This study was undertaken to: 1) determine the
relationship between community college counselor role
congruence and job satisfaction and 2) to consider
factors that contribute to or depreciate counselor role
congruence and job satisfaction.
The subjects consisted of four groups that were
compared in terms of their perceptions of community
college counseling. One group called leaders consisted
of Oregon community college presidents and deans of
students. Another group called co- workers was made up of
Oregon community college financial aid directors,
registrars and/or admissions directors, student
activities directors and career placement directors. A
third group called trainers consisted of counselor
trainers/ educators from Oregon and the Western United
States. Oregon community college counselors comprised
the fourth group. Questionnaires were sent to 277
individuals and 190 responded for a 69 percent return
ratio. Eighty-five percent (85%) of the counselors, 65
percent of the co-workers, 61 percent of the leaders, and
61 percent of the trainers responded.
Three instruments were used in this study. The Role
Questionnaire was used to measure role congruence and was
administered to all subjects. The Minnesota Satisfaction
Questionnaire was used to measure job satisfaction and
was administered to the counselor group. The Community
College Counselor Questionnaire was developed to gather
demographic and job duties information and was
administered to all groups.
Counselor role congruence and job satisfaction were
positively correlated at +.54. A one way analysis of
variance revealed that there were significant differences
among groups. Trainers and co-workers perceived
significantly greater counselor role incongruence than
did counselors and leaders.
Stepwise multiple regression analysis showed that
experience in the counseling profession, positive
perception of leadership decision making, a full-time faculty/staff development specialist on campus, a
professional definition as an educator/counselor, and a
peer counseling program were all associated with high
counselor role congruence. Stepwise regression analysis
also revealed that a light counselor teaching load,
having at least a masters degree, and perception of few
incompatible demands were all associated with high
counselor job satisfaction. / Graduation date: 1990
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/38053 |
| Date | 07 July 1989 |
| Creators | Coll, Kenneth M. |
| Contributors | Rice, Robert L., House, Reese |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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