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High School Counselors’ Roles As Perceived by High School Principals

and Counselors in Texas

A Dissertation Defense by

Desiree Adair SkinnerMarch 11, 2010

Chair: William Allan Kritsonis, Ph.D.

Committee Members William Allan Kritsonis, Ph.D.

(Dissertation Chair) Tyrone Tanner, Ed.D

(Member) Edward Mason, Ph.D.

(Member) Camille Gibson, Ph.D.

(Member)

Dissertation Defense FormatI. Purpose of the StudyII. Research QuestionsIII. Conceptual FrameworkIV. MethodV. FindingsVI. Previous CFI ResultsVII. AccountabilityVIII. ImplicationsIX. Conclusions X. Recommendations for Future Research

Purpose of the Study The purpose of this study was to

describe the perceptions of high school principals and high school counselors about the role of high school counselors.

Quantitative Research Questions

1. Is there a significant correlation between high school counselors’ perceptions and expectations on the Counselor Function Inventory (CFI) scores as it relates to the American School Counselor Association (ASCA) standards?


2. Is there a significant correlation between high school principals’ perceptions and expectations on the Counselor Function Inventory (CFI) scores as it relates to the American School Counselor Association (ASCA) standards?


3. Is there a significant difference between high school counselors’ and principals’ expectation scores on the Counselor Function Inventory (CFI) as it relates to the American School Counselor Association (ASCA) standards?


4. Is there a significant difference between high school counselors’ and principals’ perception scores on the Counselor Function Inventory (CFI) as it relates to the American School Counselor Association (ASCA) standards?


5. What are the most important functions of the high school counselor as perceived by the high school principal and counselor based on the American School Counselor Association (ASCA) standards?

Null Hypothesis

Ho1: There is no statistically significant correlation between high school counselors’ perceptions and expectations on the Counselor Function Inventory (CFI) scores as it relates to the American School Counselor Association (ASCA) standards.

Null Hypothesis

Ho2: There is no statistically significant correlation between high school principals’ perceptions and expectations on the Counselor Function Inventory (CFI) scores as it relates to the American School Counselor Association (ASCA) standards.

Null Hypothesis

Ho3: There is no statistically significant difference between high school counselors’ and principals’ expectation scores on the Counselor Function Inventory (CFI) as it relates to the American School Counselor Association (ASCA) standards.

Null Hypothesis

Ho4: There is no statistically significant difference between high school counselors’ and principals’ perception scores on the Counselor Function Inventory (CFI) as it relates to the American School Counselor Association (ASCA) standards.

Conceptual Framework Role Theory

Role theory exists when there are inconsistent expectations causing stress, dissatisfaction, and less effective performance (Rizzo, House, & Lirtzman, 1970).

Conceptual Framework Based on the work of Falls and

Nichter (2007) “high school counselors are challenged with role ambiguity, role conflict, and work overload on a consistent basis resulting in exposure to chronic job stress, which research indicates can lead to burnout” (Nelson, Robles-Pina, & Nichter, 2008, p. 41-42).

Method Participants

The population was 241 5A high school principals and counselors, grades 9-12, in Texas. Potential participants=482.

249 participants: 113=principals, 136=counselors completed the survey

51.66% return rate

Method Modified Counselor Function

Inventory (CFI) selected Modified survey completed on

SurveyMonkey

Method The survey was modified:

Items were chosen to represent the ASCA standards

Contains 42 questions

Validity Established through expert opinion

Method Reliability

Cronbach alpha, α = .872 Indicates consistency and reliability in what

each survey item tested

Replication Maser (Washington-1971) Johnson (Florida-1989) Moore (southwestern Indiana-1997)

Method 5-point Likert scale was used

1. Counselors have total responsibility2. Have primary responsibility, though

may not personally perform the function

3. Share function with other groups4. Serve as a consultant5. No direct responsibility

Method Scores

Correlation T-tests Ranking

Findings-Question 1: There is a statistically significant

correlation between high school counselors’ perceptions and expectations on the Counselor Function Inventory (CFI) scores as it relates to the American School Counselor Association (ASCA) standards.

Findings-Question 1: This suggests high school counselors

are not in agreement about the functions they perceive themselves performing and the functions they expect themselves to perform.

There is a statistically significant difference between their reported actions, and what they think their actions should be.

Findings-Question 1: According to Scarborough &

Culbreth (2008) experience also plays a part of what counselors do and should do.

