Orientations to Child Management: A Comparison of Teacher-Counsellors and High School Principals with Regard to Child versus Institutional Advocacy

Author:

Dawes A.R.L.1,Donald D.R.2

Affiliation:

1. Department of Psychology, University of Cape Town, Private Bag, Rondebosch 7700 Republic of South Africa

2. Department of Educational Psychology, University of Natal, Republic of South Africa

Abstract

Twenty teacher-counsellors and twenty principals from a socio-economic spectrum of white co-educational high schools in the Cape Peninsula participated in the study. A repertory grid comprising a set of child management situations to which subjects were required to respond in terms of a series of bipolar constructs reflecting child-centred or institutionally orientated problem-solving action was used. Consensus grids were compiled from the two samples in order to describe their responses and the two consensus grids were correlated in order to assess their degree of similarity. Results showed a high degree of consistency between the two samples in their likely management of problems. Further, teacher-counsellors were shown to be unlikely to act consistently as child advocates. Reasons for these findings are discussed with reference to possible structural constraints on the teacher- counsellor's role.

Publisher

SAGE Publications

Subject

General Psychology

Reference32 articles.

Cited by 4 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Science mapping the knowledge base on educational leadership and management in Africa, 1960–2018;School Leadership & Management;2018-11-19

2. African Psychology: Myth and Reality;South African Journal of Psychology;2002-03

3. Black South Africans' Constructions of Their Urban Environments;South African Journal of Psychology;1989-12

4. School Psychology Related Research in South Africa;School Psychology International;1989-02

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