Journal articles: 'Teacher-counselor'

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Sari, Mega Mulya, Taufik Taufik, and Yusri Yusri. "Peran Guru Bk/Konselor dan Guru Mata Pelajaran dalam Meningkatkan Motivasi Belajar Siswa yang Memperoleh Hasil Belajar Rendah." Konselor 3, no. 2 (2016): 59. http://dx.doi.org/10.24036/02014322986-0-00.

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The Implementation of a good role and planned by the counseling/counselor’s teacher in schools (counseling teacher) and teachers generally can increase learning motivation of students who have a low learning result. This is based on the real phenomenon that shows students with low learning result tend to have a low learning motivation. This study aims to describe the role that is made by a teacher/counselor in improving learning motivation of students with low learning result. In its implementation, the role of the counselor teacher was affected through the services, including through information services and individual counseling services, and the role of the teacher were carried out through the guidance activities in the classroom and outside of the classroom. The type of this research is quantitative descriptive, the population in this study ,all teachers and counselor in SMAN 30 Padang, counselor teacher sample are 30 and teachers of subjects are 80, this study uses the instrument in the form of the now. The research of this study reveal: the role of subjects teacher and counselor teacher in improving the learning motivation of students with low learning result.

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Nagul, Wens, A. Muri Yusuf, and Syahniar Syahniar. "Persepsi Tentang Tugas dan Motivasi Kerja Serta Pengaruhnya terhadap Kinerja Guru BK SMPN se-Kota Kupang." Jurnal Konseling dan Pendidikan 1, no. 3 (2013): 1. http://dx.doi.org/10.29210/110700.

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This study is setting of issues about how the perception of task and work motivation influencing much on the performance of BK teacher/counselor at Junior High Schools in Kupang city. The goal is to describe the influence of perception on task and work motivation of BK teacher/counselor in the performance of duties in the school. The research uses a quantitative approach with descriptive methods. The results of this study showed that the perception of task and work motivation of BK teacher/counselor give a very significant influence on the performance of BK teachers/counselor in execution of duty.

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Davis, Leah, Kelton Harward, and Antonieta Yazzie. "Counselor–Teacher Collaboration in Multilingual Learner Contexts: A Qualitative Case Study Investigating Counselor–Teacher Partnerships." Professional School Counseling 27, no. 1 (2023): 2156759X2311776. http://dx.doi.org/10.1177/2156759x231177624.

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Through utilizing a qualitative case study approach, this practitioner-led research examined levels of collaboration between seven secondary English language development (ELD) teachers and eight school counselors within one school district. With data drawn from interviews, study results indicate that both school counselors and teachers see the benefit of closer collaborations through established frameworks that promote the establishment and maintenance of collaborative relationships. We offer implications for practice.

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Ap, M. Adi Putra, and Nurida Shofiria. "RAGAM PROFESIONALISME GURU BIMBINGAN DAN KONSELING ZAMAN NOW." Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) 3, no. 1 (2019): 15. http://dx.doi.org/10.26740/bikotetik.v3n1.p15-24.

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Teacher Guidance and Counseling in the present day must have a strong foundation of educational science, because the Counselor is one of the types of education personnel in the Law of the Republic of Indonesia Number 20 of 2003. In line with the recognition of government policy counselors in developing the quality of teacher Guidance and Counseling. Teacher certification policy is expected to be able to improve the quality of teacher professionalism Counseling Guidance / Counselor. However, teacher certification did not have a significant impact on improving the professionalism of teacher guidance and counseling, there are still many teachers who have low UKG Counseling / Counselor scores, there are still many Teachers Counseling Guidance / low quality quality counselors and the lack of scientific work contributions generated by teachers Counseling Guidance / Counselors Therefore, it is necessary to have various forms of professional improvement in Guidance and Counseling Teachers so as to increase the choice of Counseling / Counselor Guidance methods in developing Skills professionalism. In developing the professionalism of the Counseling / Counselor Guidance there are several methods, methods in the form of education and training and not education and training, and to realize a truly professional and competent teacher is not enough to follow the PLPG / PPG certification program, the government must have a program continued after the teacher Counseling / Counselor Guidance has a professional certificate to maintain and uplift knowledge according to the times, there are dimensions that must be fulfilled so that the professionalism is maintained, guarantees and always increases in accordance with the needs and demands that develop, among others, with Continuing Professionality Development). Facilitated Counseling / Counseling Teachers and routinely carrying out Continuous Professional Development will certainly show very significant results in the development of Counseling / Counseling Teacher Skills so as to add insight, skills and competencies in today's era.

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Matondang, Anas Monandar, Prayitno Prayitno, and Yahya Jaya. "Pelaksanaan Tugas Pokok Pengawas dalam Pelayanan Bimbingan dan Konseling Sekolah Menengah Tingkat Atas (Studi di Kota Pariaman Sumatera Barat)." Konselor 5, no. 4 (2016): 258. http://dx.doi.org/10.24036/02016546499-0-00.

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This research is motivated because supervision of Guidance and Counseling (GC) in the senior high school was not optimum. The purpose of this study was to reveal and describe the implementation of the basic tasks related to monitoring, assessment, and coaching by GC Supervisor to GC Teacher or Counselor. This study used quantitative approach with descriptive methods. The samples in this research were 33 people GC Teacher or Counselor at senior high school level in city of Pariaman with total sampling technique. The instrument used is Likert scale models. Finding of this study are as follows: (1) the quality of the implementation of monitoring by the Supervisor GC into GC Teacher or Counselor in senior high school are in the enough category, and the vocational high school are in the enough category,(2 the quality of the implementation of the assessment by GC Supervisor into GC Teacher or Counselor in senior high school are in the enough category, and the vocational high school are in the enough category, (3) and implementation guidance for GC Teacher or Counselor by GC supervisor in senior high school are in the enough category, while the vocational high school also in good category. Monitoring, assessment, and guidance that carried by GC Supervisor for GC Teacher or Counselor still needs to be improved and developed in order to advance the implementation of services GC in senior high school. The implication of this study can be used as a reference and material for consideration on the implementation of the basic tasks of GC Supervisor in senior high school.