Nelson, Robles-Pina, and Nichter (2008) found that counselors with 10 or more years experience have a better understanding of nationally defined expectations.


correlation between high school principals’ perceptions and expectations on the Counselor Function Inventory (CFI) scores as it relates to the American School Counselor Association (ASCA) standards.

Findings-Question 2: This suggests that high school principals

are not in agreement about the functions they perceive counselors are performing and the functions they expect them to perform.

There is a statistically significant difference between the reported actions, and what the actions should be.

Findings-Question 2: Opinions of the counselor’s role may vary

due to the everyday needs of the individual campus (Kirchner & Setchfield, 2005).

Amatea and Clark (2005) found that the disagreements between principals could possibly come in many forms. Some principals do not agree with the value of the work responsibilities.

Findings-Question 3: There is no statistically significant

difference between high school counselors’ and principals’ expectations scores on the Counselor Function Inventory (CFI) as it relates to the American School Counselor Association (ASCA) standards.

Findings-Question 3: There is no statistically significant

difference (t = 1.45, p > .05) between high school counselors’ expectation scores and principals’ expectation scores; therefore, the null hypothesis cannot be rejected.

This would suggest that high school counselors and high school principals tend to agree on the functions that high school counselors should be performing.

Findings-Question 3: The study conducted by Kirchner and

Setchfield (2005) found that counselors agree regarding duties that are congruent with the national standards.

According to Pérusse, Goodnough, Donegan, and Jones (2004), counselors and principals believe the national standards should be the underpinning of counseling programs.


difference between high school counselors’ and principals’ perception scores on the Counselor Function Inventory (CFI) as it relates to the American School Counselor Association (ASCA) standards.


difference (t = 3.39, p < .05) between high school counselors’ perception scores and principals’ perception scores; therefore, the null is rejected.

This would suggest that high school counselors and high school principals do not agree on the functions that high school counselors are actually performing.

Findings-Question 4: If a principal feels that the counseling

program will not help the campus to meet federal and state accountability indicators, the principal is going to prioritize and assign duties to maximize the counselor’s benefit.

Chata and Loesch (2007) have stated that the most effective way for counselors to fulfill duties is to have a collaborative relationship with the principal.

Findings-Question 5: What are the most important

functions of the high school counselor as perceived by the high school principal and counselor based on the American School Counselor Association (ASCA) standards?

Findings-Question 5:

1. Assisting students in selecting high school courses.=80.3%

2. Providing the student an opportunity to “talk through his problems.”=79.1%

3. Counseling with potential dropouts.=71.5%


4. Counseling with students concerning academic failures.=69.9%

5. Counseling with students in regard to educational and vocational plans.=61.0%

6. Checking credits for graduation and college entrance.=60.6%


7. Counseling with students concerning personal decisions.=54.6%

8. Providing college information.=41.0%

9. Assisting students with college plans.=34.5%

10. Scheduling new students.=30.1%

Previous CFI Results Maser (Washington, 1971)-studied

perceptions of junior high and senior high school administrators, counselors, and teachers. Perceived counselors’ role similarly

Previous CFI Results Johnson (Florida, 1989)-analyzed

high school principals and counselors agree in their perceptions and

expectations about the functions that counselors do and should be doing

Previous CFI Results Moore (southwestern Indiana, 1997)-

analyzed existing and ideal counselor roles as perceived by high school principals and counselors. similar perceptions and expectations of

what counselors do and what they should be doing

Accountability The ASCA National Model provides

opportunities for counselors to use and assess quantitative and qualitative data-gathering techniques (Sabella, 2006).

Accountability and achievement create an opportunity for school counselors to become more involved in the educational process affecting academic outcomes (Webb, Brigman, & Campbell, 2005).

Accountability When school counselors use

research-based techniques to counsel students on specific skills, academic achievement and social performance increase (Webb, Brigman, & Campbell, 2005).

Implications Principals have varying opinions on

what counselors’ duties entail. Therefore, counselors may develop job survival skills to avoid conflict as well as frustration with their job.

Implications Given that the job duties are

unclear, counselors have conformed to the role that principals expect in order to find job satisfaction.

Implications Many counselors find themselves

bogged down with schedule changes and paperwork; not a lot of counseling. One might wonder if more individual counseling was happening would the achievement gap be impacted.

Implications Without proper knowledge of

national and state expectations, counselors are not used to their full potential and students are not served to the fullest capacity.

