School counselor effectiveness as determined by classroom teachers' perceptions

Keywords

Educational counseling; Student counselors -- Training of

Abstract

The perspective of classroom teachers has not been adequately considered when discussing whether school counselors need previous teaching experience. The issue of requiring previous teaching experience for school counselors has been considered by school administrators, school counselors, and counselor educators. This study involved classroom teachers as they evaluate the quality of service provided by school counselors at their perspective schools. The subjects 184 classroom teachers and 52 school counselors at various elementary and middle schools in Orange and Seminole counties. School counselors who agreed to participate in the study selected up to five classroom teachers to evaluate their service. Classroom teachers completed an instrument designed by the investigator. Results from classroom teachers who worked with school counselors withour teaching experience were compared to the results from classroom teachers who worked with school counselors with teaching experience. The opinions of classroom teachers at urban and suburban schools were compared with respect to school counselors having previous teaching experience. Results indicated that there was no overall difference between the two groups, however when the survey items were individually analyzed, some significant results were obtained. Significant results favored school counselors without teaching experience in both cases.

Notes

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Graduation Date

2003

Advisor

Robinson, Edward H.

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Child, Family and Community Sciences

Format

PDF

Pages

106 p.

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Identifier

DP0029101

Subjects

Dissertations, Academic -- Education; Education -- Dissertations, Academic

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