Trends in Educational Administration: Impact Upon Guidance Administrator

system size and the guidance administrator's position in the administrative hierarchy were used as independent variables to test effects on the administrator's role, authority level, and needs satisfaction. These two organizational variables appear to have little impact on the guidance administrator's role perceptions. However, patterns were observed within the perceived level of authority and needs satisfaction. The article discusses implications for the training and selection of guidance administrators.

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Effect of Two Organizational Variables on Guidance Administrators

Professor

1976

“…At a time when educational administration is experiencing an increasing bureaucratization, it is becoming increasingly evident that the guidance director will have to assume more of the leadership responsibilities for the development and maintenance of the guidance program, responsibilities that in the past have been held largely by the school administrator. Recent writings (Anderson, 1957;Brown, 1967;Calia, 1965;Hill, 1965;Kehas, 1965;Koeppe & Bancroft, 1966;Reed & Stefflre, 1963;Shertzer & Stone, 1963) have expressed concern that counselor education programs have done little to prepare the school counselor to assume the leadership responsibilities inherent in the director of guidance position. Implicit within these writings was also an assumption that the effectiveness of a guidance staff is dependent upon the performance Jeremiah Donigan is Assistant Professor of Counselor Education, State University of New York at Brockport, Brockport, New York.…”

mentioning

confidence: 99%

Leadership Behavior of Guidance Directors Related to Counselors' Expectations

Donigian

Wellington

1971

Leadership responsibilities and behaviors of directors of guidance were first identified and classified by the writers and then rated by each counselor in terms of his expectations and perceptions of his director's leadership. The "Guidance Director Descriptionnaire" was developed to measure directors' behaviors in leadership roles. Counselors were least satisfied with: their directors' support of them as professional persons, their limited involvement in program planning and operation, and in communication within the program and the school. Counselor educators and supervisors of counselors should be concerned about the functions not understood or not performed by directors which the counselors perceived as limiting the effectiveness of the guidance programs.Perhaps at no other period during the history of counseling and guidance has there been so great a demand for administrative leadership of the counseling and guidance programs in our nation's schools. At a time when educational administration is experiencing an increasing bureaucratization, it is becoming increasingly evident that the guidance director will have to assume more of the leadership responsibilities for the development and maintenance of the guidance program, responsibilities that in the past have been held largely by the school administrator.

Administrator, Director, Supervisor—Would You Accept Chief?

Hays¹

1971

There is confusion in pupil services about the duties and the titles of those individuals given systemwide responsibilities. Regardless of the size of the organization, leadership responsibility in a program of pupil personnel services is basically a task of administration. This article proposes a system consisting of titles and duties for various levels of organization. In conclusion, a six‐step outline of suggestions for clarifying the confusion is offered.