A Indian society is well known for

 A Study on roles and responsibilities of
school counsellor’s as perceived by the Higher Secondary School Teachers in Kerala.

Introduction

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School
counseling is comparatively a new branch of knowledge in India. Indian society
is well known for its strong family bonds and emotional attachment through the
joint family system. In times of crisis, a child is easily provided with
emotional support and care from his / her own family members.  A large shift from joint families to nuclear
families is happening in the contemporary Indian society. Indian families
became an island with parents and one or two kids. Obviously, the parents need
to work and they may not get sufficient time to spend with their children. Here
comes the importance of school in providing such extra care to its students. In
this background school counseling, a purely a western origin branch of
knowledge came to India.

Significance of the study

The
teenagers of today face more complex issues and problems compared to the past.
Therefore, teachers and counselors should work cooperatively to address these
issues. (Nazil, 2008). Teachers are the key role layers in an education
institution. They have great influence over their students. An effective
partnership between a school counselor and a teacher is one of the appropriate
strategies to deal with student problems in a scientific way. Teachers and
counselors need to work in a collaborative manner to maximise the student’s
achievement and this can be done in a variety of ways.  This will have the greatest impact on
students learning not only in the academics but also in their social
development. Even though the ideal situation is like this, many of the school
counselors shared a view that teachers are not aware of their precise roles and
responsibilities. The present descriptive study is an  attempt to showcase the perception of higher
secondary school teachers regarding the roles and responsibilities of school
counselors.

Review of literature

In
a study structured by Clark and Amatea (2004), teachers were reported that they
need help from counsellors to address various student issues. Teachers
emphasized the importance of counsellor – teacher communication, as well as
collaboration and teamwork in this study. 
Teachers also valued the group counselling sessions and classroom
guidance. Individual counselling was mentioned as well as an effective method
for working with students, despite the recognition that it took much of a
counsellor’s time. . They
identified counselors as an integral part of building a positive school
community. Lastly, teachers talked about the special needs of students in their
schools. They mentioned that the role of a school counselor was not only being
knowledgeable about their students’ special needs, but also being able to point
them towards resources needed when working with these students (Clark &
Amatea, 2004).

Another
study, conducted by Beesley (2004), surveyed K-12 classroom teachers about
their perceptions of the effectiveness of school counseling services within
their school settings. In general, it was found that teachers were satisfied
with their school counseling services and reported strengths in several areas.
These areas included classroom guidance, individual and group counseling,
consultation, and coordination of special education services. Through an
analysis of the data collected, suggestions for improvement in services were also
found. The top four areas for recommended improvement were career counseling,
academic planning college preparation, community referrals, and public
relations (Beesley, 2004).

Objectives
of the study 

1.      To
study the perception of teacher on school counsellors effectiveness.

2.      To
study the interpersonal relationship between teachers and counsellors

3.       To know the awareness of teachers on roles and
responsibilities of student counsellor.

Methodology 

The
present study is a descriptive one which tries to identify the perceptions of higher
secondary school teachers. Participants in this study were school teachers who
are teaching in 11th and 12th standard 60 higher
secondary school teachers (female n=42, male n=18) participated voluntarily in
the present study. The schools were selected according to whether there is a
school counselor at school or not. There was a school counselor in schools of
all the participants. The researcher used a self-prepared interview schedule to
collect information from the respondents. All appropriate descriptive
statistics were utilized to analyse the data.

Result
Discussion 

The
current study was an eye opener for most of the participants to make a
self-evaluation on the effectiveness of school counsellor and the understanding
of respondent on the use of school counsellor for betterment of students. The
important findings of the current   study
are as follows. The teacher’s perceptions of the school counsellor’s
effectiveness in delivering services in general, which were considered as most
important for student success. 

 

Table: 1

Effectiveness of the student counselor service as
perceived by teachers.

S.No

Response

Frequency

Percentage

1

Very satisfied

09

15

2

Satisfied

35

58

3

Neither satisfied
nor dissatisfied

16

27

4

Dissatisfied

0

0

5

Very dissatisfied

0

0

 

Total

60

100

 

The
above table shows that among the respondents majority 73 %( 58% satisfied &
15%very satisfied) are satisfied with the Effectiveness of the student
counsellor service in their schools. This implies the effectiveness of school
counsellors in government higher secondary schools in Kerala.

