Leadership Practices of School Counselors

Mason, Erin; McMahon, H. George

doi:10.5330/psc.n.2010-13.107

Cited by 35 publications

(56 citation statements)

References 11 publications

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“…Therefore, school counselors should add accountability skills to their repertoire for their school improvement leadership to be sustainable (Sink, 2009). Advocates for the school counseling profession must continuously examine and promote the effectiveness of their role in the school system and of their work in relationship to the ASCA National Model (Mason & McMahon, 2009;Young & Bryan, 2015). Becoming a leader within the school and getting other stakeholders involved will help school counselors promote their own program, so their duties do not get stretched in other directions.…”

Section: School Counselors As Leadersmentioning

confidence: 99%

Examining the Relationship Between School Counselors’ Age, Years of Experience, School Setting, and Self-Perceived Transformational Leadership Skills

Lowe

Gibson

Carlson

2017

Professional School Counseling

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This study examined influential factors in the development of transformational leadership skills of school counselors who are the members of the American School Counselor Association. Using multiple regression with a sample of 102 practicing school counselors, we examined the influence of age and/or years of experience to self-perceived transformational leadership skills. Results indicated no significance between age and self-perceived transformational leadership scores, but they showed a negative correlation between years of experience and transformational leadership. We discuss implications for counselor educators and school counselor leaders.

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Section: School Counselors As Leadersmentioning

confidence: 99%

Examining the Relationship Between School Counselors’ Age, Years of Experience, School Setting, and Self-Perceived Transformational Leadership Skills

Lowe

Gibson

Carlson

2017

Professional School Counseling

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“…School counselors can play a significant role in student achievement by being "student and systems advocates" (ASCA, 2012, p. 1). Leadership is a foundational skill for school counselors as they work, in conjunction with other educational stakeholders, to develop comprehensive school counseling programs (ASCA, 2012;Mason & McMahon, 2009). As leaders, school counselors set the foundation for the school counseling program by defining a focus, identifying student competencies, and adhering to professional competencies (ASCA, 2012).…”

Section: Role Of the School Counselormentioning

confidence: 99%

Understanding the factors that influence school counselor advocacy for LGBTQ students

Wikoff¹

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encouragement throughout the process. Thank you Dr. David Duys for serving as my co-chair and providing insight, giving honest feedback, and pushing me to understand the statistical analysis. To Dr. Jacob Priest, thank you for helping me with the statistical analysis and celebrating with me when I found significant variables. Thank you Dr. Carol Smith for helping to distribute calls for participants and encouraging me throughout data collection process. Thank you Dr. Gerta Bardhoshi for pushing my initial idea and helping me to develop a richer overall study. I would like to thank my parents, Mike & Joanne, for believing in me, encouraging me, and supporting this dream and vision of mine. I could not have done this without you and I appreciate your love and support more than you will ever know. I would also like to thank my in-laws for helping and encouraging throughout the last four years. Finally, to my tribe…you are so important to me! Thank you for all you did for Erin, Meyer, and I that made this road a little easier to travel.

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“…School counseling researchers have used the LPI (Posner & Kouzes, 1988) to explore leadership behaviors among school counselors. Mason and McMahon (2009) administered the LPI (Kouzes & Posner, 2003) to 305 school counselors and found that younger, less experienced school counselors self-reported fewer leadership practices than their older, more experienced colleagues. They also found a small negative relationship between ASCA National Model training and two leadership domains (i.e., Model the Way and Encourage Others to Act).…”

Section: Transformational Leadership Practicesmentioning

confidence: 99%

LEAD With Data

Michel

Lorelle

Atkins

2017

Professional School Counseling

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The listen, evaluate, advocate, disseminate (LEAD) training model for leadership skill development among school counselors in training is grounded in the American School Counselor Association National Model and Kouzes and Posner’s transformational leadership model. We introduce the LEAD model and report the results of a qualitative research study that investigated the lived experiences of 13 school counselors in training who participated in LEAD training during their counseling graduate program. We also discuss training implications for school counselors.

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Leadership Practices of School Counselors

Cited by 35 publications

References 11 publications

Examining the Relationship Between School Counselors’ Age, Years of Experience, School Setting, and Self-Perceived Transformational Leadership Skills

Examining the Relationship Between School Counselors’ Age, Years of Experience, School Setting, and Self-Perceived Transformational Leadership Skills

Understanding the factors that influence school counselor advocacy for LGBTQ students

LEAD With Data

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