Hostname: page-component-586b7cd67f-t8hqh Total loading time: 0 Render date: 2024-11-27T20:39:54.332Z Has data issue: false hasContentIssue false
  • English
  • Français

A Qualitative Approach to School Counsellor Self-Efficacy: Sources and Enhancement Strategies

Published online by Cambridge University Press:  23 March 2020

Hatice İrem Özteke Kozan Open the ORCID record for Hatice İrem Özteke Kozan [Opens in a new window]
Hatice İrem Özteke Kozan*
Affiliation:
Department of Counseling Psychology, Faculty of Education, Necmettin Erbakan University, Konya, Turkey
*
Address for correspondence: Hatice İrem Özteke Kozan, Department of Counseling Psychology, Faculty of Education, Necmettin Erbakan University, Konya, 42090, Turkey. Email: [email protected]
Get access

Abstract

In the current study, the source of self-efficacy beliefs of school counsellors and enhancement strategies were investigated using a qualitative approach. A phenomenological research design was used in the current study. Nineteen school counsellors from Turkey participated in the study (11 of them female). For data collection, a semistructured interview technique was used, and for data analysis, thematic and content analyses were undertaken, resulting in particular themes and categories. Sources of school counsellor self-efficacy and likely enhancement strategies were collected under five themes: counselling skills, management of group behaviour, working with resistant students, consultation, and assessment techniques by using content analysis. Results were discussed in line with the literature and suggestions were given.

