Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-10T12:43:56.312Z Has data issue: false hasContentIssue false
  • English
  • Français

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
Get access

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
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

Amatea, E.S., & Clark, M.A. (2005). Changing schools, changing counselors: A qualitative study of school administrators’ conceptions of the school counselor role. Professional School Counseling, 9, 16–27.CrossRefGoogle Scholar
American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/knowledge-center/ethics Google Scholar
American School Counselor Association (ASCA). (2003). The ASCA National Model: A framework for school counseling programs. Professional School Counseling, 6, 165–168.Google Scholar
American School Counselor Association (ASCA). (2016). ASCA ethical standards for school counselors. Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf Google Scholar
Baker, S.B. (1996). School counseling for the twenty first century. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.CrossRefGoogle Scholar
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Beesley, D., & Frey, L.L. (2006). Principals’ perceptions of school counselor roles and satisfaction with school counseling services. Journal of School Counseling, 4, 1–27.Google Scholar
Brunges, M., & Foley‐Brinza, C. (2014). Projects for increasing job satisfaction and creating a healthy work environment. AORN Journal, 100, 670–681.CrossRefGoogle ScholarPubMed
Cashwell, T.H., & Dooley, K. (2001). The impact of supervision on counselor self-efficacy. The Clinical Supervisor, 20, 39–47.CrossRefGoogle Scholar
Cervoni, A., & DeLucia-Waack, J. (2011). Role conflict and ambiguity as predictors of job satisfaction in high school counselors. Journal of School Counseling, 9, 1–30.Google Scholar
Chung, S.H., Su, Y.F., & Su, S.W. (2012). The impact of cognitive flexibility on resistance to organizational change. Social Behavior and Personality: An International Journal, 40, 735–745.CrossRefGoogle Scholar
Clemens, E.V., Milsom, A., & Cashwell, C.S. (2009). Using leader-member exchange theory to examine principal–school counselor relationships, school counselors’ roles, job satisfaction, and turnover intentions. Professional School Counseling, 13, 75–85.CrossRefGoogle Scholar
Coleman, H.L., & Yeh, C. (2011). Handbook of school counseling. New York, NY: Routledge.CrossRefGoogle Scholar
Council for Accreditation of Counseling and Related Educational Programs. (2016). 2016 Standards with glossary. Retrieved from http://www.cacrep.org/wp-content/uploads/2018/05/2016-Standards-with-Glossary-5.3.2018.pdf Google Scholar
Crutchfield, L., Price, C., McGarity, D., Pennington, D., Richardson, J., & Tsolis, A. (1997). Challenge and support: Group supervision for school counselors. Professional School Counseling, 1, 43–46.Google Scholar
DeKruyf, L., Auger, R.W., & Trice-Black, S. (2013). The role of school counselors in meeting students’ mental health needs: Examining issues of professional identity. Professional School Counseling, 16, 271–282.CrossRefGoogle Scholar
DeMato, D.S., & Curcio, C.C. (2004). Job satisfaction of elementary school counselors: A new look. Professional School Counseling, 7, 236–245.Google Scholar
Dennis, J.P., & Vander Wal, J.S. (2010). The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cognitive Therapy and Research, 34, 241–253.CrossRefGoogle Scholar
Dollarhide, C.T., & Miller, G.M. (2006). Supervision for preparation and practice of school counselors: Pathways to excellence. Counselor Education and Supervision, 45, 242–252.CrossRefGoogle Scholar
Elovainio, M., Kivimäki, M., Steen, N., & Kalliomäki-Levanto, T. (2000). Organizational and individual factors affecting mental health and job satisfaction: A multilevel analysis of job control and personality. Journal of Occupational Health Psychology, 5, 269–277.CrossRefGoogle Scholar
Ekşi, H., Ismuk, E., & Parlak, S. (2015). Okul psikolojik danışmanlarında iş doyumunun yordayıcısı olarak psikolojik danışma öz yeterliği ve dinleme becerileri [Counseling self-efficacy and listening skills as a predictor of job satisfaction in school counselors]. Abant İzzet Baysal University Journal of Faculty of Education, 15, 84–103.Google Scholar
Fitch, T., Newby, E., Ballestero, V., & Marshall, J.L. (2001). Future school administrators’ perceptions of the school counselor’s role. Counselor Education and Supervision, 41, 89–99.CrossRefGoogle Scholar
Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2011). How to design and evaluate research in education. New York, NY: McGraw-Hill.Google Scholar
Gade, E.M., & Houdek, B. (1993). Job satisfaction and functions of counselors in split school assignments. The School Counselor, 41, 86–89.Google Scholar
Gajewski, P.D., Wild-Wall, N., Schapkin, S.A., Erdmann, U., Freude, G., & Falkenstein, M. (2010). Effects of aging and job demands on cognitive flexibility assessed by task switching. Biological Psychology, 85, 187–199.CrossRefGoogle ScholarPubMed
Gall, M.D., Borg, W.R., & Gall, J.P. (2003). Educational research: An introduction. Boston, MA: Allyn and Bacon.Google Scholar
Horikawa, M., & Yagi, A. (2012). The relationships among trait anxiety, state anxiety and the goal performance of penalty shoot-out by university soccer players. PloS One, 7, e35727.CrossRefGoogle ScholarPubMed
Ionescu, T. (2012). Exploring the nature of cognitive flexibility. New Ideas in Psychology, 30, 190–200.CrossRefGoogle Scholar
Jackson, M., & Thompson, C.L. (1971). Effective counselor: Characteristics and attitudes. Journal of Counseling Psychology, 18, 249–254.CrossRefGoogle Scholar
Kirchner, G.L., & Setchfield, M.S. (2005). School counselors’ and school principals’ perceptions of the school counselor’s role. Education, 126, 10–16.Google Scholar
Kuhn, L.A. (2004). Student perceptions of school counselor roles and functions [Unpublished doctoral dissertation]. University of Maryland, MD.Google Scholar
Kuzgun, Y., Aydemir-Sevim, S., & Hamamcı, Z. (1999). Mesleki Doyum Ölçeğinin geliştirilmesi [Development of Job Satisfaction Scale]. Turkish Psychological Counseling and Guidance Journal, 2, 14–18.Google 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
Laureiro‐Martínez, D., & Brusoni, S. (2018). Cognitive flexibility and adaptive decision‐making: Evidence from a laboratory study of expert decision makers. Strategic Management Journal, 39, 1031–1058.CrossRefGoogle Scholar
LeCompte, A., & Öner, N. (1975). Durumluk-sürekli kaygı envanterinin Türkçe’ye adaptasyon ve standardizasyonu ile ilgili bir çalışma [A study on adaptation and standardization of state-trait anxiety inventory into Turkish]. IX. Milli Psikiyatri ve Nörolojik Bilimler Kongresi Çalışmaları, 457–462.Google Scholar
Lent, R.W., Hill, C.E., & Hoffman, M.A. (2003). Development and validation of the Counselor Activity Self-Efficacy Scales. Journal of Counseling Psychology, 50, 97–108.CrossRefGoogle Scholar
Lin, W.L., Tsai, P.H., Lin, H.Y., & Chen, H.C. (2014). How does emotion influence different creative performances? The mediating role of cognitive flexibility. Cognition & Emotion, 28, 834–844.CrossRefGoogle ScholarPubMed
Locke, E.A. (1976). The nature and causes of job satisfaction. In Dunnette, M.D. (Ed.), Handbook of industrial and organizational psychology (pp. 1297–1343). Chicago, IL: Rand McNally.Google Scholar
Lockhart, E.J., & Keys, S.G. (1998). The mental health counseling role of school counselors. Professional School Counseling, 1, 3–6.Google Scholar
Lu, A.C.C., & Gursoy, D. (2016). Impact of job burnout on satisfaction and turnover intention: Do generational differences matter? Journal of Hospitality & Tourism Research, 40, 210–235.CrossRefGoogle Scholar
Luceño Moreno, L., Martín García, J., Díaz, M.J., & Díaz Ramiro, E. (2006). Psycho-social risks and trait anxiety as predictors of stress and job satisfaction. Ansiedad y Estrés, 12, 89–97.Google Scholar
McCarthy, A.K. (2014). Relationship between rehabilitation counselor efficacy for counseling skills and client outcomes. Journal of Rehabilitation, 80, 3–11.Google Scholar
McCarthy, C., Van Horn Kerne, V., Calfa, N.A., Lambert, R.G., & Guzmán, M. (2010). An exploration of school counselors’ demands and resources: Relationship to stress, biographic, and caseload characteristics. Professional School Counseling, 13, 146–158.CrossRefGoogle Scholar
Monteiro-Leitner, J., Asner-Self, K.K., Milde, C., Leitner, D.W., & Skelton, D. (2006). The role of the rural school counselor: Counselor, counselor-in-training, and principal perceptions. Professional School Counseling, 9, 248–251.CrossRefGoogle Scholar
Nelson, M.D. (2015). The school counselor’s guide: Middle school guidance curriculum activities. New York, NY: Routledge.CrossRefGoogle 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
Öner, N. (2012). Türkiye’de kullanılan psikolojik testlerden örnekler: Bir Başvuru Kaynağı [Examples of psychological tests used in Turkey: A reference source]. ˙stanbul: Boğaziçi University Press.Google Scholar
