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Teachers’ perceptions of whole-school guidance counselling in second-level why teachers’ perceptions matter

Date
2017
Abstract
This article will report on findings from a recent explanatory case study (Hearne et al., 2016) carried out against a background of policy, practice, and research on a whole-school approach to guidance counselling in second-level education. The collaborative research study examined the views of different stakeholders, including teachers, and considers the implications for future guidance delivery in the sector. Since teachers are identified as key stakeholders in wholeschool initiatives, their perceptions of whole-school guidance counselling matter greatly.
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Description
non-peer-reviewed
Publisher
Education Matters
Citation
Education Matters Yearbook 2017-2018; pp. 23-
Collections
School of Education
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Hearne_2017_Teachers.pdf
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Keywords
second level education, teachers
ULRR Identifiers
https://hdl.handle.net/10344/6980
 https://doi.org/10.34961/5456
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Funding Information
Irish Research Council (IRC)
Sustainable Development Goals
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