התרבות הבית ספרית ועבודת היועצת החינוכית

The school counselor’s role has grown and evolved over the years, and requires clear priorities in order to perform it. Factors found to affect priorities are personal preferences, professional standards, and organizational constraints. The aim of this study is to explore the effects of an additional and less studied factor, namely school culture. Employing a multiple case study method, we studied similarities and differences between the cultures of two large high schools and the priorities in the roles of four school counselors. Interviews, observations, and document analysis served for data collection, and within- and between-case analysis was used for data analysis. The results reveal two different school cultures, with similarities and differences between the counselors’ priorities. While the similarities are ascribed to comparable factors,such as professional standards and the organizational structure of a large high school,the differences in the counselors’ priorities reflect two different school cultures. We conclude that a deep understanding of school culture increases the likelihood that the school counselor’s’ role and priorities are not only shaped by this culture, but also affect it. Further theoretical and practical implications are discussed.