PERCEPTIONS OF SCHOOL COUNSELORS AND ADMINISTRATORS ON THE ROLE OF SCHOOL COUNSELING

Oct 15, 2026

Quantitative survey research investigates differences between school counselors’ and administrators’ perceptions of the school counselor’s role and examines whether demographic factors such as years of experience, years in education, enrollment size, and grade level influence these perceptions. Alabama participants with at least one year of experience completed SCARS and SCARS Modified. Analysis used descriptive statistics, factorial ANOVA, and multiple regression, finding role-preference discrepancies without statistical significance for the fundamental role. Regression results were inconclusive, prompting further study. Findings support advocacy and leadership through development, training, and collaboration.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Abstract

Introduction

Review of the Literature

ASCA National Model: Framework

School Counselor Role

P-12 Education Studies PERCEPTIONS OF SCHOOL COUNSELORS AND ADMINISTRATORS ON THE ROLE OF SCHOOL COUNSELING Heather D. Windham, University of Alabama at Birmingham Malti Tuttle, Auburn University Abstract This quantitative survey study aimed to identify differences between school counselors’ and administrators’ perceptions ofthe school counselors’ role and if demographic criteria of years of experience, years in education, enrollment size, and grade level impacted these perceptions. Currently employed school counselors and administrators in Alabama with at least one year of experience were recruited to participate in this study. The School Counseling Activity Rating Scale (SCARS) (Scarborough, 2005b) and SCARS Modified (Lane et al., 2020) instruments were utilized. Results were analyzed by comparing descriptive statistics and performing a factorial ANOVA and multiple regression. Results of the ANOVA suggest that discrepancies exist between how school counselors and administrators view the preferred role of the school counselor but were not statistically significant in how the groups perceive the fundamental role of the school counselor. The results of the multiple regression were inconclusive and suggested additional research. Implications for school counselors and administrators aim toward opportunities for advocacy and leadership through professional development, training, and collaboration. Author Note: The authors provide permission to publish this manuscript. Correspondence concerning this [article should be addressed to Dr. Windham at ](article should be addressed to Dr. Windham at hwindham@uab.edu)[hwindham@uab.edu](article should be addressed to Dr. Windham at hwindham@uab.edu), 205-975-2491 Keywords: school counselor role, administrator, training, ASCA national model, SCARS Introduction School counselors report incongruency between their trained role as students and their expected role once established in the profession (Bardhoshi et al., 2014; Mullen et al., 2018) . This discrepancy causes school counselors to experience various emotional concerns, including burnout, stress, and role confusion (Bardhoshi et al., 2014; Holman et al., 2019; Mullen et al., 2018). While many stakeholders within the school setting exist (administrators, teachers, parents, students, etc.), each has been reported to have differing expectations for the role of the school counselor (Bardhoshi et al., 2014; Birdsong & Yakimowski, 2021; Burnham & Jackson, 2000; Mullen et al., 2018; Ruiz et al., 2019). The most reported stakeholder group with differing perceptions ofthe role of the school counselor is that of administrators (Bardhoshi et al., 2014; Birdsong & Yakimowski, 2021; Fye et al., 2018; Fye et al., 2020; Lane et al., 2020; Moyer, 2011; Mullen et al., 2018; Rose, 2019; Ruiz et al., 2019) . Administrators report that while the school counselor’s role, as defined by the American School Counseling Association (ASCA), is important, so are non-counseling duties (Finkelstein, 2009; Fitch et al., 2001; Ruiz et al., 2019). When school counselors are asked to complete these non-counseling duties, they report higher levels of burnout, job dissatisfaction, stress, role confusion, role ambiguity, exhaustion, and incompetence (Bardhoshi et al., 2014; Fye et al., 2020; Holman et al., 2019; Moyer, 2011; Mullen et al., 2018). School counselorshave also reported a misunderstanding of the school counseling role often leads to an increase in noncounseling duties, stress, burnout, and exhaustion (Bardhoshi et al., 2014; Carey et al., 2012; Lapan et al., 2012; Mullen et al., 2018) . When school counselors experience these negative consequences from a discrepancy in the school counselor role, the impact leads to a decrease in direct counseling services, student outcomes, and overall implementation of the ASCA National Model (Carey et al., 2012; Lapanet al., 2012; Moyer, 2011). Therefore, it can be posited that the incongruence between sch

FAQs

What was the purpose of the study?

The study aimed to identify differences between school counselors’ and administrators’ perceptions of the school counselor’s role and determine whether demographic variables affected those perceptions.

Who participated and what instruments were used?

Employed school counselors and administrators in Alabama with at least one year of experience participated. The study used the School Counseling Activity Rating Scale (SCARS) and SCARS Modified.

What did the ANOVA and multiple regression show?

ANOVA suggested discrepancies in how counselors and administrators view the preferred role, but the differences were not statistically significant regarding the fundamental role. Multiple regression results were inconclusive and indicated the need for additional research.

Oct 15, 2026

Uploaded by eBook King