A Mixed Methods Approach to Understanding School Counseling Program Evaluation: High School Counselors' Methods and Perceptions

Abstract

The purpose of this mixed methods concurrent triangulation study was to examine the program evaluation practices of high school counselors. A total of 294 high school counselors in Texas were assessed using a mixed methods concurrent triangulation design. A researcher-developed survey, the School Counseling Program Evaluation Questionnaire (SCPEQ), was utilized to collect the quantitative data. Qualitative data were collected through open-ended survey questions and phone interviews. Of the 294 participants, 15 completed the semi-structured interview. Quantitative and qualitative data were collected concurrently, analyzed separately, and then the results were merged (Creswell & Plano Clark, 2011). Data analysis in the quantitative phase involved summary statistics, logistic regression, and correlation analysis. Multiple logistic regression analysis was conducted adjusting for the following seven independent variables: years-experience, lead counselor, required to evaluate, barriers, perceptions, training, and resources. Of the seven independent variables, four variables were found to be statistically significant: years-experience (p = 0.003), resources (p < 0.001), lead counselor (p = 0.004), and required to evaluate (p < 0.001). An analysis of responses to the six open-ended survey questions revealed three major themes and was utilized to provide a more in-depth analysis of the survey. Themes related to school counseling program evaluation were identified: benefits, barriers, and resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]