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Alder, Douglas D. "Lowell L. Bennion: Teacher, Counselor, Humanitarian." Utah Historical Quarterly 64, no. 3 (1996): 286–87. http://dx.doi.org/10.2307/45062309.

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Nizhomy, Rif’aty, and Daharnis Daharnis. "The Role of Homeroom Teacher in Guidance and Counseling Services at School." Jurnal Neo Konseling 4, no. 2 (2022): 1. http://dx.doi.org/10.24036/00636kons2022.

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The homeroom teacher has a greater daily intensity contact with students than the counselor teacher. The study aimed to describe the homeroom teacher role in Guidance and Counseling services at school. This research used descriptive quantitative research method. The subjects in this study were 24 homeroom teachers at Junior High School 25 Padang in the 2021/2022 school year. The data were collected by questionnaires on the homeroom teacher role in Guidance and Counseling services at the school. The result showed that the role of the homeroom teacher in Guidance and Counseling services in schools as a whole was in the high category which broken down into eight aspects: 1) Helping counselor teacher carried out their duties, was in the high category. 2) Helping counselor teacher identified students who needed BK services, was in the high category. 3) Transferring students who needed counseling services from counselor teacher, was in the high category. 4) Accepting the transferred students from counselor teacher who required special training services such as enrichment, was in the high category. 5) Helping in developing a classroom atmosphere; teacher-student relationships, and student-student relationships that supported the implementation of counseling services, was in the high category. 6) Helping in providing opportunities and convenience to students who needed counseling services, was in the high category. 7) Participating in counseling activities, especially in handling student problem such as case conferences, this was in the high category. 8) Assisting in collecting the information needed in the context of evaluating counseling services as a follow-up effort, was in the very high category. Based on the results of this study, the suggested services that can be provided to increase the role of the homeroom teacher in the implementation of Guidance and Counseling were information services that mastering individual counseling content and services.

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Öztabak, Muhammet Ü. "Examination of the Perceptions on the View of Preschool Teachers About School Counselor." Journal of Education and Training Studies 6, no. 6 (2018): 13. http://dx.doi.org/10.11114/jets.v6i6.2682.

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The responsibility of the development and the achievement of the child seems to be put on the shoulders of the preschool teacher. However, education is a teamwork in which not only teacher but also school administrator, family, school counselor (psychological counselor) and other supporting units should take active duty and work in cooperation. The school counselor plays an important role in following and supporting the child's bio-psycho-social development in this process. For all that, it is noteworthy that there is no effective cooperation between preschool teacher and school counselor. This study aims to investigate the perceptions of preschool teachers about school counselors. The data on school counselors’ perceptions was collected by metaphor analysis method. Content analysis was used to classify the data. The study group of the research consisted of 221 preschool teachers working in European side of Istanbul during the academic year of 2016-2017. As a means of collecting data, teachers were asked to complete the sentence "School counselor is like .............. because ..........". Also the "personal information form" was used to obtain demographic information. Conceptual categories were created by analyzing the reasons why teachers prefered and used their spesific expressions to complete the survey. It was determined that the school counselor perceived positive expressions such as advisor, helper, guiding, problem solver, supporting.

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Brough, Judith A. "The Teacher as Counselor: Some Practical Considerations." Middle School Journal 16, no. 4 (1985): 4. http://dx.doi.org/10.1080/00940771.1985.11495706.

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Reed, Daisy F., and Joyce McCoy. "The Teacher as Counselor: An Increasing Necessity." Clearing House: A Journal of Educational Strategies, Issues and Ideas 62, no. 8 (1989): 342–46. http://dx.doi.org/10.1080/00098655.1989.10114089.

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Chairunnisa, Vinda, Mudjiran Mudjiran, and Nurhizrah Gistituati. "Pengembangan Perangkat Pembelajaran Bimbingan dan Konseling untuk Mengoptimalkan Perkembangan Sosial Anak Kelas I SD." JPPI (Jurnal Penelitian Pendidikan Indonesia) 2, no. 2 (2016): 52–57. http://dx.doi.org/10.29210/02016147.

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This research aims to formulate guidance and counseling learning tool to optimizing social development of stuen and describe the level of appalicability used by theacher or counselor. the mthd used was ADDIE model development. the properness tes was done by five experts and the practicality tes was done by three teacher or counselor. the instrument used were scale likert, questionnaire and Focus Group Discussion (FGD). The data statistic gathered in this research was analyzed by using descriptive statistic analysis and non-parametric statistic analysis. Based on thes results, in general, it was conclueded that the guidance and counseling learning tool's developed was appropriate and could be used to help the teacher or counselor to optimizing social development student.

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Cholewa, Blair, Emily Goodman-Scott, Antoinette Thomas, and Jennifer Cook. "Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study." Professional School Counseling 20, no. 1 (2016): 1096–2409. http://dx.doi.org/10.5330/1096-2409-20.1.77.

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School counselor-teacher consultation is an efficient strategy for school counselors to indirectly serve students on their caseload. Teachers' perceptions are crucial in examining this consultation process. This qualitative study examined elementary school teachers' perceptions and experiences of school counselor-teacher consultation. The researchers identified three themes: (a) school counselors prioritizing relationships, (b) school counselors taking initiative, and (c) school counselors' specialization. The researchers discuss implications for school counseling practice, including strategies for facilitating consultation with teachers.

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Davis, Pamela, Michael P. Davis, and Jerry A. Mobley. "The School Counselor's Role in Addressing the Advanced Placement Equity and Excellence Gap for African American Students." Professional School Counseling 17, no. 1 (2013): 2156759X0001700. http://dx.doi.org/10.1177/2156759x0001700104.

