چکیده:
Aim: Qualitative and quantitative development of counseling program in education system can be
regarded as an indicator of development in education system. The present research was conducted in
schools with the aim of identifying the damaging factors of counseling activities. Methodology: The
study was conducted using the mix method. The research population included principals, consultants,
teachers and students working and studying in the educational system of West Azarbaijan Province
during the 2012/2013 educational year. The sample size was 416 respondents comprising of 46
individuals in the qualitative section who were selected based on comments saturation and 370
individuals in the quantitative section selected by use of stratified sampling method. Data were
collected by use of researcher‑made interview schedules, and questionnaire then analyzed using
Chi‑square, regression, Mann–Whitney, Kruskal–Wallis and Z‑test. Result: The findings indicated
the damaging factors of counseling activities and their level of effect were identified. Discussion:
Based on the identified levels of effects, the interpersonal factors showed the highest vulnerability
toward counseling activities. Therefore, it was recommended that identification and classification of
counseling activities’ damaging factors; educational needs assessment by consultants; professional
and psychological empowerment of consultants and timing of counseling activities’ implementation
may moderate the damaging factors and convert threats into opportunities eventually leading to
achievement of the desirable status of counseling activities in schools.
خلاصه ماشینی:
001; hence, with 95% confidence it can be claimed that there is a significant relationship between the opinions of the administrators regarding the vulnerability of counseling activities toward damaging interpersonal, intrapersonal and meta‑personal factor for different job categories [Table 5].
[9,11‑16,29] The findings of the study conducted by Peterson and Nisenholz (1987)[17] indicating that a number of factors such as trust, participatory decision‑making, support, openness of relationship from top to bottom of an organization, getting to listen to reports from high level individuals in the organization and attention to high performance goals in strong institutional atmosphere confirm the findings of the present research regarding the effect of meta‑personal damages on counseling activities in schools.
The findings in the present research regarding the variable related to employment, supervision, evaluation and the way counseling activities are performed is consistent with the findings of the study of Hoseinian Hassanian and Momeni Javid[30] regarding the role of counseling supervision on facilitation of professional growth and development, increasing qualification and improving accountability of counselors and the study of Amiri[31] regarding the necessity of a pattern for building efficiency of schools’ counselors selection in high schools based on personality and personal characteristics.
The findings of the present research regarding the effect of damaging intrapersonal factors on counseling activities are consistent with the finding of Ahghar[32] regarding the effect of the role of institutional atmosphere of school on counselors’ job stress; Kaviani et al.