Perceptions in Role Change from Teacher to Counselor

Twelve former teachers who had been counseling for no more than two years were interviewed on how they experienced the processes of role change from teacher to counselor. This article extends the findings reported in an earlier paper and deals with intra-role conflict and with the motivation for changing roles. The following hypotheses emerged from the study: (a) if teaching experience heightens the conflict in perceived incompatibility of role expectations, then it is dysfunctional to becoming a counselor; and (b) teachers enter counseling primarily because they seek to fulfill an inner desire for growth toward what they perceive as their ideal role in education. The implications of the testimony given by the counselors for counselor preparation programs and for the structure of roles in schools were examined

Attitude change · Counselor education · Dysfunctional family · Higher education · Perception · Psychotherapist · Role conflict · Collaborative Teaching and Inclusion · Counseling Practices and Supervision · Psychology · Social Psychology · Teacher Education and Leadership Studies

• Explorations in role analysis

  Neal Gross•Explorations in role analysis•1958

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• Perceptions in Role Change from Teacher to Counselor

  Open Access•Chris D Kehas, Jane L Morse•Counselor Education and Supervision•1970

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