Identification of Key Counseling Skills for Highly Effective School Administrators

Author

Tonya Christman Balch, Indiana State University

Date of Award

Spring 5-1-2008

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Steve Gruenert

Second Advisor

Robert Boyd

Third Advisor

Peggy Hines

Abstract

This quantitative research study looked at the predictability oflndiana's Public Law 221 Status for the 2005 and 2006 academic years. The purpose of this study was two-fold. First, to determine if elementary administrators' key counseling skills and select demographics can predict Public Law 221 (PL 221) status in their respective schools; secondly, to develop a valid and reliable survey supported by strong psychometric properties that identifies key counseling. iii Quantitative analyses factored key counseling skills and tested the predictive nature of those skills as well as select demographic items (school locale, administrator gender and ethnicity, building-level administrator pre-service training institution, type of administrator license, previous school counseling license, administrator leadership style, administrator leadership behavior, administrative years of service, and presence of a licensed school counselor in the school). The factor analysis yielded 35 items within five factors (Expert Authority Orientation, Academic Support, Change Capacity, Success Motivation, and Ethical Transparency). The study's 5 factors accounted for 56% of the variance Public Law 221 Status 2006 (PL 221 Status 2006).

Recommended Citation

Balch, Tonya Christman, "Identification of Key Counseling Skills for Highly Effective School Administrators" (2008). All-Inclusive List of Electronic Theses and Dissertations. 3215.
https://scholars.indianastate.edu/etds/3215