Communication Factors as Predictors of Relationship Quality: A National Study of Principals and School Counselors

Duslak, Mark; Geier, Brett A.

doi:10.5330/1096-2409-20.1.115

Cited by 21 publications

(27 citation statements)

References 23 publications

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“…ibid.). In their study, Duslak and Geier (2016) found that more frequent meetings were associated with higher ratings of relationship quality but the meetings do not need to be formalised in order to be effective.…”

Section: Cooperation Between Head Teachers and School Counsellorsmentioning

confidence: 98%

“…And trust is a crucial factor influencing relationship quality (cf. Finkelstein, 2009;Duslak and Geier, 2016).…”

Section: Findings and Interpretationmentioning

confidence: 99%

“…That they also meet outside scheduled appointments is revealed by their responses to the statement I cooperate with the school counselling service / the head teacher mainly in boards -together with the manager, head teachers, assistants, etc., where both groups stated in large shares that the statements were not true or not true at all. This is important, since a study showed that more frequent meetings were associated with higher ratings of relationship quality, but the meetings did not need to be formalised in order to be effective (Duslak and Geier, 2016).…”

Section: Findings and Interpretationmentioning

confidence: 99%

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Cooperation between head teachers and professional school counsellors in Slovenian schools

Mrvar

Resman

Kalin

et al. 2019

Management (Split, Online)

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The characteristics of cooperation between head teachers and school counsellors are presented theoretically and empirically. Distributed leadership means that head teachers do not lead schools through school-based educators but rather together with them, with school counsellors playing an important role. Numerous research studies demonstrate that a strong head teacher–school counsellor relationship is a crucial component of meeting the vision, goals and well-being of the school. The findings of our research study, conducted among head teachers and school counsellors, show positive attitudes of both groups towards mutual cooperation. Both considered the cooperation to be good or very good, the head teachers rated it even better. It is interesting to observe that the head teachers found more support in school counsellors than vice versa. Also, more of the head teachers said they saw school counsellors as partners than did the school counsellors. It thus remains to be seen how school counsellors’ perception of the school leadership’s support in their work could be strengthened and how head teachers could be encouraged to support the work of the school counselling service even more, so that this relationship becomes reciprocal and that each party’s ability to perform their work will be enhanced by the strong relationship.

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Section: Cooperation Between Head Teachers and School Counsellorsmentioning

confidence: 98%

“…And trust is a crucial factor influencing relationship quality (cf. Finkelstein, 2009;Duslak and Geier, 2016).…”

Section: Findings and Interpretationmentioning

confidence: 99%

Section: Findings and Interpretationmentioning

confidence: 99%

See 1 more Smart Citation

Cooperation between head teachers and professional school counsellors in Slovenian schools

Mrvar

Resman

Kalin

et al. 2019

Management (Split, Online)

View full text Add to dashboard Cite

show abstract

“…Ramifications of the school community dialogues on instructive results and advising practice are additionally depicted. The investigation of Duslak and Geier (2016) inspected the impacts of meeting recurrence, organized meetings times, yearly arrangements, and demographic factors on school counsellors' view of their relationship with their school heads. Aftereffects of a regression analysis demonstrated that meeting recurrence represented 26.7% of the difference in school counsellors reported relationship quality scores.…”

Section: Principals' Communication Patternmentioning

confidence: 99%

A structural equation model of principals communication patterns, funds management and school-community relationship

Owan

Asuquo

2021

JPSP

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Recent studies tend to explain the importance of communication in the organisation as well as prescribing the most commonly practised techniques adopted by school managers. Studies on financial management are quite limited with the available ones suggesting that poor financial management is a source of conflict between school leaders and host communities. Little seems to be known on the connection between principals' communication patterns and funds' management as predictors of school-community relationship. This study builds on existing studies and appears to be the first to assess the linkages between principals' communication patterns, fund management practices and schoolcommunity relationship based on empirical rather than subjective data. A structural modelling approach was adopted to examine the nexus using quantitative primary data obtained from a random sample of 2108 respondents. A questionnaire which was designed and validated by the researchers served as the data collection device. Collected data were subjected to Exploratory and Confirmatory Factor Analyses, as well as Multiple Regression Analysis. Findings revealed various significant communication, funds management and school-community relationship practices that are available for adoption. However, it was found that the extent to which principals utilised such practices were below expected minimum standards. It was also found that there were no significant partial and composite effects of principals' communication and funds management practices on school-community relationship (SCR). Based on these results, relevant theoretical, policy and practical implications are discussed.

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“…For this purpose, how small group counseling, individual planning, and duties related to life skills should be carried out at schools should be further explored. For example, it can be examined whether these studies affect the relationship quality of the principal -school counselor [21].…”

Section: Suggestionsmentioning

confidence: 99%

The Relationships among School Counselors' Vocational Satisfactions, Their School Counseling Self-efficacy Expectations and Delivery System Components

Tokmak¹,

Özyürek²

2018

ujp

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In this study, the relationships between school counselors' vocational satisfactions, their school counseling self-efficacy expectations and delivery system components were examined. The research participants of this study were two different samples of counselors who work one of the cities in the west of Turkey. The number of participants in each sample is 150. According to findings, positive correlations were obtained between counselors' vocational satisfactions and their school counseling self-efficacy expectations, and time spent conducting school counseling tasks with students / consultants in face-to-face interaction and negative correlations were found with conducting non-counseling duties. The findings also showed that there may be a positive relationship between vocational satisfactions and self-efficacy expectations and the number of clients participating in individual counseling sessions, the number of individual counseling sessions, the number of large group counseling sessions, the number of periodical individual planning interviewing and a negative relationship the number of small group guidance sessions and the number of conferences the counselors gave to the students. In the discussion section, the similarities between these findings and the findings in the previous studies were discussed and some suggestions were given to the researchers.

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Communication Factors as Predictors of Relationship Quality: A National Study of Principals and School Counselors

Cited by 21 publications

References 23 publications

Cooperation between head teachers and professional school counsellors in Slovenian schools

Cooperation between head teachers and professional school counsellors in Slovenian schools

A structural equation model of principals communication patterns, funds management and school-community relationship

The Relationships among School Counselors' Vocational Satisfactions, Their School Counseling Self-efficacy Expectations and Delivery System Components

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