Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xiii, 159 p. : ill. Advisor: Susan J. Sears, College of Education. Includes bibliographical references (p. 102-109).

Many novice teachers are leaving the teaching profession at alarming numbers creating teacher turnover rates that may be difficult for educational administrators to combat. Novice teachers have a variety of needs and if those needs are not met, these teachers may not return for another year in the classroom. Teacher induction programs are designed to help meet the needs of novice teachers, but they must be structured appropriately and must use trained personnel who will be able to provide support for the novice teachers. The purpose of this study is to determine to what degree school counselors could be used as an additional source of support to help meet the needs of novice teachers by providing preparation and support to assist their transition into the classroom in order to improve retention rates among novice teachers. The review of literature examined teacher induction programs and the professional, developmental, and social needs of novice teachers. It also examined the role of school counselors to assess the skills and training they have that may be used to support novice teachers. This study asked school counselors to indicate the type and amount of support they currently provide to novice teachers and to provide their perception on serving as a source of support for novice teachers. The results of this study indicate that school counselors have several skills that could be used to support novice teachers. However, because they lack skills in certain areas where novice teachers have need, school counselors should not be used as a sole source of support for novice teachers. The results of this study suggest that school counselors should be used in conjunction with other campus personnel to most effectively meet the needs of novice teachers.

Thesis--PlanB (Ed. Spec.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

The utilization of a school counselor within the framework of an elementary school may be a practice which could help solve some of the many problems and eliminate some of the pressures facing the elementary school child.In an effort to determine the extent to which elementary school counselors in Indiana are willing, able and permitted to work in the areas of helping to solve and eliminate problems and pressures that daily confront the elementary child a study was undertaken to identify the role and function of practicing elementary school counselors in Indiana.Counseling, for the purpose of this study, is a learning process in which the helping person, the counselor, helps his client to learn more about himself in order that he will be able to reach realistically defined goals. The counselor is defined as a helping person.The review of the literature suggest that there are several aspects of elementary school counseling which have been considered by those writing in the field. First, elementary school counseling is dedicated to the self-enchantment and growth of all children. Related to this is the commitment to helping children in their planning and choice-making with a primary goal of helping each child achieve his positive potential. The third aspect was concerned with doing an effective job in meeting the individual child's needs throughout his school experience.A questionnaire consisting of three parts was sent to 89 elementary counselors determined to be currently employed in Indiana. Responses were received from 55 of the counselors for a 61.8 percent participation. The mean experience of the counselors was 4.75 years. Training schools for the counselors were Indiana Institutions in 65 percent of cases and counselors degrees were received in 58 percent of the cases after 1963.Counselor ages found 32.2 percent in the 41-45 age bracket. The most common length of contract was found to be nine and one-half months.The counselors in 35.6 percent of the responses were serving a city area and only 8.2 percent were serving Minority groups.There was little diversity among the respondents regarding the grade level (K-6) served by the counselor.Counselors listed 31 items as being effective aids to their counseling. A cooperative administration was listed by 80 percent of the respondents, a cooperative Staff by 67.3 percent of the respondents and cooperative parents by 25.5 percent.Counselors were asked to rank those items considered as Stumbling blocks to their being effective counselors. The respondents listed 26 different stumbling blocks with counselor-pupil ratio being listed in 36.4 percent of the cases; time was reported by 34.5 percent of the respondents and teacher attitude in 29.1 percent of the responses.Counselors responded with 30 Items they felt to be beneficial academic preparation for counseling. In 24 responses the practicum was listed, as the most beneficial of their academic preparation.Counselors were asked to indicate on a seven point continuum their feelings regarding 35 statements related to their present role, function and possible responsibilities as an elementary school counselor.Counselors' responses to the thirty-five statements regarding role, function, and responsibility showed much diversity. The counselors felt in approximately 20 percent or more of the cases that it was frequently their responsibilities:1. To conduct personal and social counseling on an individual basis.2. To conduct personal and social counseling on a group basis.3. To counsel with all students.4. To provide school liason with various referral agencies.5. To identify appropriate referral agencies. 6. To refer students to appropriate agencies.7. To confer with teachers about students’ problems. 8. To act as an advocate of the child (A defender of the child's rights).In 20 percent or more of the responses the counselors felt that the following statements were seldom their responsibilities.1. To arrange scheduling of student classes.2. To arrange transfer of student classes.3. To develop cumulative records. 4. To maintain cumulative records.5. To preside at parent-teacher conferences. 6. To counsel with all students.7. To be responsible for dispensing discipline.8. To provide school liason with law enforcement agencies.9. To conduct research studies.10. To conduct follow up studies.11. To conduct counseling in service education to aid teachers to do a better job with kids.12. To recommend school curriculum changes. ConclusionsConclusionsThe following major conclusions are based upon the findings of this study.1. There is a general acceptance on the part of elementary school counselors of wide responsibilities for the counselor.2. There is no specific job description for the elementary school counselor in Indiana. He tends to be a facilitator and defender of the child's rights,3. Elementary school counselors feel the pressure of the counselor pupil ratio and lack of time to adequately work with the children.4. Counselors feel that the greatest aids to being an effective counselor are a cooperative administration, a cooperative staff, and cooperative parents.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

No description available.

This study investigated the job satisfaction of elementary school counselors in the Pacific Northwest, defined as Idaho, Oregon, and Washington. The purpose of the study was to (a) describe current elementary counselor characteristics, duties and functions; (b) determine the overall level of job satisfaction of elementary school counselors; (c) investigate factors relating to job satisfaction of elementary school counselors; (d) assess the level of job satisfaction with the professional role of counselors; and (e) assess the level of satisfaction with graduate preparation. This study posed three questions: 1. What are the levels of overall job satisfaction in elementary school counselors in the Pacific Northwest? 2. How satisfied are Pacific Northwest elementary school counselors with specific aspects of their jobs? 3. For elementary school counselors in the Pacific Northwest what is the relationship between overall job satisfaction and selected demographic variables, graduate preparation variables, and work setting characteristics? Participants for this study were selected from a list of all (n=1,164) elementary school counselors issued by the state departments of education in Idaho, Oregon and Washington. A random sample of 400 was selected and mailed a packet containing the short-form Minnesota Satisfaction Questionnaire and the Elementary School Counselor Questionnaire, which was devised by the researcher to generate data appropriate to the questions raised. Three hundred twenty-one (321) of the 400 counselors surveyed responded, producing 298 useable surveys for a response return rate of 74.50. Procedures used to analyze the data were the Pearson product moment correlation, factor analysis, and stepwise multiple regression. The findings of the study indicate that job satisfaction of elementary school counselors as measured by the Elementary School Counselor Questionnaire and Minnesota Satisfaction Questionnaire was significantly related to satisfaction with professional role and work load. Scores on the Minnesota Satisfaction Questionnaire, professional role and work load were the best predictors of job satisfaction and explained 500 of the total variance in job satisfaction. / Graduation date: 1995

Thesis (Ph. D.)--Ohio State University, 1981. / Includes bibliographical references (leaves 125-128). Available online via OhioLINK's ETD Center.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 115-122). Also available via the Internet.

Thesis (Ph.D.)--Ohio University, August, 2005. / Includes bibliographical references (leaves 131-154)