Διερεύνηση της αποτελεσματικότητας των συμβούλων σχολικής ζωής στα ενδοσχολικά και εξωσχολικά προβλήματα των μαθητών
Investigation of the effectiveness of school life counseling on intra-school and out-of-school problems of students
This paper attempts to investigate the opinions of secondary school teachers regarding the effectiveness of the new role that has been introduced in schools of the respective grade, namely the School Life Advisor. This role has not previously existed within school structures, contrary to most educational systems in many countries. The work is divided into two main sections. In the first, the theoretical aspects of the subject are covered, within two chapters, where in the first, the problems faced by the students (inside and outside school) are mentioned and the role of the teacher is analyzed, as well as the effect of school leadership, while in the second, an extensive presentation of the role of the School Life Adviser; More specifically, the roles and duties of the Counselor, the goals of the School Counseling Program, the ethical boundaries of the Counselor and the Regulatory Framework that governs its operation are mentioned. In the second section, the research methodology and results are included. The research was quantitative in nature, with a sample of 100 teachers, assigned to a secondary school, and with a research tool the closed questionnaire. The research questions were a. to what extent the School Life Advisor contributes to solving intra-school problems, b. to what extent the school counselor contributes to solving extracurricular problems, c. to what extent the characteristics that the Counselor is required to have contribute to the solution of the above problems and d. to what extent the cooperation between the Counselor and teachers contributes to the solution of these problems. From the analysis of the data through descriptive statistics, it was found that the School Life Counselor contributes to solving the intra-school and extra-curricular problems of the students, that he is required to have some specific characteristics to adequately and effectively respond to his role (e.g. ability to understand and listening, belief in change, etc.), while the communication between the Counselor and the teachers was emphasized as a very important element.