Abstract
Principals have considerable influence on shaping the role of school counselors with whom they work (Amatea & Clark, 2005; Dollarhide, Smith, & Lemberger, 2007; Ponec & Brock, 2000). Researchers used leader-member exchange theory (Graen & Uhl-Bien, 1995) to examine the relevance of principal–school counselor relationships to school counselors’ role definition, job satisfaction, and turnover intentions. A path analysis model explained 15% of the variance in how school counselors’ roles are defined at the building level, 49% of the variance in school counselors’ job satisfaction, and 20% of the variance in school counselors’ turnover intentions. Implications for school counseling practice and leadership are provided.
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