This study examined the perceptions of school counselors regarding administrative supervision practices in K–12 public schools in South Carolina. Specifically, the goal was to gain insight into how school counselors view current building–level supervision practices in relation to Pajak's Twelve Dimensions of Supervisory Practice, as well as how they feel that administrative supervision should be conducted in order to determine whether a problem exists. While extensive information exists in the literature regarding supervision, especially as it relates to teachers, very little of that literature addresses administrative supervision of school counselors. In order to examine the perceptions of school counselors, the Dimensions of Supervisory Practice instrument from the 1989 Association of Supervision and Curriculum Development study was used with slight modifications to more accurately reflect the role of school counselors. The survey was administered to members of the South Carolina School Counselor Association, a state–wide professional counseling association. Results from the survey indicated that a significant gap between the way that school counselors feel supervision is currently conducted and the way that they feel supervision should be conducted exists for eleven out of twelve dimensions. The eleven dimensions are Staff Development, Planning and Change, Communication, Curriculum, Instructional Programs, Service to Counselors, Observation and Conferencing, Problem Solving and Decision Making, Research and Program Evaluation, Motivating and Organizing, and Personal Development. The only dimension not found to have statistically significant variation was Community Relations.
","abstract_html":"<p>This study examined the perceptions of school counselors regarding administrative supervision practices in K–12 public schools in South Carolina. Specifically, the goal was to gain insight into how school counselors view current building–level supervision practices in relation to Pajak's Twelve Dimensions of Supervisory Practice, as well as how they feel that administrative supervision should be conducted in order to determine whether a problem exists. While extensive information exists in the literature regarding supervision, especially as it relates to teachers, very little of that literature addresses administrative supervision of school counselors. In order to examine the perceptions of school counselors, the Dimensions of Supervisory Practice instrument from the 1989 Association of Supervision and Curriculum Development study was used with slight modifications to more accurately reflect the role of school counselors. The survey was administered to members of the South Carolina School Counselor Association, a state–wide professional counseling association. Results from the survey indicated that a significant gap between the way that school counselors feel supervision is currently conducted and the way that they feel supervision should be conducted exists for eleven out of twelve dimensions. The eleven dimensions are Staff Development, Planning and Change, Communication, Curriculum, Instructional Programs, Service to Counselors, Observation and Conferencing, Problem Solving and Decision Making, Research and Program Evaluation, Motivating and Organizing, and Personal Development. The only dimension not found to have statistically significant variation was Community Relations.</p>","abstract_has_math":false,"creators":["Eddings, Geoffrey Creighton"],"institution":null,"degree_name":"Ph.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Leadership and Policies","degree_department":null,"school":null,"contributors":["Zach Kelehear"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T04:38:07Z","subjects":["Education","Educational Administration and Supervision","Administration","Dimensions of Supervisory Practice","School Counseling","Supervision","Supervision Practices"],"languages":[],"rights":["© 2012, Geoffrey Creighton Eddings"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/961","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Zach Kelehear"]},{"key":"dc:creator","label":"Author","values":["Eddings, Geoffrey Creighton"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Administration and Supervision","Administration","Dimensions of Supervisory Practice","School Counseling","Supervision","Supervision Practices"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2012, Geoffrey Creighton Eddings"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/961"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the perceptions of school counselors regarding administrative supervision practices in K–12 public schools in South Carolina. Specifically, the goal was to gain insight into how school counselors view current building–level supervision practices in relation to Pajak's Twelve Dimensions of Supervisory Practice, as well as how they feel that administrative supervision should be conducted in order to determine whether a problem exists. While extensive information exists in the literature regarding supervision, especially as it relates to teachers, very little of that literature addresses administrative supervision of school counselors. In order to examine the perceptions of school counselors, the Dimensions of Supervisory Practice instrument from the 1989 Association of Supervision and Curriculum Development study was used with slight modifications to more accurately reflect the role of school counselors. The survey was administered to members of the South Carolina School Counselor Association, a state–wide professional counseling association. Results from the survey indicated that a significant gap between the way that school counselors feel supervision is currently conducted and the way that they feel supervision should be conducted exists for eleven out of twelve dimensions. The eleven dimensions are Staff Development, Planning and Change, Communication, Curriculum, Instructional Programs, Service to Counselors, Observation and Conferencing, Problem Solving and Decision Making, Research and Program Evaluation, Motivating and Organizing, and Personal Development. The only dimension not found to have statistically significant variation was Community Relations.
"]},{"key":"dc:title","label":"Title","values":["School Counselor Perceptions of Administrative Supervision Practices"]}]}],"canonical_facts":{"dc:contributor":["Zach Kelehear"],"dc:creator":["Eddings, Geoffrey Creighton"],"dc:description.abstract":["This study examined the perceptions of school counselors regarding administrative supervision practices in K–12 public schools in South Carolina. Specifically, the goal was to gain insight into how school counselors view current building–level supervision practices in relation to Pajak's Twelve Dimensions of Supervisory Practice, as well as how they feel that administrative supervision should be conducted in order to determine whether a problem exists. While extensive information exists in the literature regarding supervision, especially as it relates to teachers, very little of that literature addresses administrative supervision of school counselors. In order to examine the perceptions of school counselors, the Dimensions of Supervisory Practice instrument from the 1989 Association of Supervision and Curriculum Development study was used with slight modifications to more accurately reflect the role of school counselors. The survey was administered to members of the South Carolina School Counselor Association, a state–wide professional counseling association. Results from the survey indicated that a significant gap between the way that school counselors feel supervision is currently conducted and the way that they feel supervision should be conducted exists for eleven out of twelve dimensions. The eleven dimensions are Staff Development, Planning and Change, Communication, Curriculum, Instructional Programs, Service to Counselors, Observation and Conferencing, Problem Solving and Decision Making, Research and Program Evaluation, Motivating and Organizing, and Personal Development. The only dimension not found to have statistically significant variation was Community Relations.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/961"],"dc:rights":["© 2012, Geoffrey Creighton Eddings"],"dc:subject":["Education","Educational Administration and Supervision","Administration","Dimensions of Supervisory Practice","School Counseling","Supervision","Supervision Practices"],"dc:title":["School Counselor Perceptions of Administrative Supervision Practices"],"thesis:degree_discipline":["Educational Leadership and Policies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T04:38:07Z"}