This study examines teachers' perceptions of the work of School Counsellors
within government schools in the Australian Capital Territory (ACT). Data
were drawn from questionnaires returned by a representative sample of 279
teachers and principals, from 16 primary and 8 high schools.
The purpose of the study was to: (i) partially replicate a study by Leach
(1989) of Western Australian teachers' perceptions; and (ii) investigate
whether or not teachers could be considered to be supportive of a general
trend towards a broadening role for school psychologists which is evident in
the literature. This trend suggests that practitioners of applied psychology in
schools may prefer an expanded role which encompasses indirect service
delivery in addition to the more traditional, child centred role.
Respondents were asked to indicate their perceptions of the frequency of 65
tasks performed by School Counsellors, the competence with which those
tasks were performed and the usefulness of those tasks. Also examined were
perceptions of the process and quality of service delivery, and of actual and
preferred qualifications and experience of School Counsellors. These results
were compared with those of Leach (1989). Respondents were invited to
prioritise service delivery in light of their professional needs. A factor
analysis of respondents' perceptions of School Counsellors was undertaken.
The results were similar to Leach's (1989) findings and indicated a general
endorsement of the current work of School Counsellors, with traditional,
direct service delivery tasks generally perceived as being performed more
frequently and with more competence than the more innovative, indirect
types of service delivery. There was a strong indication that respondents
would like more of both types of service delivery, particularly indirect
services, made possible through increased resourcing.
Increases in respondents' classification level positively correlated with
increased perceptions of task frequency and competence with which tasks
were performed. A positive correlation was also found between the
frequency of professional contact that respondents perceived they had with
School Counsellors and their perceptions of the process and quality of
service delivered by these practitioners.
In relation to the process and quality of service delivery, few teachers
perceived that School Counsellors communicated clearly about the services
they offer, procedures used or results gained. This concern with
communication was reinforced through examination of the factors
underlying teachers' perceptions of both the frequency and usefulness of
tasks.
This study suggests that ACT teachers and principals are, to some extent,
already experiencing and valuing some aspects of the trend in service
delivery reflected in the literature. Discussion highlights the important role
communication plays in indirect service delivery, and links it with the
findings of this study, particularly as it relates to teachers' and
administrators' apparent lack of knowledge of the qualifications and
experience of School Counsellors.
| Identifer | oai:union.ndltd.org:ADTP/219486 |
| Date | January 1995 |
| Creators | Yates, Jennifer M., n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Jennifer M. Yates |
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