Abstract
This study aimed to clarify the roles required for school counselors. A survey was conducted on the roles required of the school counselors among teachers at 616 elementary, junior high, and high schools in the
prefecture. The study listed 10 roles for school counselors and evaluated the effectiveness with which the roles work using three measures: “needed,” “valuable,” and “satisfied.” “The function score” of the school regarding the performance of school counselors was calculated as the average of the scores obtained from the three measures.The scores were then compared to identify any differences in perceptions of counselor performance among teachers. The result suggests that the roles of “counseling,” “cooperation with teachers,” “consultation,” and “response to developmental disabilities” received high scores across all types of schools. Additionally, the results showed that there were significant differences by school type in the scores for “emergency support,” “psychological examination,” “participation in school organization,” and “in-school training”. Furthermore, although high schools had higher scores overall, junior high schools scored the highest in “participation in school organization.”
