abstract shillingford and Lambie Contribution of Professional School Counselors' Values and Leadership Practices to Their Programmatic Service Delivery

Contribution of Professional School Counselors' Values and Leadership Practices to Their Programmatic Service Delivery

M. Ann Shillingford and Glenn W. Lambie

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TITLE: Contribution of Professional School Counselors’ Values and Leadership Practices to Their Programmatic Service Delivery
 
RESEARCHER: M. Ann Shillingford and Glenn W. Lambie
Professional School Counseling (2010)
Vol. 13, No. 4, 208-217

OBJECTIVE
The purpose of this research was to examine how school counselors’ values and leadership practices contributed to their programmatic service delivery.

METHODOLOGY
The population for this study was composed of practicing school counselors within the state of Florida. Participants were randomly selected from the database of certified and practicing school counselors provide d by the Florida Department of Education. A targeted sample of 718 school counselors received an invitational e-mail to participate in this study and 163 completed all three survey instruments: Leadership Practices Inventory, Schwartz Value Survey (Schwartz, 1992), and the School Counselor Activity Rating Scale (Scarborough, 2005). The typical respondent was female (84%), Caucasian (72%), 46 years old, holding a master’s degree (84%), and with 11.3 years of school counseling experience; and 33 percent were in elementary school, 31 percent at the middle school level, 30 percent at the high school level and the remainder as multiple level school counselors. Overall internal reliability for the LPI in this study was .927.

KEY FINDINGS
The population for this study was composed of practicing school counselors within the state of Florida. Participants were randomly selected from the database of certified and practicing school counselors provide d by the Florida Department of Education. A targeted sample of 718 school counselors received an invitational e-mail to participate in this study and 163 completed all three survey instruments: Leadership Practices Inventory, Schwartz Value Survey (Schwartz, 1992), and the School Counselor Activity Rating Scale (Scarborough, 2005). The typical respondent was female (84%), Caucasian (72%), 46 years old, holding a master’s degree (84%), and with 11.3 years of school counseling experience; and 33 percent were in elementary school, 31 percent at the middle school level, 30 percent at the high school level and the remainder as multiple level school counselors. Overall internal reliability for the LPI in this study was .927.

The findings of this study suggest that long term sustainability of the profession may requires that school counselors advance leadership practices to deliver effective programmatic services to their students. However, many school counselors appear to not possess the strong leadership skills necessary for promoting systematic change. Ultimately, counselor educators and school counseling professionals need to develop and implement specific interventions to promote school counselors’ leadership skills in order to transform programmatic service delivery to all stakeholders (p. 216).  

 

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