State Mandated Principals’ Training - Does it make a Difference? An Examination of Principals’ Perceptions of the American School Counselors Association (ASCA) National Model, State-specific Models of School Counseling and the Roles of the School Counselor

Authors

Mary Amanda Graham
Kimberly J. Desmond
Erica Zinsser

Document Type

Article

Keywords

School counseling roles, principal perceptions, training models

Abstract

This mixed method study examines the perceptions of both elementary and secondary principals in two northeastern states regarding the American School Counselor Association (ASCA) National Model, state-specific models of School Counseling and the role of the school counselor. One state surveyed has mandatory administrative training of the ASCA National Model and a state-specific model of school counseling while the other does not have such state mandates or an implemented model of school counseling. A fifteen-question survey was sent to four hundred ninety-eight school administrators. Results indicate little difference in knowledge of the ASCA National Model between principals in both states. The results of the study and a plan to impact principal perceptions in support of the ASCA National Model are presented.

Recommended Citation

Graham, M. A., Desmond, K. J., & Zinsser, E. (2011). State Mandated Principals’ Training - Does it make a Difference? An Examination of Principals’ Perceptions of the American School Counselors Association (ASCA) National Model, State-specific Models of School Counseling and the Roles of the School Counselor. Journal of Counselor Preparation and Supervision, 3(2). Retrieved from https://research.library.kutztown.edu/jcps/vol3/iss2/3