ERIC Number: ED339953
Record Type: RIE
Publication Date: 1991-Jul-23
Reference Count: N/A
The Importance of Roles and Functions of Elementary School Counselors as Perceived by Administrators, Counselors, Teachers, and Parents.
Peaslee, Marilynn K.
This study investigated the roles and functions of elementary school counselors as reported by principals, counselors, teachers, and parents. The independent variables investigated were: position, district size, undergraduate major, schools with and without a counselor, age, gender, and years of experience. The instrument consisted of 38 items based upon the roles and functions of counselors delineated by the American School Counselor Association (ASCA). The scores from the five components and the composite of the Counselor Roles and Functions Questionnaire were employed as dependent variables. The components were: counseling; consulting; developmental/career guidance; evaluation and assessment; and guidance program development, coordination and management. The composite comprised 38 items. The sample consisted of 318 subjects, including 44 principals, 28 counselors, 123 teachers, and 123 parents. Results supported the following hypotheses: (1) counselors rated counseling higher than principals; (2) respondents from larger districts rated developmental/career guidance higher than those from small districts; (3) respondents from schools with a counselor rated developmental/career guidance higher than those from schools without a counselor; and (4) respondents from schools with a counselor rated the composite higher than those from schools without a counselor. There were associations between undergraduate major and perceived counselor roles and functions; between age and perceived counselor roles and functions; between years of experience and perceived counselor roles and functions; and between gender and perceived counselor roles and functions. Interactions were also found among the variables tested. (LLL)
Publication Type: Reports - Research; Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Note: M.S. Thesis, Fort Hays State University.