Document Type

Dissertation

Date of Award

5-2023

School/College

College of Education (COE)

Degree Name

Ed.D., Counselor Education

Committee Chairperson

Candy H. Ratliff

Committee Member 1

Carol Parker

Committee Member 2

Jessica Davis

Committee Member 3

Ronnie Davis

Keywords

• Elementary School Counselors • Role Stress • School-Related Factors

Abstract

The purpose of this study was to examine the relationship between role stress, school related factors, and the general perceived self-efficacy of elementary school counselors. Specifically, this study was concerned with the predictability of role stress factors (role ambiguity and role conflict) and school related factors (school classification and counselor-to-student ratio) on the general perceived self-efficacy of elementary school counselors ability to effectively implement a rigorous comprehensive counseling program. The participants of this study included 90 elementary school counselors currently servicing students in grades Kindergarten – Fifth grade at public-schools within the Houston Metropolitan area and surrounding cities. A non-experimental design was utilized in this study. More specifically, a correlational research design was employed in this study. Each elected participant completed the following instruments: School Counselor Activity Rating Scale (SCARS), School Counselor Self-Efficacy Scale (SCSES), and a researcher-created demographic questionnaire. Three hypotheses were tested at the .05 level or better. The Pearson Product Moment Correlation was employed to determine the relationship between interval/ratio level and dichotomous level variables used in the study. The standard multiple regression procedure was utilized to test the data. The analysis of data revealed that all three hypotheses were found to be significant. Role stress factors of role ambiguity and role conflict and school related factors of school classification and counselor-to-student ratio were found to be statistically significant predictors of the general perceived self-efficacy of elementary school counselors’ ability to effectively implement a rigorous comprehensive counseling program. The major findings of this study indicate that as elementary school counselors general perceived self-efficacy scores increase, their ability to effectively implement a rigorous comprehensive counseling program aligned with ASCA increases as well. By identifying factors that impact the general perceived self-efficacy of elementary school counselors, campus administrators and additional educational stakeholders can seek to align school counselors roles, duties, and responsibilities with ASCA and the trainings and education elementary school counselors received during their graduate studies. Such an alignment allows the opportunity for the best utilization of the expertise of the professional

elementary school counselors on respective campuses and it allows elementary school counselors the ability to truly facilitate and nurture the social and emotional growth of students due to clearly defined roles and responsibilities aligned with the needs of the campus but driven by the implementation of a balanced and rigorous comprehensive counseling program.

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