The Degree to which the Classroom Teacher Practices his Counseling Role from the Point of View of the Social Counselor A Field Study in the Schools of the First Cycle of Basic Education in the City of Lattakia

Abstract

This research aimed to reveal the degree to which the classroom teacher practices his counseling role from the point of view of the social counselor, and to identify each of the obstacles that limit his ability to practice this role, and the procedures that facilitate him to practice his counseling role in an optimal manner, as suggested by the social counselor. The research sample consisted of (79) male and female counselors from the social counselors in the schools of the first cycle of basic education in the city of Lattakia. The researcher used the descriptive approach, and built a questionnaire that measures the social counselor's viewpoint on the degree to which the classroom teacher practices his counseling role. It consisted of (16) items, In addition to asking two open questions to know each of the obstacles and the procedures proposed by the social counselor. The results showed that the classroom teacher practices his counseling role to a moderate degree, from the point of view of the sample members. The results also revealed a number of obstacles to carrying out this role, such as: (the scarcity of specialized training courses in this field, lack of counseling experience and  knowledge), and in turn, clarified a set of measures that contribute to its activation, foremost of which is: (Subjecting the in-service classroom teacher to training courses in the counseling field,...).