Teacher-counsellor relations in the high schools of Nova Scotia.
Date
1972
Authors
Dalrymple, Bessie Elvira
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Abstract
Four randomly chosen high schools in Nova Scotia provided a sample of 71 teachers to respond to a survey. Twelve "critical incidents" and four multiple choice questions were designed to test teacher reaction to counsellor activity. The critical incidents were similar to those used by Kander, Pulvino and Stevie (1971). Following the recommendations of Kandor et al., areas of dissonance were identified, and each tested by three or more incidents. Two types of activity were proposed for each incident, and t wo alternate forms of the survey were drawn up. In one form, a given item showed the counsellor acting in a way judged acceptable to teachers; in the alternate form, the corresponding item showed the counsellor acting in a way judged unacceptable. In each form, approximately half the items showed counsellor activity judged acceptable and half unacceptable. Teachers responded to one or the other of the forms using a five-point Likert scale. This procedure permitted comparison of teacher responses to the two types of activity. Differences in responses to each item were tested for significance using the Kolmogorov-Smirnov two-sample test.
The first area of dissonance, administrative role of the counsellor, showed teachers willing to accept such a role in some instances, but in general reacting negatively. Items testing the counsellor as threat to teacher goals and rewards showed strong evidence that teachers prefer counsellor activity which permits teachers to share in helping students, but are not so concerned about counsellor interference with their achieving professional goals. The third area tested, special considerations for counsellors, showed teachers strongly in favor of counsellors sharing with teachers certain duties and personal restrictions, but even on these items there is evidence that some teachers are willing to grant the counsellor concessions that teachers do not enjoy.
A second part of the survey showed teachers ready to discuss with counsellors situations that make for discord, but expecting counsellors rather than teachers to initiate discussion. Teachers do not look to the counsellor for help with professional or personal problems, nor do they show interest in additional personnel to meet these needs.
The lack of conclusive evidence (on six of the twelve items) to show teachers discriminating between "acceptable" and "unacceptable" activity may indicate a more generally accepting attitude toward counsellor behaviors than was expected. The writer recommends that counsellors be alert to recognize and capitalize on any improvement in teacher counsellor relations.
Detailed description of the development of the instrument used and suggestions for further revisions make up a large part of the study.