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This study describes the collaboration among a school counselor, a school counselor intern, an Advanced Placement Psychology teacher, and a counselor educator to improve African American access to Advanced Placement (AP) coursework and increase success on the AP Psychology national examination. The team initiated a process that recruited African American students into AP Psychology and supported them through group and individual counseling to create an achievement-minded cohort that emphasized peer relationships and academic success.

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Putri, Rani Mega, Neviyarni S., and Daharnis Daharnis. "Pengembangan Modul Bimbingan dan Konseling untuk Pencegahan Penyalahgunaan Narkoba di Sekolah." Jurnal Konseling dan Pendidikan 1, no. 2 (2013): 121. http://dx.doi.org/10.29210/12000.

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The problem of drug abuse has penetrated up to the world of education, including SMP. Many ways that could be used by guidance and counseling teachers or counselors to enhance students' understanding of the dangers of drug abuse, one of them by using the media as an exciting learning modules. Module was one of tools that addresses learning about a subject systematically arranged and sequentially to facilitate students achieve and master a targeted competencies along with guidelines for the use of teachers. This study aimed: (1) to formulate guidance and counseling module for drug abuse prevention in school-appropriate content to be used by guidance and counseling teacher or counselor, and (2) to describe the level of applicability formulation guidance and counseling module for drug abuse prevention in school by guidance and counseling teacher or counselor. This research was conducted using development research methods, with guided model development step ADDIE (Analyze, Design, Development, Implementation, and Evaluation). The subjects of the trial research were (1) the content expert, and (2) the target users of the product, was guidance and counseling teacher or counselor, who was taken by using purposive sampling method, in order to obtain test subjects research, namely 3 content experts, and 3 people guidance and counseling teacher or counselor. This study was conducted with a limited research product tested and the data was analyzed descriptively. The results of the research showed that: (1) guidance and counseling module to prevent drug abuse, as a content was very feasible for used by students and guidance and counseling teachers or counselors in implementation of service, (2) the level of guidance module and counseling applicability to prevent of drug abuse rated very high for used by students. Based on these results of the research, generally, it could be concluded that the research products produced were feasible and could be used to help students in the context of prevention of drug abuse in schools. Finally the research product was highly recommended to be introduced and used by guidance and counseling teacher or counselor at school in SMP.

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Sandjaja, Stefanus Soejanto, Yuda Syahputra, and Hariyani Hariyani. "CONTRIBUTION OF GUIDANCE AND COUNSELING SUPERVISION TOWARD COUNSELOR PERFORMANCE: STUDY IN SUMATERA UTARA." Jurnal Bimbingan dan Konseling Terapan 4, no. 1 (2020): 43. http://dx.doi.org/10.30598/jbkt.v4i1.938.

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The purpose of this study is to illustrate the contribution of BK supervision to counselor performance. The sample of this study was 87 Counselor spread in Sumatera Utara schools. Data were collected through two questionnaires, namely: BK supervision (reliability item 0.91) and the performance of Counselor (reliability item 0.95), which was analyzed descriptively. The results showed that the counselor performance was in the good category with a percentage of 62.1% and the supervision of the BK received was in the good category with a percentage of 50.6%. Furthermore, the results of the study indicate there is a contribution to the supervision of BK on the performance of Counselor with a contribution value of 20.2%. Besides that, the regression coefficient is positive, so it can be stated that the influence of the BK supervision variable (X) on the counselor performance (Y) teacher is positive. The implications are further discussed for the supervisory process of the counselor performance

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Ekin, Mehzudil Tugba Yildiz, and Aynur Oksal. "Elementary School Teacher Perceptions of School Counselor Effectiveness." Procedia - Social and Behavioral Sciences 47 (2012): 1917–21. http://dx.doi.org/10.1016/j.sbspro.2012.06.923.

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Bizzaro, Patrick, and Stuart Werner. "Collaboration of Teacher and Counselor in Basic Writing." College Composition and Communication 38, no. 4 (1987): 458. http://dx.doi.org/10.2307/357640.

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Hanson, Jana M., Todd Prusha, and Cort Iverson. "Principal, Teacher, and Counselor Views of Concurrent Enrollment." New Directions for Community Colleges 2015, no. 169 (2015): 71–81. http://dx.doi.org/10.1002/cc.20134.

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Suyono Suyono, Suhari Suhari, Bernadetta Budi Lestari, Khomsiyatil Askinah, Jihan Aulia Salma, and Harlanda Almaratus Azahra. "Pelatihan Penulisan Karya Tulis Ilmiah PPKn Dalam Menguatkan Kualitas Menulis Guru PPKn SMA Kota Surabaya." ASPIRASI : Publikasi Hasil Pengabdian dan Kegiatan Masyarakat 2, no. 1 (2024): 161–70. http://dx.doi.org/10.61132/aspirasi.v2i1.266.

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The training for a scientific article for a surabaya city high school teacher is aimed at providing knowledge for a surabaya city general teacher who is not yet familiar with writing scientific articles, developing knowledge and adding to the quality of writing a scientific article for a counselor, and accompanying teacher for promotion. This training USES companion models, using talks, question-and-answer methods, and simulation methods. The target for this writing training isa high school counselor in the surabaya city of 30 participants. The value of this science - writing training is that teachers provide the incentive to make scientific articles and teachers have the expertise to do them and improve the teachers' professionalism

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Fagell, Phyllis L. "Career Confidential: Should teacher report another teacher she heard bullying a colleague?" Phi Delta Kappan 101, no. 5 (2020): 66–67. http://dx.doi.org/10.1177/0031721720903834.

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Educators seek advice about workplace issues from school counselor and therapist Phyllis Fagell. In this column, a teacher who overheard a colleague bullying another teacher wonders how she should have responded in the moment and what she can do now. Another teacher wonders if comments made about political correctness during a job interview constitute a red flag about the job.

