Teacher, Counselor, and Administrator Perception of the Role of the School Counselor in Comprehensive Career and Technical High Schools in Pennsylvania

Open Access
Mamett, Susan M
Graduate Program:
Workforce Education and Development
Doctor of Philosophy
Document Type:
Date of Defense:
February 27, 2008
Committee Members:
  • Richard Allen Walter, Committee Chair
  • Judith Ann Kolb, Committee Member
  • Cynthia Pellock, Committee Member
  • Edgar Paul Yoder, Committee Member
  • Integration of Guidance Curriculum
  • Collaboration in Education
  • Role of the Scool Counselor
  • Role Ambiguity
ABSTRACT This descriptive study examined internal support as a construct for the success of the integration of guidance curriculum. Comparative perceptions were considered between teachers, counselors, and administrators of the role of the school counselor, collaboration of faculty, and the integration of guidance and counseling services (N = 234). The framework for this investigation was the study by Robert L. Gibson (1965 & 1986), Teachers’ Opinions of High School Counseling and Guidance Programs: Then and Now. Gibsons’ research addressed internal support as largely determining the “staying power” and success of counseling and guidance programs. This investigation considered the internal constructs of teachers’ value for the school counseling program since programs require integration of services and administrators understanding the professional role of the school counselor which serves to maintain and enhance the comprehensive school counseling program. Nine Comprehensive Career and Technical High Schools in Pennsylvania participated in this study. Significant differences in the scores between the groups were found using a one way analysis of variance. The findings of this study suggest future empirical studies are warranted to consider internal support and systemic constructs as factors that affect the successful delivery of the school counseling program.