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School Counsellors’ Job Satisfaction: What is the Role of Counselling Self-Efficacy, Trait Anxiety and Cognitive Flexibility?

Published online by Cambridge University Press:  13 February 2020

Fatih Aydin Open the ORCID record for Fatih Aydin [Opens in a new window]  and
Hatice Odaci
Fatih Aydin*
Affiliation:
Faculty of Education, Department of Educational Sciences, Sivas Cumhuriyet University, Sivas, Turkey
Hatice Odaci
Affiliation:
Fatih Faculty of Education, Department of Educational Sciences, Trabzon University, Trabzon, Turkey
*
*Address for correspondence: Fatih Aydin, Faculty of Education, Department of Educational Sciences Sivas Cumhuriyet University, 58140, Sivas, Turkey. Email: 61fatihaydin@gmail.com
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Abstract

The aim of the present study is to investigate the role of counselling self-efficacy, trait anxiety and cognitive flexibility in predicting job satisfaction of school counsellors. The study was conducted according to a correlational research design. The sample group consisted of 99 female and 77 male school counsellors voluntarily participating in the study. Data collection tools included the Personal Information Form, Job Satisfaction Scale, Counselor Activity Self-Efficacy Scale, Trait Anxiety Inventory and Cognitive Flexibility Inventory. The data were analysed with Pearson product-moment correlation analysis and hierarchical regression analysis. According to the research findings, the job satisfaction of school counsellors was identified to have moderate significant correlations with counselling self-efficacy, trait anxiety and cognitive flexibility. Counselling self-efficacy and trait anxiety were each concluded to be significant predictors of job satisfaction. Finally, cognitive flexibility was found not to be a significant predictor of job satisfaction. The results are interpreted and discussed in accordance with the relevant literature.

Keywords

school counsellorcounselling self-efficacytrait anxietycognitive flexibility
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 30 , Issue 2 , December 2020 , pp. 202 - 215
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Copyright
© The Author(s) 2020. Published by Cambridge University Press

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