School Counselor and Principal Relationship as a Predictor of ASCA National Model Implementation

Abstract

This research investigated the relationship between elementary school counselors and principals as a predictor of ASCA National Model implementation, employing a quantitative, non-experimental survey design. Data, which were collected through the Principal-Counselor Relationship Rating and the School Counseling Program Implementation Survey, revealed a significant predictive association between their relationship and the extent of school counselors’ implementation of the ASCA National Model. Notably, the mission and vision subscale of the Principal-Counselor Relationship Rating emerged as the only standalone predictor of program implementation. Using the Ecological School Counseling Theory as a framework, this research underscores the importance of building a strong school ecosystem through collaborative efforts and mutual goals between school counselors and principals, contributing evidence to support school counselor and principal relationships and implementation of the ASCA National Model. The results prompt further discussion on the implications for research, practice, and policy aimed at fostering healthy school ecosystems to improve life-readiness and academic success for students. The findings from this research serve as a valuable resource for school counselors, principals, and training programs, enabling them to better equip schools to serve each and every student.