This qualitative study utilized a grounded theory methodology to assess the conceptions about the school counselor role held by 26 administrators employed in public elementary, middle, or high schools. The study was designed to build a deeper understanding of how school administrators conceptualized the school counselor role. Four distinctive role sets were found. They were differentiated in terms of primary work activities valued, extent of counselor-staff work role coordination, and type of specialized knowledge required. Findings suggest that there is a need for a more conscious development of counselor leadership skills and role expectations by counselors themselves and by counselor preparation programs.
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