Table: 2

Teacher’s perception on their communication with
counsellor.

S.No

Response

Frequency

Percentage

1

Excellent

6

10

2

Good

24

40

3

Average
 

5

08

4

Below average

25

42

5

Poor

0

0

 

Total

60

100

 

Interpersonal
communication between counsellor and teacher has great role in improving the
effective result of school counselling. The result shows that half of the 50%
respondents have good communication between counsellors but nearly half of the (42%)
respondents are having below average level of interpersonal communication with
the counsellors. This lack communication between teachers and counsellors
effects directly towards the success of student counsellor service

Table: 3

Referral system by the teachers when student problem
occurs..

S.No

Response

Frequency

Percentage

1

Always

09

15

2

Often

14

24

3

Occasionally

05

8

4

Rarely

32

53

5

Never

0

0

 

Total

60

100

School
counsellors are trained mental health professionals.  Normally when an emotional problem occurred
to a student, their teachers need to refer those students to the counsellor but
study results that more than half of the respondents rarely consult the school counsellors
in such incidents. It may be due to the poor interpersonal relationship with
the counsellors and teachers.

Table: 4

Opinion of teachers on role of counsellor in
academic development of student’s

S.No

Response

Frequency

Percentage

1

Very satisfied

15

25

2

Satisfied

26

43

3

Neither satisfied
nor dissatisfied

10

17

4

Dissatisfied
 

09

15

 

Total

60

100

One
of the major roles of school counsellor is related to the academic development
students. When a student became week in academics teachers used to refer them
to counsellor in such cases counsellors motivate the students to achieve better
results. A good majority (25+43=68%) of the respondents were satisfied with
this role of counsellor.  

 

Table: 5

Opinion of teachers on role of counsellor in the
Social/Personal development of student

S.No

Response

Frequency

Percentage

1

Strongly
agreed         

18

30

2

Agreed

22

37

3

Neither agreed nor disagreed

09

15

4

Disagreed

11

18

5

Strongly
disagreed

0

 

 

Total

60

100

 

School
counsellors, due to their training, experience and accessibility are considered
to be the best equipped school based professionals to develop and implement
both social and personal skills for the students. The above table shows that
among the respondents majority 67 %( 30% strongly agree & 37 % agreed) were
agreed that counsellor has a role in the social/Personal development of the
student.

Major
findings

1.      When
there is lack of inter personal communication between teachers and counsellors
it affects effectiveness of counsellors service.

2.      More
than half of the respondents are not referring the problem child to the
counsellor 

3.      Majority
of the respondents are satisfied with the Effectiveness of the student
counsellor service in their schools.

4.     
Majority of the respondents were
satisfied with the role of counsellor in academic development of the student.   

5.     
Among the respondents majority were
agreed that counsellor has a role in the social/Personal development of the
student.

Recommendations

1.      School
authorities should ensure effective and professional communication between
counsellors and teachers.

2.      Teachers
need to be educated on the roles and responsibilities of school counsellors

3.      On
the job training programme need to organise for the school counsellors , in
order to equip them to face present day 
the challenges.

Conclusion

The
purpose of the study was to investigate the perception of higher secondary
school teachers towards the roles and responsibilities of school counsellors in
Kerala.The results indicated that majority of the teachers were satisfied with
the various roles perform by the  school
counsellors in their respective schools. 

References

1.      American
School Counselor Association. (2005). Why elementary school counselors?
Retrieved from http://www.schoolcounselor.org

2.      Beesley,
D. (2004). Teachers’ perceptions of school counselor effectiveness:
Collaborating for student success. Education, 125(2), 259-271.

3.      Clark,
M. A., & Amatea, E. (2004). Teacher perceptions and expectations of school
counselor contributions: Implications for program planning and training.
Professional School Counseling, 8(2), 132-140.

4.       Ginter, E. J., & Scalise, J. J. (1990).
The elementary school counselor’s role: Perceptions of teachers. School
Counselor, 38(1), 19-23.

 

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