Date of Conferral

7-12-2024

Date of Award

July 2024

Degree

Ph.D.

School

Human Services

Advisor

Jeffrey Harlow

Abstract

High-quality career counseling is freely available at U.S. high schools. However, many students choose not to participate in career planning programs, despite being assigned to a school counselor for guidance. There is a projected increase in demand for school counselors; however, there needs to be more literature regarding whether high school students are taking advantage of career planning and how counselors cope with and manage their role in implementing career counseling programs. The purpose of this study was to explore school counselors’ perceptions and descriptions of their career counseling efforts for non-honor roll students in career management. The theoretical framework consisted of social cognitive theory; social cognitive career theory; and a component of the latter theory, career self-management. The study featured a generic qualitative research design. Data were collected using an open-ended qualitative questionnaire that was administered to 20 school counselors in the state of Louisiana with at least 3 years of counseling experience. The data were analyzed through manual coding. The codes, categories, and themes that were identified support further investigation of how career counselors perceive their career management efforts for non-honor roll students. The study may promote positive social change by providing insight on how school counselors perceive and implement career management programs for high school students. With this knowledge, school counselor leaders and practitioners may be able to develop strategies to better assist students (non-honor roll and honor roll) in developing self-motivation.

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