| Author:
Paula A. Puckett |
Degree:
Ph.D. |
Date Graduated: May
1997 |
Title: RELATIONSHIPS
BETWEEN PROFESSIONAL DEVELOPMENT AND COUNSELOR
PERCEPTIONS OF ROLE
IN TECH PREP
Abstract
The purpose of this study was to examine counselor personal and professional
experiences, professional development approaches, and counselor perceptions
of their roles and responsibilities in carrying out Tech Prep. In
addition, the study explored the relationships between and among these
variables.
Counselors at the secondary and postsecondary levels have multiple
responsibilities. One of the seven essential elements of Tech Prep
is professional development for counselors, suggesting that counselor
roles and responsibilities do influence the success of Tech Prep.
An ex post facto survey design by this researcher was used with
all counselors affiliated with seven postsecondary Tech Prep demonstration
sites in Illinois. The entire population of 232 counselors was surveyed
for this study; a total of 148 surveys (64%) were returned. Data
were analyzed using descriptive statistics, Pearson product-moment
correlational analysis, and factor analysis.
Secondary counselors reported an average of 2 hours and 45 minutes
per week on Tech Prep activities, whereas community college counselors
reported less then 10 minutes per week an average. While community
college counselors viewed their institutions as more supportive
or Tech Prep than secondary counselors, they reported much less
time committed to it on average.
The majority of counselors had participated in reading newsletters
and brochures about Tech Prep, participated in a series of workshops
or in a one-time Tech Prep workshop. Less than one-quarter of the
counselors had participated in more intensive, on-going professional
development approaches such as planning Tech Prep curriculum, participating
in study groups, conducting self-directed projects, or taking graduate
courses.
Using Principle Axis Factor (PAF) analysis with varimax rotation,
six latent factors were found to be associated with counselor preparation
for roles in Tech Prep. They were to: (1) provide career oriented
information to students, (2) maintain internal and external relationships,
(3) monitor programs, (4) communicate about Tech Prep, (5) plan
innovative curriculum, and (6) make market connections.
The findings have implications for how secondary and community
college counselors, local administrators, state administrator and
professional development providers implement professional development
for counselors engaged in Tech Prep.
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