Teacher perceptions of the need and helpfulness of elementary guidance and reading consultant services

Powers, Gwendolyn Jean (1975) Teacher perceptions of the need and helpfulness of elementary guidance and reading consultant services. Masters thesis, Memorial University of Newfoundland.

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Abstract

The purpose of the study was to ascertain teachers perceptions of the level of need and helpfulness for a list of twenty functions which can be performed by either a guidance or a reading consultant or both. -- A questionnaire was devised by the researcher and a pilot study conducted to check the questionnaire's face validity. Following minor revisions the questionnaire was mailed to 429 teachers employed by the Avalon North and Avalon Consolidated School Boards, near St. John's, Newfoundland, who had access to the services of both reading and guidance consultants. Two hundred and fifty-five teachers completed and returned the questionnaire. -- The teachers who participated in the study felt the greatest need for consultation services was in the area of learning difficulties. Reading consultants were perceived most helpful in providing information on new developments in reading. The guidance consultant was felt to be most helpful in assessing intellectual abilities through the use of standardized tests. -- The teacher perceived role of the consultant, as inferred from the median ratings for need, was not consistent with the role of either guidance or reading consultants as outlined in the literature. The role performed by the guidance consultant, as inferred from the helpfulness ratings, differed from the role outlined in the literature while that for the reading consultant was more consistent. -- A comparison of the perceived level of need and helpfulness for each function showed large differences in the provision of in-service training sessions by guidance consultants, the conducting of demonstration lessons in reading by the reading consultant and the perceived level of need for these services. -- An analysis of the data according to certain demographic variables indicated significant differences for both need and helpfulness when grouped according to the grade level taught. The helpfulness ratings for reading consultants, when grouped according to teaching experience and level of teaching certificate, were also significantly different. -- The conclusions and recommendations of the study provide a guideline for improving the consultation services now being provided.

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