The role and importance of psychological counseling and guidance services (PCGS) in the educational system are increasing day by day. Parents, teachers, administrators and particularly students benefit from counselors and guidance services offered in schools. School counselors’ performance is critical for achieving the desired quality and quantity of these services, but the involvement of school administrators in the process is also an indispensable factor. Özer and Gökçakan (1999) indicate that the inability to get support from administrators and teachers takes first place (85%) among systemic problem perceived by school counselors
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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