This study utilized a qualitative grounded theory design to evaluate the perceptions about the school counselor role held by thirteen school administrators employed in a public elementary, middle, or high schools in a large county in a South Atlantic state. The study was designed to build a deeper understanding of how school administrators conceptualized the school counselor role. To evaluate those perceptions, the researcher analyzed data collected from face-to-face interviews. The findings from this qualitative data analysis study revealed that the school administrators' perceptions of school counselors' role inclined to support the American School Counseling Association (ASCA) National Model assuming that school administrators view the duties of the school counselor predominantly as addressing and assessing a student's academic and behavioral needs, utilizing data to assess needs, and being incorporated in the leadership team at the school. Moreover, the results of this study (a) can offer direction to school counselors in selecting individual professional development goals and (b) can add perspective to the design of school counselor preparation programs.
|Commitee:||Norton, Terri R., Sampson, Randall|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 73/07(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration, School counseling|
|Keywords:||American School Counseling Association, School administrators, School counselors|
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