Date of Award

Spring 2022

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Dodie Limberg

Abstract

Using a piloted convergent mixed-methods design, I investigated role understanding and collaboration between school counselors and principals. Specifically, this intervention situated aspiring school counselors and principals in a curriculum implementation on the role of their counterpart and then brought the two professions together in a collaborative powerful learning experience (PLE). Neither the Council for Accreditation of Counseling and Related Education Programs (CACREP), American School Counseling Association (ASCA) or National Policy Board for Education Administration (NPBEA) currently require graduate students to learn about the role of their opposite counterpart or collaboration between the two professions before they graduate from their respective programs.

A thorough review of the literature is presented surrounding the roles of school counselors and education leaders, collaboration between the two professions, and the leadership they each hold within the schools. Using a quasi-experimental within-groups design and thematic analysis, results are reviewed and compared to existing research in the field. Furthermore, limitations of the current study are explained and recommendations for future research are provided. Finally, implications of the study regarding professional school counseling and education leadership are discussed.

The overall sample for this study is 58 graduate level school counseling and education leadership students (school counseling, n=20, education leadership, n= 38).

The results of this study support that both school counselors and education leadership graduate students benefit and value a presentation on roles of their opposite counterpart and the opportunity to practice collaboration in their graduate preparation programs.

Rights

© 2022, Shelby Kaitlin Gonzales

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