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Committee MembersWilliam Allan Kritsonis, Ph.D.(Dissertation Chair)

Tyrone Tanner, Ed.D(Member)

Edward Mason, Ph.D.

(Member)Camille Gibson, Ph.D.(Member)



Purpose of the StudyThe purpose of this study was todescribe the perceptions of highschool principals and high schoolcounselors about the role of highschool counselors.



Quantitative Research

Questions1. Is there a significant correlation

between high school counselors¶ perceptions and expectations onthe Counselor Function Inventory(CFI) scores as it relates to the

American School CounselorAssociation (ASCA) standards?




Questions2. Is there a significant correlation

between high school principals¶ perceptions and expectations onthe Counselor Function Inventory(CFI) scores as it relates to the





Questions3. Is there a significant difference

between high school counselors¶ and principals¶ expectation scoreson the Counselor FunctionInventory (CFI) as it relates to the





Questions4. Is there a significant difference

between high school counselors¶ and principals¶ perception scoreson the Counselor FunctionInventory (CFI) as it relates to the





Questions5. What are the most important

functions of the high schoolcounselor as perceived by the highschool principal and counselorbased on the American School

Counselor Association (ASCA)standards?



N ull HypothesisHo1: There is no statisticallysignificant correlation between highschool counselors¶ perceptions andexpectations on the CounselorFunction Inventory (CFI) scores as it

relates to the American SchoolCounselor Association (ASCA)standards.



N ull HypothesisHo2: There is no statisticallysignificant correlation between highschool principals¶ perceptions andexpectations on the CounselorFunction Inventory (CFI) scores as it




N ull HypothesisHo3: There is no statisticallysignificant difference between highschool counselors¶ and principals¶ expectation scores on the CounselorFunction Inventory (CFI) as it




N ull HypothesisHo4: There is no statisticallysignificant difference between highschool counselors¶ and principals¶ perception scores on the CounselorFunction Inventory (CFI) as it




Conceptual FrameworkRole Theory

Role theory exists when there areinconsistent expectations causingstress, dissatisfaction, and lesseffective performance (Rizzo, House, & Lirtzman, 1970).



Conceptual FrameworkBased on the work of Falls andN ichter (2007) ³high school

counselors are challenged with roleambiguity, role conflict, and workoverload on a consistent basisresulting in exposure to chronic job

stress, which research indicates canlead to burnout´ ( N elson, Robles-Pina, & N ichter, 2008, p. 41-42).



MethodParticipants

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 survey51.66% return rate



MethodThe survey was modified:

Items were chosen to represent theASCA standardsContains 42 questions

ValidityEstablished through expert opinion



MethodReliability

Cronbach alpha, = .872

Indicates consistency and reliability in whateach survey item tested

Replication

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



MethodScores

CorrelationT-testsRanking



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.



Findings-Question 1:This suggests high school counselorsare not in agreement about the

functions 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 .



Findings-Question 1:According to Scarborough & Culbreth (2008) experience also

plays a part of what counselors doand should do.N elson, Robles-Pina, and N ichter(2008) found that counselors with10 or more years experience have abetter understanding of nationallydefined expectations.



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.



Findings-Question 2:This suggests that high school principalsare not in agreement about the functions

they perceive counselors are performingand the functions they expect them toperform.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 varydue to the everyday needs of the

individual campus (Kirchner & Setchfield,2005).Amatea and Clark (2005) found that thedisagreements between principals could

possibly come in many forms. Someprincipals do not agree with the value of the work responsibilities.



Findings-Question 3:There is no statistically significantdifference ( t = 1.45, p > .05) betweenhigh school counselors¶ expectationscores and 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.



Findings-Question 3:The study conducted by Kirchner andSetchfield (2005) found that counselors

agree regarding duties that are congruentwith the national standards.According to Pérusse, Goodnough,Donegan, and Jones (2004), counselors

and principals believe the nationalstandards should be the underpinning of counseling programs.



Findings-Question 4:There is a statistically significantdifference between high schoolcounselors¶ and principals¶ perception scores on the CounselorFunction Inventory (CFI) as itrelates to the American SchoolCounselor Association (ASCA)standards.



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 actuallyperforming.



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 counselor¶s benefit.Chata and Loesch (2007) have statedthat the most effective way for counselorsto fulfill duties is to have a collaborativerelationship with the principal.



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?



Findings-Question 5:1. Assisting students in selecting high

school courses.=80.3%2. Providing the student an

opportunity to ³talk through hisproblems.´=79.1%

3. Counseling with potentialdropouts.=71.5%



Findings-Question 5:4. Counseling with students

concerning academicfailures.=69.9%

5. Counseling with students in regardto educational and vocational

plans.=61.0%6. Checking credits for graduation and

college entrance.=60.6%



Findings-Question 5:7. 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 ResultsMaser (Washington, 1971)-studiedperceptions of junior high and seniorhigh school administrators,counselors, and teachers.

