Efficacy was also affected by the overall school climate, the level of perceived support and trust from administration, and the counselor's sense of professional respect from the other school agents. Efficacy for those interviewed was also affected by negative mental health stigmas from outside and within the school system. It is the hope that such information can be used to inform the practice of school counselors as well as inform the training of future school counselors. Recommendations for further research are included.
Author: Allison Paolini
Publisher:
ISBN: 9783659230332
Category :
Languages : en
Pages : 0
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Book Description
Author: Douglas M. Silvernell
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 127
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Book Description
Given the increasing emphasis on student achievement in the public school setting the development of building leadership is vitally important. As a school-based factor, principal leadership is second in its impact only to the effects of the classroom teacher (Leithwood, Louis, Anderson, & Wahlstrom, 2004; Darling-Hammond, Davis, LaPointe, and Meyerson, 2005; Leithwood and Jantzi, 2006; Bush, 2009). There has been recent emphasis on the redevelopment of standards of practice for building principals at both the national level with the Professional Standards for Educational Leaders (PSEL) developed by the National Policy Board for Educational Administration to replace the ISLLC standards (Council of Chief State School Officers, 2016). Additionally, the New York State Education Department empowered a panel entitled the Principal Project Advisory Team (New York State Department of Education, 2017) to develop recommendations for the department for the implementation of a new set of standards for principals based on research using these PSEL standards as a basis. The purpose of this correlational quantitative study was to explore the relationship between the participation of New York State middle-level principals in sustained professional development programs and their sense of self-efficacy in their roles as instructional leaders. Additionally, the relationship between the principals' perceived self-efficacy and the actions they take as leaders was explored through the lens of three of the twenty-one principal responsibilities outlined by Marzano, Waters, and McNulty (2005). The researcher utilized the Principal Self-Efficacy Scale to measure the perceived self-efficacy of middle-level principals in upstate New York. This scale was utilized with the permission of the developer, Dr. Tschannen-Moran (2004) (See Appendix D). Additionally, the researcher designed another series of questions to measure the levels to which these respondents were willing to challenge the status quo in their buildings and their willingness to engage in, and their knowledge of, the curriculum, instruction, and assessment practices in their buildings. The survey was sent to 766 middle-level principals in upstate New York with a 23% response rate. The results of this study did not demonstrate a relationship between a middle-level principal's participation in a sole program of sustained professional development (PD) and their levels of perceived self-efficacy. Neither did it demonstrate a relationship between participation in a third program of sustained PD. However, there was a statistically significant correlation between participation in a second program of sustained PD and a principal's self-efficacy. Additionally, the study was able to demonstrate a significant relationship between a principal's level of perceived self-efficacy and their willingness to challenge the status quo of instructional practices in their building, their willingness to engage in the curricular, instructional, and assessment practices in their buildings, and their knowledge of those practices in their buildings.