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Mirna, Mirna, and Muslim Afandi. "Konseling Individual Menggunakan Pendekatan Client Centered Therapy Untuk Meningkatkan Motivasi Belajar Siswa." Jurnal Administrasi Pendidikan & Konseling Pendidikan 3, no. 1 (2022): 39. http://dx.doi.org/10.24014/japkp.v3i1.9240.

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This study aims at analyzing (1) the imlementation of individual counseling therapy approac to increase students’ learning motivation. A descriptiveresearch methot was conductet involving one theacher counselor and the thee students of SMPN 3 Tambang. Intervew data collection on techniques were used and the narrative, After analyzing the data obtained in the field, it could be concluded that the students’ who derectly visited by teacher counselor and got direct guidance tended to be better behavior, the praktice of individual counseling using client centered therapy approach mostly be able to motivate the low-motivated lerners became better lerners, evalutionalisys was applied by the teacher counselor on the low motivated students and the developed relevan communication whit other counseling parties, the students whose lerning motivation was low became more motivatedlernwrs after being treated with clien centered therapy approach, a short term evaluation was cariied out in the order to know the client’s positive changes. The low attainment level of students’ lerning motivation was the major factor influencing the inplementation of guidance and counseling. In addition, there was a good relation between students’ and counselor in case of finding solution to overcome the low motivated learning students’ by using client centered therapy.

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Ardimen, Ardimen. "COUNSELING SERVICES BASED RESEARCH TO IMPROVE THE QUALITY OF LEARNING THROUGH COUNSELING." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 6, no. 2 (2016): 164. http://dx.doi.org/10.24127/gdn.v6i2.552.

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The purpose of writing this article is to describe the subject of study and reason as well as research-based counseling service management. Counseling services based on research carried out to improve the quality of learning through counseling. The discussion of this article are (1) the background of the counseling service based research, (2) understanding the tasks and activities of counseling teacher or counselor, (3) reason for the existence of counseling in education, (4) the differences and similarities counseling services with research PTK-BK, (5) the motivations and goals of research-based counseling services, and (6) management of research-based counseling services. Among the benefits of this article is to (1) raise awareness counseling teacher or counselor about the importance of developing a counseling service that is integrated with the research, (2) develop a research culture for counseling teacher/ counselor, (3) encourage educational institutions both school/ madrasah/ pesantren for developing research-based counseling services, (4) encourage universities that provide education academic and professional counseling to develop research activities and community service through mentoring research-based counseling services. Keywords: counseling services, research, quality of learning, PTK-BK.

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Sullivan, Carol. "Jail Suicides: Jailhouse Wisdom and Autopsy Findings." Practicing Anthropology 14, no. 3 (1992): 9–11. http://dx.doi.org/10.17730/praa.14.3.b424g8924712m185.

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As peripatetic as any hill tribesman or desert band woman, I have worked as teacher, counselor, facilitator, and technical assistant over the years in many different institutions. Among these the Bernalillo County Jail provided one of the best opportunities to use my anthropological skills. I was a counselor in the Psychiatric Crisis Unit on weekend nights—a very frustrating and engrossing job. Suicide prediction and prevention was my most important task.

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Tisuela, Bel Patrice, and Elsa Callo. "Competencies of Classroom Teacher-Counselor towards Students’ Self-Esteem Development." International Review of Social Sciences Research 2, no. 3 (2022): 88–104. http://dx.doi.org/10.53378/352922.

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This study assessed the competencies of the classroom teachers as counselor as the basis for the development of Humanities and Social Science students’ self-esteem. Through descriptive correlational research design, it investigated the level of competencies of classroom teacher-counselor into behavioral competencies and work-related competencies, and the level of student’s self-esteem into identity, appreciation, acceptance, self-confidence, pride, humility and selfishness. It involved 147 Grade 11 and Grade 12 Humanities and Social Sciences students of one private school in the Philippines during the academic year 2021-2022. The findings revealed that there is a significant relationship between the competencies of classroom teacher-counselors and the self-esteem of senior high school students. Therefore, the null hypothesis posited in the study is not sustained. In this light, the study posits that the competence of the teachers as counselors are significant in the development of students’ self-esteem. Therefore, students may directly share their concerns with their teacher-counselor dealing with personal issues affecting their general well-being and academic progress. Teachers need to continue to support the learners through counseling and guidance leading to their academic success. Similarly, strengthening the competencies of teachers–counselors reassure the students’ mental health.

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Wijaya, R. S., W. D. Husniah, R. Taherong, C. Nuryadin, L. Hanifa, and N. Ichsani. "Professional competency levels teacher guidance and counseling / counselor school." IOP Conference Series: Earth and Environmental Science 235 (February 20, 2019): 012105. http://dx.doi.org/10.1088/1755-1315/235/1/012105.

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Duller, Melissa E., Elizabeth G. Creamer, and Don G. Creamer. "Advising Styles Observable In Practice: Counselor, Scheduler, and Teacher." NACADA Journal 17, no. 2 (1997): 31–38. http://dx.doi.org/10.12930/0271-9517-17.2.31.

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Ten professional academic advisors were observed in advising sessions with 35 traditional-aged undergraduates to determine if advising styles are observable and if conceptual differences between prescriptive and developmental advising approaches are distinguishable. Individual advisors were found to use one of three styles and were not observed to vary their style among students. Findings challenge the assumption that prescriptive and developmental behaviors are used as distinct and contrasting approaches to advising.

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Foxx, Sejal Parikh, and Kelly Anderson. "Starting the Conversation About Interdisciplinary Counselor and Teacher Training." Professional School Counseling 23, no. 1 (2019): 2156759X2094064. http://dx.doi.org/10.1177/2156759x20940646.