Page, B.J., Pietrzak, D.R., & Sutton, J.M. Jr. (2001). National Survey of School Counselor Supervision. Counselor Education and Supervision, 41, 142–150.CrossRefGoogle Scholar
Pamukçu, B., & Demir, A. (2013). Psikolojik Danışma Öz-yeterlik Ölçeği Türkçe Formu’nun geçerlik ve güvenirlik çalışması [The validity and reliability study of the Turkish Version of Counseling Self-Efficacy Scale]. Turkish Psychological Counseling and Guidance Journal, 4, 212–221.Google Scholar
Peng, J., Li, D., Zhang, Z., Tian, Y., Miao, D., Xiao, W., & Zhang, J. (2016). How can core self-evaluations influence job burnout? The key roles of organizational commitment and job satisfaction. Journal of Health Psychology, 21, 50–59.CrossRefGoogle ScholarPubMed
Pyne, J.R. (2011). Comprehensive school counseling programs, job satisfaction, and the ASCA National Model. Professional School Counseling, 15, 88–97.CrossRefGoogle Scholar
Rayle, A.D. (2006). Do school counselors matter? Mattering as a moderator between job stress and job satisfaction. Professional School Counseling, 9, 206–215.CrossRefGoogle Scholar
Reiner, S.M., Colbert, R.D., & Pérusse, R. (2009). Teacher perceptions of the professional school counselor role: A national study. Professional School Counseling, 12, 324–332.CrossRefGoogle Scholar
Republic of Turkey Ministry of National Education. (2018). Hizmetiçi eğitim planları [Inservice education schedules]. Retrieved September 1, 2019, from http://oygm.meb.gov.tr/www/icerik_goruntule.php?KNO=28 Google Scholar
Richardsen, A.M., Burke, R.J., & Leiter, M.P. (1992). Occupational demands, psychological burnout and anxiety among hospital personnel in Norway. Anxiety, Stress, and Coping, 5, 55–68.CrossRefGoogle Scholar
Ritter, S.M., Damian, R.I., Simonton, D.K., van Baaren, R.B., Strick, M., Derks, J., & Dijksterhuis, A. (2012). Diversifying experiences enhance cognitive flexibility. Journal of Experimental Social Psychology, 48, 961–964.CrossRefGoogle Scholar
Roberts, E., & DiAnne Borders, L. (1994). Supervision of school counselors: Administrative, program, and counseling. The School Counselor, 41, 149–157.Google Scholar
Sánchez-Anguita, A., Conde, A., De la Torre, A., & Pulido, M.F. (2008). Ansiedad y satisfacción laboral en trabajadoras sanitarias [Anxiety and job satisfaction in health workers]. Ansiedad y Estrés, 14, 55–69.Google Scholar
Sapmaz, F., & Doğan, T. (2013). Bilişsel esnekliğin değerlendirilmesi: Bilişsel Esneklik Envanteri Türkçe Versiyonunun geçerlik ve güvenirlik çalışmaları [Assessment of cognitive flexibility: Reliability and validity studies of Turkish version of the Cognitive Flexibility Inventory]. Ankara University, Journal of Faculty of Educational Sciences, 46, 143–161.Google Scholar
Schiele, B.E., Weist, M.D., Youngstrom, E.A., Stephan, S.H., & Lever, N.A. (2014). Counseling self-efficacy, quality of services and knowledge of evidence-based practices in school mental health. The Professional Counselor, 4, 467–480.CrossRefGoogle Scholar
Spielberger, C.D., Gorsuch, R.L., & Lushene, R.E. (1970). The State-Trait Anxiety Inventory (Test Manual). Palo Alto, CA: Consulting Psychologists Press.Google Scholar
Stickel, S.A. (1991, February). A study of burnout and job satisfaction among rural school counselors. Paper presented at the Annual Conference of the Eastern Educational Research Association, Boston, MA. http://files.eric.ed.gov/fulltext/ED329823.pdf Google 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
Tuzgöl Dost, M., & Keklik, İ. (2012). Alanda çalışanların gözünden psikolojik danışma ve rehberlik alanının sorunları [Professional issues in counseling as perceived by individuals working in counseling settings]. Mehmet Akif Ersoy University Journal of Education Faculty, 23, 389–407.Google Scholar
Üzümcü, B., & Müezzin, E. (2018). Öğretmenlerin bilişsel esneklik ve mesleki doyum düzeyinin incelenmesi [Investigation of the level of cognitive flexibility and job satisfaction of teachers]. Sakarya University Journal of Education, 8, 8–25.CrossRefGoogle Scholar
Yang, C.L., & Hwang, M. (2014). Personality traits and simultaneous reciprocal influences between job performance and job satisfaction. Chinese Management Studies, 8, 6–26.CrossRefGoogle Scholar
Yeşilyaprak, B., & Boysan, M. (2015). Latent class analysis of job and life satisfaction among school counselors: A national survey. Journal of Happiness Studies, 16, 1–15.CrossRefGoogle Scholar