The Examination of Preschool Administrators' and Preschool Teachers' Perceptions About Counselors' Roles

Good quality guidance services that will be provided abused and neglected children, who come from poor socio-economic status in their early childhood years, will increase both the children’s and their families’ life quality and indirectly contribute to social structure. Without investigating the contributions of counseling services to the education and development of children in preschool education, the abolishment of counseling services in preschool constitutions has been on the agenda. Thus, in this research preschool institutions’ administrators and teachers’ perceptions of preschool counselors have been examined. The survey model has been used for the research. The research sample consists of 43 preschool institutions managers and 211 preschool education teachers. To reveal preschool administrators’ and teachers’ perceptions about school counselors, “School Counselor Perception Scale" has been used, which was developed by Mamett (2008). The results of the study have revealed that preschool teachers and administrators, who meet with school counselors more frequently, have a better perception about school counselors. Preschool teachers and administrators think that the most important tasks of school counselors are individual guidance, group guidance, orientation programs and participating in classroom activities. Administrators and teachers have low expectations regarding administrative duties, discipline and keeping student records from school counselors.


Introduction
Preschool education should provide all children counselor services (American School Counselor Association, 2003;Gerler, Edwin& Robert, 1991). Considering the hardship of counselor services for disadvantageous children and their families, counselors may need support of other education partners regarding this issue. Thus, it is very important to build cooperation between counselors and administrators making policies at schools, and preschool teachers, who educate children at classroom environment and observe the needs of children closely, and also families who have the opportunity of observing their children in home environment and being aware of their knowledge, skill and talent. It shall not be easy to reach the targets set out for student success unless an effective cooperation is established between these partners (Gibbons, Diambra & Buchanan, 2010).
Studies in the relevant literature and field suggest that counselors working at preschool education institutions do not have sufficient knowledge and experience to be able to work with children at preschool education age (Akgün, 2010;Aliyev, Erguner-Tekinalp, Ülker & Shine-Edizer, 2012;Gerler et al., 1991). Furthermore, job descriptions of guidance counselors working at preschool education institutions are not specified and thus this situation constitutes another problematic area that they cannot conduct their jobs properly (Aliyev et al., 2012). The administrators, who are unaware of counselors' duties, expect counselors to do some affairs out of their professions as substitution, following office works and warding at school (Mamett, 2008;Ross & Herrington, 2005).
Research findings indicate that counselors do not have sufficient experience and knowledge to work with preschool age group (Akgün, 2010;Aliyev et al., 2012;Gerler et al., 1991). Unspecified job description of counselors working at preschool causes an obscurity regarding duties and responsibilities of counselors. It may be stated that this obscurity may be the underlying reason for communication problems between counselors, preschool teachers and school administrators (Aliyev et al.,2012).
High level of communication between school administrators and counselors increases children' success and thus it will ease to overcome the difficulties (Finkelstein, 2009;Ross & Herrington, 2005;Shaffner & Williamson, 2000;Stone & Clark, 2001). For accomplishment of counselor and guidance program targeted at school, administrators as determining education policy and a decision maker should be in compliance with counselors and they also should share perspective of counselors. This harmony between administrators and counselors makes a substantial contribution to child's success and counselor services (Hackney, 1975).
Preschool teachers have some prejudices towards counselors. The studies conducted in the field show that the work counselors realize do not mostly coincide with expectations of teachers and teachers find the work held by counselors as superfluous and they also consider the counselor services offered as inefficient (Gökçakan, 2008;Quarto, 1999). Raising preschool teachers' knowledge on counseling will excite teachers' anticipation toward counseling milieu and therefore this will make a contribution to counselor services in a way to work more functional (Akgün, 2010).
If counselors are aware of school managers' perceptions toward them, they will be able to see consensus and conflict areas with school administrators and when they seek for support of school administrators for studies that they want to do at school, they will consider these consensus and conflict areas. This knowledge serves a favorable chance for establishing a good communication between school administrators and counselor, creating an understanding between the parties and a good teamwork (Zalaquett, 2005). Knowing perceptions of administrators and teachers of preschool institutions toward counselors is beneficial for meeting the need for better counselor services in preschool institutions and for establishing a proper counseling program for preschool education (Camadan & Kahveci, 2013).

395
School administrators and preschool teachers will attempt to assign duties and responsibilities of counselors, if they do not receive education about duties and responsibilities of counselors (ASCA, 2003). Thus some communication problems will be inevitable between these partners. This study is considered to be contributory to minimize the communication problems between the partners. Therefore perceptions of preschool teachers and preschool administrators toward counselors have been examined through this study.

Research Design
This research was designed as survey research among quantitative research methods. Survey research method is used as one of the descriptive methods in order to thoroughly define and express the case examined within the research for identifying perception of preschool institution administrators and teachers toward counselors. According to Karasar (2013), survey method is based on the approach describing the past or ongoing events as they stand without intervening.