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School counselors and special education teachers are most often the professionals called upon to support students with intensive, challenging behavioral and emotional needs. However, research suggests that many preparation programs fail to provide training specific for intensive evidence-based interventions. We review the context and need for interdisciplinary school counselor and special education teacher training and provide a perspective on potential directions for addressing this need in professional preparation.

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McCormick, Theresa E. "Counselor-Teacher Interface: Promoting Nonsexist Education and Career Development." Journal of Multicultural Counseling and Development 18, no. 1 (1990): 2–10. http://dx.doi.org/10.1002/j.2161-1912.1990.tb00431.x.

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Sappapan, Pattama. "Teacher into Counselor: Are You Ready for the Transformation." PASAA 44, no. 1 (2012): 95–118. http://dx.doi.org/10.58837/chula.pasaa.44.1.4.

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Fagell, Phyllis L. "Career Confidential: Teacher is losing patience with misbehaving students." Phi Delta Kappan 104, no. 3 (2022): 63–65. http://dx.doi.org/10.1177/00317217221136604.

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Teachers ask counselor Phyllis Fagell for help with their interactions with students. One 3rd-grade teacher is frustrated with herself for losing her cool when students misbehave. A 6th-grade teacher wants to help a socially awkward boy in her class to improve his relationships with his peers. Another teacher wonders why her long-time principal never uses her first name.

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Suprihatin, Suprihatin. "Kompetensi Profesional Guru Bimbingan dan Konseling Dalam Pelayanan Bimbingan dan Konseling." JIGC (Journal of Islamic Guidance and Counseling) 1, no. 1 (2018): 14–26. http://dx.doi.org/10.30631/jigc.v1i1.2.

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Guidance and counseling is a process of assistance or assistance provided by counselor (counselor) to the individual (counselee) through face-to-face meetings or mutual relations between the two, so that the counselee has the ability or ability to see and find problems and be able to solve the problem itself. Guidance and counselor / counselor counselor in juridical in the National Education System is stated as one of the qualifications of educators parallel to teachers, lecturers, guardians and tutors as mentioned in Law No. 20 of 2003 on National Education System Article 1 point 6. Based on Government Regulation Number 19 Year 2005 on National Education Standards Article 28 point 3 and Law of the Republic of Indonesia Number 14 Year 2005 regarding teachers and lecturers are presented four competencies of educators as learning agents covering pedagogic competence, personality competence, professional competence, and social competence . Competence is a set of knowledge, skills and behaviors that must be owned, experienced and mastered by teachers or lecturers in performing professional duties. Professional competence in the Regulation of the Minister of National Education No. 27 of 2008 includes a teacher of BK who mastered the concept and praxis assessment to understand the condition of needs, and the problem of the counselee; Master theoretical framework and praxis guidance and counseling; Designing guidance and counseling programs; Implement a comprehensive guidance and counseling program; Assessing the process and results of guidance and counseling activities; Have awareness and commitment to professional ethics; Mastering the concepts and praxis of research in counseling and guidance. The successful implementation of counseling and guidance services will be closely related to the implementation competencies of the BK teacher/counselor as the person providing the assistance, including the combination of knowledge, academic, personal qualities, and skills in helping.

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Riskiyah, Fifin Naili. "Upaya Guru Bimbingan dan Konseling dan Ustadz/Ustadzah dalam Menangani Siswa yang Melanggar Tata Tertib Sekolah di SMP Insan Kamil Bogor." Al Musyrif: Jurnal Bimbingan dan Konseling Islam 5, no. 1 (2022): 11–18. http://dx.doi.org/10.38073/almusyrif.v5i1.874.

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School rules that must be obeyed by all students sometimes there are still students who do not obey them. The existence of this research aims to find out the efforts made by the BK teacher and ustadz/ustadzah overcoming students who violate school rules. Based on the research conducted, the formal forms of business carried out by counseling teachers are orientation services, information services, group and individual guidance services, while the formal forms of business carried out by ustadz/ustadzah are modeling and providing guidance. Informal forms of business are in the form of exchanging information between the guidance counselor and ustadz/ustadzah and granting permission/authority for the guidance counselor/ustadzah to the counseling teacher if he wants to carry out the duties of the ustadz/ustadzah. So indeed between the BK teacher and ustadz/ustadzah must work together in an effort to deal with students who violate school rules

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Wang, Yicheng. "A Brief analysis of the Division of Labor Between College Counselors and Class Teachers." International Journal of Education and Humanities 7, no. 2 (2023): 9–12. http://dx.doi.org/10.54097/ijeh.v7i2.5251.

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Homeroom teachers and counselors, as the main educators and organizers of college students' classes, play a crucial role in the collective construction of college students' classes and the generation of college talents. All colleges and universities have introduced relevant policies and regulations for the ideological and political education of college students and daily student management, and most colleges and universities have implemented the dual-track student management mode of counselor + class teacher. This paper will take Jiujiang University as an example to investigate the division of labor mode of counselor + class teacher in each secondary college, and combine the number of students, major Settings, and teacher conditions. The paper analyzes the scientificity and rationality of the division of labor mode between counselors and class teachers and puts forward some suggestions for improving the division of labor mode between different classes of counselors and class teachers.

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Fagell, Phyllis L. "Career Confidential: Teacher wants to feel more motivated." Phi Delta Kappan 103, no. 8 (2022): 66–67. http://dx.doi.org/10.1177/00317217221100017.

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School counselor and therapist Phyllis Fagell responds to requests for professional advice from educators. In this issue, two teachers are struggling with negative thoughts. One teacher feels less motivated to try new things and misses the positive feedback from administrators. Another teacher can’t stop worrying about the possibility of violence at school.

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Reiner, Summer M., Robert D. Colbert, and Rachelle Pérusse. "Teacher Perceptions of the Professional School Counselor Role: A National Study." Professional School Counseling 12, no. 5 (2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200507.

