Counsellor attitudes toward and practices in career education

Abstract

The purpose of the study was to examine attitudes toward and practices in career education of school counsellors in the province of Newfoundland and Labrador, and to investigate their relationship to selected personal counsellor characteristics. -- The sample population was 56 counsellors, or 43 percent of the total school counsellor population working in the public schools of Newfoundland and Labrador. They completed a questionnaire designed to solicit personal and professional information, goals/beliefs and practices considered important in the delivery of a career education program, and who was deemed responsible for the delivery of these practices. -- The data was computer analyzed using SPSS subprogram crosstabs with a further Q-factor analysis procedure to determine whether counsellor subgroups existed in the population surveyed. -- The results indicated that the majority of counsellors subscribed mainly to an eclectic model of career education, that is, on that takes elements from both the traditional and current models of career education. For many of the practices, however, a clear consensus could not be reached as to who should assume responsibility for its delivery. Three subgroups of counsellors seemed to emerge, each responded differently to many of the items on the questionnaire. No differences among subgroups could be found as to who should assume responsibility for the delivery of various practices contained in the questionnaire, and the groups did not seem to differ on any personal or professional characteristics. -- Each of the three bipolar subgroups or counsellors were divided into six groups. Group 1, consisting of eleven members, tended to subscribe to a very broad conceptualization of career education; Group 2, largest of the six groups with sixteen members, tended to subscribe to a developmental model. Members of this groups contended that counsellors should concern themselves mainly with the development the self-concept and personal growth. Groups 3 and 6 believed, as well, that the emphasis of career education should be on the development of one's self-concept; Group 5 placed most of its emphasis on the occupational aspects of career counselling. Finally, Group 4 subscribed to probably the narrowest conceptualization of career education, equating it with vocational training. Proponents of this model believed that those responsible for the delivery of career education should be concerned with providing students with saleable work skills. -- Emerging from the study was the observation that provincial school counsellors did not hold a clear consensus as to what goals/beliefs and practices constitute an effective career education program. As well, there seemed to be lack of agreement as to who should assume responsibility for the delivery of various activities related to career education. The report concluded with a number of recommendations for action based on these findings and for further research. -- An analysis of the results of this study suggested that some action be taken by the School Counsellors' Association of Newfoundland and Labrador and the Department of Education to formulate a suitable working definition of career education. As well, both groups should work together toward defining the role of school counsellors in career education in this province.