dr. william allan kritsonis, dissertation chair for desiree adair skinner, dissertation defense ppt

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Dr. William Allan Kritsonis, Dissertation Chair for Desiree Adair Skinner, Dissertation Defense PPT.

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  • 1. High School Counselors Roles AsPerceived by High School Principalsand Counselors in TexasA Dissertation DefensebyDesiree Adair SkinnerMarch 11, 2010Chair: William Allan Kritsonis, Ph.D.

2. Committee Members William Allan Kritsonis, Ph.D.(Dissertation Chair) Tyrone Tanner, Ed.D(Member) Edward Mason, Ph.D.(Member) Camille Gibson, Ph.D.(Member) 3. Dissertation Defense FormatI. Purpose of the StudyII. Research QuestionsIII. Conceptual FrameworkIV. MethodV. FindingsVI. Previous CFI ResultsVII. AccountabilityVIII. ImplicationsIX. ConclusionsX. Recommendations for Future Research 4. Purpose of the Study The purpose of this study was todescribe the perceptions of highschool principals and high schoolcounselors about the role of highschool counselors. 5. Quantitative ResearchQuestions1. Is there a significant correlationbetween high school counselorsperceptions and expectations onthe Counselor Function Inventory(CFI) scores as it relates to theAmerican School CounselorAssociation (ASCA) standards? 6. Quantitative ResearchQuestions2. Is there a significant correlationbetween high school principalsperceptions and expectations onthe Counselor Function Inventory(CFI) scores as it relates to theAmerican School CounselorAssociation (ASCA) standards? 7. Quantitative ResearchQuestions3. Is there a significant differencebetween high school counselorsand principals expectation scoreson the Counselor FunctionInventory (CFI) as it relates to theAmerican School CounselorAssociation (ASCA) standards? 8. Quantitative ResearchQuestions4. Is there a significant differencebetween high school counselorsand principals perception scoreson the Counselor FunctionInventory (CFI) as it relates to theAmerican School CounselorAssociation (ASCA) standards? 9. Quantitative ResearchQuestions5. What are the most importantfunctions of the high schoolcounselor as perceived by the highschool principal and counselorbased on the American SchoolCounselor Association (ASCA)standards? 10. Null Hypothesis Ho1: There is no statisticallysignificant correlation between highschool counselors perceptions andexpectations on the CounselorFunction Inventory (CFI) scores as itrelates to the American SchoolCounselor Association (ASCA)standards. 11. Null Hypothesis Ho2: There is no statisticallysignificant correlation between highschool principals perceptions andexpectations on the CounselorFunction Inventory (CFI) scores as itrelates to the American SchoolCounselor Association (ASCA)standards. 12. Null Hypothesis Ho3: There is no statisticallysignificant difference between highschool counselors and principalsexpectation scores on the CounselorFunction Inventory (CFI) as itrelates to the American SchoolCounselor Association (ASCA)standards. 13. Null Hypothesis Ho4: There is no statisticallysignificant difference between highschool counselors and principalsperception scores on the CounselorFunction Inventory (CFI) as itrelates to the American SchoolCounselor Association (ASCA)standards. 14. Conceptual Framework Role TheoryRole theory exists when there areinconsistent expectations causingstress, dissatisfaction, and less effectiveperformance (Rizzo, House, & Lirtzman,1970). 15. Conceptual Framework Based on the work of Falls andNichter (2007) high schoolcounselors are challenged with roleambiguity, role conflict, and workoverload on a consistent basisresulting in exposure to chronic jobstress, which research indicates canlead to burnout (Nelson, Robles-Pina, & Nichter, 2008, p. 41-42). 16. Method Participants The population was 241 5A high schoolprincipals and counselors, grades 9-12,in Texas. Potential participants=482. 249 participants: 113=principals,136=counselors completed the survey 51.66% return rate 17. Method Modified Counselor FunctionInventory (CFI) selected Modified survey completed onSurveyMonkey 18. Method The survey was modified: Items were chosen to represent theASCA standards Contains 42 questions Validity Established through expert opinion 19. Method Reliability Cronbach alpha, = .872 Indicates consistency and reliability in whateach survey item tested Replication Maser (Washington-1971) Johnson (Florida-1989) Moore (southwestern Indiana-1997) 20. Method 5-point Likert scale was used1. Counselors have total responsibility2. Have primary responsibility, thoughmay not personally perform thefunction3. Share function with other groups4. Serve as a consultant5. No direct responsibility 21. Method Scores Correlation T-tests Ranking 22. Findings-Question 1: There is a statistically significantcorrelation between high schoolcounselors perceptions andexpectations on the CounselorFunction Inventory (CFI) scores as itrelates to the American SchoolCounselor Association (ASCA)standards. 