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In a national survey, teachers were asked about their perceptions of the professional school counselor role as defined by the American School Counselor Association (ASCA, 2005). Teachers were questioned about the extent that they believed that school counselors should engage in and were engaged in a variety of tasks endorsed as appropriate or inappropriate by ASCA. This research revealed that teachers agreed that school counselors should engage in 13 and were engaged in 12 of the 16 appropriate responsibilities.

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Utomo, Dian Purbo, Prayitno Prayitno, and Z. Mawardi Effendi. "Pemanfaatan Hasil AUM PTSDL untuk Pelayanan Bimbingan dan Konseling." Konselor 6, no. 3 (2017): 105. http://dx.doi.org/10.24036/02017637464-0-00.

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This research purposed to describe the results of AUM PTSDL and its use by Guidance and Counseling Teacher or Counselor for Guidance and Counseling services to students. This research used descriptive method with qualitative and quantitative approach. The instruments of research used AUM PTSDL Format 2, The format of BMB3 and guideline for interview. The results of research are analyzed statistically and narrative. This research shows that AUM PTSDL results of Senior High School students in Padang who became samples in form quality score of learning activities still very low or less is average 36.30% from ideal score, and also their learning problems pretty much is average 28,14% from number of learning problems that may exist. Response dynamics of BMB3 student to data of AUM PTSDL results are quite positive, means that students are aware of their flaws and eager to fix it. Guidance and Counseling Teacher or Counselor welcomes positively to awareness and enthusiasm of students accompanied prepare themselves in use AUM PTSDL and utilization results to improve the quality of their learning activities by Guidance and Counseling services, which organized through various types of services and their supporting activities in specific format. The school’s leadership have role in facilitating the implementation of Guidance and Counseling services and supports Guidance and Counseling Teacher or Counselor performance at school.

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Freeman, Harvey R. "Perceptions of Teacher Characteristics and Student Judgments of Teacher Effectiveness." Teaching of Psychology 15, no. 3 (1988): 158–60. http://dx.doi.org/10.1207/s15328023top1503_18.

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This study examined the relationship between perceived teacher attractiveness, expertness, and trustworthiness and student judgment of teacher effectiveness. Three teachers who taught both an introductory and an advanced psychology course participated in the study. Students completed the Counselor Rating Form–Short version (CRF–S) and rated the teacher on effectiveness. Results indicated that each of the subscales of the CRF–S was positively related to perceived teacher effectiveness. The results also suggested that it may be useful to conceptualize teaching as a social influence process. Factors extensively researched by social and counseling psychologists may be important in understanding the classroom situation.

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Gina, Cicco. "Preventing teacher and counselor burnout: Self-care in training programs." i-manager's Journal of Educational Technology 21, no. 2 (2024): 1. https://doi.org/10.26634/jet.21.2.21159.

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This study examines the concerns associated with heightened stress levels experienced by education professionals, particularly teachers and counselors-in-training. Following the COVID-19 global pandemic, teachers and counselors have been faced with a multitude of extended responsibilities due to students' learning lapses and lags, heightened awareness of trauma-based reactions and social challenges in students and professionals, and overall increased cases of anxiety and depression. Preventing burnout is critical for successful student teaching and internship experiences for education students in teaching and counseling programs. Maintaining personal wellness impacts performance, satisfaction, and retention in education professions and eventually results in more optimal services for their students. Teachers and counselors are responsible for the academic, personal/social, and career development of their students of various ages. Traditional tasks associated with these professions have widened as mental health concerns are recognized as direct links to academic success. Caring for students' mental health is embedded within the repert of any robust academic curriculum as a prerequisite for achievement. A piloted two-part prevention or intervention plan employed in a metropolitan teacher-counselor preparation program is described as a potential tool for expanding self- care practices and improving mental health among education trainees. The intervention was beneficial for retaining trainees, improving their fieldwork performance, and reducing reports of stress, anxiety, and depression. Tips for self-care that lead to resilience and burnout prevention are reviewed and can potentially be useful not only for trainees but for seasoned practicing educators.

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Banin, Muhammad Chairul, Ummah Karimah, Abdul Basit, Ahmad Irfan, and Ahmad Yunus. "Collaboration Between Religion Teacher and Counselor in Shaping Student Morals." Pamomong: Journal of Islamic Educational Counseling 4, no. 1 (2023): 25–42. http://dx.doi.org/10.18326/pamomong.v4i1.25-42.

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The purpose of this study was to determine the collaboration between Islamic education teachers and School counselors in shaping student morals. This descriptive qualitative study applied a case study design. Primary data sources were Islamic education teachers, counselors, and students, while secondary data sources were documentation and observation. Data collection techniques using interviews, observation, and document examination. Data validity was confirmed through data triangulation. The results of the research findings show that reward and punishment points through the collaboration of Islamic education teachers and counselors can positively develop students' morals. This study provided all teachers with knowledge and insight regarding the importance of collaboration

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Connor, Annemarie, and Michael J. Leahy. "Teaching the Working Alliance: Bridging the Gap Between Counseling Microskills and Establishing Meaningful and Productive Relationships." Rehabilitation Research, Policy, and Education 30, no. 4 (2016): 371–88. http://dx.doi.org/10.1891/2168-6653.30.4.371.

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Purpose:This article conceptualizes teaching alliance as a framework to guide educators in teaching the affective components of working alliance (WA) through enhanced student–teacher relationships and augmented curricular focus on therapeutic bonds.Method:Drawing on the extant literature, and integrating counseling and educational theory, this article reviews the origins and evolution of the WA, conceptualizing WA as an evidence-based practice, counselor competency, and hallmark of professional identity.Results:Teaching alliance pedagogies are conceptualized across the curriculum, in clinical supervision, and as an innovative course designed to deepen understanding of the cognitively complex, affective components of WA. The article concludes with a discussion of implications for research, education, and practice.Conclusion:Early and increased curricular focus on the nondirective aspects of the teacher–student relationship offers promise in facilitating students’ self-actualizing tendencies and the ultimate achievement of counselor competence and strong professional identity.

