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1 ,, SPSS 21.0., t,.,,,..,.,.. (Corresponding Author): / / / Tel: /

2 ...,,, (, 2012),, (,,, 2012a, 2012b;,, 2011;, 2011;,, 2010). (, 2013;, 2012;, ; 2010). (professional) (specialist) (, 2014). (,, 2005),,,.. (Baker, 1996) (Fitch et al., 2001). Monteiro-Leitner, Asner-Self, Milde, Leitner Skelton(2006) 1950.,,,.,,,,. (,,, 2008).., (Corey, 1986; Studer & Allton, 1996;,, 2010 ). (Gysbers, 1990).

3 , (ASCA, 2004).,,,,,,,, 8 (Baker, 1992).,,,,,,, (,, 2003). (2005),,,,,,,. (2014) 4C's plus, (counseling), (coordinating), (consulting), (collaboration), (large group guidance).. (, 2007). (, 2008;,, 2009). (,, 2015). (Dawis & Lofquist, 1984) (satisfaction) (satisfactoriness). (,,, 2009;,, 2007). (, 2010).. (, 2010)., (,,, 2005a, 2005b;,, 2003;,, 2008;, 2012;,, 2011;,, 2010;,, 2008).

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16 ..,,,,,,,,...,,..,,.,,,,.,,, /,. /.,, (2005a).,,,,,,,. (2011),, (2009).,, (2004). (consulting) 3 (,, ), (, 2014).

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21 . (2), (2015).. 2., (2008).,,. (2), 1-22.,, (2014).,,. (1), (2014)..,., (2006).. (4), American School Counselor Association (2004). The role of the professional school counselor. Retrieved April 9, 2010, from school counselor. org/role. htm. Baker, S. B. (1992). School counseling for the twenty-first century. New York: Merrill. Baker, S. B. (1996). School counseling for the twenty-first century (2nd ed.). Englewood Cliffs, NJ: Merrill. Dawis, R. V., & Lofquist, L. H. (1984). A psychological theory of work adjustment. Minneapolis, MN: University of Minnesota Press. Fitch, T. J., Newby, E., Ballestero, V., & Marshall, J. L. (2001). Future administrators perceptions of the school counseling role. Counselor Education and Supervision, 42, Gysbers, N. C. (1990). Comprehensive guidance programs that work. Ann Arbor, MI: ERIC Counseling and personnel Services Clearinghouse. Gysbers, N. C., & Henderson, P. (2012). Developing & managing your school guidance & counseling program. American Counseling Association Stevenson Avenue, Alexandria, VA Monteiro-Leitner, J., Asner-Self, K. K., Milde, C., Leitner, D. W., & Skelton, D. (2006). The role of the rural school counselor: Counselor, counselor-in-training, and principal perceptions. Professional School Counseling, 9, : : :

22 A study on the perception of school administrators for school counselors role Korea University of Technology and Education Seoul National University The purposes of this study were to identify the differences expectations and satisfactions of school administrators for school counselors role and confirm the order of priority and the differences. To accomplish this purpose, 164 school administrators working as a principal or a assistant principal at each school answered in Role Expectation-Satisfaction List. The collected data were analyzed with SPSS Descriptive statistics analysis, Paired t-test, One-Way analysis of variance(one-way ANOVA) were used. The results of the study were as follows. The school administrators have high expectations in duty, psychological evaluation, self-development, and personal study, but low expectations for consultation. The same trend was showed from the viewpoint of satisfactions. In the comparative analysis in school counselors position, the results showed a notable and significant differences between the groups, wherein the career guidance teachers generally had a higher expectation and satisfaction in their role compared to professional school counselor and professional counselor. In particular, expectations and satisfactions were significant between school counselors position about the guidance for large group. For performing the role of school counselors, career counseling teacher showed the lowest discrepancies in expectations and satisfactions. The implications and limitations of these findings were discussed. Key words : school counselor, work satisfactoriness, role expectation, role satisfaction, school administrator

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