The teachers`s expectation and perception about the duties of the student advisors

Together with this research including analyses aiming to measure that how much the teachers working at primary schools are aware of the duties of student advisors working at primary schools, it is aimed to determine the current perception and expectation levels of teachers working at primary schools towards the responsible student advisor?s duties in the province of Yalova. Within this study, a questionnaire prepared by taking the tasks imposed upon student advisors by regulations of Ministry of Education Psychological Counseling and Guidance services into consideration has been applied to teachers, and the data obtained have been tabulated in frequencies and percentages, arithmetic mean and standard deviation. In addition to these, the data have also undergone statistical analyses such as independent t-test and unilateral variance analysis. Within the search where scanning model was utilized, as data collecting means, ?the duties of student advisor? questionnaire including a total of 40 questions aiming to measure the teachers? awareness levels of student advisors? duties and a total of 5 questions aiming to determine personal data has been applied. In the questionnaire, Likert-type grading scale with five options has been used. In this context, a total of 170 teachers appointed at primary schools in Yalova have constituted the research group. As a result of the research, it has been observed that teachers are on a sufficient awareness level about the student advisors? duties; however, it has been also observed that teachers also expect duties from student advisors that they should not fulfill. Besides, a meaningful 0. 05 level difference have not been encountered between the answers given by the subjects and gender, age, seniority, the period of working time within the school they are present and branch variables. Key words: Psychological counseling and guidance, Developmental guidance approach, Information society education paradigm