Abstract
The purpose of this study is to identify teachers’ cognitive constructs about characteristics of school counselors. For this purpose, the study is designed based on repertory grid interview technique in accordance with phenomenological pattern which is one of the qualitative research designs. Phenomenological patterns aim to put out the facts that stored in mind structure of individuals. With this respect the most important thought in phenomenological studies is to try to understand their meaning structures and intentions by looking from perspective of each single individual. As determining the characteristics of teachers’ and school counselors’ cognitive constructs aimed in this study, phenomenological approach of qualitative research pattern was used. Criterion sampling technique was used to select participant of the study. Inclusion criteria are that the teachers work with school counselors during his teaching years at least three of whom he describes as good and three of whom he describes as bad and the teacher must participate the study voluntarily. 20 primary schools which are located within municipal boundaries of Batman Province are determined via random sampling method. Two teachers were randomly selected from each school, thereby, the total of 40 teachers participated to the study. The data obtained from the study group were collected with structured interview technique “reported grid”. As a result of forgoing analysis, 200 cognitive fictions that teachers produced related to the school counselors’ qualifications are grouped under four headings. These are personal-social characteristics, professional knowledge and practice; communication skills and neutrality. End of the study, cognitive fictions that elementary school teachers produced about characteristics of school counselors were demonstrated compliance with the qualifications described in the literature. Some recommendations have been developed according to the obtained findings
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