23. Findings-Question 1: This suggests high school counselorsare not in agreement about thefunctions they perceive themselvesperforming and the functions theyexpect themselves to perform. There is a statistically significantdifference between their reportedactions, and what they think theiractions should be. 24. Findings-Question 1: According to Scarborough &Culbreth (2008) experience alsoplays a part of what counselors doand should do. Nelson, Robles-Pina, and Nichter(2008) found that counselors with10 or more years experience have abetter understanding of nationallydefined expectations. 25. Findings-Question 2: There is a statistically significantcorrelation between high schoolprincipals perceptions andexpectations on the CounselorFunction Inventory (CFI) scores as itrelates to the American SchoolCounselor Association (ASCA)standards. 26. Findings-Question 2: This suggests that high school principalsare not in agreement about the functionsthey perceive counselors are performingand the functions they expect them toperform. There is a statistically significantdifference between the reported actions,and what the actions should be. 27. Findings-Question 2: Opinions of the counselors role may varydue to the everyday needs of theindividual campus (Kirchner & Setchfield,2005). Amatea and Clark (2005) found that thedisagreements between principals couldpossibly come in many forms. Someprincipals do not agree with the value ofthe work responsibilities. 28. Findings-Question 3: There is no statistically significantdifference between high schoolcounselors and principalsexpectations scores on theCounselor Function Inventory (CFI)as it relates to the American SchoolCounselor Association (ASCA)standards. 29. Findings-Question 3: There is no statistically significantdifference (t = 1.45, p > .05) betweenhigh school counselors expectation scoresand principals expectation scores;therefore, the null hypothesis cannot berejected. This would suggest that high schoolcounselors and high school principals tendto agree on the functions that high schoolcounselors should be performing. 30. Findings-Question 3: The study conducted by Kirchner andSetchfield (2005) found that counselorsagree regarding duties that are congruentwith the national standards. According to Prusse, Goodnough,Donegan, and Jones (2004), counselorsand principals believe the nationalstandards should be the underpinning ofcounseling programs. 31. Findings-Question 4: There is a statistically significantdifference between high schoolcounselors and principalsperception scores on the CounselorFunction Inventory (CFI) as itrelates to the American SchoolCounselor Association (ASCA)standards. 32. Findings-Question 4: There is a statistically significantdifference (t = 3.39, p < .05) betweenhigh school counselors perception scoresand principals perception scores;therefore, the null is rejected. This would suggest that high schoolcounselors and high school principals donot agree on the functions that highschool counselors are actually performing. 33. Findings-Question 4: If a principal feels that the counselingprogram will not help the campus to meetfederal and state accountabilityindicators, the principal is going toprioritize and assign duties to maximizethe counselors benefit. Chata and Loesch (2007) have stated thatthe most effective way for counselors tofulfill duties is to have a collaborativerelationship with the principal. 34. Findings-Question 5: What are the most importantfunctions of the high schoolcounselor as perceived by the highschool principal and counselor basedon the American School CounselorAssociation (ASCA) standards? 35. Findings-Question 5:1. Assisting students in selecting highschool courses.=80.3%2. Providing the student anopportunity to talk through hisproblems.=79.1%3. Counseling with potentialdropouts.=71.5% 36. Findings-Question 5:4. Counseling with studentsconcerning academicfailures.=69.9%5. Counseling with students in regardto educational and vocationalplans.=61.0%6. Checking credits for graduation andcollege entrance.=60.6% 37. Findings-Question 5:7. Counseling with studentsconcerning personaldecisions.=54.6%8. Providing collegeinformation.=41.0%9. Assisting students with collegeplans.=34.5%10. Scheduling new students.=30.1% 38. Previous CFI Results Maser (Washington, 1971)-studiedperceptions of junior high and seniorhigh school administrators,counselors, and teachers. Perceived counselors role similarly 39. Previous CFI Results Johnson (Florida, 1989)-analyzedhigh school principals andcounselors agree in their perceptions andexpectations about the functions thatcounselors do and should be doing 40. Previous CFI Results Moore (southwestern Indiana,1997)-analyzed existing and idealcounselor roles as perceived by highschool principals and counselors. similar perceptions and expectations ofwhat counselors do and what theyshould be doing 41. Accountability The ASCA National Model providesopportunities for counselors to use andassess quantitative and qualitative data-gathering techniques (Sabella, 2006). Accountability and achievement create anopportunity for school counselors tobecome more

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