Keywords

self-efficacyschool counsellorqualitativecounselling
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 32 , Issue 1 , June 2022 , pp. 107 - 123
Check for updates
Copyright
© The Author(s) 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Al-Darmaki, F.R. (2004). Counselor training, anxiety, and counseling self-efficacy: Implications for training psychology students from the United Arab Emirates University. Social Behavior and Personality: An International Journal, 32, 429–439.CrossRefGoogle Scholar
Bandura, A. (1971). Vicarious and self-reinforcement processess. New York, NY: Academic Press.Google Scholar
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147.CrossRefGoogle Scholar
Bandura, A. (1983). Self-efficacy determinants of anticipated fears and calamities. Journal of Personality and Social Psychology, 45, 464–469.CrossRefGoogle Scholar
Bandura, A. (1988). Organizational applications of social cognitive theory. Australian Journal of Management, 13, 275–302.CrossRefGoogle Scholar
Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25, 729–735.CrossRefGoogle Scholar
Bandura, A. (1989b). Social cognitive theory. In Vasta, R. (Ed.), Annals of child development. Vol. 6. Six theories of child development (pp. 1–60). Greenwich, CT: JAI Press.Google Scholar
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behaviour and Human Decision Processes, 50, 248–287.CrossRefGoogle Scholar
Bandura, A. (1994). Self-efficacy. In Ramachaudran, V.S. (Ed.), Encyclopedia of human behavior (vol. 4, pp. 71–81). New York, NY: Academic Press.Google Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman and Company.Google Scholar
Barbee, P.W., Scherer, D., & Combs, D.C. (2003). Prepracticum service‐learning: examining the relationship with counselor self‐efficacy and anxiety. Counselor Education and Supervision, 43, 108–119.CrossRefGoogle Scholar
Bardhoshi, G., Erford, B.T., & Jang, H. (2019). Psychometric synthesis of the Counselor Burnout Inventory. Journal of Counseling & Development, 97, 195–208.CrossRefGoogle Scholar
Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. The Elementary School Journal, 108, 362–375.CrossRefGoogle Scholar
Bhat, C.S. (2008). Cyber bullying: Overview and strategies for school counsellors, guidance officers, and all school personnel. Journal of Psychologists and Counsellors in Schools, 18, 53–66.Google Scholar
Bodenhorn, N., Wolfe, E.W., & Airen, O.E. (2010). School counselor program choice and self-efficacy: Relationship to achievement gap and equity. Professional School Counseling, 13, 165–174.CrossRefGoogle Scholar
Branco, S.F., & Brott, P.E. (2017). The elementary school counselor’s voice in counseling transracially adopted students. Professional School Counseling, 21, 1096–2409.CrossRefGoogle Scholar
Braun, V., & Clarke, V. (2012) Thematic analysis. In Cooper, H. (Ed.), The Handbook of Research Methods in Psychology. Washington, DC: American Psychological Association.Google Scholar
Britner, S.L., & Pajares, F. (2006). Sources of science self‐efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43, 485–499.CrossRefGoogle Scholar
Butler, S.K., & Constantine, M.G. (2005). Collective self-esteem and burnout in professional school counselors. Professional School Counseling, 9, 55–62.CrossRefGoogle Scholar
Cashwell, T.H., & Dooley, K. (2001). The impact of supervision on counselor self-efficacy. The Clinical Supervisor, 20, 39–47.CrossRefGoogle Scholar
Chandler, J.W., Burnham, J.J., Riechel, M.E. K., Dahir, C.A., Stone, C.B., Oliver, D.F., … Bledsoe, K.G. (2018). Assessing the counseling and non-counseling roles of school counselors. Journal of School Counseling, 16, Article no 7.Google Scholar
Chang, S.H., Crogan, N.L., & Wung, S.F. (2007). The self-care self-efficacy enhancement program for Chinese nursing home elders. Geriatric Nursing, 28, 31–36.CrossRefGoogle ScholarPubMed
Cinotti, D. (2013). The relationship between aspects of supervision and school counselor self-efficacy. (Unpublished doctoral dissertation). NJ: Montclair State University.Google Scholar
Constantine, M.G. (2001). The relationship between general counseling self-efficacy and self-perceived multicultural counseling competence in supervisees. The Clinical Supervisor, 20, 81–90.CrossRefGoogle Scholar
Creswell, J.W., & Clark, V.L. P. (2017). Designing and conducting mixed methods research. Sage publications.Google Scholar
Daniels, J.A., & Larson, L.M. (2001). The impact of performance feedback on counseling self‐efficacy and counselor anxiety. Counselor Education and Supervision, 41, 120–130.CrossRefGoogle Scholar
Durowoju, E.O., & Onuka, A.O. (2015). Teacher self-efficacy enhancement and school location: Implication for students’ achievement in economics in senior secondary school in Ibadan, Oyo State, Nigeria. Journal of Education and Practice, 6, 109–115.Google Scholar
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62, 107–115.CrossRefGoogle ScholarPubMed
Fai-Tam, S. (2000). The effects of a computer skill training programme adopting social comparison and self-efficacy enhancement strategies on self-concept and skill outcome in trainees with physical disabilities. Disability and Rehabilitation, 22, 655–664.CrossRefGoogle Scholar
Feldman, D.B., & Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210–216.CrossRefGoogle Scholar
Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of Phenomenological Psychology, 28, 235–260.CrossRefGoogle Scholar
Greason, P.B., & Cashwell, C.S. (2009). Mindfulness and counseling self‐efficacy: The mediating role of attention and empathy. Counselor Education and Supervision, 49, 2–19.CrossRefGoogle Scholar
Gordon, C., & Luke, M. (2016). Metadiscourse in group supervision: How school counselors-in-training construct their transitional professional identities. Discourse Studies, 18, 25–43.CrossRefGoogle Scholar
Goreczny, A.J., Hamilton, D., Lubinski, L., & Pasquinelli, M. (2015). Exploration of counselor self-efficacy across academic training. The Clinical Supervisor, 34, 78–97.CrossRefGoogle Scholar
Guan, P., Capezio, A., Restubog, S.L. D., Read, S., Lajom, J.A.L., & Li, M. (2016). The role of traditionality in the relationships among parental support, career decision-making self-efficacy and career adaptability. Journal of Vocational Behavior, 94, 114–123.CrossRefGoogle Scholar
