Abstract
This study searches for conditions that promote cooperation among school counselors and teachers and examines the relationships between these conditions and cooperative behavior. We asked 259 members of target groups to answer a questionnaire, which consisted of school systems to accept school counselors, school counselor's clinical psychological actions in school, and cooperation among school counselors and teachers. Four factors were extracted based on factor analysis of the Scale of School Systems to Accept School Counselors: clarification of school counselor's job content, positive use of school counselors, public relations, and setting up opportunities for information exchange. Likewise, three factors were extracted from the analysis of the Scale of School Counselor's Clinical Psychological Actions in School: active involvement in problems, fitting actions to schools, and approach to people. Analyzing the Scale of Cooperation Behavior enabled four factors to be extracted: measures to resolve problems, sharing information; class-wide, grade-wide and school-wide approaches; and school counselor's understanding of the situation. The results of covariance structure analysis mainly suggested that clarification of school counselor's job content, positive use of school counselors, active involvement in problems, fitting actions to the school and approach to people promote cooperation among school counselors and teachers.
