The effects of role conflict, educational policy and perceived effectiveness on the job satisfaction of the elementary school counselor, 2003
Tinsley, Vasanne Sheree
2000-2009
The study examines the relationship between role conflict, educational policy and perception of effectiveness as it relates to the job satisfaction of the elementary school counselor. The independent variables in the study were role conflict, educational policy, perception of effectiveness and counselor demographics. The dependent variable was the job satisfaction of the elementary school counselor. A quantitative survey was distributed to 114 elementary school counselors within a metropolitan Atlanta school system. Seventy-six elementary school counselors responded to the survey via U.S. mail. The results of the study indicate that there is a significant relationship between the job satisfaction of the elementary school counselor and educational policy. There also is a significant relationship between the job satisfaction of the elementary school counselor and perception of effectiveness. Three stepwise regression analyses indicated that there are factors related to each independent variable that impact job satisfaction. Based on the results of the study, it is recommended that a restructuring of the supervisory hierarchy for elementary school counselors within the school system occur to allow for monitoring of the duties of the school counselor. Educational policy should be developed on the local school level to support mandates presented in Georgia's House Bill 1187. Lastly, clarification of the elementary school counselor role statement and job description on the state and local levels should occur to ensure that role conflict does not impact counselor job performance.
text
application/pdf
2003-05-01
dissertation
Doctor of Education (EdD)
Clark Atlanta University
Educational Leadership
Norman, Moses
Georgia--Atlanta
http://hdl.handle.net/20.500.12322/cau.td:2003_tinsley_vasanne_s
