The Contribution Of School Counselors' Self-Efficacy To Their Programmatic Service Delivery

Abstract

Self-efficacy pertains to individuals' belief about their capability to accomplish a task; consequently, school counselors' positive self-efficacy is a theoretically based prerequisite for their facilitation of school-based interventions. In addition, school counselor-led interventions and comprehensive, developmental guidance programs benefit students' personal social, academic, and career development. Therefore, this investigation examined the contribution of practicing school counselors' (N = 693) self-efficacy in relation to the frequency of their programmatic service delivery. The findings indicate that participants' self-efficacy scores contributed to the frequency of their programmatic service delivery (48% of the variance explained). Implications for school counselors, supervisors, and educational researchers are discussed.

Publication Date

3-1-2016

Publication Title

Psychology in the Schools

Volume

53

Issue

3

Number of Pages

306-320

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1002/pits.21899

Socpus ID

84957971005 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84957971005

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