Principal and counselor knowledge about policies, programs, and practices for pregnant and parenting students
Large numbers of pregnant and parenting students who drop out of school each year, as well as those who continue to stay in school, have generated widespread beliefs that adolescent pregnancy and parenthood are major educational problems. Some people contend that schools are the nexus of any successful attempt to combat teenage pregnancy and parenthood while others remain steadfast in their opposition of school-based efforts to address these issues. The purpose of this study was to compare and contrast differences in knowledge expressed by executive principals and head guidance counselors regarding existing policies, programs, and practices for pregnant and parenting students of Metropolitan Nashville Public Schools System. This study also sought to ascertain whether there were differences in policies, programs, and practices among individual schools, as well as to illuminate factors which facilitate or stifle the development and implementation of such programs. Information was collected using a twelve-item questionnaire. These data were treated with the chi square non-parametric technique to determine whether there were any significant differences among respondents, at the .05 level or better. Demographic variables were analyzed: position, gender, race, and type of school. The results revealed that executive principals and head guidance counselors differed significantly on their knowledge about written board and school policies and educational programs and services.
School administration|Academic guidance counseling
Eva Bass Moorman,
"Principal and counselor knowledge about policies, programs, and practices for pregnant and parenting students"
ETD Collection for Tennessee State University.