Participants
Population of the research involves preschool institution administrators and preschool institution students working at different kindergartens in provinces Ankara and Van. Sample of the research composes of 211 teachers of preschool institutions and 43 administrators of preschool institutions working at these schools. The preschool institutions, in which counselors work, have been preferred.
The distribution of preschool teachers and institution administrators by gender, which constitute the sample of the study, is presented in Table 1. The distribution of preschool teachers and institution administrators by occupational experience is presented in Table 2. Preschool teachers' graduation level is presented in Table 3. The distribution of preschool institution administrators by duties at schools is presented in Table 4 which constitute research group.

Instrument
"Counselor Perception Scale" was used as data collection tool and personal information form was used covering the questions prepared for determining demographic specifications of work group. The scale called "Counselor Perception Scale" used within the research was developed by Susan Mary Carr Mamett (2008) on the purpose of measuring perceptions of administrators and teachers toward counselors at the Pennsylvania State University. The scale adapted to Turkish by the researcher has been made ready for measuring perception toward counselors. Exploratory Factor Analysis was applied in order to find out whether the data obtained after the adaptation has validity or not. Compatibility of data with AFA has been decided considering Kaiser-Meyer-Olkin (KMO) value. AFA has been done after fixing compatibility of KMO value (.93). According to the results of factor analysis presented in Table 1; it has been seen that the scale used is one-dimensional. Factor loads of scale materials are between .54 and .86 values. Total variance explanation ratio is 55.27%. Even though original scale has 3 dimensions as "perception", "cooperation" and "counseling curriculum" toward counselor, views of field experts have been consulted at the result of emergence of one-dimensional structure at the applications and analyses. Views of field experts have indicated that one-dimensional scale, which was emerged, measured perception toward counselors. Cronbach alpha reliability level applied for entire scale that aims to measure perception of administrators and preschool institution teachers toward counselors is .95.

Procedure
The scale data adapted for measuring perceptions of preschool institution administrators and teachers toward counselors have been gathered in Ankara and Van by the researcher. The scales have been distributed to 400 teachers and 100 administrators at schools, who were involved in the sample group, they were granted a certain time period for fulfilling the scales, and then the scales were gathered by visiting the schools over again. Thus, the researcher has found opportunity to meet counselors as well. 220 teacher scales and 45 administrator scales out of the total scales distributed have returned. 9 teacher scales and 2 administrator scales have been extracted from the data, which have been found faulty due to missing data. In total, 211 teachers and 43 administrators have replied the scales completely.

Data Analysis
The scales measuring perceptions of preschool institution administrators and preschool teachers toward counselors have been distributed to teachers and administrators and the data gathered have been computerized. These data have been analyzed through a statistic program. The data obtained have been examined whether they have a normal distribution or not; Mann Whitney U and Kruskall Wallis analysis tests have been applied for analyzing perceptions toward counselors in some variables since the data do not have normal distribution. The frequency distribution and percentage changes within findings of demographic information of preschool administrators and preschool institution teachers have also been presented.

Results
In this part of the research, statistical analyses conducted have been discussed in accordance with purposes in order to measure perceptions of preschool administrators and preschool institution teachers toward roles of counselors. By table 5, distribution of contact frequency of preschool teachers with counselors is revealed whether it creates a difference or not in perceptions toward counselors. According to Kruskall Wallis analysis results, difference between groups has been found significant. Examining the findings in Table  4, it is clearly observed that perception of preschool teachers toward counselors has significantly differentiated in terms of contact frequency with counselors (X 2 =19.31, p=.00).
The source of the difference has been examined by applying Mann Whitney U-test over binary combination of the groups in order to establish that between which groups this significant difference exists. Table 5 presents significant differences between the groups.
Considering mean rank of groups in Table 6, it is seen that perception of teachers having daily contact with counselors is more positive than perception of teachers having weekly contact (U=1696.00, p= .03). Similarly, it is clear that teachers having daily contact with counselors have a more positive perception than teachers having monthly contact. It has been concluded that perception of teachers having daily contact with counselors is better than those having contact when problem occurs (U=605.00, p=.01). It is clear that preschool teachers having daily contact with counselors have a better perception compared to those not having contact with counselors (U=795.00, p=.05).

Examining Perception of Institution Administrators toward Counselors by Some Variables
The findings regarding preschool institution administrators' perceptions toward roles of counselors are presented below. By table 7, distribution of contact frequency of preschool institution administrators with counselors is revealed whether it creates a difference or not in perceptions toward counselors. According to Kruskall Wallis analysis results, the difference between groups has been found significant. Examining the findings in Table 7, it is clearly observed that perception of preschool institution administrators toward counselors has significantly differentiated in terms of contact frequency with counselors (X 2 =10.70, p=.00<.05).
The source of the difference has been examined by applying Mann Whitney U-test over binary combination of the groups in order to establish that between which groups this significant difference exists. Tables concerning these data are as follows.
Considering mean rank of groups in Table 8, it is seen that perception of administrators having daily contact with counselors is more positive than those having weekly contact (U=16.50, p=.01). Similarly, it is clear that teachers having daily contact with counselors have a more positive perception than those having weekly contact (U=59.00, p=.01). It has not been found a statistically significant difference between perceptions of administrators having daily contact with counselors toward counselors and those having no contact with counselors (U=31.50, p=.32). Looking at the graphic, the biggest expectation of preschool teachers from counselors is individual counselor services, group counseling and orientation and we can see an expectation toward participation of counselor in in-class activities. Administrative duties, attendance checks and record, discipline are less expected activities from counselors. Looking at the graphic, in parallel with expectations of preschool teachers, the biggest expectations of preschool institution administrators from counselors are individual counselor services, group counseling and orientation and we can see an expectation toward participation of counselor in in-class activities. Administrative duties, attendance checks and record, participation in out-of-school activities are less expected activities from counselors by administrators.

