An Examination of Factors that Relate to School Counselors Knowledge and Skills of Multi-Tiered Systems of Support

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Olsen, J. (2016). An Examination of Factors that Relate to School Counselors Knowledge and Skills of Multi-Tiered Systems of Support. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Structural equation modeling (SEM) to examine the factors that relate to school counselors’ knowledge and skills of multi-tiered systems of support (MTSS). A sample of 4,066 practicing school counselors who are members of the American School Counselor Association (ASCA) participated in an online survey and were included in the final analysis. Results of the structural model indicated that time spent on ASCA aligned activities was directly related to school counselors knowledge and skills of MTSS. In addition, time spent on ASCA aligned activities mediated the relationship between school setting, school level, MTSS training, challenges to obtaining knowledge and skills of MTSS, and knowledge and skills of MTSS. Rural school setting, secondary school level, MTSS training, and challenges related to training, administrative support, time, and staff buy-in were directly related to time spent on ASCA aligned activities and indirectly related to school counselors knowledge and skills of MTSS. Implications for school counselor training programs, counselor educators, school counselor leaders and practicing school counselors are also provided.

Details
Author

Olsen, Jacob

Title

An Examination of Factors that Relate to School Counselors Knowledge and Skills of Multi-Tiered Systems of Support

Physical Description

1 online resource (202 pages) : PDF

Date

2016

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Structural equation modeling (SEM) to examine the factors that relate to school counselors’ knowledge and skills of multi-tiered systems of support (MTSS). A sample of 4,066 practicing school counselors who are members of the American School Counselor Association (ASCA) participated in an online survey and were included in the final analysis. Results of the structural model indicated that time spent on ASCA aligned activities was directly related to school counselors knowledge and skills of MTSS. In addition, time spent on ASCA aligned activities mediated the relationship between school setting, school level, MTSS training, challenges to obtaining knowledge and skills of MTSS, and knowledge and skills of MTSS. Rural school setting, secondary school level, MTSS training, and challenges related to training, administrative support, time, and staff buy-in were directly related to time spent on ASCA aligned activities and indirectly related to school counselors knowledge and skills of MTSS. Implications for school counselor training programs, counselor educators, school counselor leaders and practicing school counselors are also provided.

Genre

doctoral dissertations

Subjects--Topics

Educational counseling
Education

Degree

Ph.D.

Keywords

Multi-Tiered Systems of Support
School Counseling

Subject Area

Counseling

Advisor(s)

Parikh Foxx, Sejal

Committee Members

Abrams, Lyndon
Post, Phyllis
Flowers, Claudia
Algozzine, Bob

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2016.

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Rights Holder Information

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Identifier

Olsen_uncc_0694D_11173

Permalink

http://hdl.handle.net/20.500.13093/etd:358