A Study of School Counselor Effectiveness and Its Relation to Prior Teaching Experience and School Achievement

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Autor/in	Smith, Diana F.
Titel	A Study of School Counselor Effectiveness and Its Relation to Prior Teaching Experience and School Achievement
Quelle	(2009), (121 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, South Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1242-0038-5
Schlagwörter	Hochschulschrift; Dissertation; Counseling Services; Academic Achievement; Predictor Variables; Program Effectiveness; Statistical Analysis; School Counselors; Comprehensive Guidance; Teaching Experience; Counseling Effectiveness; School Districts; Student Needs; South Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Prädiktor; Statistische Analyse; School counselor; Beratungslehrer; Pädagogischer Berater; School district; Schulbezirk
Abstract	This study analyzed school counselor effectiveness in implementing the 4 components (i.e., guidance curriculum, individual planning, responsive services, and system support) of the South Carolina Comprehensive Developmental Guidance and Counseling Program Model and determined if there is a relationship between that effectiveness and two different variables: prior teaching experience and school achievement. This study incorporated the principles of quantitative research to test the null hypotheses. Data used in this study were examined using the following statistical procedures: Descriptive Statistics, Cronbach Alpha reliability, "t"-tests, and Analysis of Variance (ANOVA). In order to examine the hypotheses, a "t"-test was performed to examine mean differences of the independent variables (i.e., counselors with or without prior teaching experience) and the dependent variable (i.e., effectiveness in implementing the guidance curriculum, individual planning, responsive services, and system support). An analysis of variance test was performed to examine mean differences of the independent variable (school achievement) and the dependent variables (i.e., effectiveness in implementing the guidance curriculum, individual planning, responsive services, and system support). Each of the t tests and ANOVA were analyzed at the p less than 0.05 level of significance. Cronbach Alpha reliability was used to measure the consistency of the responses of counselors. Participants for this study were certified public elementary and secondary school counselors from 4 school districts in an upstate county in South Carolina. Of the 67 respondents to the e-mailed survey, this study revealed that there was a significant difference in the effectiveness of counselors for the guidance curriculum component of the South Carolina Developmental Guidance and Counseling Program Model. Counselors with prior teaching experience were more effective in implementing the guidance curriculum component of the South Carolina Developmental Guidance and Counseling Program Model than counselors without prior teaching experience. It was also revealed that there is no significant difference in effectiveness of counselors with or without prior teaching for the individual planning, responsive services, or system support components of the South Carolina Developmental Guidance and Counseling Program Model. Further, this investigation found that the effectiveness of school counselors in any of the areas of the South Carolina Developmental Comprehensive Guidance and Counseling Program Model had no significant relationship to or impact on school achievement. In essence, school counselors with prior teaching experience are more effective than school counselors without prior teaching experience only when delivering the guidance curriculum component of the South Carolina Comprehensive Developmental Guidance and Counseling Program Model. Counselors both with and without prior teaching experience are equally effective when planning individually with students, responding to the immediate needs of students, or providing system support. It was further concluded that school counselor effectiveness is not directly linked to school achievement, as this study found no significant difference in the effectiveness of school counselors regardless of the achievement level of the school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10