PERCEPTIONS OF SCHOOL COUNSELORS AND SCHOOL ADMINISTRATORS WITH RESPECT TO THE ROLES OF SCHOOL COUNSELORS AS THEY IMPLEMENT THE NEW YORK STATE COMPREHENSIVE SCHOOL COUNSELING MODEL

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Authors
Hardy, Deborah
Issue Date
2008-05-01T00:00:00-07:00
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Doctor of Education (EdD)
Academic Department
Education & Educational Psychology
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Abstract
<p>The proposed study examined the perceptions of school counselors and administrators towards the New York State School Counseling Model. The study focused on (a) actual and preferred counselor activities to provide direction on how school counselors are defining their practice and (b) counselors’ and administrators’ perceptions of how the New York State Comprehensive Model is implemented into school counseling practice.</p> <p>A sample of the New York State school counselor population (n = 900) was invited to participate in a survey in obtaining quantitative data. The School Counseling Activity Rating Scale and an adapted New York State version of the Readiness Survey were sent to participants by mail. A matching sample of high school administrators was sent the Readiness Survey to ascertain their perceptions of the New York Comprehensive Model.</p> <p>A multiple regression and a two-group MANOVA or Hotelling’s T2 were conducted as methods in data analysis in this research. Results indicated a significant correlation for preferred school counseling activity subscales of curriculum, coordination, and non-guidance when the independent variable of readiness was entered as a block. Furthermore, results indicated a significant correlation for preferred school counseling activity subscales of counseling and consultation when each independent variable, readiness components and actual activities were entered as a block. Results of the MANOVA indicated that community support, leadership, staff time, and district resources showed a significant multivariate impact between school administrators and school counselors.</p>
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