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Molina, Citlali E., Matthew E. Lemberger-Truelove, and Almut K. Zieher. "School Counselor Consultation Effects on Teachers’ Mindfulness, Stress, and Relationships." Professional School Counseling 26, no. 1 (2022): 2156759X2210867. http://dx.doi.org/10.1177/2156759x221086749.

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In this randomized controlled trial, we explored the effects of a combined mindfulness and social/emotional learning (SEL) school counselor consultation intervention. Participants included a diverse sample of 30 secondary educators teaching in Title 1 school districts. Participants received 5 weeks of consultation based on mindfulness and SEL. Results of hierarchical linear regressions revealed statistically significant improvement in teachers’ mindfulness disposition of acting with awareness. Further, results indicated a practically significant decrease in teacher-reported stress and conflict in the student–teacher relationship. We discuss implications for offering direct services to teachers through consultation with school counselors as a way of providing indirect services to students. Results of this study illustrate how teachers might benefit from school counselor consultation that supports their use of mindfulness strategies and SEL skills in coping with the demands of teaching and in building relationships with students.

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Fajriani, Fajriani, Yulizar Yulizar, Uman Suherman, and Yusi Riksa Yustiana. "School counselor leadership: A theoretical and empirical review." Jurnal Akuntabilitas Manajemen Pendidikan 11, no. 1 (2023): 12–23. http://dx.doi.org/10.21831/jamp.v11i1.57572.

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Entering the 21st century, the leadership role of teachers is in the spotlight in primary to secondary education. Similarly, the leadership of school counselors began to be voiced. Changes in the orientation of guidance and counseling resulted in a shift in the role of the school counselor as one of the implementers in guidance and counseling management. School counselors exercise a leadership role in developing and organizing guidance and counseling programs. This study aims to describe and how the leadership of school counselors theoretically and empirically. The analysis method uses a literature review with four stages: identification, screening, suitability, and inclusion. The primary data sources are obtained from academic reference books and previous research on teacher leadership, guidance and counseling over the past five years that have been published in reputable journals in the Scopus database. The results showed that school counselor leadership in the last five years carried several themes, such as testing the effectiveness of leadership training interventions, the relationship of leadership with personality attributes, the design of leadership training frameworks, the relationship of counseling leadership with professional counselor identity, and school counselor leadership in the context of ethnicity. The results of this study are expected to provide a broader picture of future research opportunities on the topic of school counselor leadership.

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Khofifah, Aulia, Afrizal Sano, and Yarmis Syukur. "PERMASALAHAN YANG DISAMPAIKAN SISWA KEPADA GURU BK/KONSELOR." Jurnal EDUCATIO: Jurnal Pendidikan Indonesia 3, no. 1 (2017): 45. http://dx.doi.org/10.29210/12017271.

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Problem is a situation that does not like it is, something you want removed, and something that can hinder or result in losses. The problems revealed in this study wanted the students to the issues presented BK teacher/counselor. This study aimed to describe the problems presented to the student teacher BK /counselors in high schools in the city of Padang can be seen from personal problems, learning problems, social problems, and career problems and the factors that encourage students and the results obtained. This type of research considered in a descriptive study using the questionnaire research instruments. 2430 samples of a total of 147 students study subjects that matter to teachers convey BK/counselor. Both students who come alone, students who were called and students recommendation.

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Risnawaty, Widya, Sandi Kartasasmita, and Denrich Suryadi. "Peer Counselor Training for High School Students in West Jakarta." MITRA: Jurnal Pemberdayaan Masyarakat 3, no. 2 (2019): 108–19. http://dx.doi.org/10.25170/mitra.v3i2.350.

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The present community service activities were held to provide peer counselor training for high school Students in West Jakarta. Results from our survey showed several problems such as high achievement demand from parents, disparity between peer groups, and verbal abuse from parents. Despite these problems, students prefer to share their problems with their peers to consulting their problems with the Guidance and Counseling (GC) teacher, subject teacher, or homeroom teacher. To address this problem, the solution offered was to prepare assistance for GC teachers by giving training to selected students so that they are able to help other students, that is as peer counselors. Students who were trained must pass a selection process to meet standard qualifications as peer counselors. The peer counselor training aimed to provide competency-based knowledge and skills as a counselor. The task of these peer counselors was to act as peer assistants who can accommodate stories and complaints from peers based on basic counselling skills. Peer counselors are expected to help reduce psychological tension experienced by peers in need. The implementation stages included the following: socializing the program, implementation of training with 14 sessions, practices and supervisions, and evaluation program. Through the training, the students were successfully introduced to simple theories and counseling skills to trainees. After 6 simulated exercises, each participant experienced better counseling skills. However, to keep improving their skills, it is necessary that the trainees be given a periodic training and a strong support from the school, especially from GC teachers.

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Brinia, Vasiliki, and Vasiliki-Nektaria Sarantopoulou. "The Introduction of the Flexible Zone Programs in the Greek Educational System: Teachers’ Perspectives." Education Sciences 9, no. 2 (2019): 109. http://dx.doi.org/10.3390/educsci9020109.

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The present paper aims at presenting the introduction of the Flexible Zone program in the context of the Greek Educational system, an innovative, modern teaching program. More specifically, Greek teachers’ views on the implementation process, the legislative framework, and the roles of the school head teacher and the school counselor, as well as the difficulties tackled regarding the Flexible Zone programs are thoroughly explored through this study. In order to investigate and better interpret the findings, quantitative research was adopted with questionnaires from 135 teachers having been collected, numbered, coded, and analyzed. Topics such as the importance of in-school seminars and training sessions related to Flexible Zone programs, the significance of the head teacher, school counselor, and the school activities supervisor’s contribution, the development of the school equipment and infrastructure, as well as the overall cooperation have emerged from the findings. The present study can offer valuable insights regarding the innovative program of Flexible Zone to the international academic community and policy makers.

