Exploring Principal and School Counselor Perceptions of School Counselor Roles and Responsibilities to Foster Collaboration

• In Event: Creating Social Capital Through School Counselor-Principal Collaboration: Fostering Equitable and Accessible Student Learning Environments

Abstract

Objectives
The purpose of our study is to examine principal-school counselor collaboration in terms of principal and school counselor perceptions of school counselors’ roles and responsibilities within PK-12 schools. We sought to better understand principal and school counselor perspectives of school counselor functions and job expectations. The ASCA National Model (2019) provides roles for school counselors to best meet all students’ needs. In this study, we aim to determine the commonalities and differences in views between school counselors and principals in how school counselors should be utilized in schools to foster inclusive learning environments.


Conceptual Framework
We refer to the ASCA National Model (2019) to guide this study. The model includes standards for school counselors in relation to preparation, ethics, mindsets, and professional practices. The standards are designed to guide school counselor effectiveness in supporting all students through college and academic achievement, career readiness, and social-emotional development. Additionally, the model provides a list of responsibilities of school counselors for school leaders to be familiar with.


Methods
Participants completed one electronic survey (4 point Likert-scale, and ranking-based items). Items addressed demographic information, relative importance of various responsibilities to the school counselor role, level of influence of factors to school counselor responsibilities and assignments, and quality of aspects of principal/counselor relationship.


Data Sources
Participants included 123 principals/assistant principals and 26 school counselors. All participants work in Indiana schools, and nearly all of the participants received education and training for their current position in Indiana. Participants were in a range of PK-12 schools, and a majority of schools were located in suburban areas.


Results
Responses from the survey are included in the following subheadings:

Ranking School Counselor Responsibilities
Participants ranked 12 different responsibilities from most important to the school counselor role, to least important to the school counselor role (see Tables 1 & 2). Participants identified Developing/Implementing the School’s Comprehensive School Counseling Plan as the most important responsibility, and Covering Class/Substitute Teaching as the least important responsibility.

Level of Influence for School Counselor Responsibilities
Principals(M=3.78) and counselors(M=3.62) rated Student Needs as most influential. Principals(M=2.65) and counselors(M=2.77) rated Funding as the least influential consideration.

Principal/Counselor Relationship Aspects
Principals(M=3.48) and counselors(M=3.15) rated Goal Achievement as the aspect with the lowest quality. Regarding the aspect of the relationship with the highest quality, principals rated Working Relationship(M=3.80) highest, and counselors rated Communication(M=3.42). Note that even the highest-rated aspect according to counselors had a lower rating than the lowest-rated aspect according to principals.

Impact of School Counselor on School Climate Aspects
Principals(M=3.37) and counselors(M=3.19) rated Equity as the aspect which counselors have the most impact. Principals(M=2.68) and counselors(M=2.50) each rated Planning of Professional Development Opportunities as the aspect on which counselors have the least impact.


Scholarly Significance
Based on prior research (e.g., Dahir et al., 2009), a need exists to better prepare principals and schools counselors to understand and support one another’s role. These results help us determine areas of training and professional development needed in order for schools to better cultivate equitable learning opportunities for all students.

Authors

• Rachel L. Geesa, Ball State University

• Nicholas Patrick Elam, Ball State University

• Virginia A. Nugent, Franklin Township Community School Corporation