Abstract

Professional School Counselors (PSC) have widely reported an inability to do their job as outlined by the American School Counselor Association (ASCA) National Model® due to being consumed with a large number of other duties as assigned. Paralleling this, PSCs have also reported role ambiguity as a major concern of their overall job satisfaction and self-efficacy. Furthermore, there seems to be a general lack of understanding of the school counselor role among various school personnel. The following mixed-methods study was conducted on a Florida middle school throughout its first full year of implementation of the ASCA National Model® in its school. Employee perceptions of school counselors were analyzed throughout the year using qualitative and quantitative measures to identify what changes, if any, occur in faculty perceptions. Furthermore, role ambiguity of school counselors was addressed.

Notes

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Graduation Date

2022

Semester

Summer

Advisor

Gill, Michele

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

Learning Sciences and Educational Research

Degree Program

Curriculum and Instruction

Identifier

CFE0009211; DP0026815

URL

https://purls.library.ucf.edu/go/DP0026815

Language

English

Release Date

August 2025

Length of Campus-only Access

3 years

Access Status

Doctoral Dissertation (Campus-only Access)

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