Conclusions Referring to the ASCA standards

may alleviate some of the gaps for what a counselor should do and actually do on a campus. It is imperative for principals to have communication with counselors regarding campus expectations and perceptions.

Conclusions With increased communication

counselor job duties can be more clearly defined. Clarity will reduce job anxiety giving counselors a sense of purpose.

Recommendations for Future Research A study could be conducted that

would include the perceptions and expectations of teachers, students, and parents of the counselors role.

A study could be conducted choosing schools of various populations.

A study could be conducted in rural schools.

Recommendations for Future Research A study could be conducted in urban

schools. A study could be conducted in suburban

schools. A study could be conducted where

principals and counselors work together to establish a comprehensive guidance and counseling program that is congruent with the American School Counselor Association.

Recommendations for Future Research A study could be conducted on individual

campuses to create, revise, and evaluate guidance and counseling programs to ensure congruence with the ASCA standards.

A study could be conducted to determine the effectiveness of a complete guidance and counseling program on student achievement.

Recommendations for Future Research A study could be conducted to determine

the effectiveness of a complete guidance and counseling program and its impact on state accountability ratings.

A study could be conducted to develop appropriate professional development for both principals and counselors to better understand the role of the counselor.

References Amatea, E. S., & Clark, M. A. (2005). Changing

schools, changing counselors: A qualitative study of school administrators' conceptions of the school counselor role. Professional School Counselor, 9, 16-27. Retrieved October 10, 2007, from http://vnweb.hwwilsonweb.com/hww/Journals

Chata, C. C., & Loesch, L. C. (2007). Future school principals' views of the roles of professional school counselors. Professional School Counseling, 11, 35-41. Retrieved November 24, 2007, from EBSCOHost database.

References Falls, L. & Nichter, M. (2007). High school

counselor's lived experiences of burnout: A phenomenological study. Professional School Counseling, 5, 47-55. Retrieved May 13, 2009, from http://www.jsc.montana.edu/articles/v5n13.pdf.

Johnson, T. H. (1989). An analysis of senior high school guidance counselor role perceptions and expectations by high school principals and guidance counselors in Florida school districts (Doctoral dissertation). Available from ProQuest Dissertations and Theses database (UMI No. 8917455).

References Kirchner, G. L., & Setchfield, M. S. (2005).

School counselors' and school principals' perceptions of the school counselor's role. [Electronic version]. Education, 126, 10-16.

Maser, A. L. (1971). Counselor function in secondary schools. The School Counselor, 12, 367-372.

References Moore, L. G. (1997). An analysis of existing and

ideal guidance counselor roles as perceived by high school principals and counselors in southwestern Indiana (Doctoral dissertation). Available from ProQuest Dissertations and Theses database (UMI No. 9724573).

Nelson, J., Robles-Pina, R., & Nichter, M. (2008). An analysis of Texas high school counselors' roles: actual and preferred counseling activities. Journal of Professional Counseling: Practice, Theory and Research, 36(1), 30-46.. Retrieved, from EBSCOHost database.

References Pérusse, R., Goodnough, G. E., Donegan,

J., & Jones, C. (2004). Perceptions of school counselors and school principals about the national standards for school counseling programs and the transforming school counseling initiative. Professional School Counseling, 7, 152-161. Retrieved November 22, 2007, from EBSCOHost database.

References Ponec, D. L., & Brock, B. L. (2000). Relationships

among elementary school counselors and principals: A unique bond. Professional School Counseling, 3, 208-217. Retrieved July 20, 2007, from EBSCOHost Academic Search Premier database.

Rizzo, J. R., House, R. J., & Lirtzman, S. I. (1970). Role conflict and ambiguity in complex organizations. Administrative Science Quarterly, 15, 150-163. Retrieved October 16, 2007 from http://www.jstor.org

References Sabella, R. A. (2006). The ASCA national

school counseling research center: A brief history and agenda. Professional School Counseling, 9, 412-415.

Scarborough, J. L., & Culbreth, J. R. (2002). Examining discrepancies between actual and preferred practice of school counselors. Journal of Counseling and Development, 86, 446-459.

References Webb, L. D., Brigman, G. A., & Campbell,

C. (2005). Linking school counselors and student success: A replication of the student success skills approach targeting the academic social competence of students. Professional School Counseling, 8, 407-413. Retrieved August 13, 2007, from EBSCOHost database.

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