Gunduz, B. (2012). Self-efficacy and burnout in professional school counselors. Educational Sciences: Theory and Practice, 12, 1761–1767.Google Scholar
Hernández, T.J., & Seem, S.R. (2004). A safe school climate: A systemic approach and the school counselor. Professional School Counseling, 7, 256–262.Google Scholar
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84.CrossRefGoogle Scholar
Jacobsen, K.E., & Bauman, S. (2007). Bullying in schools: School counselors’ responses to three types of bullying incidents. Professional School Counseling, 11, 1–9.CrossRefGoogle Scholar
Johnson, E., Baker, S.B., Kopala, M., Kiselica, M.S., & Thompson, E. C. (1989). Counseling self-efficacy and counseling competence in prepracticum training. Counselor Education and Supervision, 28, 205–218.CrossRefGoogle Scholar
Khourey-Bowers, C., & Simonis, D.G. (2004). Longitudinal study of middle grades chemistry professional development: Enhancement of personal science teaching self-efficacy and outcome expectancy. Journal of Science Teacher Education, 15, 175–195.CrossRefGoogle Scholar
Larson, L.M., Suzuki, L.A., Gillespie, K.N., Potenza, M.T., Bechtel, M.A. & Toulouse, A.L. (1992). Development and validation of the Counseling Self-Estimate Inventory. Journal of Counseling Psychology, 39, 105–120.CrossRefGoogle Scholar
Larson, L.M. & Daniels, J.A. (1998). Review of the counseling self-efficacy literature. The Counseling Psychologist, 26, 179–218.CrossRefGoogle Scholar
Larson, L.M. (1998). The social cognitive model of counselor training. The Counseling Psychologist, 26, 219–273.CrossRefGoogle Scholar
Leach, M.M., Stoltenberg, C.D., McNeill, B.W., & Eichenfleld, G.A. (1997). Self-efficacy and counselor development: Testing the integrated developmental model. Counselor Education and Supervision, 37, 115–124.CrossRefGoogle Scholar
Levitt, D.H. (2001). Active listening and counselor self-efficacy: Emphasis on one microskill in beginning counselor training. The Clinical Supervisor, 20, 101–115.CrossRefGoogle Scholar
Lin, Y.-C. (2012). Online supervision of school counselors: Effects on case conceptualization skills and self-efficacy [Unpublished doctoral dissertation]. University of Iowa, Iowa.Google Scholar
Marks, R., Allegrante, J.P., & Lorig, K. (2005). A review and synthesis of research evidence for self-efficacy-enhancing interventions for reducing chronic disability: implications for health education practice (part II). Health Promotion Practice, 6, 148–156.CrossRefGoogle Scholar
Melchert, T.P., Hays, V.L., Wiljanen, L.M., & Kolocek, A.K. (1996). Testing models of counselor development with a measure of counseling self-efficacy. Journal of Counseling & Development, 74, 640–644.CrossRefGoogle Scholar
Morrison, M.A., & Lent, R.W. (2018). The working alliance, beliefs about the supervisor, and counseling self-efficacy: Applying the relational efficacy model to counselor supervision. Journal of Counseling Psychology, 65, 512–522.CrossRefGoogle ScholarPubMed
Mullen, P.R., & Lambie, G.W. (2016). The contribution of school counselors’ self‐efficacy to their programmatic service delivery. Psychology in the Schools, 53, 306–320.CrossRefGoogle Scholar
Mullen, P.R., Lambie, G.W., Griffith, C., & Sherrell, R. (2016). School counselors’ general self-efficacy, ethical and legal self-efficacy, and ethical and legal knowledge. Ethics & Behavior, 26, 415–430.CrossRefGoogle Scholar
Neyland-Brown, L., Laux, J.M., Reynolds, J.L., Kozlowski, K., & Piazza, N.J. (2019). An exploration of supervision training opportunities for school counselors. Journal of School Counseling, 17, 1–29.Google Scholar
Ooi, P.B., Jaafar, W.M.B.W., & Baba, M.B. (2018). Relationship between sources of counseling self-efficacy and counseling self-efficacy among Malaysian school counselors. The Social Science Journal, 55, 369–376.CrossRefGoogle Scholar
Owens, D., Bodenhorn, N., & Bryant, R.M. (2010). Self-efficacy and multicultural competence of school counselors. Journal of School Counseling, 5, 3–20.Google Scholar
Ozteke, H.I., Ure, O., & Kesici, S. (2015). The prediction of elementary school counselors’ self-efficacy beliefs by social comparison and self-consciousness. Online Journal of Counseling & Education, 4, 34–45.Google Scholar
Özyürek, R. (2009). Okullarda psikolojik danışma ve rehberlik uygulamaları ve öğrencilere sağlanan süpervizyon olanakları: Ulusal bir tarama çalışması. [The supervision opportunities for practicum students of school counseling provided to trainees in Turkish universities: A national survey] Turkish Psychological Counseling and Guidance Journal, 4, 54–63.Google Scholar
Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.Google Scholar
Patton, M.Q. (2015). Qualitative research and evaluation methods. Integrating theory and practice (4th ed.). Thousand Oaks, CA: Sage Publications.Google Scholar
Skaalvik, E.M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152–160.CrossRefGoogle Scholar
Sutton, J.M Jr.., & Fall, M. (1995). The relationship of school climate factors to counselor self‐efficacy. Journal of Counseling & Development, 73, 331–336.CrossRefGoogle Scholar
Tan, S.Y., & Chou, C.C. (2018). Supervision effects on self-efficacy, competency, and job involvement of school counsellors. Journal of Psychologists and Counsellors in Schools, 28, 18–32.CrossRefGoogle Scholar
Usher, E.L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78, 751–796.CrossRefGoogle Scholar
Watt, H.M., Ehrich, J., Stewart, S.E., Snell, T., Bucich, M., Jacobs, N., … English, D. (2019). Development of the Psychologist and Counsellor Self-Efficacy Scale. Higher Education, Skills and Work-Based Learning, 9, p. 485–509.CrossRefGoogle Scholar
Wiggins, E.C. (2018). A phenomenological study: the lived experiences of holistic counselors and their development of self-efficacy (Unpublished doctoral dissertation). Adams State University, Alamaso, CO.Google Scholar
Wilkerson, K., & Bellini, J. (2006). Intrapersonal and organizational factors associated with burnout among school counselors. Journal of Counseling & Development, 84, 440–450.CrossRefGoogle Scholar
Yıldırım, A., & Şimşek, A. (2006). Qualitative approaches in social sciences (6th ed.). Ankara, Turkey: Seçkin Publishing. Retrieved October 28, 2019, from ogm.meb.gov.tr.Google Scholar