Discussion, Conclusion & Implementation
It has been concluded that perception of teachers having daily contact with counselors have more positive perception compared to those having contact monthly or when a problem occurs or having no contact. Marchetta (2011), reaching a result similar to significance of contact frequency with counselor, has revealed that teachers having less contact with counselors have less information about duties and responsibilities of counselors. According to the research, positive perception of teachers toward counselors who are frequently in contact each other indicates the importance of cooperation of these two teachers from different disciplines for success of children and encouragement of each other for development of children.
It has been concluded that contact frequencies of administrators with counselors have an impact on perception toward counselors. Thereby perception of administrators having daily contact with counselors is more positive compared to those having monthly contact. No difference has been observed between administrators who are out of contact with counselors or make daily contact with them.
It has been found out that expectations of administrators from counselors are identical with expectations of preschool teachers. Administrators expect from counselors individual and group counseling, orientation and to participate in in-class activities. Administrative duties, attendance controls and record, encouraging participation in out-of-school activities are the activities less expected from counselors by administrators. However, Korkut Owen and Owen (2008), in a study, concluded that administrators expect administrative duties from counselor but do not indicated this. As similar to research results, Aluede & Imonikhe (2002), in a study, suggest that teachers do not regard administrative duties at schools as duties of counselors. They indicated that such administrative duties pose an obstacle for providing counselor services. Gibsons (1986) Schmidt (1999) by referring that administrative and discipline works are not primary duties of counselors. Discipline, attendance and coordination of school activities are other duties which are not within responsibility of counselors. Research findings indicate that preschool teachers do not expect discipline, attendance and coordination of school activities from counselors as well. Counselors not wasting time for such activities will provide counselor services of better quality.
It is obvious that foremost expectations of preschool institution administrators from counselors are individual counselor services, group counseling and orientation and participation of counselors in inclass activities. In a study, Zalaquett (2005) concluded that administrators take individual counselor services as the most important duties of counselors. Contrary to research findings, he concluded that administrators have some expectations from counselors concerning administrative duties and disciplining. Furthermore, Stroh (2003), in a study, found out that group counseling activities among counseling services given to children are more efficient than other counseling activities. According to a study of Olson & Allen (1993) they suggest that administrators consider that activities as personal education, family education and class observations are not carried out by counselors.
Least expectations of administrators from counselors are administrative duties to a very narrow extent, attendance control and record and participating in out-of-school activities. However, Paskal (2001) suggests that administrators think that counselors must perform the duties within the area that they are not in charge as official documentation, clerical works, being tasked with commission affairs. Watching in exams, taking the idle classes and maintaining school discipline are expectation of administrators from counselors. Schmidt (1999) thinks that administrative duties and discipline affairs are not responsibility of counselors and this view bears the research findings out. Korkut Owen and Owen (2008) concluded that counselors allocate insufficient time to individual activities and plenty of time to administrative affairs. Besides, they reached a conclusion that administrators expect administrative duties from counselors but they do not tell this. If preschool institution administrators do not expect from counselors something out of their professions, this case will bring a more positive perspective for counselors in order to do more functional and qualified works.
As a consequence, it has been found that preschool institution administrators and preschool teachers have a positive and similar perception toward counselors. Expectations of administrators and teachers from counselors coincide with profession of counseling. Administrators and teachers suggest that insufficient time of counselors is an obstacle for communication with them. It has been seen that, with mentioning counselor services in preschool education as nonfunctional, administrators and teachers have a substantial attitude for existence of counselor services in preschool institutions.
Not studying perception of counselors toward their own duty and responsibilities can be presented as limitedness of this research. Performing the research in Ankara and Van is limitedness of the research. This research could be performed various geographical regions. This research is designed as a qualitative research. Perception toward counselors can be profoundly analyzed through a quantitative research.
By this research, perception of preschool institution administrators and preschool teachers toward counselors has been researched but perception of counselors toward their own profession could be researched thereto. Furthermore, it is important for better understanding of the partners and improving their communication that making a research concerning perception of families, as a crucial partner of education, toward counselors. It is suggested that teachers and administrators should contact with counselors more frequently for better perception toward counselors. İnforming teachers and administrators about counselors' duties and responsibilities as counselors will improve communication between these partners.