Informing Principals: The Impact of Different Types of Information on Principals' Perceptions of Professional School Counselors

Abstract

The study in this article provided principals with different types of information about professional school counseling and examined the impact on their perceptions. Results demonstrated that information about the ASCA National Model® influenced principals' perceptions of the amount of time counselors should allocate to delivery of the guidance curriculum, system support, and responsive services, as well as ratings of the importance of performing inappropriate tasks in meeting the education mission of the school.