The Relationship Between Job Roles and Gender on Principal–School Counselor Relationship Quality

Abstract

Principals have power to delegate job responsibilities to school counselors, and this may impact principal–school counselor relationship quality. In a study grounded in leader–member exchange theory, we surveyed 167 school counselors about the relationship between their job roles, gender, and years of experience and the quality of their principal–school counselor relationship. Results indicated that relationship quality was positively related to curriculum activity and consultation activity and negatively related to other activity and gender. We discuss implications for school counseling practice and research.

A Clear and Consistent Focus on Students: Principals’ Perceptions of the Role of School Counselors

“…School counselors are to intentionally define, manage, deliver, and assess their school's counseling program. Administrative and test coordinator roles are missing from current standards though they are a prevalent use of counselors' time (Dahir et al, 2010;Finkelstein, 2009;Lowery et al, 2018;Waalkes et al, 2018). Many principals fail to maximize counselors' potential in these roles due to a lack of knowledge (Amatea & Clark, 2005;Janson et al, 2008;Lowery et al, 2018).…”

“…Dahir et al (2010) go on to reveal that, "Historically, principals have determined the various roles assumed by school counselors, which at times has conflicted with the counselor's viewpoint" (p. 289). Much of the literature reveals that principals posit counselors as administrative extensions or reactionary practitioners, which contrasts the best practices as defined by the ASCA; given the discrepancy between perspectives, this relationship can become strained, rendering counselors less effective, which withholds critical supports from students (Dahir et al, 2010;Finkelstein, 2009;Lowery et al, 2018;Waalkes et al, 2018). However, there are studies that reveal collaboration between principals and counselors.…”

“…Moreover, this minimal exposure limits principals' scope and may inhibit their ability to fully understand and appreciate the school counselor role. This is particularly important as counselors and principals seek to ensure the progress and success of school subgroups (Finkelstein, 2009;Waalkes et al, 2018). Chata and Loesch (2007) explored how principals in training perceive the role of the school counselor.…”

Elementary School Counselor Experiences Teaching Lessons on a Related Arts Schedule

“…Communication skills and strong relationships matter very little if other professionals do not fully understand what school counselors have to offer. Regarding professional advocacy, communication also should include sharing information about school counselor roles and areas of expertise with all stakeholders and working on annual agreements with principals to clarify school counselor roles and responsibilities in writing (Cholewa et al, 2017; Cinotti, 2014; Fye et al, 2018; Waalkes et al, 2019). The participants expressed frustration not only with regard to misunderstandings about their role but also in relation to who handled situations when they were in class and unavailable and how those situations were handled.…”

“…Use of data also can enhance school counselors’ ability to communicate about problems or concerns (Holman et al, 2019; Waalkes et al, 2019). Relationships are an important foundation for advocacy, but administrators might respond to data differently.…”