The Process of Collaboration between School Counselors and Teachers for Supporting Students: Focusing on the Difficulty in Collaboration in Support

Abstract

The purpose of this study was to examine the difficulties in collaboration when school counselors and teachers support their students. We investigated the cause of difficulty in collaboration and the efforts in resolving those difficulties. As a result of an analysis by the Modified Grounded Theory Approach, three core categories were generated. It was found that school counselors and teachers did recognize that there were difficulties (core category Ⅰ: “latent difficulty of collaboration”) and tried to do what they could to maintain a cooperative relationship (core category Ⅲ: “intentional correction of relationships”). Furthermore, there is a possibility that core category Ⅰ turned into core category Ⅱ (“manifested difficulty in collaboration and conflict”).