Keywords
School counselor, organizational support
Abstract
Role ambiguity in school counseling is common; therefore, school counselors deal with issues of role conflict, lack of advocacy, and the assignment of inappropriate duties. The American School Counselor Association (2012) National Model was developed to provide school counselors with a framework for the delivery of appropriate school counseling services to students; however, the National Model is not implemented in all school districts. School counselors' perceived organizational support (POS) was hypothesizes as possible variable mitigating the adoption of the ASCA National Model. This study examined the relationship between school counselors' in Central Florida perceived organizational support (as measured by the Survey of Perceived Organizational Support [SPOS]) and their school counseling service delivery (as measured by the School Counselor Activity Rating Scale [SCARS]). Descriptive statistics, multiple linear regression (MLR), and Pearson product-moment correlation (two-tailed) analysis were employed to investigate correlations. MLR analysis was applied to the outcome/dependent variable of POS (total mean SPOS score) and predictor/independent variables of school counseling services delivery (five mean SCARS subscale scores). Overall, the five mean SCARS subscale score predicted only 6.1% of the variance in the school counselors’ mean SPOS scores. In addition, none of the five mean SCARS subscale scores had a statistically significant beta coefficient. Moreover, the results identified that school counselors at the elementary school level had higher POS, SCARS consultation, SCARS curriculum, and SCARS other scores than middle and iv high school counselors. Furthermore, the school counselors with more experience and not working at Title I schools had lower SCARS counseling scores. The school counselors reporting an older age and with a larger counselor-to-student ratio also had higher SCARS curriculum scores.
Notes
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Graduation Date
2013
Semester
Fall
Advisor
Lambie, Glenn
Degree
Doctor of Education (Ed.D.)
College
College of Education and Human Performance
Department
Dean's Office, Education
Degree Program
Education
Format
application/pdf
Identifier
CFE0004999
URL
http://purl.fcla.edu/fcla/etd/CFE0004999
Language
English
Release Date
December 2014
Length of Campus-only Access
1 year
Access Status
Doctoral Dissertation (Open Access)
Subjects
Dissertations, Academic -- Education, Education -- Dissertations, Academic
STARS Citation
Geigel, Vincent, "The Relationship Between Practicing School Counselors' Perceived Organizational Support And Their Service Delivery" (2013). Electronic Theses and Dissertations. 2865.
https://stars.library.ucf.edu/etd/2865