Factors Affecting The Perceptions of Principals and Teachers about the Role of School Counselor: A Systematic Review

Abstract

Aim: This study was conducted to identify the factors affecting principals' and teachers' perceptions of the school counselor's role and explain its position and importance in the challenges of establishing the role of school counselors.
 Methods: The research method in this research is systematic and descriptive literature review. The statistical population of this study includes all valid scientific-research articles published in domestic and foreign journals in recent decades. The articles of this systematic review were found by searching the databases of Noormags, SID, Magiran, Ensani.ir Elsevier, Sage, Taylor and France, Springer, Wiley and M.D.P.I.
 Finding: 25 articles were finalized based on the inclusion criteria of the study. These articles were conducted in the form of action research methods, field research, Q method, experimental, focus group, interview, phenomenology, correlation, and grounded theory. The analysis of these studies showed that three categories of factors, including factors related to school and community, factors related to teachers and principals, and factors related to counselors are effective in the perception of principals and teachers of the role of school counselor.
 Conclusion: It can be concluded that the lack of awareness by principals and teachers about the evolving role of school counselors is one of the most important factors related to the contradictory perceptions of teachers and principals and the best way to solve this problem is to have a counseling council in each school. By informing principals and teachers about the role of the counselor and following the goals and program of the school counselor, this council will stabilize the role of the school counselor and facilitate the process of achieving the goals of education.