Guidance counseling expectations of secondary school educators: A preliminary test of the three dimensional model of Turkish guidance and counseling
Başlık çevirisi mevcut değil.
- Tez No: 53235
- Danışmanlar: PROF. DR. NECLA ÖNER
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1993
- Dil: İngilizce
- Üniversite: Boğaziçi Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Eğitim Bilimleri Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
The purpose of the present study is to test the appropriateness of the Three Dimensional Guidance and Counseling Model developed by Oner (1988) to the Turkish education system. twelve high schools with well-functioning guidance services in Istanbul were selected for the study. Seven of these schools were private and five of them were public schools. Nine,principals, 63 assistant .principals, 50 counselors and 43 teachers constituted the sample. The Expectations From Guidance and Counseling Services Questionnaire, specially developed for this study, was administered to the entire sample (N=165). There were four hypotheses of the study. The first hypothesis stated that guidance - counseling expectations of school administrators, teachers and counselors would show congruence with the conceptualization of the Three Dimensional Model. In order to test this hypothesis, the Spearman Brown Rank Order Correlation technique was used. The guidance-counseling expectations of educators as a group where found to be congruent with the conceptualization of this model, and the hypothesis was supported. The first part of the second hypothesis predicted that there would be differences between the school counselors' expectations and other educators' (school administrators, teachers) expectations from guidance and counseling services because of differences in the background training of these educators. The school counselors' expectations from these services were predicted to be more congruent with the Three Dimensional model than the school administrators' and the teachers' expectations. To test this hypothesis, The Spearman Brown Rank Order Correlations, ANOVA, and t tests were computed. It was found that educator groups (principals, assistant principals, teachers, counselors) varied in their guidance expectations. The three of the subtest mean scores of counselors were higher than some of the other educator groups and the counselors' derived median score tended to be the highest among educators. But there were no significant differences between the rank order correlation of any of the other educators. Therefore the hypothesis was partially supported. It was stated in the second part of the second hypothesis that the school counselors would emphasize matters related to personal and psychosocial development whereas the teachers would emphasize academic achievement and the administrators would emphasize disciplinary matters. In order to test this hypothesis the educators' rank ordering of subtests were determined. It was found that counselors emphasized psycho-social development of the student, as expected. However, teachers and school administrators also emphasized psycho-social development rather than academic achievement and disciplinary matters. Therefore, the hypothesis was partially supported. The expectation of the third hypothesis was that private school educators would demonstrate a higher degree of congruence with the Three Dimensional Guidance-Counseling Model than the public school educators. To test this hypothesis the Spearman Brown Rank Order Correlation technique was implemented. Analysis of data revealed that private school educators demonstrated higher degree of congruence with the Three Dimensional Guidance-Counseling Model than the public school educators, supporting this hypothesis. The fourth hypothesis stated that the problem - oriented objective of the Three Dimensional Model will be emphasized more than the prevention - oriented objective. In testing this hypothesis, the frequency counts of preventive and problem-oriented items of the total questionnaire are tabulated and percentages are determined. Findings showed that both problem-oriented objective and prevention-oriented objective were emphasized equally. Therefore, the hypothesis was not supported. These results revealed that the conceptualization of the Three Dimensional Guidance-Counseling Model proved to be relatively congruent with the Turkish educators' conceptualization of guidance-counseling in general. One limitation of the present study is the technique used in testing the hypotheses. The Three Dimensional Model which is basically not hierarchical was tested by hypotheses based on hierarchy of content areas, and using a rank order procedure. One implication of the findings, however, is that this model could well be considered hierarchical when I if one is interested in determining the degree of importance of the content of Turkish guidance-counseling and expectations. Another limitation is the nature of the sample schools and subjects. It may be more informative on, and provide more valid test for the model if schools with poorly-functioning guidance services were also included and students and parents were added to the sample group.
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