Perceived counselors¶ role similarly



Previous CFI ResultsJohnson (Florida, 1989)-analyzedhigh school principals andcounselors

agree in their perceptions andexpectations about the functions thatcounselors do and should be doing



AccountabilityThe ASCA N ational Model providesopportunities for counselors to use and

assess quantitative and qualitative data-gathering techniques (Sabella, 2006).Accountability and achievement create anopportunity for school counselors to

become more involved in the educationalprocess affecting academic outcomes(Webb, Brigman, & Campbell, 2005).



AccountabilityWhen school counselors useresearch-based techniques tocounsel students on specific skills,academic achievement and socialperformance increase (Webb,Brigman, & Campbell, 2005).



ImplicationsPrincipals have varying opinions onwhat counselors¶ duties entail.Therefore, counselors may develop

job survival skills to avoid conflict aswell as frustration with their job.



ImplicationsGiven that the job duties areunclear, counselors have conformedto the role that principals expect inorder to find job satisfaction.



ImplicationsMany counselors find themselvesbogged down with schedule changesand paperwork; not a lot of counseling. One might wonder if more individual counseling washappening would the achievementgap be impacted.



ImplicationsWithout proper knowledge of national and state expectations,counselors are not used to their fullpotential and students are notserved to the fullest capacity.



ConclusionsReferring to the ASCA standardsmay alleviate some of the gaps forwhat a counselor should do andactually do on a campus. It isimperative for principals to havecommunication with counselorsregarding campus expectations andperceptions.



ConclusionsWith increased communicationcounselor job duties can be moreclearly defined. Clarity will reduce

job anxiety giving counselors asense of purpose.



Recommendations for

Future ResearchA study could be conducted thatwould 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 ruralschools.



Recommendations for

Future ResearchA study could be conducted in urbanschools.

A study could be conducted in suburbanschools.A study could be conducted whereprincipals and counselors work togetherto establish a comprehensive guidanceand counseling program that is congruentwith the American School CounselorAssociation.



Recommendations for

Future ResearchA study could be conducted on individualcampuses to create, revise, and evaluate

guidance and counseling programs toensure congruence with the ASCAstandards.A study could be conducted to determine

the effectiveness of a complete guidanceand counseling program on studentachievement.



Recommendations for

Future ResearchA study could be conducted to determinethe effectiveness of a complete guidance

and counseling program and its impact onstate accountability ratings.A study could be conducted to developappropriate professional development for

both principals and counselors to betterunderstand the role of the counselor.



ReferencesAmatea, E. S., & Clark, M. A. (2005). Changingschools, changing counselors: A qualitativestudy of school administrators' conceptions of the school counselor role. P rofessional School Counselor, 9 , 16-27. Retrieved October 10,2007, fromhttp://vnweb.hwwilsonweb.com/hww/JournalsChata, C. C., & Loesch, L. C. (2007). Futureschool principals' views of the roles of professional school counselors. P rofessional School Counseling, 11 , 35-41. RetrievedN ovember 24, 2007, from EBSCOHost database.



ReferencesFalls, L. & N ichter, M. (2007). High schoolcounselor's lived experiences of burnout: Aphenomenological study. P rofessional School Counseling, 5 , 47-55. Retrieved May 13, 2009,fromhttp://www.jsc.montana.edu/articles/v5n13.pdf.Johnson, T. H. (1989). A n analysis of senior highschool guidance counselor role perceptions and expectations by high school principals and guidance counselors in Florida school districts(Doctoral dissertation). Available from ProQuestDissertations and Theses database (UMI N o.8917455).



ReferencesMoore, L. G. (1997). A n 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 andTheses database (UMI N o. 9724573).N elson, J., Robles-Pina, R., & N ichter, M. (2008).An analysis of Texas high school counselors'

roles: actual and preferred counseling activities. J ournal of P rofessional Counseling: P ractice,T heory and Research , 36 (1), 30-46.. Retrieved,from EBSCOHost database.



ReferencesPérusse, R., Goodnough, G. E., Donegan,J., & Jones, C. (2004). Perceptions of

school counselors and school principalsabout the national standards for schoolcounseling programs and thetransforming school counseling initiative.P rofessional School Counseling, 7 , 152-161. Retrieved N ovember 22, 2007, fromEBSCOHost database.



ReferencesPonec, D. L., & Brock, B. L. (2000).Relationships among elementary schoolcounselors and principals: A unique bond.P rofessional School Counseling, 3 , 208-217.Retrieved July 20, 2007, from EBSCOHostAcademic Search Premier database.Rizzo, J. R., House, R. J., & Lirtzman, S. I.(1970). Role conflict and ambiguity in complex

organizations. A

dministrative Science Quarterly,15 , 150-163. Retrieved October 16, 2007 fromhttp://www.jstor.org



ReferencesSabella, R. A. (2006). The ASCA nationalschool counseling research center: A brief

history and agenda.P

rofessional School Counseling, 9, 412-415.Scarborough, J. L., & Culbreth, J. R.(2002). Examining discrepancies between

actual and preferred practice of schoolcounselors. J ournal of Counseling and Development, 86 , 446-459.



ReferencesWebb, L. D., Brigman, G. A., & Campbell,C. (2005). Linking school counselors and

student success: A replication of thestudent success skills approach targetingthe academic social competence of students. P rofessional School Counseling,8 , 407-413. Retrieved August 13, 2007,from EBSCOHost database.

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