Theory-Building Study: A Multi-Level Model of School Counsellor Role Effectiveness in Nigerian Secondary Schools

Role effectiveness among school counsellors is shaped by factors operating simultaneously at individual, school, and systemic levels, yet existing frameworks inadequately capture this complexity in the Nigerian context. This study developed a multi-level theoretical model of school counsellor role effectiveness in Nigerian secondary schools through a sequential exploratory mixed-methods design. Phase 1 involved thematic analysis of in-depth interviews with 80 counsellors, 40 school administrators, and 60 students from schools across the six geopolitical zones. Phase 2 involved quantitative validation of the emergent model using survey data from 350 counsellors. Multi-level regression and confirmatory factor analysis were conducted in Phase 2. The resulting model identified three levels of effectiveness determinants: individual-level factors including counsellor identity, theoretical orientation, and emotional intelligence; school-level factors including administrative support, student-counsellor ratios, and professional autonomy; and systemic-level factors including policy implementation, professional association membership, and supervision access. Cross-level interactions between administrative support and counsellor identity emerged as particularly impactful. The model provides an original multi-level theoretical framework that transcends existing single-level models of school counsellor effectiveness. Its empirical validation across diverse Nigerian school contexts strengthens its contribution to the global school counselling literature. Recommendations included application of the model as a national counsellor appraisal and development framework. Keywords: school counsellor effectiveness, multi-level model, role theory, Nigerian secondary schools, counselling policy.