Evaluating Counselor-Teacher Interpersonal Relationships Using the Discrepancy Model

Abstract

The interpersonal relationship between counselors and teachers plays an important role in supporting the effectiveness of guidance and counseling services in schools. However, practice in the field shows that there is still weak communication and collaboration between the two. This study aims to evaluate the quality of interpersonal relationships between counselors and teachers using the discrepancy evaluation model. The approach used is descriptive quantitative with an instrument in the form of a 35-item questionnaire distributed to one counseling teacher at UM Laboratory High School. Data were analyzed using descriptive statistical techniques. The results show a score of 130 out of 245 (53.06%), which is classified as "pretty good". This finding indicates that interpersonal relationships have been running but not optimal, especially in terms of formal communication and written documentation. The study concludes that there is a need to improve structured communication and professional cooperation. The implication is that schools need to encourage interpersonal communication training and establish a formal evaluation system to support ongoing counselor-teacher collaboration.