Assessing the role of the educational guidance teacher in Catalonia
DOI:
https://doi.org/10.5944/reop.vol.24.num.3.2013.11246Keywords:
secondary education, guidance, professional profile, job satisfactionAbstract
ABSTRACT
Results from an empirical study with the aim of analysing the level of satisfaction of teachers specialized in Educational Guidance and the obstacles that they face in Cataluña (Spain) are presented in this paper. This is a quantitative study carry out applying a questionnaire to a one-stage sample from 65 centres, whose participation was of 65 headmasters, 59 Educational Guidance teachers, and 170 Compulsory Secondary Education tutors. Results show that, regarding satisfaction, Educational Guidance teachers are satisfied in the development of their role as counsellors, and at the same time are well considered by the teaching staff and managers of their centre. This satisfaction is also extended to the coordination they keep with educational services, particularly with psychopedagogical guidance and counselling teams, although it is slightly different related to other services. Concerning obstacles, the variable time is stable, but educational guidance processes with pupils and coordination with tutors are considered complex issues. Guidance to families has such difficulties as receiving demands that exceed the role of the Educational Guidance teacher. The tutorial intervention is affected by a scarce coordination among the staff of tutors and their lack of training. And, finally, the coordination with psychopedagogical guidance and counselling teams is hindered by the lack of specific training in the professional services and shortage of resources.
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