Doctoral Dissertations

Date of Award

12-1991

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Educational Administration and Supervision

Major Professor

Norma T. Mertz

Committee Members

William Poppen, Kathleen deMaurais, Mary Jane Connelly

Abstract

To date there have been no comprehensive studies of the supervision that practicing, school counselors have received. The purpose of this study was to find out what kind of supervision practicing, Tennessee public school counselors have received in the past and to describe what counselors believe that supervision should be. This was a descriptive, exploratory study that used the survey method for data collection. A questionnaire, which included open and closed questions, was sent to a stratified, random sample of 700 practicing, school counselors in the state of Tennessee from the elementary, middle, junior high, and high school levels. Three hundred-thirty usable questionnaires were returned. Data obtained from the closed-ended responses were analyzed statistically, while and inductive approach was used in analyzing the data obtained through the open-ended responses. The findings from this study were numerous, but tended to fall into the following categories: general help provided; assigned assistance; preferred assistance; and supervisor and supervisory expectations. It was determined that no "common practice" of school counselor supervision existed. When supervision did take place, it was provided haphazardly and inconsistently and was not necessarily the type, quantity, or quality of supervision preferred by counselors. Despite this, counselors indicated that they wanted and needed supervision. Further, they sought supervision on their own, regardless of whether or not the supervision was provided to them. When counselors received supervision, they received it mainly through contacts such as observations, conferences, and evaluations. When supervision was provided there was no "common provider". Most counselors had received help from principals or other counselors, although most had been assigned assistance from principals, other counselors, and supervisors of guidance. Most counselors preferred to be supervised by a supervisor of guidance, although they preferred to be evaluated by a principal. Also, differences existed between who had helped counselors in the past and who counselors preferred to help them in the future broken down by respondent variables such as grade level, gender, age, level of experience, and type of school system. Counselors agreed that supervision was a helpful process which should promote professional growth and development, and they preferred to receive more supervision in the future. Counselors also agreed about the personal characteristics, education, and credentials which they preferred for their supervisor to possess. They wanted supervisors to provide psychological support and a number of other specific services.

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