On the job performance of counselor education graduates

The main purposes of this study were: (a) to evaluate the importance assigned to the counselor's role by school principals, school supervisors, teachers, and counselors; (b) to evaluate the performance of school counselors as indicated by school principals, school supervisors, teachers, and counselors; (c) to identify the major activities counselors are performing in schools; (d) to identify the major contributions of guidance programs to schools; (e) to determine the suggestions for further improvement of the guidance programs in schools; (f) to identify the most and least satisfying aspects of counselor's training programs as indicated by school counselors; (g) to identify the most satisfied counselors in relation to the content of the training program; (h) to investigate the relationship between counselor training satisfaction and the importance assigned to the counselor's role by school principals, school supervisors, teachers, and counselors; (i) to examine the relationship between counselor training satisfaction and on-the-job performance of school counselors as indicated by school principals, school supervisors, teachers, and counselors; and (j) to state what aspects of the training program can be used as predictors of good counselor performance. The population surveyed consisted of (all) the school principals, school supervisors, teachers (10 percent sample), and all school counselors of the first degree schools (elementary schools) in the Espirito Santo State, Brazil. The population surveyed yielded 501 respondents instrument evaluating the training program of counselors. A total needs of the program. Summary statistics were also obtained for the counseior role, the contributions of the program to the schools, and the also categorized and analyzed yielding a broad description of the 19 T tests were significant at the .05 level. Open-ended questions were below 5.00 differed statistically from that point. For the counselors, whether or not the performance scores of all four groups which were for each category. A one sample T test was also conducted to determine performance and importance, T tests were conducted among group ratings To provide further evidence of the difference of ratings between to performance were somewhat lower to the ones given to importance. analysis of the performance of the school counselor. Values attributed individual differences. The same procedures were followed for the groups, and the least significant difference test was used to isolate ducted to determine if differences in responses existed for the four all twenty-seven counselor roles emerged as important. F tests were conrespondents. When the mean of means was combined for the four groups, quencies, means, medians, and standard deviations for all groups of The importance of the counselor role was determined by computing fresatisfaction was defined as an item receiving a score of 5.0 or above. Importance of the counselor's role, good performance, and training Counselor Training Programs in the State.

were sent to gather data about the State System of Education and the filled out only by counselors. Interviews were conducted and letters respondents, and the second one dealing with training evaluation was naire dealing with the work with the counselor was filled out by all Data were gathered by means of two questionnaires. One questionvii

viii training satisfaction score was obtained which was below 5.00 and statistically different from that level. A one sample T test was also conducted on variables with scores below 5.00. Correlations were obtained between training variables which matched with importance and performance variables in the counselor work inventory. There was a relationship between training satisfaction and importance attributed to the counselor role and of his performance. Finally, the multiple regressions yielded the following as the best predictors of counselor performance: the training to conduct classroom meetings, to facilitate group counseling, to conduct vocational guidance and counseling, to work with the school administration, and to promote the integration with the supervision program.

The results of this study indicate that there exists a general consensus among the four school personnel groups in relation to the importance of the counselor role and his performance. Also, there is a relationship between counselor training satisfaction and his performance. The current training programs are emphasizing aspects which are not considered as highly important to the school situation, and these need to become more realistically oriented. The implications of this study, and recommendations are also discussed.