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Thao, Vo Thi Hieu, and Nguyen Thi Kieu Thu. "EFL teachers’ perceptions of their roles at a Vietnamese English Center." International Journal of English Literature and Social Sciences 9, no. 3 (2024): 122–30. http://dx.doi.org/10.22161/ijels.93.13.

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This study investigated the perceptions of EFL teachers regarding their roles at Hai Hoa English Center in Vietnam. The research aimed to explore teachers' perceptions of five key roles: facilitator, counselor, resource provider, learning coach, and self-access center manager. A questionnaire was administered to 25 teachers at the language center. The findings revealed that teachers strongly perceived their roles as facilitators and counselors, emphasizing the importance of providing personalized guidance, promoting collaboration, and adapting communication styles to cultural norms. The roles of learning coach, resource provider, and self-access center manager were also acknowledged, but considered less crucial compared to facilitator and counselor roles. The results suggest that language learning centers should provide targeted professional development opportunities and resources to support teachers in fulfilling these roles effectively. This study contributes to the understanding of EFL teacher roles in the Vietnamese context and offers valuable implications for teacher training and language center management.

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Janah, Roikhatul, and Dhiya Ayu Tsamrotul Ihtiari. "PENINGKATAN COUNSELOR COMPETENCE BAGI CALON GURU KELAS DI MI DAN SD DI ERA INDUSTRI 4.0." ELEMENTARY: Islamic Teacher Journal 8, no. 1 (2020): 159. http://dx.doi.org/10.21043/elementary.v8i1.6926.

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Counselor competence is the ability (knowledge, skills and attitudes) that must be possessed by someone to help others who have problems, so that the problems faced are resolved. It becomes very important if a prospective class teacher in MI / SD must be able to have this competency. This research focuses on the study of increasing counselor competence for prospective class teachers in MI and Elementary Schools in the era of the industrial revolution era 4.0 which is carried out by universities that carry out basic education programs. This study uses a literature-based research method, which is conducted by studying and exploring various theories and practices through literature ranging from scientific journals, books, as well as various data and facts. The results of this study indicate that the Directorate of Islamic Education at the Ministry of Religion has presented all competencies that must be achieved by prospective class teachers. Managerial competence and general skills that must be possessed by prospective teachers in MI / SD classes are in accordance with the needs of a teacher in the era of the industrial revolution era 4.0, namely counselor competence, so that prospective teachers of MI / SD classes from Islamic tertiary institutions can be said to be able to become suitable class teachers with the industrial revolution era 4.0.

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Iswari, Mega. "Efektivitas Penyelenggaraan Konseling dengan Memahami Komunikasi antar Budaya." Konselor 6, no. 1 (2017): 13. http://dx.doi.org/10.24036/02017617387-0-00.

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Cross- cultural counseling is done in different cultures , given to minority groups that the counseling process is a cultural encounter between counselor and client it serves. Problematic behavior will be different in different cultures , as well as the adjustment. So that effective counseling process, counselors are required to have cultural sensitivity and break away from cultural biases, understand and can appreciate and have skills that are culturally responsive. Communication activities between nations is a consumption activity that occurs between different clients mores, race, language, religion, level of education, social status or even gender. Thus intercultural communication should be by the diplomacy of foreign astudents, a teacher at an international school , social workers and others.To be able to understand more , intercultural communication as well as some that affect communication (1) Comunication approach, (2) Communication barriers between cultures, (3) How can these barriers interfere with communication between cultures. At the time of counseling , the counselor does not deal with the client's culture but also cultural counselor with individual clients. This view is dangerous for the counseling process, as it would appear culturally insensitive counselor, unsympathetic and very likely impose its own cultural values to the clients it serves.

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Hidayati, Beti Malia Rahma. "Peran Bimbingan dan Konseling di Madrasah." Journal An-Nafs: Kajian Penelitian Psikologi 4, no. 1 (2019): 15–33. http://dx.doi.org/10.33367/psi.v4i1.653.

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Educational – Psychology is one part of the Psychology and it is an application of Educational – psychology Science. In the Islamic school, the jobs and role of education psychologist are handed by the School Counselor. One of the junior high school in Pare often finds cases dealing with the students’ discipline. These cases mostly handed by the homeroom teacher, vice headmaster and headmaster. So far the cases found are dealing with the disciple while other cases haven’t handled maximally. The unhandled cases bring problems for the school especially the system of Islamic school. The objective of the research is to comprehend more about the existing cases by applying psychology assessment process. This process is about to apply deeper observation and interview. In other side, the role of counselor is found not maximum. As the intervention of the problem, the researcher applies the followings: 1. set a module of counseling, 2. propose a counselor, 3. create a job analysis for the counselor. The set of intervention has been done. Although the change is not maximal, the activity has been ended. However, the result is a recommendation to be followed up by the Islamic school

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Kasan, Irpan A. "Using Media in Counseling Services." Journal of Inventions Pedagogical and Practices 1, no. 3 (2022): 121–28. http://dx.doi.org/10.58977/jipp.v1i3.17.

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Based on the results of interviews with several counselors who are teachers at High School as well as several teacher friends who are continuing their education at the Counselor Professional Education, it is known that counselors do not yet have a module. appropriate to be used as material in providing counseling services. Counselors are also less interested in developing modules because they have not been able to formulate the form of modules that are in accordance with the rules, and there are also counselors who consider modules not important because they add counselor activities so that the optimization of modules in counseling services has not been carried out properly.

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Journal articles on the topic 'Teacher-counselor'

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