School leaders’ perceptions on comprehensive school counseling (CSC) evaluation processes: Adherence and implementation of the American School Counselor Association (ASCA) National Model

Likert Scale Items	N	Mean	Standard
Deviation To what extent do you believe the evaluation process helps your school counselor implement the Foundation component of the ASCA National Model of comprehensive school counseling programs?	322	2.97	0.969
To what extent do you believe the evaluation process helps your school counselor adhere to the Foundation component of the ASCA National Model of comprehensive school counseling programs?	324	2.93	0.961
To what extent do you believe the evaluation process helps your school counselor implement the Management component of the ASCA National Model of comprehensive school counseling programs?	324	2.90	0.922
To what extent do you believe the evaluation process helps your school counselor adhere to the Management component of the ASCA National Model of comprehensive school counseling programs?	322	2.92	0.918
To what extent do you believe the evaluation process helps your school counselor implement the Delivery component of the ASCA National Model of comprehensive school counseling programs?	323	3.04	0.996
To what extent do you believe the evaluation process helps your school counselor adhere to the Delivery component of the ASCA National Model of comprehensive school counseling programs?	324	3.06	1.01
To what extent do you believe the evaluation process helps your school counselor implement the Accountability component of the ASCA National Model of comprehensive school counseling programs?	320	2.93	0.991
To what extent do you believe the evaluation process helps your school counselor adhere to the Accountability component of the ASCA National Model of comprehensive school counseling programs?	320	2.91	0.981

1 Note: The five-point Likert scale ranged from 1 = Not at All to 5 = A Great Extent. There were 324 total responses. Some participants did not respond to all of the items, but we included their responses to the items they completed.

Table 2

Significance levels of Pearson correlations between school characteristics and adherence and implementation to comprehensive school counseling (csc)

ASCA Components Survey Items	Students on FARMs	Students of Color	School Size	Urbanicity
To what extent do you believe the evaluation process helps your school counselor implement the Foundation component of the ASCA National Model of comprehensive school counseling programs?	P= 0.61	P=0.31	P=0.22	P=0.24
To what extent do you believe the evaluation process helps your school counselor adhere to the Foundation component of the ASCA National Model of comprehensive school counseling programs?	P=0.177	P=0.43	P=0.86	P=0.27
To what extent do you believe the evaluation process helps your school counselor implement the Management component of the ASCA National Model of comprehensive school counseling programs?	P=0.71	P=0.95	P=0.18	P=0.84
To what extent do you believe the evaluation process helps your school counselor adhere to the Management component of the ASCA National Model of comprehensive school counseling programs?	P=0.63	P=0.86	P=0.39	P=0.72
To what extent do you believe the evaluation process helps your school counselor implement the Delivery component of the ASCA National Model of comprehensive school counseling programs?	P=0.47	P=0.66	P=0.70	P=0.15
To what extent do you believe the evaluation process helps your school counselor adhere to the Delivery component of the ASCA National Model of comprehensive school counseling programs?	P=0.34	P=0.86	P=0.70	P=0.66
To what extent do you believe the evaluation process helps your school counselor implement the Accountability component of the ASCA National Model of comprehensive school counseling programs?	P=69	P=56	P=83	P=63
To what extent do you believe the evaluation process helps your school counselor adhere to the Accountability component of the ASCA National Model of comprehensive school counseling programs?	P=28	P=55	P=99	P=64

1 Note. FARMs stands for “free and reduced price meals.”

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DOI: https://doi.org/10.21307/jelpp-2019-002 | Journal eISSN: 1178-8704 (formerly 1178-8690) | Journal ISSN: 1178-8690

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Language: English

Page range: 25 - 43

Published on: Oct 23, 2019

Published by: New Zealand Educational Administration and Leadership Society

In partnership with: Paradigm Publishing Services

Publication frequency: 1 issue per year

Keywords:

School counselor evaluation,

school principal role,

American School Counselor Association,

ASCA National Model,

comprehensive school counseling

Related subjects:

Social sciences,

Education,

Education, other

© 2019 Rachel Louise Geesa, Nicholas P. Elam, Renae D. Mayes, Kat R. McConnell, Kaylee M. McDonald, published by New Zealand Educational Administration and Leadership Society
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Volume 34 (2019): Issue 1 (January 2019)